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Theme 9

ChangesTheme 9

Dear Family,What a difference a year makes! In the next four weeks, children will look at how they have changed over the past nine months—their height, their weight, their knowledge, and their behavior. They will learn about changes around them that are beyond their control—seasons, weather, day and night. They will examine the power they have to cause change and the responsibility they have to monitor change in their environment. Join with us in celebrating this year of change as we begin to prepare children for the changes the next year will bring.

Week 1 Changes in and Around Me

Week 2 Earth Changes

Week 3 Nurturing Earth

Week 4 Before and Now

Our character education focus will be on developing the concepts of patience and pride.

LiteracyChildren have been learning to hear rhyming words. Play this game to practice this skill. Pause before the final word in the last stanza and invite your child to supply the word.

Say and RhymeTune: “Mary Had a Little Lamb”

Rhyming words are lots of fun,Lots of fun, lots of fun.Rhyming words are easy to do.Join in and try a few.

When you say bread, I touch my head,Touch my head, touch my head.When you say bread, I touch my head.Rhyming words—bread and (head)!

When you say go, I touch my toeTouch my toe, touch my toe.When you say go, I touch my toeRhyming words—go and ___!

When you say bee, I touch my kneeTouch my knee, touch my knee.When you say bee, I touch my kneeRhyming words—bee and ___!

Rhyming words are lots of fun,Lots of fun, lots of fun.Rhyming words are easy to do.And now we know a few.

Make up additional verses: dear/ear; hose/nose; sigh/eye

MathAs we look back to see how far children have come this year, it is natural to introduce the calendar as a way to keep track of time and note important upcoming events. Provide an easily accessible calendar (on the refrigerator or bedroom door) so that your child can note (with pride) accomplishments and learn that waiting for an upcoming special day requires patience.

Notes

For additional at-home activities, see the Changes PATT Mat.

Lectoescritura

Si desean más actividades para hacer en la casa, vean el Tapete de Apoyo PATT de “Cambios”.

Matematicas

Semana 1 Cambios en mí y en lo que me rodea

Semana 2 La Tierra cambia

Semana 3 La Tierra nos nutre

Semana 4 Antes y después

CambiosTema 9

Estimadas familias:¡Qué tal diferencia en un año! En las próximas cuatro semanas los niños verán lo mucho que ha cambiado su estatura, su peso, sus conocimientos y su comportamiento en los nueve meses pasados. Van a aprender sobre los cambios en las cosas que los rodean y que están fuera de su control: las estaciones, el clima, el día y la noche. También examinarán el poder que tienen para producir un cambio en su medio ambiente. Celebre con nosotros este año de cambios mientras empezamos a preparar a los niños para los cambios que les traerá el próximo año.

Nuestro enfoque en la educación del carácter estará dirigido a desarrollar los conceptos de paciencia y orgullo.

Los niños han estado aprendiendo a escuchar palabras que riman. Este juego les permitirá practicar esa destreza. Hagan una pausa antes de la palabra final en el último párrafo e inviten a sus hijos a decir la palabra.

Una palabra, una rimaMelodía: “Mary Had a Little Lamb”

Las palabras que riman son pura diversión,Son pura diversión, son pura diversión.Las palabras que riman son fáciles de hacer.Verás que podrás aprender.

Cuando dices pereza, me toco la cabeza,me toco la cabeza, me toco la cabeza.Cuando dices pereza, me toco la cabeza.La rima: ¡pereza y ____!

Cuando dices enredo, me toco un dedome toco un dedo, me toco un dedo.Cuando dices enredo, me toco un dedoLa rima: enredo y ___!

Cuando dices silla, me toco la rodilla,me toco la rodilla, me toco la rodilla.Cuando dices silla, me toco la rodillaLa rima, ¡silla y ___!

Las palabras que riman son pura diversión,Son pura diversión, son pura diversiónLas palabras que riman son fáciles de hacer.y hoy algunas pudimos aprender.

Añadan más versos: reja/oreja; mente/frente; rojo/ojo

Al mirar atrás y ver lo mucho que han avanzado los niños este año es natural que les presentemos el calendario como una manera de llevar el control del tiempo y anotar eventos futuros importantes. Pongan al alcance de sus niños un calendario (en el refrigerador o en la puerta de su cuarto) para que anoten sus logros (con orgullo) y para que aprendan a esperar con paciencia un día especial que ya viene.

Notas

Chan

ges

Paren

ts Ar

e Tea

cher

s T

oo

Them

e 9

Mat

hTh

eme

Job

Lite

racy

Outd

oors

Calm

ing

Stra

tegy

Obs

erve

the

chan

ges t

hat h

appe

n to

seed

s. Ch

oose

the

kind

of s

eed

you

wan

t to

plan

t. D

o yo

u w

ant fl

ower

s or v

eget

able

s? W

ill th

e po

t be

in th

e su

n or

in th

e sh

ade?

Hav

e an

adu

lt he

lp y

ou re

ad se

ed p

acka

ges a

nd a

sk q

uest

ions

to

hel

p yo

u de

cide

. Whe

n yo

u ha

ve c

hose

n th

e se

eds,

plac

e ro

cks o

r pie

ces o

f a b

roke

n po

t int

o th

e bo

ttom

of t

he p

ot y

ou w

ill u

se.

!is

will

hel

p th

e w

ater

dra

in p

rope

rly. F

ill th

e po

t with

soil.

Pla

nt th

e se

eds a

ccor

ding

to th

e in

stru

ctio

ns o

n th

e se

ed p

acka

ge. T

end

the

seed

s. N

otic

e th

e ch

ange

s. En

joy

the

harv

est.

Crea

te a

Bef

ore

and

Now

boo

k of

you

r ow

n.

!in

k of

som

ethi

ng th

at y

ou d

o w

ell.

!in

k ab

out h

ow y

ou u

sed

to d

o th

at sa

me

thin

g.

Dra

w a

pic

ture

to sh

ow th

e “b

efor

e” a

nd

anot

her t

o sh

ow th

e “n

ow.”

Add

wor

ds th

at te

ll ab

out y

our p

ictu

re o

r hav

e an

adu

lt he

lp y

ou

with

the

wor

ds. A

dd o

ther

pag

es. R

ead

your

bo

ok p

roud

ly.

Do

you

rem

embe

r the

thin

g th

at w

as a

bout

the

sam

e siz

e yo

u w

ere

at th

e be

ginn

ing

of th

e ye

ar? F

ind

it an

d co

mpa

re y

ours

elf t

o it

agai

n. H

ave

you

grow

n ta

ller?

Hav

e yo

u gr

own

in o

ther

way

s too

? Do

the

clot

hes a

nd sh

oes t

hat y

ou w

ore

in th

e fa

ll st

ill fi

t you

no

w? B

egin

a M

easu

re M

y W

orld

jour

nal a

nd re

cord

so

me

of y

our o

bser

vatio

ns. !

ink

abou

t how

you

will

ch

ange

in th

e ne

xt y

ear.

Teac

h so

meo

ne in

you

r fam

ily h

ow

to g

et ri

d of

stre

ss w

ith th

e Bu

nny

Brea

thin

g ca

lmin

g st

rate

gy.

Hol

d on

e ha

nd u

p w

ith tw

o fin

gers

st

andi

ng ta

ll lik

e a

peac

e sig

n to

re

pres

ent t

he b

unny

. !e

tall

finge

rs

are

the

ears

and

the

balle

d ha

nd is

the

bunn

y bo

dy.

Scru

nch

up y

our n

ose

and

take

thre

e sh

ort b

reat

hs. A

s you

do

this,

hav

e th

e bu

nny’s

ear

s go

up a

nd d

own

with

the

brea

thin

g.

