Preparing 3 and 4- year olds on their way to Kindergarten

Preparing 3 and 4- year olds on their way

to Kindergarten

Make every moment count

Social and Emotional Development Social and Emotional Development

Language and Communication

Mathematics Math

Science and Social Studies

Fine Arts

Physical Development

Fine Arts

Learning Journeys includes two different levels, one for 3-year olds and another for 4-year olds. Each level will give you enough content for 180 days of instruction.

Program features:

• Comprehensive English Language Development lessons

• Integrated Math, Science and Social Studies for cross-curricular teaching

• Interactive technology resources for making lessons engaging and topical

• Big books in a range of different genres that tie with key concepts for vocabulary exposure and development

• A variety of resources for home-school connection

Learning Journeys Pre-K 1 for Students

Student Edition Package 978 9 70262269 7

Learning Journeys Pre-K 2 for Students

Student Edition Package 978 9 702622 68 0

Learning Journeys Pre-K 1 for Teachers

Teacher’s Edition & CD Module 1 978 6 073220 53 8

Teacher’s Edition & CD + DVD Module 2 978 6 073220 54 5

Big Book Pack Pre-K 1 978 9 702623 56 4(Includes copies of all titles below)

Big Book The Little Red Hen 978 6 073221 08 5

Big Book Little Red Riding Hood 978 6 073221 05 4

Big Book Three Little Pigs 978 6 073221 13 9

Big Book Goldilocks And The Three Bears 978 6 073221 09 2

Big Book Alice In Wonderland 978 6 073221 04 7

Big Book Jack And The Beanstalk 978 6 073221 07 8

Big Book The Little Mermaid 978 6 073221 06 1

Big Book Pinnochio 978 6 073221 10 8

Rhymes Posters 978 9 702619 63 5

Picture Cards 978 9 702619 58 1

Alphabet Cards 978 9 702619 60 4

Ollie Puppet 978 9 702619 62 8

Learning Journeys Pre-K 2 for Teachers

Teacher’s Edition & CD Module 1 978 6 073220 28 6

Teacher’s Edition & CD + DVD Module 2 978 6 073220 30 9

Owl Big Book My Friends 978 0 328611 79 9

Owl Big Book Trucktown Helpers 978 0 328611 82 9

Owl Big Book Push, Pull, Go 978 0 328611 87 4

Owl Big Book Farmer John 978 0 328611 83 6

Owl Big Book Desert Quails Hit Jungle Trails 978 0 328611 84 3

Owl Big Book Tasting Time On Harmony Street 978 0 328611 81 2

Owl Big Book Tiny Mouse Roaring Lion 978 0 328611 85 0

Owl Big Book When Tomo Moves 978 0 328611 86 7

Owl Big Book Our Abc Friends 978 0 328611 80 5

Owl Big Book Armadillo Countdown 978 0 328611 88 1

Owl Poetry Posters 978 0 328613 14 4

Concept Word Cards 978 9 702619 61 1

Picture Cards 978 9 702619 59 8

Alphabet Cards 978 9 702619 60 4

Ollie Puppet 978 9 702619 62 8

Learning Journeys is a comprehensive program for children aged 3 and 4 that will give them the best start to their own learning journey while helping to create an effective and developmentally appropriate classroom.

A Learning Journeys classroom is a place full of books, songs, stories and conversations, and one in which children can experiment, explore and interact.

As well as developing key early literacy and language skills in English, children will also develop initial skills in:

Everything in one place to save you time Recall and Retell

Listen Perform

Story TimeStory TimeStory TimeStory TimeStory TimeStory TimeStory TimeStory TimeStory Time

33 Have your child tell you the story from the Big Book.

Have children listen and perform the actions in each picture.

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158 Center Time Week 5 Center Time Week 5 159

Center TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter TimeCenter Time

Bimester 1 • WEEK 5

Half Day: 60 minutes per day / Full Day: 60 minutes two times per day

LEARNING GOALS Phonological Awareness

• Identify a sequence of sounds

Phonological Awareness Our Own Sound Sequences

Materials Percussion instruments: maracas, drums, tambourine; blindfold

Before Center Time Introduce/Model Listen carefully to the sounds. Have children close their eyes. Play the instruments in the following order: maracas, tambourine, drums. Repeat the sequence. Have children open their eyes and point to the instruments in the order that they were played.

