Theme 7
Week 1 I Move
Week 2 Travel
Week 3 Transportation
Week 4 Mysterious Movers
Things that MoveTheme 7
Dear Family,We move. Animals move. Cars, boats, trains, buses, and planes move. The wind and oceans move. Clocks and Ferris wheels move. During the next four weeks, we will explore things that move—seen and unseen. Don’t be surprised to find yourselves counting vehicles, listening for vehicle sounds, watching the movement of the sun and the moon, and creating your own dance movements. As children explore the idea of travel, a special visitor from our classroom will be traveling to your home. Watch for a note from our puppet mascot Fanny Frog. She is anxious to spend some time with your family.
Our character education focus will be on developing the concepts of self-reliance and independence.
LiteracyEnjoy imitating the movements of animals as you recite or sing this little rhyme.
Can You Move with Me? Tune: “Do Your Ears Hang Low?”
Can you wiggle like a worm? Can you squiggle? Can you squirm? Can you flutter? Can you fly like a gentle butterfly? Can you crawl upon the ground Like a beetle that is round? Can you move with me? Can you flip? Can you flop? Can you give a little hop? Can you slither like a snake? Can you give a little shake? Can you dance like bee Who is buzzing ‘round a tree? Can you move with me?
MathA theme about movement is the perfect time to emphasize position words. Children will describe positions of objects (over, under, beside, behind) and explore the directions the movements take. Children will begin to place markers on a grid to show that they understand positional words. Reinforce positional words at home. For example, as you look through a picture book, find objects in the over and under positions and ask your child to locate them. Hold a rope or yardstick at di!erent heights, and ask your child to go over and under it. Set up an obstacle course using objects your child can go over and under. On each object, tape a card with the word over or under printed on it.
Notes
For additional at-home activities, see the !ings that Move PATT Mat.
Lectoescritura Matematicas
Semana 1 Yo me muevo
Semana 2 Viajar
Semana 3 Transporte
Semana 4 Movimientos misteriosos
Cosas que se muevenTema 7
Estimadas familias:Nosotros nos movemos. Los animales se mueven. Carros, botes, trenes, autobuses y aviones se mueven. El viento y los océanos se mueven. Los relojes y las montañas rusas se mueven. Durante las próximas cuatro semanas exploraremos las cosas que se mueven: las que se ven y las que no se ven. No se sorprendan si de repente se sorprenden a ustedes mismos contando, buscando los sonidos de los carros, mirando el movimiento del Sol y de la Luna y creando sus propios pasos de baile. Además, mientras los niños exploran la idea de viajar, un visitante especial de nuestra escuela llegará a sus casas. Busquen una nota de nuestra mascota Fanny la rana. Ella está deseosa de pasar unos momentos con ustedes.
Nuestro enfoque en la educación del carácter estará dirigido a desarrollar los conceptos de autoconfianza e independencia.
Disfruten imitando los movimientos de los animales mientras recitan o cantan esta pequeña rima.
Ven y muévete así Melodía: “Do Your Ears Hang Low?”
¿Te retuerces cual lombriz?¿Te meneas muy feliz?¿O vuelas sobre las rosas,cual ligera mariposa?¿Te arrastras por allá abajo,cual redondo escarabajo?¡Ven y muévete así!¿Te das vueltas, te das saltos?¿Brincas por todo lo alto?¿Te deslizas cual serpiente?¿Sacudes hasta los dientes?¿Puedes bailar como abeja, que zumba y luego se aleja?¡Ven y muévete así!
Un tema sobre el movimiento es la excusa perfecta para resaltar las palabras relacionadas con la posición. Los niños describirán las posiciones de los objetos (encima, debajo, al lado, junto, detrás) y explorarán la dirección que toman los movimientos. Los niños empezarán colocando marcadores en una gráfica para demostrar que entienden las palabras de posición. Refuercen en la casa el aprendizaje de las palabras de posición. Por ejemplo, mientras miran un libro ilustrado, ubiquen objetos que estén sobre o debajo de algo y pidan a sus niños que los busquen. Sujeten una cuerda o una varilla a diferentes alturas y pidan a sus niños que pasen por encima o por debajo. Armen una carrera de obstáculos usando objetos por los que sus hijos puedan pasar por encima o por debajo. En cada objeto pegue una tarjeta con la palabra encima o debajo.