Hol

d yo

ur b

reat

h fo

r thr

ee se

cond

s and

th

en e

xhal

e slo

wly,

mov

ing

(hop

ping

) yo

ur h

and

acro

ss y

our b

ody

as if

the

bunn

y is

hopp

ing

away

. Try

to e

xhal

e as

lo

ng a

s the

bun

ny is

hop

ping

.

Lear

n th

is rh

yme

and

reci

te it

with

prid

e.

You

have

arr

ived

!

Whe

n I W

as O

ne

Whe

n I w

as o

ne, I

was

so sm

all

(hol

d up

one

fing

er)

I cou

ld n

ot sp

eak

a w

ord

at a

ll.

(shak

e he

ad)

Whe

n I w

as tw

o, I

lear

ned

to ta

lk,

(hol

d up

two

finge

rs)

I lea

rned

to si

ng, I

lear

ned

to w

alk.

(p

oint

to m

outh

and

feet

)W

hen

I was

thre

e, I

lear

ned

abou

t me.

(h

old

up th

ree

finge

rs)

And

whe

n I t

urne

d fo

ur, I

lear

ned

mor

e.

(hol

d up

four

fing

ers)

Now

I’m

five

, (pa

use)

and

I’ve

arr

ived

! (h

old

up fi

ve fi

nger

s)

©20

10 F

rog

Stre

et P

ress

, Inc

. Fa

mily

Con

nect

ions

CD

PA

TT M

at

Cambi

os

Los Pa

dres

Tam

bién

Son

Maes

tros

(PA

TT p

or s

us

sigl

as e

n in

glés

)

Tape

te d

e ap

oyo

Tema

9

Tare

a de

l te

ma

Lect

oesc

ritu

raAl ai

re lib

reEs

trat

egia c

alman

te

Mat

emea

tica

s¿R

ecue

rdas

la c

osa

que

med

ía c

asi i

gual

que

tú

cuan

do e

mpe

zast

e el

año

? Bú

scal

a y

vuel

ve a

co

mpa

rarla

con

tigo.

¿H

as c

reci

do?

¿Has

cre

cido

ta

mbi

én d

e ot

ras m

aner

as?

¿Tod

avía

te q

ueda

n la

ro

pa y

los z

apat

os q

ue u

sast

e en

el o

toño

? Em

piez

a a

escr

ibir,

con

la a

yuda

de

un m

iem

bro

de tu

fam

ilia,

un

“Dia

rio p

ara

med

ir m

i mun

do” y

ano

ta a

lgun

as

de tu

s obs

erva

cion

es. P

iens

a en

cóm

o va

s a c

ambi

ar

el p

róxi

mo

año.

Obs

erva

los c

ambi

os q

ue le

s suc

eden

a la

s se

mill

as. E

scog

e el

tipo

de

sem

illa

que

dese

as

plan

tar.

¿Qui

eres

pla

ntar

flor

es o

ver

dura

s?

¿Deb

e es

tar l

a m

acet

a en

la so

mbr

a o

en e

l So

l? P

ide

a un

adu

lto q

ue te

lea

los p

aque

tes

de se

mill

as y

haz

las p

regu

ntas

que

te p

erm

itan

deci

dir q

ué se

mbr

arás

. Cua

ndo

haya

s esc

ogid

o la

s sem

illas

, col

oca

unas

pie

dras

o u

nos

peda

cito

s de

cerá

mic

a ro

ta e

n el

fond

o de

la

mac

eta

que

vas a

usa

r. E

sto

ayud

ará

a qu

e el

ag

ua d

rene

apr

opia

dam

ente

. Lle

na la

mac

eta

con

tierr

a. P

lant

a la

s sem

illas

sigu

iend

o la

s in

stru

ccio

nes d

el p

aque

te. C

uida

las s

emill

as.

Obs

erva

los c

ambi

os. D

isfru

ta d

e la

cos

echa

.

Prep

ara

tú so

lo u

n cu

ader

no d

e An

tes y

aho

ra.

Pien

sa e

n al

go q

ue h

aces

bie

n. P

iens

a en

cóm

o lo

hac

ías a

ntes

. Haz

un

dibu

jo p

ara

mos

trar

el

“ant

es” y

otr

o pa

ra m

ostr

ar e

l “ah

ora”

. Aña

de

pala

bras

par

a de

scrib

ir tu

dib

ujo

o pi

de a

un

adul

to q

ue te

ayu

de c

on la

s pal

abra

s. A

ñade

m

ás p

ágin

as. L

ee tu

cua

dern

o co

n or

gullo

.

Ense

ña a

alg

uien

de

tu fa

mili

a a

libra

rse

del

estr

és c

on la

est

rate

gia

La re

spira

ción

del

co

nejit

o.Le

vant

a un

a m

ano

con

dos d

edos

es

tirad

os c

omo

el sí

mbo

lo d

e la

paz

, pa

ra re

pres

enta

r al c

onej

o. L

os d

edos

es

tirad

os so

n la

s ore

jas y

la m

ano

en

puño

es e

l cue

rpo

del c

onej

o.

Arr

uga

la n

ariz

y re

spira

rápi

dam

ente

tr

es v

eces

. Mie

ntra

s hac

es e

sto,

haz

que

la

s ore

jas d

el c

onej

o su

ben

y ba

jen

con

cada

resp

iraci

ón.

Reté

n la

resp

iraci

ón p

or tr

es se

gund

os

y lu

ego

exha

la le

ntam

ente

, mov

iend

o la

man

o (a

salto

s) de

arr

iba

a ab

ajo

cruz

ando

tu c

uerp

o co

mo

si el

con

ejito

se

est

uvie

ra a

leja

ndo

salta

ndo.

Tra

ta d

e ex

hala

r dur

ante

todo

el t

iem

po e

n qu

e el

co

nejit

o es

té sa

ltand

o.

Apr

ende

est

a rim

a y

recí

tala

con

org

ullo

. ¡H

as ll

egad

o!Cu

ando

tení

a un

año

Cuan

do te

nía

un a

ño y

o er

a ta

n ch

iqui

to,

(ens

eña

un d

edo)

que

no c

amin

aba

ni h

abla

ba n

i un

poqu

ito.

(sac

ude

la c

abez

a)Cu

ando

cum

plí d

os, a

pren

dí a

hab

lar,

(ens

eña

dos d

edos

)ap

rend

í a c

anta

r y a

cam

inar

.

(seña

la tu

boc

a y

tus p

ies)

Lueg

o cu

mpl

í tre

s y m

e co

nocí

,

(ens

eña

tres

ded

os)

y al

cum

plir

los c

uatr

o pe

nsé

más

en

mí

(ens

eña

cuat

ro d

edos

)A

hora

teng

o ci

nco

y he

lleg

ado

aquí

.

(ens

eña

cinco

ded

os)

©20

10 F

rog

Stre

et P

ress

, Inc

. Fa

mily

Con

nect

ions

CD

PA

TT M

at

Important Message

Important Message

Important Message

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©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes

Mensaje importante

Mensaje importante

Mensaje importante

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©2010 Frog Street Press, Inc. Family Connections CD Butter!y Breathing

Butterfly Breathing© 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.

Inhale and exhale slowly as you lift and lower your fragile, brand-new butter!y wings (arms).
















©2010 Frog Street Press, Inc. Family Connections CD Butter!y Breathing

La respiración de la mariposa© 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.

Inhalen y exhalen lentamente mientras levantan y bajan sus nuevas y frágiles alas de mariposa (los brazos).
















©2010 Frog Street Press, Inc. Family Connections CD Thumb Tracking

Thumb Tracking© Becky Bailey


Extend your arm in front of you at eye level about an elbow’s length away from your body. Make a thumbs-up gesture. Hold your head still while tracing a sideways "gure eight with your thumb. Start by going up, to the right, down, left, up, left, down, right, and back up to center. Vary this activity by moving your thumb in a circle, in a square, and by making an X.