During Center TimeScaffold Learning Have children stand in a circle. Have a child sit in the middle of the circle and blindfold him or her. Distribute the instruments around the circle. Have the three children play their instruments in the same sequence two or three times. Remove the child’s blindfold and have him or her point to the three instruments in order. Encourage the class to help the child if necessary.

Promote Social and Emotional Development Have children assume responsibilities as part of the classroom community by putting the musical instruments away after Center Time.

LEARNING GOALS Alphabet Knowledge

• Identify the letter C/c

Alphabet Knowledge The Letter C/c in My Name

Materials C/c Alphabet Card, name cards

Before Center Time Introduce/Model Display the C/c Alphabet Card. What letter is this? This is the letter C.

During Center TimeScaffold Learning Distribute name cards. Explain that each child should identify if his or her name has a letter C/c. If necessary, help children identify if their names have the letter C/c.

Promote Social and Emotional DevelopmentComment on children’s initiative in identifying the letter C/c as they work independently.

Readiness Center (Listening) Readiness Center (Pre-Writing)

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1

2

3

4Learning Journeys is organized into 6 stages to make it really easy for planning lessons. Every classroom works differently so they are designed to be used flexibly so you can combine or adjust activities to meet your needs.

Morning MeetingA Learning Journeys classroom begins with a greeting and a song that relates to the Big Question in each unit.

Readiness Circles

Learning Journeys exposes children to new vocabulary daily. It’s during Readiness Circle that Readiness Words are introduced, taught, and practiced.

50 How can we help each other? • Week 5 Day 2

ClassAudio CD

Five Green Crickets

Five green crickets, sitting on a log, Eating the most delicious bugs! One green cricket jumped off the log,And there were only four green crickets left!

Four green crickets, sitting on a log,Eating the most delicious bugs!One green cricket jumped off the log, And there were only three green crickets left!

Three green crickets, sitting on a log,Eating the most delicious bugs! One green cricket jumped off the log,And there were only two green crickets left!

Two green crickets, sitting on a log, Eating the most delicious bugs! One green cricket jumped off the log, And there was only one green cricket left!

One green cricket, sitting on a log,Eating the most delicious bugs!That green cricket jumped off the log,And there were no more crickets left!

Poster 5

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Rhyme Poster 5

Morning Meeting

Sing and Move Let’s All Play

Readiness Circle

Introduce Concept How can we help each other? Have Ollie ask the Big Question.

Build Background Yesterday, we talked about helping older people, such as our grandmothers or grandfathers. We can help people by visiting them when they feel ill. Pretend Ollie has the fl u. Visit Ollie and bring him a small bouquet of fl owers (real or imaginary).

Phonological Awareness Identify Sound SequencesIntroduce/Model Hold up the dog, cat, and duck Picture Cards. Elicit the animals and the sounds that they make. Then, hold up the wolf Picture Card. Teach wolf and the noise it makes. This is a wolf. A wolf goes ahooo.

Guide Practice Explain to children that you are going to make a sequence of sounds. Listen carefully. Quack, quack, ahooo, ahooo. Repeat the sequence and have children repeat it after you. Have children practice the sequence several times.

Your Turn Help children open their books to p. 30. Have them identify the corresponding sequence of animals. Then, have them work out the sound sequence for the animals in the top row. Finally, have them name the animals on the page and glue the animal cutouts in the corresponding places.

Alphabet Knowledge Letter C/c in Red Riding HoodIntroduce/Model Display the C/c Letter Cards and elicit the name of the letter. Point to the uppercase and lowercase letters. This is the letter C. This is big C. This is little c.

Guide Practice Display Big Book Red Riding Hood opened to p. 2. Point to the letter C/c in the fi rst line. This is the letter C. Have a child come up and fi nd the letter C/c on Big Book p. 3.

Your Turn Invite children to come up one at a time and fi nd the letter C/c on other Big Book pages.

Vocabulary Five Green CricketsIntroduce/Model Display Rhyme Poster 5. Have volunteers come up one at a time and point to something green in the poster. Help them with vocabulary and have them repeat the words. That’s a (cricket). Say (cricket). Using the poster, teach the words log and bug.

Guide Practice Read the rhyme on Poster 5 out loud. Have children stand up every time they hear the word green.

Your Turn Play the recording of Five Green Crickets and encourage children to sing along.