Notas
Si desean más actividades para hacer en la casa, lean el Tapete de apoyo PATT de “Cosas que se mueven”.
Thin
gs t
hat
Mov
e
Paren
ts Ar
e Tea
cher
s T
oo
Them
e 7
Them
e Jo
bLi
tera
cy
Outd
oors
Calm
ing
Stra
tegy
Be a
soun
d de
tect
ive
and
liste
n fo
r wor
ds th
at im
itate
so
unds
. !in
k ab
out w
ords
that
soun
d lik
e th
e so
und
they
nam
e—bu
zz, c
rack
, whi
rr, c
lang
, hiss
, and
pur
r. So
me
peop
le c
all t
hese
wor
ds o
nom
atop
oeia
wor
ds. H
ave
som
eone
read
the
Airp
lane
Fly
ers p
oem
to y
ou a
nd li
sten
fo
r an
onom
atop
oeia
wor
d. P
rete
nd y
ou a
re a
n ai
rpla
ne a
nd
mak
e no
ises a
s you
take
off
and
land
.A
irpla
ne F
lyer
sTu
ne: “
Whe
re, O
h, W
here
Is S
wee
t Litt
le Su
sie?”
Airp
lane
flye
rs a
re y
ou re
ady?
Hol
d yo
ur w
ings
nic
e an
d st
eady
.St
art y
our e
ngin
es, t
urn
arou
nd,
Lift
you
r nos
e an
d le
ave
the
grou
nd.
Zoom
, zoo
m w
ay u
p hi
gh,
Wat
ch o
ur tr
icks
up
in th
e sk
y.W
e til
t our
win
g to
say
hello
To th
e ch
eerin
g cr
owd
belo
w.
Soar
with
me
thro
ugh
the
air,
Ups
ide
dow
n if
you
dare
.Ra
ce th
e bi
rds o
r rac
e th
e be
es,
Rest
a m
inut
e on
the
bree
ze.
Zoo
m, z
oom
way
up
high
.W
atch
our
tric
ks u
p in
the
sky.
We
tilt o
ur w
ing
to sa
y he
lloTo
the
chee
ring
crow
d be
low
. A
irpla
ne fl
yers
are
you
read
y?H
old
your
win
gs n
ice
and
stea
dy.
Tilt
your
nos
e to
war
d th
e gr
ound
,Sl
owly
land
with
out a
soun
d.
Mat
hCo
unt t
he v
ehic
les y
ou se
e as
you
go
to a
nd fr
om sc
hool
. Ask
a fa
mily
m
embe
r to
help
you
mak
e a
tally
sh
eet w
ith p
ictu
res o
f diff
eren
t ve
hicl
es. K
eep
the
shee
t han
dy so
th
at y
ou c
an a
dd to
you
r tal
lies w
ith
each
trip
you
take
.
Plac
e an
old
whi
te so
ck o
ver y
our
shoe
, and
wal
k th
roug
h th
e gr
ass
or a
n op
en a
rea
in a
par
k. T
ake
the
sock
off
your
shoe
, and
shak
e it
over
a p
iece
of p
aper
. Sor
t the
“t
rave
lers
” tha
t hitc
hed
a rid
e on
yo
ur so
ck. W
hat c
reat
ures
in n
atur
e ar
e lik
e yo
ur so
ck a
nd c
arry
thin
gs
from
pla
ce to
pla
ce w
ithou
t eve
n kn
owin
g it?
Add
to P
hoto
Fan
ny’s
jour
nal w
hen
she
com
es to
visi
t you
r hom
e. Te
ll ab
out t
he
thin
gs th
at th
e tw
o of
you
can
do
toge
ther
. Im
agin
e w
hat P
hoto
Fan
ny w
ould
say,
and
ask
som
eone
to h
elp
you
writ
e th
e w
ords
in
the
jour
nal.
It w
ill b
e fu
n to
shar
e yo
ur
expe
rienc
es w
ith y
our c
lass
mat
es w
hen
you
take
the
jour
nal b
ack
to sc
hool
.
Teac
h th
e H
elic
opte
r Str
etch
es to
som
eone
in
your
fam
ily.
!
Stre
tch
your
arm
s to
each
side
to m
ake
helic
opte
r bla
des.
!
Gen
tly tw
ist si
de to
side
as f
ar a
s you
can
.
!