©2010 Frog Street Press, Inc. Family Connections CD Thumb Tracking

Siguiendo al pulgar© Becky Bailey


Extiendan un brazo frente a ustedes, al nivel de los ojos, aproximadamente a un codo de distancia del cuerpo. Hagan el gesto de levantar el pulgar. Mantengan la cabeza "ja mientras trazan el número ocho de costado con el pulgar. Empiecen hacia arriba, luego a la derecha, abajo, a la izquierda, arriba, a la izquierda, abajo a la derecha y otra vez en medio. Hagan variaciones formando un círculo, un cuadrado y dibujando una X.










Important Message

Important Message

Important Message






Mensaje importante

Mensaje importante

Mensaje importante






1. Locate the take-hom

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. The first page of the file on the CD is the optional cover.

When you have printed the cover, cut the page lengthw

ise and discard the directions.

2. The next tw

o pages of the file on the CD are the eight pages of the story. If your printer allow

s you to print two-sided, do just

that. If you can only print one-sided, print the two pages.

3. Reproduce the story on one tw

o-sided page. If you printed on two pages from

the CD, select the option on your copy m

achine that allow

s you to output one two-sided copy from

two one-sided pages.

4. Cut the pages in half lengthw

ise and fold in half (hamburger fold) aligning the pages in num

erical order.

5. Lay the cover behind the folded inside pages and staple.

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1. Locate the take-hom

e storybook on the Family Connections CD

. The first page of the file on the CD is the optional cover.

When you have printed the cover, cut the page lengthw

ise and discard the directions.

2. The next tw

o pages of the file on the CD are the eight pages of the story. If your printer allow

s you to print two-sided, do just

that. If you can only print one-sided, print the two pages.

3. Reproduce the story on one tw

o-sided page. If you printed on two pages from

the CD, select the option on your copy m

achine that allow

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©2010 Frog Street Press, Inc. Family Connections CD Humpty Dumpty

Humpty Dumpty © Becky Bailey

This little rhyme helps children connect with each other. You may want to use it to rea!rm that the family needs to work together. It is one of Becky Bailey’s Conscious Discipline activities.

Humpty Dumpty sat on a wall.

(One partner makes a wall and the second places his Humpty Dumpty !sts on the wall.)

Humpty Dumpty had a great fall.

(Wall partner catches the hands of the Humpty Dumpty partner.)

All the queen’s horses and all the king’s men,

(Wall partner massages Humpty’s arms just below elbows.)

Could put Humpty together again.

(Wall partner raises Humpty’s hands, makes them into one !st, and covers the !st with his hands.)

Cooperative Humpty Dumpty

Sit in a circle with your family and hold hands. Family members let their hands drop when Humpty Dumpty falls. When the queen’s horses help, they place their right hands on their neighbor’s shoulders. When the king’s men help, they place their left hands on their neighbor’s shoulders. When Humpty Dumpty is together again, the entire family stands. Family members must work cooperatively to stand without using their hands.

Humpty Dumpty © Becky Bailey

This little rhyme helps children connect with each other. You may want to use it to rea!rm that the family needs to work together. It is one of Becky Bailey’s Conscious Discipline activities.

Humpty Dumpty sat on a wall.

(One partner makes a wall and the second places his Humpty Dumpty !sts on the wall.)

Humpty Dumpty had a great fall.

(Wall partner catches the hands of the Humpty Dumpty partner.)

All the queen’s horses and all the king’s men,

(Wall partner massages Humpty’s arms just below elbows.)

Could put Humpty together again.

(Wall partner raises Humpty’s hands, makes them into one !st, and covers the !st with his hands.)

Cooperative Humpty Dumpty

Sit in a circle with your family and hold hands. Family members let their hands drop when Humpty Dumpty falls. When the queen’s horses help, they place their right hands on their neighbor’s shoulders. When the king’s men help, they place their left hands on their neighbor’s shoulders. When Humpty Dumpty is together again, the entire family stands. Family members must work cooperatively to stand without using their hands.

©2010 Frog Street Press, Inc. Family Connections CD Humpty Dumpty

El Sr. Huevito © Becky Bailey

Esta rimita ayuda a los niños a conectarse entre sí. Ustedes podrían usarla para reafirmar que la familia debe trabajar unida. Ésta es una de las actividades de la Disciplina Conciente de la Dra. Becky Bailey.

El Sr. Huevito a un muro se subió,

(Una persona hace una pared y la otra persona pone sus puños de Sr. Huevito sobre la pared)

el Sr. Huevito se cayó y se rompió.

(la persona que hace la pared atrapa las manos que se están cayendo)

Más la reina y sus caballos y el rey y sus caballeros,

(la persona de la pared le da unos masajes a los brazos del huevito, debajo de los codos)

lo arreglaron y lo dejaron como nuevo.

(la persona de la pared levanta las manos del Sr. Huevito, las hace puños y las cubre con sus manos)

El Sr. Huevito en colaboraciónLa familia se sienta formando un círculo y se toman de las manos. Todos dejan caer las manos cuando el Sr. Huevito se cae. Cuando los caballos de la reina ayudan, ponen la mano derecha en el hombro del vecino. Cuando los caballeros del rey ayudan, ponen la mano izquierda sobre el hombro del vecino. Cuando el Sr. Huevito queda como nuevo, toda la familia se pone de pie. Los miembros de la familia deben ayudarse a ponerse de pie sin usar las manos.

El Sr. Huevito © Becky Bailey

Esta rimita ayuda a los niños a conectarse entre sí. Ustedes podrían usarla para reafirmar que la familia debe trabajar unida. Ésta es una de las actividades de la Disciplina Conciente de la Dra. Becky Bailey.

El Sr. Huevito a un muro se subió,

(Una persona hace una pared y la otra persona pone sus puños de Sr. Huevito sobre la pared)

el Sr. Huevito se cayó y se rompió.

(la persona que hace la pared atrapa las manos que se están cayendo)

Más la reina y sus caballos y el rey y sus caballeros,

(la persona de la pared le da unos masajes a los brazos del huevito, debajo de los codos)

lo arreglaron y lo dejaron como nuevo.

(la persona de la pared levanta las manos del Sr. Huevito, las hace puños y las cubre con sus manos)

El Sr. Huevito en colaboraciónLa familia se sienta formando un círculo y se toman de las manos. Todos dejan caer las manos cuando el Sr. Huevito se cae. Cuando los caballos de la reina ayudan, ponen la mano derecha en el hombro del vecino. Cuando los caballeros del rey ayudan, ponen la mano izquierda sobre el hombro del vecino. Cuando el Sr. Huevito queda como nuevo, toda la familia se pone de pie. Los miembros de la familia deben ayudarse a ponerse de pie sin usar las manos.