MaterialsClass Audio CD 1Track 8 Let’s All PlayTrack 9 Five Green CricketsTrack 10 Red Riding Hood

• Ollie Puppet• Real objects: small bouquet of flowers

(optional); 5 carrots• Picture Cards: dog, cat, duck, wolf

(photocopy 2 of each)• Student Edition p. 30• Letter Cards: C/c• Big Book Red Riding Hood• Rhyme Poster 5

Learning GoalsComprehension/Phonological Awareness/Alphabet Knowledge/Vocabulary

• Follow a discussion• Respond appropriately• Identify a sequence of sounds • Identify the letter C/c • Identify the color green

Numbers and Operations• Identify the numeral 5• Count to 5

Learning GoalsLearning GoalsLearning GoalsLearning GoalsLearning GoalsLearning Goals DayDayDayDayDayDayDayDayDayDayDayDay 2

FeedbackIf… children cannot find the letter C/c in the

Big Book,then… point out a letter C/c on a page

and have them touch it with a finger. This is the letter C.

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Each lesson begins with Ollie, the Learning Journeys puppet, asking the Big Question. This question links values and self-reflection that are relevant to Pre-K children and that are explored through a variety of age-appropriate activities.

Center Time – play and explore

Center time provides children with guided exploration as well as hands-on experience. There are centers for

• Readiness (Listening and Pre-Writing) • Social Studies• Math • Art • Science• Music• Pretend and Learn

Learning Journeys shows you how to set up the centers and how to scaffold play and learning.

Story Time

Story Time is about using books to help children develop concepts, vocabulary, and listening comprehension skills.

Story Time features a different Big Book story that exposes children to a variety of literature.

Science, Social Studies and Math Circles

Science, Social Studies and Math Circles give children an opportunity to investigate the world around them, the people and things in it.

Wrap up!

Each day’s Wrap Up offers a review or reinforcement of readiness, math, science or social studies skills.

The Three Little Pigs • 111

ISBN: 978-607-32-2113-9

LJ BB TheThreeLittlePigs_CVR 27x42.indd 2-3 12/05/13 22:30Big Book The Three Little Pigs

Vocabulary This Is a CircleIntroduce/Model Hold up a sheet of paper cut into the form of a circle. This is a circle. Have children repeat the word after you.

Guide Practice Display Rhyme Poster 10 Circles, Circles Everywhere. Can you fi nd the circles in this poster? Have volunteers come up and point to the circles in the poster.

Your Turn Play the recording of Rhyme Poster 10 Circles, Circles Everywhere and have children listen.

Story Time

Shared Reading Read the StoryRecall Display the cover of the Big Book The Three Little Pigs. Today we are going to read the story The Three Little Pigs. Do you remember it? Invite a child to point to the three pigs on the book cover.

Read Read The Three Little Pigs for enjoyment. Ask children to listen to you as they look at the pictures. Move your fi nger under the words as you read. Be expressive and vary the pace at which you read to help children’s understanding.

Social Studies Circle

Social Studies People in Our CommunityIntroduce/Model Hold up the police offi cer, doctor, and fi refi ghter Patterns one by one and review the vocabulary. Who’s this? Is she a police offi cer? Then, hold up the construction worker, farmer, mail carrier, and teacher Patterns one by one and teach the words. He’s a construction worker. She’s a farmer. She’s a mail carrier. She’s a teacher. Have children repeat after you.

Guide Practice Attach the construction worker, farmer, mail carrier, and teacher Patterns to the board at children’s eye level. He’s a construction worker. Invite a child to come up and touch the corresponding Pattern. Repeat the procedure for the other Patterns.

Your Turn Point to the construction worker, farmer, mail carrier, and teacher Patterns in random order and ask yes/no questions. Is he a construction worker? Yes, he is. Is she a mail carrier? No, she’s a farmer.

Wrap Up Your Day

Revisit Concept How can we be safe? Set up a table so that you have a picture of a happy face attached to one side and a sad face attached to the other side. Place safe and unsafe substances from home in the middle of the table and have children gather around. Our houses are safe places. But, at home we can fi nd some things that are not safe to eat. Point to each item and have children decide if it is safe or unsafe. If it is safe, place the item next to the happy face, and, if it is unsafe, place the item next to the sad face.

Hold up a sheet of paper cut into the form of a circle.