Slow
ly in
hale
and
exh
ale
with
eac
h tw
ist.
!
Aft
er a
few
star
t-up
twist
s, pi
ck u
p sp
eed.
Tw
ist q
uick
ly fo
r a fe
w m
omen
ts a
nd th
en
slow
dow
n fo
r a sa
fe la
ndin
g.
©20
10 F
rog
Stre
et P
ress
, Inc
. Fa
mily
Con
nect
ions
CD
PA
TT M
at
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
Lect
oesc
ritu
ra
Al ai
re lib
reEs
trat
egia c
alman
te
Mat
emea
tica
s
Cosa
s qu
e se
mue
ven
Tema
7
Conv
iért
ete
en u
n de
tect
ive
de so
nido
s y b
usca
pal
abra
s qu
e im
iten
soni
dos.
Pie
nsa
en p
alab
ras q
ue su
enen
co
mo
el so
nido
que
repr
esen
tan:
zum
bar,
repi
car,
silba
r, ro
nron
ear.
Est
as p
alab
ras s
e lla
man
ono
mat
opey
as. P
ide
que
algu
ien
te le
a el
poe
ma
“Avi
ones
vol
ador
es” y
bus
ca
en é
l una
pal
abra
ono
mat
opéy
ica.
Imag
ina
que
eres
un
avió
n e
imita
los s
onid
os d
e de
speg
ar y
de
ater
rizar
.
Avio
nes v
olad
ores
Mel
odía
: “W
here
, Oh,
Whe
re is
Sw
eet L
ittle
Sus
ie?”
Avio
nes v
olad
ores
, ¿ya
est
án li
stos
?Es
tiren
las a
las,
vam
os a
des
pega
r.
Arr
anqu
en lo
s mot
ores
, den
se la
vu
elta
,le
vant
en la
nar
iz y
a vo
lar
Zum
, zum
, zum
vam
os m
uy a
lto,
nos d
amos
la v
uelta
y n
os
incl
inam
os,
salu
dam
os a
la g
ente
que
allá
aba
jo,
no d
eja
de a
plau
dir.
Vuel
en c
onm
igo
por e
l cie
lo,
de c
abez
a, n
o te
ngan
mie
do,
con
los p
ájar
os o
con
las a
beja
s,en
la b
risa
hay
que
desc
ansa
r.
Zum
, zum
, zum
, vam
os m
uy a
lto,
nos d
amos
la v
uelta
y n
os
incl
inam
os,
salu
dam
os a
la g
ente
que
allá
aba
jo,
no d
eja
de a
plau
dir.
Avio
nes v
olad
ores
, ¿ya
est
án li
stos
?es
tiren
las a
las,
vam
os a
baj
ar,
desp
acito
, em
piec
en e
l des
cens
o,
¡ate
rric
emos
ya!
Cubr
e un
o de
tus z
apat
os c
on u
n ca
lcet
ín b
lanc
o vi
ejo
y ca
min
a po
r el
pas
to o
en
un e
spac
io a
bier
to d
el
parq
ue. S
aca
el c
alce
tín y
sacú
delo
so
bre
una
hoja
de
pape
l. C
lasifi
ca
a lo
s “vi
ajer
os” q
ue se
subi
eron
a tu
ca
lcet
ín. ¿
Qué
ani
mal
itos s
on c
omo
tu c
alce
tín, q
ue ll
evan
cos
as d
e un
sit
io a
otr
o sin
siqu
iera
sabe
rlo?
Cuen
ta lo
s veh
ícul
os q
ue p
asan
m
ient
ras v
as y
vie
nes d
e la
esc
uela
. Pi
de a
alg
uien
de
tu fa
mili
a qu
e te
ay
ude
a ha
cer u
na h
oja
de c
onta
r co
n fo
tos d
e di
fere
ntes
veh
ícul
os.
Ten
la h
oja
a m
ano
para
que
pue
das
hace
r las
rayi
tas d
e co
ntar
cad
a ve
z qu
e sa
lgas
y re
gres
es a
la c
asa.
Tare
a de
l te
ma
Cuan
do la
foto
graf
ía d
e Fa
nny
veng
a a
visit
ar tu
cas
a, n
o te
olv
ides
de
pedi
rle
a al
guie
n qu
e es
crib
a po
r ti e
n su
dia
rio.