“Shake a Hand” action song

• Letter Cards: V, v, B, b•Review the sound of x•Book pp 79-80

•Book pp 74-75• Letter Cards: U, u, Y, y• Review the sound of q

“Tiny Seeds” • “Semillitas” action rhyme

“Five Silly Monkeys” • “Cinco monos tontos” song and pantomime

•Letter Cards: R, r, D, d• Vocabulary Cards: frog, patient• Review the sound of y•Book pp 81-82

Math: Geometry and Spatial Sense

Emergent PhonicsGo for the Code

Sleeping, Sleeping • Durmiendo, durmiendo game

•Vocabulary Cardsmature, seeds•Book pp 72-73•Review the sound of p

Thursday Friday

“Watch Them Grow” song

•Book pp 77-78• Review the sound of v•Sequence Cards Seeds on the Move

Greeting Circle

WednesdayBUILDING COMMUNITY •UNITE:Sing "Change" p 184.•DISENGAGE THE STRESS RESPONSE:Review the calming strategy Crisscross (p 172).•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Yesterday begins with Y. • Ayer empieza con la letra A.•Calendar/Weather

BUILDING COMMUNITY •UNITE:Sing "Change" p 184.•DISENGAGE THE STRESS RESPONSE:Play Look at Me (p 177).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Retrieve begins with R.• Recuperar empieza con la letra R.•Calendar/Weather

BUILDING COMMUNITY •UNITE:Introduce the theme.Sing "Change" p 184.•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Balloon (p170).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Challenge children to notice two kind acts today.• Morning Message: Visit begins with V.• Visita empieza con la letra V,•Calendar/Weather

TuesdayMonday

Literacy: Oral Language, WritingStates' Standards and BSRA-3: Rote Counting: Counting without place value

Letter English - R, r, D, d, V, v, U, u, Y, yKnowledge: Spanish - B, b, R, r, N, n, P, p, D, d

Class: Crème Prep

BUILDING COMMUNITY •UNITE: Sing "A Piece of String" p 183.•DISENGAGE THE STRESS RESPONSE:Play S.T.A.R. Song (p179).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Unhappy begins with U. • Infeliz empieza con la letra I.•Calendar/Weather

Technology: Sounds and Rhyme

BUILDING COMMUNITY •UNITE:Sing "Roly-Poly Caterpillar" p 190.•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Balloon (p170).•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Dilly and Dally start with D. • Dilly y Dally empiezan con la letra D.•Calendar/Weather

Lesson Plan for Changes • Cambios - Changes In and Around Me • Cambios en mi y en mi alrededor (Week 38) Date: May 22-26, 2017

English Vocabulary: changes, exchange, extraordinary, finished, gills , life cycle, lungs, mature, patient, retrieve, rho mbus, seeds, stages, tadpole, trade, transformation , trapezoid, yesterday

LESSON COMPONENTS

Character Patience and PrideEducation: Paciencia y Orgullo

Spanish Vocabulary: cambio, intercambio, extraordinario, terminado, bra nquias, ciclo de vida, pulmones, maduro, recuperar, rombo, semillas, fases, renacuajo, hacer un cambio , transformación, trapecio, paciente, ayer

Wonderful Word: mature, maduro

Moving and Learning

Crème de la Crème 1

Thursday FridayWednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY

TuesdayMondayBUILDING COMMUNITY BUILDING COMMUNITY

LESSON COMPONENTS

• Reflecting on the day: What did you learn about change today?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Encourage children to tell their families about an exchange they feel are ready to make.

• Reflecting on the day: What did you learn about change today?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send home note to have children wear pajamas next Tuesday.

The Do-Nothing Machine • La máquina de no hacer nada• Note how character transforms materialsReagan’s Journal • El diario de Reagan• Share haircut experiences• Consider how haircuts change appearances

• Discuss changes that happen when something ends• Relate change to children’s experiencesThe Gift • El regalo• Note changes in main character•Sequence CardsBaby to Adult

•Make a Changes In and Around Me Book•Book p 84•Get Set for School CD "Rain song" (24)

•Make a Changes In and Around Me Book•Book p 85-86•Get Set for School CD "Rain song" (24)

Cristina and the Frog • Cristina y la rana• Listen for an exchange Cristina wants to make•Make a frog-exchange wish•Sequence CardsFrog Life Cycle

Handwriting Handwriting without

Tears

•Make a Changes In and Around Me Book•Get Set for School CD "Rain song" (24)Book p 83

• Construction-Add one or two new items to the block area• Creativity Station-Mix paints to create a new color

• Fine Motor-Provide clean trash materials for children to sort into recyclables• Creativity Station-Sort through crayons to find those not useable

• Construction-Build a small building using the rectangular blocks and then replace each rectangular block with two square blocks

• Fine Motor-Use hands and fingers to make shadow puppets• Construction-Build freely with blocks• Creativity Station-Transform paper into anything the child chooses

• Build a do-nothing machine•Make a Changes In and Around Me Book •Get Set for School CD "Rain song" (24)

Language Development

• Photo Activity Card 134Dance! • ¡A bailar!• Develop idea of extraordinary• Relate story to personal experience

A Chance for Esperanza • La oportunidad de Esperanza• Note changes turtle goes through•SHOW AND TELL ABOUT "BABY PICTURE"

Closing Circle

Character Education/Social Studies/KREM-

TV/PATHS

Weekly Learning Centers

STEM

• Construction-Build a pond for frogs using blue paper• Creativity Station-Cut easel paper into the shape of butterfly wings. Encourage children to paint the wings.

• Make bubble-wrap frog eggs•Book p 87 •Get Set for School CD "Rain song" (24)

• Check predictions and note change in frozen liquid• Act out the life cycle of butterflyChef It Up!Practice counting 1-100

• Reflecting on the day: What does it mean when we say things change when we transform them?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send home note and encourage children to show someone at home how to do Butterfly Breathing

KREM-TV•Discuss feelings related to changes• Introduce change as result of exchange• Relate this change to children’s experiences

PATHS• Discuss Pride and Patience

KREM-TV• Interview the children and ask them what calming strategy is their favorite.

• Reflecting on the day: What do birthdays celebrate?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Encourage children to ask their families to list three changes they have noticed since the beginning of the year.

PATHS• Discuss changes workers who have a trade make (painter, mechanic, etc.)

• Re-create pattern block combinations• How to Make a CO2 Sandwich Naked Eggs Flying Potatoes p 45Practice counting 1-100

• Mix colors• Introduce human life cyclePractice counting 1-100

• Reflecting on the day: What have you learned about change this week?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send home note and encourage children to show someone at home how to do Thumb Tracking.

• Create pattern block hexagons•Balance a scale with cubes and frogsPractice counting 1-100

PATHS• Discuss emotions

• Make Play Dough• Transform large yarn circles into different shapesPractice counting 1-100




LESSON COMPONENTS

• Is aware of own feelings most of the time• Produces the correct sounds for at least 10 letters• Uses a large speaking vocabulary, adding several new words daily • Asks and answers appropriate questions about the book• Describes and sequences life cycles of organisms• Uses language to describe concepts associated with the passing of time• Seeks to understand print

• Shows reasonable opinion of his own abilities and limitations• Demonstrates empathy and caring for others• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Shows awareness of areas of competence and describes self positively in what he is able to do• Is aware of own feelings most of the time• Creates shapes• Discusses the roles and responsibilities of community workers

• Demonstrates empathy and caring for others• Produces the correct sounds for at least ten letters• Asks and answers appropriate questions about the book• Uses a large speaking vocabulary, adding several new words daily• Combines sentences that give detail, stays on topic, and clearly communicates• Uses some appropriate writing conventions when writing or giving dictation• Provides appropriate information for various situations• Uses language to describe concepts associated with the passing of time

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Responds to different musical styles through movement and play• Uses a large speaking vocabulary, adding several new words daily• Uses a wide variety of words to label and describe people, places, things, and actions• Counts 1 to 10 items, with one count per item

• 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• Uses a wide variety of words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses a large speaking vocabulary, adding several new words daily• Describes and sequences life cycles of organisms

• Invite children to play ball. Have them exchange their ball for beanbags. Ask how this changes their games.

• Encourage children to clean up the playground. Point out that when they have finished their cleanup, they will have transformed the playground.

• Encourage children to try one new thing (climbing, sliding, swinging). Challenge them to look around the playground for new things (flower blooming, bird nest, emerging leaves, litter).

Learning Goals

Outdoor Learning

• Invite children to plant milkweed. It will draw butterflies to the yard.

• Encourage children to look around the playground for things that are missing (a flower, an insect).


PATHS Lesson 38 Lesson Name: Furious Week: May 22-26, 2017

Day of the Week/

Objectives

Gard 3 Crème Prep Transitional Kindergarten

Monday To define the

emotion “furious.”