Circles, Circles Everywhere

Center Time pp. 170–171 1

Make It Easier!If children have difficulty distinguishing between safe and unsafe substances at home, exaggerate your reactions to unsafe substances (especially medicines, which may not seem dangerous to some children). If necessary, explain in children’s native tongue that they always must ask their mothers or fathers before eating or drinking medicine or another substance.

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109108

Day 1 pp. 110–111 Day 2 pp. 112–113

108 Plan Your Week • Week 11

Morning Meeting 10 minutes per day

Begin the Day • Checking InSing and Move • Let’s Travel in the City





Readiness Circle 25–30 minutes per day

Develop ConceptHow can we be safe?

Phonological AwarenessLong or Short?Distinguish between Long and Short WordsAlphabet KnowledgeThis Is the Letter H/hIdentify the Letter H/hVocabularyThis Is a CircleIdentify a circle


Phonological AwarenessShort Word, Long WordDistinguish between Long and Short WordsAlphabet KnowledgeFind the Letter H/hIdentify the Letter H/hVocabularyFind Circles in The Three Little PigsIdentify a Circle


Phonological AwarenessLet’s Say Short and Long Words!Distinguish between Long and Short WordsAlphabet KnowledgeHelp the Hippo Find His HouseIdentify the Letter H/hVocabularyCircles, Circles Everywhere!Identify a Circle

Phonological AwarenessLet’s Say Short and Long Words!Distinguish between Long and Short WordsAlphabet KnowledgeA Spaghetti Letter H Identify the Letter H/h VocabularyA Circle HuntIdentify a Circle

Phonological AwarenessShort and Long Words Relay RaceDistinguish between Long and Short WordsAlphabet KnowledgeHens and Horses in HousesIdentify the Letter H/hVocabularyA Circle in a CircleIdentify a Circle

Story Time 15–20 minutes per day

Shared Reading Read the StoryThe Three Little Pigs




Math Circle 10–15 minutes per day

MathCircles in the SandMake a Circle

MathLet’s Draw CirclesMake a Circle

MathCircles in the AirMake a Circle

Science / Social Studies Circle 15–20 minutes per day

Social StudiesPeople in Our CommunityIdentify People in Our Community

HealthHealthy HabitsPractice Healthy Habits

Wrap Up Your Day / Week 10–15 minutes per day

Revisit ConceptHow can we be safe?

Reinforce Phonological AwarenessShort and Long Words in the Box!Distinguish between Long and Short Words

Reinforce Alphabet KnowledgeWe Can Form the Letter H! Identify the Letter H/h

MathSnowman with CirclesMake a Circle

HealthCharadesPractice Healthy Habits

Center Time pp. 170–171 60 minutes per day

Readiness Center (Listening) / Phonological Awareness: Syllable Ball TossReadiness Center (Pre-Writing) / Alphabet Knowledge: The Letter H/h in My Name Math Center: Circles in Chalk • Make a CircleArt Center: Community Worker Vehicles • Identify Community Worker VehiclesMusic Center: Dance in Circles • Participate in Music Activities

• Distinguish between Long and Short Words• Identify the Letter H/h

ClassAudio CD


Circles, circles everywhere.Circles here, and circles there.Look around and you will seeThe yellow sun and two big wheels.Circles, circles everywhere. Circles here, and circles there.

Circles, circles everywhere. Circles here, and circles there. Look around and you will seeA lollipop and a big fat bee. Circles, circles everywhere. Circles here, and circles there.

Poster 10

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RhymePoster 10

Big Book

Class Audio CD 1

Track 17: The Three Little PigsTrack 18: Let’s Travel in the CityTrack 19: Circles, Circles Everywhere

Interactive Flip Book

The Three Little Pigs

Big BookISBN: 978-607-32-2113-9

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Plan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your Week

Bimester 2 • WEEK 11

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Look for the feedback boxes that offer point-of-use instructions for identifying areas that children may find difficult and provides additional practise.

The activities are designed to help children observe, identify, categorize, and describe as they learn.

5

What is it like to live in a jungle or a desert?

From jungle to desertt

Unit 5Wjju

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6

Make every word countA focus on language and contentEnsure children have the English they need to succeed

Learning Journeys introduces children to words they will need to progress at school and in life.

• Concept words and amazing words help children develop a large and rich vocabulary.

• Story words are interesting and useful words taught through songs and stories you read aloud.