Hab
la so
bre
las c
osas
que
ust
edes
dos
pu
eden
hac
er ju
ntos
. Im
agín
ate
lo
que
Fann
y po
dría
dec
ir. S
erá
dive
rtid
o co
mpa
rtir
tus e
xper
ienc
ias c
on tu
s am
igos
cu
ando
dev
uelv
as e
l dia
rio a
la e
scue
la.
Ense
ña la
est
rage
gia
Las e
stira
das d
el
helic
ópte
ro a
alg
uien
de
tu fa
mili
a.Es
tira
tus b
razo
s a lo
s lad
os p
ara
form
ar
la h
élic
e de
un
helic
ópte
ro.
Suav
emen
te g
ira d
e un
lado
a o
tro,
tant
o co
mo
pued
as.
Inha
la y
exh
ala
lent
amen
te e
n ca
da g
iro.
Des
pués
de
unos
giro
s de
cale
ntam
ient
o,
agar
ra v
eloc
idad
. Gira
rápi
dam
ente
por
un
os m
omen
tos y
lueg
o di
smin
uye
la
velo
cida
d pa
ra a
terr
izar
sin
pelig
ro.
©20
10 F
rog
Stre
et P
ress
, Inc
. Fa
mily
Con
nect
ions
CD
PA
TT M
at
©2010 Frog Street Press, Inc. Family Connections CD Photo Fanny
©2010 Frog Street Press, Inc. Family Connections CD
Photo Fanny’sAdventure Journal
Name_______________
©2010 Frog Street Press, Inc. Family Connections CD
Diario de las aventurasde la Foto de Fanny
Nombre______________
Important Message
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Mensaje importante
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©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
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
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.
Ho
w to
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ak
e T
ak
e-H
om
e S
to
ry
bo
ok
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1. Locate the take-hom
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©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
©2010 Frog Street Press, Inc. Family Connections CD Tummy Waves
Tummy Waves© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Lie on the !oor and place your hands on your tummy.
! Inhale slowly to the count of "ve, and feel your tummy rising like an ocean wave as it comes close to the shore.
! Exhale and feel your tummy !atten like a wave rolling onto the shore.
! Repeat "ve or six times.
Tummy Waves© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Lie on the !oor and place your hands on your tummy.
! Inhale slowly to the count of "ve, and feel your tummy rising like an ocean wave as it comes close to the shore.
! Exhale and feel your tummy !atten like a wave rolling onto the shore.
! Repeat "ve or six times.
Tummy Waves© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Lie on the !oor and place your hands on your tummy.
! Inhale slowly to the count of "ve, and feel your tummy rising like an ocean wave as it comes close to the shore.
! Exhale and feel your tummy !atten like a wave rolling onto the shore.
! Repeat "ve or six times.
Tummy Waves© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Lie on the !oor and place your hands on your tummy.
! Inhale slowly to the count of "ve, and feel your tummy rising like an ocean wave as it comes close to the shore.
! Exhale and feel your tummy !atten like a wave rolling onto the shore.
! Repeat "ve or six times.
©2010 Frog Street Press, Inc. Family Connections CD Tummy Waves
Barriguitas con olas© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Acuéstense en el piso y pongan las manos sobre el estómago.
! Aspiren lentamente contando hasta cinco y sientan cómo su estómago se eleva como una ola marina cuando se acerca a la costa.
! Exhalen y sientan como el estómago se aplana como una ola que llega rodando a la orilla.
! Repitan cinco o seis veces.
Barriguitas con olas© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Acuéstense en el piso y pongan las manos sobre el estómago.
! Aspiren lentamente contando hasta cinco y sientan cómo su estómago se eleva como una ola marina cuando se acerca a la costa.
! Exhalen y sientan como el estómago se aplana como una ola que llega rodando a la orilla.
! Repitan cinco o seis veces.
Barriguitas con olas© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Acuéstense en el piso y pongan las manos sobre el estómago.
! Aspiren lentamente contando hasta cinco y sientan cómo su estómago se eleva como una ola marina cuando se acerca a la costa.
! Exhalen y sientan como el estómago se aplana como una ola que llega rodando a la orilla.
! Repitan cinco o seis veces.
Barriguitas con olas© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Acuéstense en el piso y pongan las manos sobre el estómago.