Use the turtle and hedgehog puppets to introduce this lesson.



Tuesday

Wednesday To provide visual representations of

feeling furious.

Have the PATHS Kid for today place the “furious” Feeling Face

on the chart. Use the Dr 38-1 and Dr 38-2 to point out features that indicate

strong anger.

Have the PATHS Kid for today place the “furious” Feeling Face

on the chart. Use the Dr 38-1 and Dr 38-2 to point out features that indicate

strong anger.

Have the PATHS Kid for today place the “furious” Feeling Face on

the chart. Use the Dr 38-1 and Dr 38-2 to point

out features that indicate strong anger.

Thursday

Friday Children will listen to and understand

the second part of a continuing story.

Read Part 2, “Bobby Feels Furious”

Continue to send the Compliment List home with the PATHS Kid

for Today.

Read Part 2, “Bobby Feels Furious”


for Today.

Read Part 2, “Bobby Feels Furious” Continue to send the Compliment

List home with the PATHS Kid for Today.

Literacy: Phonological Awareness, Oral Language

States' Standards and BSRA-3: Place Counting: Counting with one-to-one correspondence

LESSON COMPONENTS


English Vocabulary: afternoon, astronomy, evening, fall, hail, heat e xhaustion, morning, pattern core, shadows, sleet, s now, spring, summer, sunscreen, temperature, thermo meter, thunderstorm, twilight, weather, winter

Spanish Vocabulary: tarde, astronomía, noche, otoño, granizo, agotamien to por el calor, mañana, regla del patrón, sombras, aguanieve, nieve, primavera, verano, filtro solar, temperatura, termómetro, tormenta eléctrica, crepúsculo, clima, invierno

Wonderful Word: astronomy, astronomía

Monday

Letter English - Letter ReviewKnowledge: Spanish - Letter Review

Class: Crème Prep

BUILDING COMMUNITY •UNITE:Teach the children "Falling Leaves Song" (p 185).•DISENGAGE THE STRESS RESPONSE:Introduce the calming strategy Dandelion Blowing (p170).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: In the spring I __________. • En la primavera yo _____________.•Calendar/Weather

Technology: ABC and XYZ; Writer's Corner

BUILDING COMMUNITY •UNITE:Teach the children "The Weather Song."•DISENGAGE THE STRESS RESPONSE:Introduce a variation of Drain (p 170).•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: On a rainy day I ___________. • En un dia lluvioso yo ________________.•Calendar/Weather

Lesson Plan for Changes • Cambios - Earth Changes • La Tierra cambia (Week 39) Date: May 29-June 2, 2017

Greeting Circle

WednesdayBUILDING COMMUNITY •UNITE:Teach the children "Happy Faces" (p 186).•DISENGAGE THE STRESS RESPONSE:Teach the calming strategy Sunbeam p 171.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: In the nighttime I __________. • Cuando es de noche yo ____________.•Calendar/Weather

BUILDING COMMUNITY •UNITE:Teach the children "When I’m Chilly" (p 197)•DISENGAGE THE STRESS RESPONSE:Introduce the calming strategy Snowflake Blowing (p171)•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: In the winter I __________.• En el invierno yo ______________.•Calendar/Weather

H

Freeze • Inmóvil game

Tuesday

Sally Go Round the Moon • Sally le da una vuelta a la Luna gameMoving and Learning

Math: Patterns

O

Thursday Friday

“What’s the Weather?” rhythm story

“Spring Is Here” action song


LESSON COMPONENTS Monday

BUILDING COMMUNITY BUILDING COMMUNITY

WednesdayBUILDING COMMUNITY BUILDING COMMUNITY H

Tuesday Thursday Friday

Y • Make your own rainbow by shining flashlight through clear glass bowl

• Introduce pattern of seasons and months of year• Create a birthday graph

PATHS• Pretend and Learn-Add rain gear

• Create streamer patterns using pattern cores Tell what comes next in pattern

• Make shadow patterns with flashlight/ Go on a “shadow hunt “Chef It Up!

PATHS• Pretend and Learn-Place sleeping bags, blankets, pillows, and alarm clock to the center to play and sorting

PATHS• Pretend and Learn-Place seasonal clothing and seasonal food props in the center for play and sorting

KREM-TV• Pretend and Learn-Add spring and fall items to the dress-up clothes

• Identify onomatopoeia weather words• Provide sound effects for story• Creativity Station-Create a weather picture• Gross Motor-Step on prism’s rainbows

• Creativity Station-Trace shadows on butcher paper• Get Set for School CD"Toe Song" (11)


TV/PATHS


STEM


L

I Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Discuss thunder• Read to find story’s explanationSHOW AND TELL ABOUT EARTH CHANGES

• Vocabulary Cardsastronomy, moonlight, sunlight• Venn Diagram day and night activities• Book pages 85-87

• Spell and make a rhyme with astronomy, thunderstorm, temperature, thermometer • Book pages 90-91

Reagan’s Journal • El diario de Reagan• Make predictions from photograph• Discuss winter and summer experiences• Compare winter and summer journal entries


Tears

D

A • Creativity Station-Draw daytime and nighttime pictures• Language and Literacy-Order sequence cards

• Compare summer and winter clothing• Introduce concepts of seasons and temperature change• Library and Listening-Consider how senses provide clues to seasons

• Designate photo as spring or fall• Discuss spring and fall activities• Writer's Corner-Write and draw about seasons• Library and Listening-Retell story with story props• Language and Literacy-Play insect concentration

• Creativity Station-Create a fall collage using colored tissue paper• Get Set for School CD"Toe Song" (11)


• Photo Pockets and Pocket PhotosM with moon; Ll with luna• Book pages 88-89

“The Corn Seed” • Semillita de maiz” story folder• Introduce vocabulary• Discuss story settingPhoto Activity Card 70• Discuss winter and summer experiences

•Book pp 83-84• Review the sound of z• Vocabulary Cardsstar, moon, sunPoem Look in the Sky"

“Evan’s Moon” • “La Luna de Evan” listening story• Discuss the moon• Relate story to children’s experiencePhoto Activity Card 13

• Paint a picture with a mixture of half water, half glue and then sprinkle their picture with moon dust• Get Set for School CD"Toe Song" (11)

•Book pp 89-91• Get Set for School CD"Toe Song" (11)


LESSON COMPONENTS Monday

BUILDING COMMUNITY BUILDING COMMUNITY

WednesdayBUILDING COMMUNITY BUILDING COMMUNITY H

Tuesday Thursday Friday

• Make ice blocks (p. 168). Encourage children to enjoy watching the tunnels as they develop. Measure the length of time it takes the ice block to melt.

• Reflecting on the day: Did wearing pajamas to school change anything for you?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to share with their families what they have learned about the movement of the earth.• Encourage children to watch the changing clouds. Challenge them to find animal shapes in the clouds.

• Reflecting on the day: What have you learned about weather changes today?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send a note home asking for a copy of a baby photo and a copy of a current school photo.

• Reflecting on the day: Name signs of fall and signs of spring.• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Invite children to pretend to be clouds and float home.

Learning Goals

Closing Circle

Outdoor Learning

• Begins to have meaningful friends• Participates in classroom music activities• Uses sentences with more than one phrase• Combines syllables into words• Asks and answers appropriate questions about the book• Combines sentences that give detail, stays on topic, and clearly communicates• Describes attributes• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by responding appropriately

• Organizes their life around events, time, and routines• Increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal• Combines words to make a compound word• Recognizes and creates patterns• Identifies, observes, and discusses objects in the sky• Investigates and describes sources of energy including light, heat, and electricity• Investigates and describes position and motion of objects

• Independently writes letters on request• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Uses sentences with more than one phrase• Asks and answers appropriate questions about the book• Collects data and organizes it in a graphic representation• Uses language to describe concepts associated with the passing of time• Recognizes and creates patterns

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Observes and describes what happens during changes in the earth and sky• Demonstrates knowledge of verbal conversational rules• Uses language to describe concepts associated with the passing of time• Recognizes and creates patterns• Identifies, observes, and discusses objects in the sky

• Reflecting on the day: What did you learn today about changes that happen in summer and winter?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to help family members calculate their age in season.