• Academic vocabulary words are repeated frequently through instruction. Models and gestures help with understanding the meanings of these words.

Build Comprehension

Point Say

cactus pear monkey quail chicks tiger

mama quail papa quailjungle

53

Have your child show you the quail family. Then,

have him or her name the other animals on

the page.

Point to the pictures and read the words out loud.

Then, have children repeat after you.

Story TimeStory TimeStory TimeStory TimeStory TimeStory TimeStory TimeStory TimeStory Time

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Say MatchDevelop Color Vocabulary

ReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadinessReadiness

red

blue

yellow

green

orange

50 Have your child identify objects at home with the same colors as listed on the left.

Read out loud and have children repeat the color names. Then, have them draw a line matching the color names to the picture.

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What is it like to live in a jungle or a desert?

From jungle to desertt

Unit 5

Wjju

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3/26/13 4:10 PM

Each level in Learning Journeys is built around a set of essential questions, which develop age-appropriate themes and concepts. Through the use of these essential questions children connect content to their experiences and are able to move beyond rote learning and into thoughtful, reflective learning.

A variety of activities and games allow children to focus on and manipulate sounds, and build comprehension.

Activities to be done at home are used throughout to connect home-school learning.

Make Math, Science and Social Studies count

Science and Social Studies Circles

The Science and Social Studies Circles give activities that demonstrate a science concept. The activities are designed to help children observe, identify, categorize, and describe as they learn about science and the world around them.

Math Circles

Children are surrounded by math. Math Circle is the time when you can introduce math concepts and vocabulary.

Learning Journeys covers:

• Geometry

• Data Analysis

• Measurement

• Numbers and Operations

• Patterns

Count to 1

Color Count

Math

9 Show your child different items and have him or her count to 1. Have children color the duck and count to 1.

1

166 Center Time Week 9

Center Time Week 9 167

LEARNING GOALS Music/Dramatic Expression• Participate in music activities • Reinforce understanding throughdramatic playMusic Acting Out the Rhyme Poster SongsMaterials Recordings of Rhyme Poster 5 Five Green Crickets (Class Audio

CD 1, Track 9) and Rhyme Poster 8 Three White Mice (Class Audio CD 1, Track 14); props (optional): 5 sets of green cricket wings, five chairs side by side to represent the log; 3 sets of mouse ears, plastic cheeseBefore Center TimeIntroduce/Model Play the recording of Five Green Crickets

or Three White Mice and encourage children to sing along.

During Center TimeScaffold Learning Have children sit in a circle. Assign several children the roles of the five crickets or the three mice, depending on the recording. Play the recording and lead the children playing insects or animals through the corresponding actions when mentioned on the track. Play the track again and have the rest of the class sing along as the actors perform their roles. Assign the roles to different children and repeat the procedure. Promote Social and Emotional Development Encourage timid children to participate in the dramatic play and praise their efforts.

Math CenterArt Center

Music Center

LEARNING GOALS Numbers and Operations• Make sets of 3, 4, and 5Math Let’s Make SetsMaterials Two-frame: sheet of paper divided in half down the middle (photocopy, 1 per pair); countersBefore Center Time (Recommendation: Use this activity after Day 2.) Introduce/Model Count to 5 as you hold up your fingers.

1, 2, 3, 4, 5. Have children repeat after you. Repeat the procedure, counting to 4 and then to 3. During Center TimeScaffold Learning Place a two-frame next to a pile of counters on a table and have children gather around.

Let’s make sets of 3! Have children help you count out 3 counters. Place them on one side of the two-frame. Can you make another set of 3? Ask a child to count out 3 counters and place them on the other side of the two-frame. Repeat the procedure for sets of 4 counters and sets of 5 counters. Next, divide the class into pairs. Distribute ten counters and a two-frame to each pair. Walk around the classroom providing assistance as necessary. Promote Social and Emotional DevelopmentEncourage pairs to work independently to make their sets.