! Aspiren lentamente contando hasta cinco y sientan cómo su estómago se eleva como una ola marina cuando se acerca a la costa.
! Exhalen y sientan como el estómago se aplana como una ola que llega rodando a la orilla.
! Repitan cinco o seis veces.
©2010 Frog Street Press, Inc. Family Connections CD Roller Coaster Breathing
Roller Coaster Breathing© Becky Bailey
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.
! Stand with your arms at your side.
! Take in a breath as you swing your arms up and rise on your toes like a coaster going up hill. Then swoop your arms downward as you bend your knees to a squatting position and exhale with a “swoosh” (like a roller coaster going down hill).
! Repeat several times for a great roller coaster ride. Be sure to make a loud “swoosh” on each downward movement.
Roller Coaster 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.
! Stand with your arms at your side.
! Take in a breath as you swing your arms up and rise on your toes like a coaster going up hill. Then swoop your arms downward as you bend your knees to a squatting position and exhale with a “swoosh” (like a roller coaster going down hill).
! Repeat several times for a great roller coaster ride. Be sure to make a loud “swoosh” on each downward movement.
Roller Coaster 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.
! Stand with your arms at your side.
! Take in a breath as you swing your arms up and rise on your toes like a coaster going up hill. Then swoop your arms downward as you bend your knees to a squatting position and exhale with a “swoosh” (like a roller coaster going down hill).
! Repeat several times for a great roller coaster ride. Be sure to make a loud “swoosh” on each downward movement.
Roller Coaster 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.
! Stand with your arms at your side.
! Take in a breath as you swing your arms up and rise on your toes like a coaster going up hill. Then swoop your arms downward as you bend your knees to a squatting position and exhale with a “swoosh” (like a roller coaster going down hill).
! Repeat several times for a great roller coaster ride. Be sure to make a loud “swoosh” on each downward movement.
©2010 Frog Street Press, Inc. Family Connections CD Roller Coaster Breathing
La respiración de la montaña rusa© Becky Bailey
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.
! Pónganse de pie con los brazos a los lados.
! Aspiren mientras levantan los brazos y se levantan sobre los dedos de los pies como si fueran un carrito subiendo por una pendiente de una montaña rusa. Luego bajen los brazos mientras doblan las rodillas hasta quedar sentados en el aire y exhalen diciendo “¡chus!”(como un carrito que baja por la pendiente de una montaña rusa).
! Repitan varias veces, como dándose un paseo por una montaña rusa muy grande. Asegúrense de decir “¡Chus!” cada vez que bajen una pendiente.
La respiración de la montaña rusa© 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.
! Pónganse de pie con los brazos a los lados.
! Aspiren mientras levantan los brazos y se levantan sobre los dedos de los pies como si fueran un carrito subiendo por una pendiente de una montaña rusa. Luego bajen los brazos mientras doblan las rodillas hasta quedar sentados en el aire y exhalen diciendo “¡chus!”(como un carrito que baja por la pendiente de una montaña rusa).
! Repitan varias veces, como dándose un paseo por una montaña rusa muy grande. Asegúrense de decir “¡Chus!” cada vez que bajen una pendiente.
La respiración de la montaña rusa© 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.
! Pónganse de pie con los brazos a los lados.
! Aspiren mientras levantan los brazos y se levantan sobre los dedos de los pies como si fueran un carrito subiendo por una pendiente de una montaña rusa. Luego bajen los brazos mientras doblan las rodillas hasta quedar sentados en el aire y exhalen diciendo “¡chus!”(como un carrito que baja por la pendiente de una montaña rusa).
! Repitan varias veces, como dándose un paseo por una montaña rusa muy grande. Asegúrense de decir “¡Chus!” cada vez que bajen una pendiente.
La respiración de la montaña rusa© 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.
! Pónganse de pie con los brazos a los lados.
! Aspiren mientras levantan los brazos y se levantan sobre los dedos de los pies como si fueran un carrito subiendo por una pendiente de una montaña rusa. Luego bajen los brazos mientras doblan las rodillas hasta quedar sentados en el aire y exhalen diciendo “¡chus!”(como un carrito que baja por la pendiente de una montaña rusa).
! Repitan varias veces, como dándose un paseo por una montaña rusa muy grande. Asegúrense de decir “¡Chus!” cada vez que bajen una pendiente.