• Fluff the parachute to capture plenty of air underneath so you can form an umbrella. Have children take turns running under the umbrella to escape the spring showers.

• Play Fall Ball • Pelota de otoño (p. 206). Point out that fall is football season. Provide a football for children to explore. Ask children to compare throwing and catching a football to throwing and catching a rubber ball.


PATHS Lesson 39 Lesson Name: Guilty Week: May 29-June 2, 2017

Day of the Week/

Objectives


Monday

Tuesday To define the feeling

“guilty.”


Explain the children “Guilty” is not a comfortable feeling at all.





Wednesday To help children to recognize the facial

expressions and body postures associated with feeling guilty.

Use the Dr 39-1 to Dr 39-3 and Ph 39-1 and Ph 39-2 to show the

children people who look guilty. Point out the features that indicate

guilty feelings.

Use the Dr 39-1 to Dr 39-3 and Ph 39-1 and Ph 39-2 to show the

children people who look guilty. Point out the features that indicate

guilty feelings.

Use the Dr 39-1 to Dr 39-3 and Ph 39-1 and Ph 39-2 to show the children

people who look guilty. Point out the features that indicate guilty feelings.

Thursday

Friday Children will listen to and understand the third part of a continuing story.

Read Part 3, “Jerry Feels Guilty” Continue to send the Compliment List home with the PATHS Kid

for Today.

Read Part 3, “Jerry Feels Guilty” Discuss the story


for Today.

Read Part 3, “Jerry Feels Guilty” Discuss the story

Continue to send the Compliment List home with the PATHS Kid for Today.

“Pick Up the Litter” • “Recoge la basura” game

“Rainbow Dancers” • “Bailarines de colores” streamer dance

Math: Data Analysis, Number and Operations

“Rainbow Dancers” • “Bailarines de colores” streamer dance

Thursday Friday

Recycled materials rhythm band“One Elephant” • “Un elefante” game

Greeting Circle

WednesdayBUILDING COMMUNITY •UNITE:Teach the children "The Earth Is Our Home" (p 184).•DISENGAGE THE STRESS RESPONSE:Review the calming strategy Bunny Breathing (p170).•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Things I Enjoy in Nature. • Cosas que disfruto en la naturaleza.•Calendar/Weather

BUILDING COMMUNITY •UNITE:Teach the children "We Got the Whole World in Our Hands" (p 196).•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy S. T. A. R. (p 171).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Things I Enjoy in Nature. • Cosas que disfruto en la naturaleza.•Calendar/Weather

BUILDING COMMUNITY •UNITE:Sing "The Earth Is Our Home" (p 184).•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Drain (p 170).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Things I Enjoy in Nature. • Cosas que disfruto en la naturaleza.•Calendar/Weather

TuesdayMonday

Literacy: Vocabulary, Oral Language

States' Standards and BSRA-3: Two-Dimensionalo Size: Vertical, Horizontal

Letter Letter names and sounds ofKnowledge: vocabulary words.

Class: Crème Prep

BUILDING COMMUNITY •UNITE:Sing "The Earth Is Our Home" (p 184).•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Drain (p 170).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Things I Enjoy in Nature. • Cosas que disfruto en la naturaleza.•Calendar/Weather

Technology: Reading Buddy; Words, Words, Words

BUILDING COMMUNITY •UNITE:Sing "We Got the Whole World in Our Hands" (p 196).•DISENGAGE THE STRESS RESPONSE:•Introduce the calming strategy Bicycle Pedaling (p 170).•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Things I Enjoy in Nature. • Cosas que disfruto en la naturaleza.•Calendar/Weather

Lesson Plan for Changes • Cambios - Nurturing Earth • La Tierra nos alimenta (Week 40) Date June 5-9, 2017

English Vocabulary: compare, conscientious, conserve, divide, ecosyst em, endangered, environmentalist, habitat, half, im aginations, natural resources, protect, recycle, re new, tally mark, wasteful, wildlife

LESSON COMPONENTS


Spanish Vocabulary: comparar, consciente, conservar, dividir, ecosistem a, en peligro de extinción, ecologísta, hábitat, mi tad, imaginaciones, recursos naturales, proteger, r eciclar, renovar, marca de, conteo, derrochador, fauna y flora

Wonderful Word: environmentalist, ambientalista

Moving and Learning




LESSON COMPONENTS

•Create a word web of conservation of water, energy, and air.•Book pp 100-101

Charlie Chipmunk’s Thoughtful Choices •Las decisiones consideradas de Carlitos• Introduce vocabulary• Consider being a conscientious conservator• Photo Activity Cards 104, 105

•Discuss the sounds of nature•Review vowel e•Book pp 94-95

Welcome to Zippity Zoo • Bienvenidos al zoológico de Zippity• Recognize zoos as places to learn about animals• Answer questions about zoos• Photo Activity Cards 33, 97

• Writer's Corner-Make a poster•Write the missing alphabet

• Creativity Station-Make a trash collage• Write the alphabet

• Reinforce vocabulary• Play thinking game•Book pp 102-103

“My Aunt Violet” • “Mi tía Violeta” story folder• Discuss ways to reuse resources• Recall story details• Photo Activity Cards 101, 102


Tears

• Explore using horizontal and vertical lines• Creativity Station-Explore watercolors•Write the alphabet

• Gross Motor-Create a bucket brigade with pretend water• Fine Motor-Fold paper fans• Construction-Build a town around a river made of paper and discuss how to keep riverbanks and rivers safe from pollution

• Gross Motor-Jump like a kangaroo and mark jumps with a beanbag• Fine Motor-Use animal cookie cutters to cut animals from play dough• Construction-Build a zoo and include plastic and rubber zoo animals

• Gross Motor-Toss wads of used paper balls into a box and discuss ways to reuse paper• Fine Motor-Provide twist-ties and encourage children to make something with them• Construction-Construct tents

• Gross Motor-Create a bucket brigade with pretend water• Fine Motor-Fold paper fans• Construction-Build a town around a river made of paper and discuss how to keep riverbanks and rivers safe from pollution

• Writer's Corner-Design light-switch reminders• Creativity Station-Explore watercolors•Write the alphabet



•Create a word web of conservation of water, energy, and air.• Book pages 92-93

Charlie Chipmunk’s Thoughtful Choices •Las decisiones consideradas de Carlitos• Introduce vocabulary• Consider being a conscientious conservator• Photo Activity Cards 104, 105

“Things I Enjoy in Nature” • “Cosas que me encantan de la naturaleza” chart• Celebrate children’s sentencesSHOW AND TELL ABOUT THINGS I ENJOY IN NATURE

•Vocabulary Cardsenvironmentalist, recycle, reuse•Book pp 97-99


TV/PATHS


STEM

• Gross Motor-Build an obstacle course using empty boxes• Fine Motor-Using tweezers, pick up "litter" from around a pretend house and place in litter bag• Construction-Use recyclable materials as building accessories

• Draw a scene of nature and mark the things they enjoy in nature•Write the alphabet

• Sort plastic recyclablesChef It Up!

KREM-TV• Introduce issue of endangered animals• Explore possible ways to help

PATHS• Present issue of landfills• Think of ways to recycle and reuse

KREM-TV• Name and discuss earth’s resources

PATHS• Name and discuss earth’s resources

• Sort plastic recyclables • Using a flashlight and a box of rocks, shells, and stones, have children sort into “shiny” and “dull” groups

• Create a link pattern necklace• Record pattern created

PATHS• Ask children to name things they have learned this week about ways they can protect the environment.