LEARNING GOALS Art• Review colors: red, blue, yellow, green, orange, purpleVocabulary Bees and Flowers of Every ColorMaterials Drawing of a rainbow, light blue paper (1 sheet per child),

felt flowers (in the shape of tulips) and felt bees in red, blue, yellow, green, orange, purple (1 of each per child), green pipe cleaners, white glue

Before Center Time Introduce/Model Display the drawing of a rainbow and review the colors. What color is this? It’s (orange). Then, have children find other objects of the same color around the classroom. Point to something (orange). During Center TimeScaffold Learning Display the materials on a table and

have children gather around. Point to your favorite color in the rainbow. My favorite color is (red). I’m going to make a (red) flower. My (red) flower will have a (red) bee. Hold up a felt flower and a bee of the corresponding color. Glue a green pipe cleaner to the light blue paper to serve as a stem. Then, glue the felt flower on top of the stem. Finally, glue the felt bee above the flower. Have children take turns saying their favorite colors and selecting the corresponding materials to make their own flowers. Provide assistance as necessary. At the end of the activity, have children hold up their artwork and name their favorite colors. My favorite color is (yellow). Promote Social and Emotional Development When they have completed the activity, have children return art materials to their proper places.

• Review colors: red, blue, yellow, green, orange, purple

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Recognize Food as a Basic Need

Find Trace

Science

10 Have your child point to the food items and name them (apple, watermelon).

Have children find the things they can eat and trace the lines with their fingers. Then, have them trace the lines with a red crayon.

164 Center Time Week 8

Center Time Week 8 165

LEARNING GOALS Music/Physical Development• Participate in music activities • Coordinate sequences of movementsMusic Dancing White RibbonsMaterials Recording of Rhyme Poster 8 Three White Mice (Class Audio CD 1, Track 14), dowel rods with white ribbons attached (1 per child)Before Center Time Introduce/Model Hold two dowel rods with white ribbons

attached. Play the recording of Three White Mice and move the ribbons to the music’s rhythm.

During Center TimeScaffold Learning Give each child a dowel rod with white ribbons attached. Lead children in waving their ribbons. Wave up high. (Wave the ribbons above your head.) Wave down low. (Wave the ribbons down by your toes.) Wave quickly. Wave slowly. Next, play the recording of Three White Mice. Dance and wave the ribbons to the music’s rhythm. Encourage children to follow your lead.Promote Self-Regulation Dancing helps children develop

self-regulation when they are required to perform different actions at specific times.

Science Center

Music Center

LEARNING GOALS Health Awareness/Dramatic Expression/Social and Emotional• Recognize healthy food • Create and recreate experiences • Interact with others Health A Healthy Shopping ListMaterials Picture Cards of healthy and unhealthy food, shopping list with large drawings of healthy food items, paper for lists, markers or crayons, plastic food items, empty food boxes and containers, empty soda cans, candy, bags of chips, shopping carts or baskets, name tags, aprons, bagsBefore Center Time (Recommendation: Use this activity on Day 2 or Day 5.) Introduce/Model Display Picture Cards of healthy and

unhealthy food and review them. Before I go shopping, I make a shopping list. Hold up the shopping list. Let me read my shopping list. Display your shopping list and point to each item on it as you “read” it out loud.During Center TimeScaffold Learning Have children work in small groups

to make healthy shopping lists. Provide assistance as necessary by drawing the food they want to include in their lists. Next assign roles (cashiers, butchers or deli workers, baggers, shoppers) and have children put on the clothing or use the appropriate props for their roles. Encourage shoppers to work together to “read” their lists and find the items they need at the supermarket.Promote Social and Emotional DevelopmentEncourage quieter children to interact with others.

LEARNING GOALS Art • Identify the color white • Use a variety of art materials Vocabulary Fluffy White Sheep

Materials Picture Card: rice ; Patterns 10 (photocopy and cut out the sheep, 1 per child), cotton balls, white glueBefore Center Time Introduce/Model Display the rice Picture Card and point

at the rice. What color is it? It’s white. During Center TimeScaffold Learning Distribute sheep Patterns, cotton balls, and glue. Have children glue cotton balls on the sheep’s bodies and color the remaining parts of the sheep with crayons.Promote Social and Emotional DevelopmentEncourage children to observe classroom rules and routines by helping to clean up after the activity.

• Identify the color white • Use a variety of art materials

Dramatic Expression/Social and Emotional LEARNING GOALS Art • Identify the color white • Use a variety of art materials

Art Center

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Hands-on science activities allow children to experiment and explore.

Teaching with technology AssessmentTechnology in Learning Journeys is used to extend and enhance children’s understanding of the skills and concepts you teach each day.

The digital resources provide additional practice in a fun and engaging way.