Literacy:
Moving and Learning
Day 1 Day 2 Day 3
• Building community: Sing "Head, Shoulders, Knees, and Toes" (p 186).•Invite children to perform Pretzel.•Implement the Safe Keeper Ritual.•Commitment Box• Morning Message: I can bend low and stretch high.• Calendar/Weather
• Building community: Sing "Walk, Walk, Walk Your Feet" (p 195).•Teach the children Toe Touches.•Implement the Safe Keeper Ritual.• Morning Message: I can walk and run very fast.• Commitment box•Calendar/Weather
LESSON COMPONENTS
Greeting Circle
Date: March 17-21, 2014
Technology: Sounds and Rhymes; ABC and XYZ
Class: Gard 2
• Building community: Sing "Walk, Walk, Walk Your Feet" (p 195).•Review Belly Breathing•Implement the Safe Keeper Ritual.• Morning Message: Wagons and scooters help me move.• Commitment box•Calendar/Weather
• Building community: "Open, Shut Them" (p. 188).•Invite children to implement Here's the Bunny p 171.•Implement the Safe Keeper Ritual.• Morning Message: I can wave good-bye.• Commitment box•Calendar/Weather
Day 5Day 4
Lesson Plan for Things That Move • Cosas que se mue ven - I Move (Week 29)
Literacy (Oral Language, Read
Aloud)
Our Muscles • Los músculos• Discuss the function of muscles• Apply facts in books to children’s bodiesBody Talk in Rhyme • El cuerpo habla en rimas• Reinforce concept of mobile• Explore ways to move our bodies
“The Gingerbread Boy” • “El muñequito de jengibre” story folder• Discuss story details• Photo Activity Cards 2, 5
“The Numeral Dance” • “El baile de los números” song and dance
“Compound Boogie” dance
"Hands and Fingers" • Manos y dedos• Compare song lyrics to story text• Demonstrate hand movements• Discuss ways hands and fingers are used• Photo Activity Card 136
The Numeral Dance • El baile de los números• Compare story to Moving and Learning song lyrics• Describe movements• Photo Activity Card 138
•Review the letters G, H , and V •Vocabulary Card: mobile
•Vocabulary Cards: hop , jump , and skip•Photo Pockets and Pocket Letters: B with bicycle; W with wagon
•Vocabulary Cards: walk, run, skip•Photo Pocket and Pocket Letter: F with frog• List things that start with Vv
•Review the letters G, H , and V with Fanny Frog
Phonics
• Building community: Sing "Head, Shoulders, Knees, and Toes" (p 186).•Invite children to practice S.T.A.R.•Implement the Safe Keeper Ritual.• Morning Message: I can sing and dance. • Commitment box•Calendar/Weather
“Wiggles, Jiggles, Giggles” song and dance
“It Makes Me Jump” action song
“Hands and Fingers” • “Manos y dedos” song and dance
Phonological Awareness, Vocabulary
English Vocabulary:around, between, bicycle, contraction, dance, even, mobile, muscles, numeral, odd, pattern, pattern co re, retraction, scooters, skateboard, skip, snap, wagons
Spanish Vocabulary:alrededor, entre, bicicleta, contracción, baile, pa r, móvil, músculos, numeral, impar, patrón, regla d el patrón, retracción, patines, patineta, saltar, t ronar los dedos, carritos
Our Muscles • Los músculos• Discuss movements of bicycle and wagon• Consider benefits of vehicles“My Aunt Violet” • “Mi tía Violeta” story folder• Recall story details
Wonderful Word: mobile, móvilCharacterEducation: Self-reliance, Auto confianza
Math: Patterns and NumeracyLetter English-V, v, G, g, H, hKnowledge: Spanish-V, v, G, g, H, h
•Compound Word Cards: birdcage, football•Photo Pockets and Pocket Letters: B with bicycle ; W with wagon
Day 1 Day 2 Day 3LESSON
COMPONENTSDay 5Day 4
Weekly Learning Centers
Handwriting
• Fine Motor-Name body parts as we move• Construction-Use blocks to create roads for the cars
• Gross Motor Area-Walk with baby steps and with giant steps• Fine Motor-Remove shoes and pick up various objects with toes and drop into a bucket
• Fine Motor-Build wagons and scooters with Legos ®
• Construction-Provide medium-sized, shallow boxes to serve as wagons
• Crumpling paper to learn about our hand muscles
• Make trail of footprints • Paint a zigzag pattern • Make tracks in the sand and study the tire tracks
• Introduce the term balance• Study tire tracks in sand•Crumple up paper balls; explain how muscles are contracting and retracting
• Introduce self-reliance: doing things for themselves• Discuss St. Patrick's Day
• Gross Motor Area-Drop puppet into a bucket describing how they used their arms and hands• Fine Motor-Work with play dough
• Gross Motor Area-Follow the dance directions in the song• Fine Motor-Make finger puppets dance
"Half-Chicken" story folder• Different stories come from different parts of the world• Discuss origin of story
• Copy three-color pattern• Compare movements and address walking safety rules
• Introduce idea of decades as a number pattern• Discuss ways to strengthen musclesOpen and Close p 17
STEMJump Into Science
• Introduce three-element pattern core• Relate three-element core to traffic light• The Mirror Game p 17
Character Education/Social
Studies
• Invite children to play Keep Away • Quédate lejos (p. 202). Discuss ways the body moves during the game.