• Rearrange cubes into different color combinations• Record all possible color combinations for a given set




LESSON COMPONENTS

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Uses category labels to understand how words and objects relate to each other• Names at least 20 upper- and at least 20 lowercase letters• Combines ideas for complex sentences• Uses a large speaking vocabulary, adding several new words daily• Demonstrates the importance of caring for our environment and our planet• Initiates problem-solving strategies and seeks adult help when necessary

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Provides appropriate information for various situations• Uses a large speaking vocabulary, adding several new words daily• Demonstrates the importance of caring for our environment and our planet• Investigates and describes sources of energy including light, heat, and electricity• Uses category labels to understand how words and objects relate to each other• Recognizes one-digit numerals 0 through 9

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Independently writes letters on request• Uses a large speaking vocabulary, adding several new words daily• Asks and answers appropriate questions about the book• Recognizes, observes, and discusses the relationship of organisms to their environments

• Begins to have meaningful friends• Combines ideas for complex sentences• Demonstrates the importance of caring for our environment and our planet• Participates in activities to help them become aware of what it means to be a consumer• Uses category labels to understand how words and objects relate to each other• Asks and answers appropriate questions about the book• Initiates problem-solving strategies and seeks adult help when necessary• Shows understanding by responding appropriately

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Provides appropriate information for various situations• Uses a large speaking vocabulary, adding several new words daily• Demonstrates the importance of caring for our environment and our planet• Investigates and describes sources of energy including light, heat, and electricity• Uses category labels to understand how words and objects relate to each other• Recognizes one-digit numerals 0 through 9

• Reflecting on the day: What will you tell your family about recycling and reusing?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Challenge children to find something at home that they can can reuse in a new way.

• Place a container outdoors to catchrainwater. Water indoor plants withthe water collected.

• Provide trash bags or smaller litter bags and encourage children to pick up litter on the playground or around the school.

• Provide trash bags or smaller litter bags and encourage children to pick up litter on the playground or around the school.

• Reflecting on the day: What did you learn about conservation today?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to share their commitment for becoming a better conservator with their families.

Learning Goals

Closing Circle

Outdoor Learning

• Reflecting on the day: What did you learn about conservation today?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to share their commitment for becoming a better conservator with their families.

Invite children to make bird feeders from pinecones. Have children move away from the feeders and wait to see who comes to visit.

• Reflecting on the day: What can we do to help animals?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Display the posters that children have made where families can see them.

• Take a walk around the school. Find a small bush and do the white-sheet shake (p. 169).

• Reflecting on the day: What do you enjoy about nature?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send home a note and encourage children to tell family members about how to do Humpty Dumpty.


PATHS Lesson 40 Lesson Name: Generous Week: June 5-9, 2017

Day of the Week/

Objectives


Monday To define the feeling

“generous.”

The turtle and hedgehog puppets will be used in this lesson.

Have the children show drawings Dr 40-1 and Dr 40-2 and

photographs Ph 40-1 and Ph 40-2


Have the children show drawings Dr 40-1 and Dr 40-2 and

photographs Ph 40-1 and Ph 40-2


Have the children show drawings Dr 40-1 and Dr 40-2 and photographs Ph

40-1 and Ph 40-2 Tuesday

Wednesday To provide

examples of things that might make

people feel generous.

Play “Mother, May I” Acts of Kindness Acts of Kindness

Thursday

Friday Children will be

exposed to the idea of feeling generous.

Send home the parent handout. Continue to send the Compliment List home with the PATHS Kid

for Today. Emotion-Sharing Session 5

Send home the parent handout. Continue to send the Compliment List home with the PATHS Kid

for Today. Emotion-Sharing Session 5

Send home the parent handout. Continue to send the Compliment List home with the PATHS Kid for Today.

Emotion-Sharing Session 5

Literacy: Oral Language, Self-Concept

States' Standards and BSRA-3: Number Identification: Double Digits

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

Lesson Plan for Changes • Cambios - Before and Now • Antes y ahora (Week 41)

“Warm Up Chant” with Thomas Moore

Greeting Circle

WednesdayBUILDING COMMUNITY •UNITE:Sing "My Hands on My Head" (p 189).•DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.•Calendar/Weather

BUILDING COMMUNITY •UNITE: Sing "Hello Friend" (p 186).•DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.•Calendar/Weather

LESSON COMPONENTS


“Rock ‘n’ Roll Patty Cake” action song

Monday

Date June 12-16, 2017

English Vocabulary: accomplishments, achieve, before, buddies, calmne ss, capacity, celebrate, classmates, companions, de veloped, height, kindergarten, kindergartener, leng th, measuremonths of the year, proud, sign language, weight

Spanish Vocabulary: logros, lograr, antes, amigos, calma, capacidad, c elebrar, compañeros de clase, desarrollado, Kinderg arden, estudiante de Kindergarden, longitud, medir, meses del año, orgulloso, lenguaje de señas, peso

Wonderful Word: kindergartener, estudiante de kindergarden

Moving and Learning

Class: Crème Prep

“Let Me See You Boogaloo” dance

Tuesday

Technology: Math-Frogs on a Log; Tux Paint

Math: Counting and Comparing, Measurement

Thursday FridayBUILDING COMMUNITY •UNITE:Sing "We've Finished a Year of Pre-K" (p 195).•DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.•Calendar/Weather

Letter Alphabet, Letters in WordsKnowledge:

BUILDING COMMUNITY •UNITE:Sing "Rise and Shine" (p 189).•DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.•Calendar/Weather

“It Makes Me Jump” action song

BUILDING COMMUNITY •UNITE:Introduce the theme.Sing "Head, Shoulders, Knees, and Toes" (p 186). •DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Challenge children to notice two kind acts today.• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.Disfruto _______________.•Calendar/Weather


WednesdayBUILDING COMMUNITY BUILDING COMMUNITY

LESSON COMPONENTS Monday Tuesday Thursday Friday

BUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY

PATHS• Make wish you well cards for next year’s class

• Compare different-sized squares• Build “growing” cup towersReview double digit numbers

• Measure weight using balance scale

• Analyze data on chart• Make cube towers to represent data• Measure partner’s height

•Sequence and number cardsBaby to Adult sequence cardsChef It Up!Review double digit numbers

• Introduce calendarAssign children to do an “inventory” of all of the math manipulatives

KREM-TV• Compare beginning and year-end drawings, stories• Celebrate accomplishments

PATHS• Review practices that helped create the School Family

Before and Now • Antes y ahora• Discuss physical changes this year• Note changes in storyMatch baby photos to school photos

• Gross Motor-Toss beanbags into a box from a throw line• Fine Motor-Shape letters with play dough• Construction-Form letters and numerals with the blocks

•Draw a before and now picture•Write the alphabet

KREM-TV•Discuss ways to help a friendCharacter

Education/Social Studies/KREM-

TV/PATHS

“I Like School” • “Me gusta la escuela” story folder• Extend story for next year’s class• SHOW AND TELL ABOUT FAVORITE MEMORIES AT SCHOOL

STEM

•Trace hands and make a hand collage•Write the alphabet


•Book pp 109-110

Before and Now • Antes y ahora• Listen for accomplishments in story• List personal school accomplishments•Photo Activity Cards 107-108


Tears


PATHS• Review appropriate way to handle books• Read class-created books

“Diego’s Fifth Birthday” • “Diego cumple 5 años” story folder• Listen for specific details• Answer questions about story• Sequence Cards Baby to Adult

Shubert’s Helpful Day• Discuss ways to help a friend•Photo Activity Cards 109-113

•Vocabulary Cardskindergartener• Create and fill in chart• List things to accomplish in the future

•Vocabulary Cardskindergartener• Create and fill in chart• List things to accomplish in the future•Book pp 102-103

•Rhyming Picture Cards•Book pp 104-105•Sight Words: "What Is It" 100 Super Sight Words Poems p 24

• Paint celebration paintings•Write the alphabet

• Gross Motor-Tiptoe balance challenge• Fine Motor-Children take turns giving each other hand massages using Cranky Cream• Construction-Place two identical sets of blocks in a basket. Invite children to sit back-to-back and build. When they are finished, have them compare their structures.