• Student’s Songs CD (with module 1) - Sing along versions for students to enjoy.

• Student’s Flipbooks DVD (with module 2) - Interactive versions of each big book.

• Teacher’s Audio program CD 1 & 2 - Full program audio for each module. It includes songs (full & music only), rhymes (full & music only), poems and audio-text.

• Teacher’s Resource DVD (with module 2) - Includes digital flipbooks, animations and learning games and printable materials (assessment, graphic organizers, patterns, charts, routine cards, letter cards and number cards).

Learning Journeys provides opportunities for formal, informal, formative and summative assessment. These assessments allow you to track the ongoing progress of your students and help you make decisions based on data ... differentiated instruction as easy as 1-2-3.

109

108

Day 1 pp. 110–111Day 2 pp. 112–113

108 Plan Your Week • Week 11

Morning Meeting 10 minutes per day

Begin the Day • Checking In

Sing and Move • Let’s Travel in the CityBegin the Day • Checking In

Sing and Move • Let’s Travel in the City

Begin the Day • Checking In



Sing and Move • Let’s Travel in the City

Readiness Circle 25–30 minutes per day

Develop Concept

How can we be safe?

Phonological Awareness

Long or Short?

Distinguish between

Long and Short Words

Alphabet Knowledge

This Is the Letter H/h

Identify the Letter H/h

Vocabulary

This Is a Circle

Identify a circle

Develop Concept

How can we be safe?


Short Word, Long Word

Distinguish between Long and Short Words

Alphabet Knowledge

Find the Letter H/h


Vocabulary

Find Circles in The Three Little Pigs

Identify a Circle

Develop Concept

How can we be safe?


Let’s Say Short and Long Words!


Alphabet Knowledge

Help the Hippo Find His House


Vocabulary

Circles, Circles Everywhere!

Identify a Circle


Let’s Say Short and Long Words!


Alphabet Knowledge

A Spaghetti Letter H


Vocabulary

A Circle Hunt

Identify a Circle


Short and Long Words Relay Race


Alphabet Knowledge

Hens and Horses in Houses


Vocabulary

A Circle in a Circle

Identify a Circle

Story Time 15–20 minutes per day

Shared Reading

Read the Story


Shared Reading

Read the Story


Shared Reading

Read the Story


Shared Reading

Read the Story


Math Circle 10–15 minutes per dayMathCircles in the Sand

Make a Circle

MathLet’s Draw Circles

Make a Circle

MathCircles in the Air

Make a Circle

Science / Social Studies Circle 15–20 minutes per day

Social Studies

People in Our Community

Identify People in Our Community

Health

Healthy Habits

Practice Healthy Habits

Wrap Up Your Day / Week 10–15 minutes per day

Revisit Concept

How can we be safe?

Reinforce Phonological Awareness

Short and Long Words in the Box!


Reinforce Alphabet Knowledge

We Can Form the Letter H!


MathSnowman with Circles

Make a Circle

Health

Charades

Practice Healthy Habits

Center Time pp. 170–171 60 minutes per day

Readiness Center (Listening) / Phonological Awareness: Syllable Ball Toss

Readiness Center (Pre-Writing) / Alphabet Knowledge: The Letter H/h in My Name

Math Center: Circles in Chalk • Make a Circle

Art Center: Community Worker Vehicles • Identify Community Worker Vehicles

Music Center: Dance in Circles • Participate in Music Activities

• Distinguish between Long and Short Words

• Identify the Letter H/h

ClassAudio CD


Circles, circles everywhere.

Circles here, and circles there.

Look around and you will see

The yellow sun and two big wheels.





Look around and you will see

A lollipop and a big fat bee.



Poster 10

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RhymePoster 10

Big Book

Class Audio CD 1

Track 17: The Three Little Pigs

Track 18: Let’s Travel in the City

Track 19: Circles, Circles Everywhere

Interactive Flip Book


Big BookISBN: 978-607-32-2113-9

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Plan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekPlan Your WeekBimester 2 • WEEK 11

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Look for the Learning Journeys Pre-K technology references in the Plan Your Weeks section in your Teacher’s Edition.

The Envision It! animations may be used at the beginning of each unit to introduce each concept.

Fun literacy games for engagement and extra motivation.

The content on the DVDs can be used on Interactive Whiteboard for whole-class learning. Learning Journeys’

apps foster independent learning since they can be used at home.

PreK 2

42 Observation Checklist

© Pearson Education, Inc.

REPRODUCIBLEChild’s Name

Date

Social and Emotional, Self-RegulationEnd of

Unit 2 End ofUnit 4 End of

Unit 6 End ofYear

Self-RegulationFollows classroom rulesUses classroom materials appropriatelyManages transitionsDemonstrates respect for personal space and

feelings of othersConcentrates well and is not easily distracted when doing a taskApproach to LearningIs independent in tasks and activities

Shows eagerness to learnFinishes tasks and activitiesLikes to do challenging tasksSocial InteractionInitiates interactions with other childrenInitiates interactions with adultsShows empathy and caring for othersSeeks to solve confl icts/problems appropriatelyEmergent LiteracyAttends to group book reading and demonstrates

comprehensionSeeks opportunities to read and hear books Attends to print and makes efforts to read names,

labels, and familiar textSeeks opportunities to write and uses some conventional lettersDisplays grasp of basic sound-symbol

correspondence through writing or reading of simple text

LITERACY ASSESSMENT

Screening Assessment

Progress Monitoring 1End of Unit 2



End-of-Year Assessment

Alphabet Knowledge

Letter Naming Name Letters Name Letters Name Letters Name Letters Name Letters

Letter Sounds Letter Sounds Letter Sounds Letter Sounds


Blending Blend Syllables Blend Syllables Blend Syllables

Blend Onset and Rime


Blend 2-Phoneme Words


Blend 2- and 3- Phoneme Words

Sounds Sound Isolation Sound Isolation Sound Isolation Sound Isolation

Rhyme Recognize Rhyme

Produce Rhyme

Recognize Rhyme

Produce Rhyme

Recognize Rhyme

Produce Rhyme

Recognize Rhyme

Produce Rhyme

Recognize Rhyme

Produce Rhyme

Concepts of Print

Concept of Book Front/Back Cover

Title

Front/Back Cover

Title

First Page

Front/Back Cover

Title

First Page

Front/Back Cover

Title

First Page

Front/Back Cover

Title

First Page

Tracking Print Start and End Start and End

Tracking Left to Right

Start and End


Start and End


Sweep Back

Start and End


Sweep Back

Features of Text Letter, Number

Punctuation Mark

Letter, Number

Punctuation Mark, Word

Letter, Number


Letter, Number


Letter, Number


MATHEMATICS ASSESSMENT

Screening Assessment




End-of-Year Assessment

Number and Operations

Rote Counting Counting Counting 1–5 Counting 1–10 Counting 1–20 Counting 1–30

Subitize (How many do you see without counting?)

Subitize Subitize up to 2

Subitize up to 3 Subitize up to 4 Subitize up to 5

Count Objects Count Objects Count up to 5 Objects Count 5 Objects Count 8 Objects Count 10 Objects

Recognize Numerals Recognize Numerals Recognize Numerals Recognize Numerals Recognize Numerals Recognize Numerals 0–9

Geometry

Name Shapes Identify Shapes Identify Shapes: Circle, Rectangle, Triangle

Measurement

Compare Lengths of Objects



What Is Assessed in What Is Assessed in What Is Assessed in What Is Assessed in What Is Assessed in What Is Assessed in Learning Learning Learning Learning Learning Learning Journeys Pre-K 2Journeys Pre-K 2Journeys Pre-K 2Monitoring Progress on Success PredictorsMonitoring Progress on Success PredictorsMonitoring Progress on Success PredictorsMonitoring Progress on Success PredictorsMonitoring Progress on Success PredictorsMonitoring Progress on Success Predictors

38 What Is Assessed

The completed Progress Monitoring Recording Forms and Observation Checklists become part of individual profiles that travel with children to kindergarten.

Like to find out more? Visit the Learning Journeys website at:www.pearsonglobalschools.com/learningjourneys

• Download an online sample of a Student Book

• Read more about the structure of the program

• Take a look at the digital components

• Request more information from a Pearson representative

• Sign up to our Elementary newsletters and we will keep you posted with more information

Get in touch and talk to one of our local representatives Find your local Pearson contact at www.pearsonglobalschools.com/contact

Preparing 3 and 4- year olds on their way to Kindergarten

Documents

Transcript of Preparing 3 and 4- year olds on their way to Kindergarten