• Gross Motor-Walk, crawl, hop, and jump a masking tape line• Fine Motor-Use pipettes to mix colors in the color mixing trays• Construction-Determine how many blocks it takes lying end-to-end to span from one side of the center to the other

• Write a new “Friendship Chant” • Draw and label Commitment Poster iconShubert’s New Friend

•Replicate beginning art projectsClass and Project Books•Write the alphabet

• Gross Motor-Children mark how far they can jump• Fine Motor-Trace around hands to make a friend hand collage• Construction-Children stack paper bag blocks to their heightWeekly Learning

Centers

• Gross Motor-Children work in pairs to create letter shapes with their bodies.• Fine Motor-Play tic-tac-toe with a friend or to sort the manipulatives in the Fine Motor Center for an end-of-the-year clean up• Construction-Place the blocks in order on the shelf for the end of the year

•Book pp 106-108


WednesdayBUILDING COMMUNITY BUILDING COMMUNITY

LESSON COMPONENTS Monday Tuesday Thursday Friday

BUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY • Reflecting on the day: What will you tell your family about school?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage the children to talk with someone at home about some of their favorite memories of their School Family.

• Reflecting on the day: What does School Family mean to you?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send Shubert models home with children and encourage them to explain to their families some of the lesson they have learned from Shubert.

Learning Goals

Closing Circle

Outdoor Learning

• Is aware of own feelings most of the time• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Combines sentences that give detail, stays on topic, and clearly communicates• Asks and answers appropriate questions about the book• Shows awareness of areas of competence and describes self positively in what he is able to do• Regulates his own behavior with occasional reminders or assistance from teacher• Shows reasonable opinion of his own abilities and limitations

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Organizes their life around events, time, and routines• Recognizes and compares heights or lengths of people or objects• Identifies and creates common features in her immediate environment

• Encourage children to chase bubbles.

• Reflecting on the day: Name something that you have grown big enough to do.• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to share their feeling of pride about their accomplishments with their family members.

• Reflecting on the day: What is your favorite thing you learned this year?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to sing "The Alphabet Song" with their families.

• Invite children to play Keep Away • Que no la atrapen (p. 206).

• Reflecting on the day: What is your favorite memory of Pre-K?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send a note of appreciation home to families.

• Begins to have meaningful friends• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a wide variety of words to label and describe people, places, things, and actions• Is aware of own feelings most of the time• Asks and answers appropriate questions about the book• Demonstrates knowledge of nonverbal conversational rules• Collects data and organizes it in a graphic representation

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Independently writes letters on request• Demonstrates an understanding and tolerance for unique characteristics of others• Uses language to describe concepts associated with the passing of time• Shows competence in initiating social interactions• Engages in conversations in appropriate ways• Develops warm relationships with teachers

• Assumes various roles and responsibilities as part of a classroom community• Participates in classroom music activities• Names at least 20 upper- and at least 20 lowercase letters• Retells or reenacts a story after it is read aloud• Uses some appropriate writing conventions when writing or giving dictation• Matches language to social contexts

• Invite children to play cooperative parachute games (p. 206).

• Encourage children to play Shadow Tag • Atrapa la sombra (p. 207).

• Provide chalk and encourage children to draw on the sidewalk. Have them tell a friend about their drawing.


Dear Crème Parent: As we come near the end of the school year, we want to prepare the children for the change in routine that they are about to experience. Transitions are difficult for all of us and especially for young children. There are some things that will make this transition easier for you and your child.

1) Please talk with your child about plans you have for the summer. Include what your child will do during the workweek and also any special event or events that your child can look forward to (such as a visit with a grandparent, a baseball game, playing at the park or swimming at a pool). These are important to children, and they will want to tell their friends what they will be doing. It also makes the loss of not seeing their friends and missing fun activities at school more acceptable.

2) Children miss school friends over the summer. If you can make play dates through the summer

with their best friends, this may help in the transition back to school in the fall.

3) Tell children your plans for the next school year. It is good for him or her to know this before the end of this school year so they can say goodbye to friends and teachers. If you are not sure about your plans, then tell your child what you do know.

4) At the PATHS party, children will have the opportunity to share what they are looking forward

to this summer. Please return the form below with the information you have shared with your child, so that the teacher can help your child during sharing time.

Children have learned a lot about their feelings and self-control in the PATHS Preschool program this year. Thank you for participating in this program. We hope you have enjoyed it, too. Please return by June 9, 2017 - - - - - - - - - - - - - - - - - - -- - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Child’s name: _____________________________________________________________ Summer plans: ____________________________________________________________ Fall school plans: __________________________________________________________

PATHS Lesson 41 Lesson Name: PATHS Preschool Review Week: June 12-16, 2017

Day of the Week/

Objectives


Monday To review all of the feelings vocabulary learned in PATHS.

Use the turtle and the dog puppets to introduce this lesson.



Tuesday

Wednesday To practice using

long-term memory.

Have the PATHS Kid for Today to distribute the Feeling Faces sets to

the children. Review the feelings taught in

Unit 8

Review the words covered in PATHS

and the feelings taught in Unit 8

Review the words covered in PATHS and the feelings taught in Unit 8

Thursday

Friday Children will recall

previous feelings vocabulary.

Send home the parent letter regarding ending and

transitioning. Continue to send home the Compliment List with

the PATHS Kid for Today. Play “Copy the Feelings”

Send home the parent letter regarding ending and transitioning.

Continue to send home the Compliment List with the PATHS

Kid for Today Play “Copy the Feelings”

Send home the parent letter regarding ending and transitioning. Continue to send home the Compliment List with

the PATHS Kid for Today Play “Copy the Feelings”

PATHS Lesson Plan PATHS Lessons 42, 43, 44 Saying Goodbye, Ending and Transitioning, PATHS Party Week: June 19-23, 2017

Day of the

Week

Gard 3

Crème Prep

Transitional Kindergarten

Monday To help children

understand the concept of loss.

Use the turtle and hedgehog puppets to introduce this lesson Sing “New Friends Everywhere”

Play Musical Feelings

Use the turtle and hedgehog puppets to introduce this lesson

Sing “New Friends Everywhere” Play Musical Feelings

Review the Unit 8

Use the turtle and hedgehog puppets to introduce this lesson

Sing “New Friends Everywhere” Play Musical Feelings

Review the Unit 8

Tuesday To help

children think about the

concepts of endings and transitions.

Things I Learned at School Book

Things I Learned at School Book Things I Learned at School Book

Wednesday To help children actively

problem-solve coping with the

loss of an attachment.

Thumbprints Autograph Book Send home the Compliment List with the PATHS Kid for

Today and invitations to parents for the PATHS party.

Thumbprints Autograph Book Send home the Compliment List with

the PATHS Kid for Today and invitations to parents for the PATHS

party.

Thumbprints Autograph Book Send home the Compliment List with the PATHS Kid for Today and invitations to

parents for the PATHS party.

Thursday To review what

has been learned in PATHS.

Send home a collection of the children’s compliments from

throughout the year. Summarize the plans for the

party.

Send home a collection of the children’s compliments from

throughout the year. Summarize the plans for the party.

Send home a collection of the children’s compliments from throughout the year.

Summarize the plans for the party.

Friday To say goodbye to one another.

PATHS Party Hand out the awards.



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