Closing Circle
• Reflecting on the day: Which muscles do we use when we walk?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Encourage children to show family members some ways their muscles help them move.
• Reflecting on the day: What did you learn about your legs and feet today?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Suggest children compare their feet to a family member's feet
• Encourage children to play parachute games (p. 204). Which parts of the body do you use for these games?
• Challenge children to pretend to be shadow puppets and create a shadow puppet dance. Discuss body movements.
• BasketballWhich parts of the body do you use for this game?
• Invite children to participate in tricycle relays (p. 202).
• Collect data and display graphically• Discuss bike safetyHands in Action p 26
A to Z Helping Hands • Manos amables de la A a la Z• Discuss ways hands and fingers are used• Think of helping hand movements
• What are some things we can do by ourselves? Is dancing something we do together or separate?
• Photo Activity Card 3• Discuss bike safety
Outdoor Learning
• Reflecting on the day: What piqued your curiosity today?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Share the importance of wearing a helmet when riding bikes or scooters.
• Reflecting on the day: Name things we use our hands and fingers to do.• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Practice a snap-clap pattern. Send home the Take-Home Storybook.
• Reflecting on the day: Which pats of our bodies move when we dance?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send home a letter explaining Photo Fanny and providing ideas for family members of things they might do with her during her two-week stay.
• Draw eyes (two-to-one relationship)
Day 1 Day 2 Day 3LESSON
COMPONENTSDay 5Day 4
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Uses words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
Learning Goals
• Demonstrates empathy and caring for others• Is aware of where own body is in space; respects personal boundaries• Seeks to understand print• Demonstrates receptive vocabulary • Identifies and describes the characteristics of organisms• Creates stories, moods, or experiences through dramatic representations• Demonstrates knowledge of nonverbal conversational rules
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Is aware of where own body is in space; respects personal boundaries• Follows classroom rules and routines with occasional reminders from teacher• Asks and answers appropriate questions about the book• Uses words to label and describe people, places, things, and actions • Demonstrates receptive vocabulary
• Increasingly interacts and communicates with peers• Demonstrates receptive vocabulary • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses words to label and describe people, places, things, and actions• Identifies good habits of nutrition and exercise• Coordinates sequence of movements to perform tasks
• Assumes various roles and responsibilities as part of a classroom community• Demonstrates empathy and caring for others• Asks and answers appropriate questions about the book• Uses words to label and describe people, places, things, and actions• Provides appropriate information for various situations• Coordinates sequence of movements to perform tasks• Identifies and describes the characteristics of organisms
Literacy:
Class: Gard 2Date: March 24-28, 2014
Technology: Reading Buddy, Sounds and Rhymes, Tux P aint
•Vocabulary Card: adventure•Sing "The Itsy Bitsy Spider."
•Vocabulary Cards: hop, jump•Sing "A to Z Phonics Song."
•Vocabulary Cards: adventure, airport, bus•Act out and guess animal movements
•Review the sounds of A, K , and W•Vocabulary Card: adventure
Lesson Plan for Things That Move • Cosas que se mue ven - Travel (Week 30)
Vocabulary, Oral Language, Comprehension
Wonderful Word: adventure, aventura
•Sing "Five Little Ducks."•Vocabulary Cards: adventure, run, walk
Phonics
CharacterEducation: Self-reliance, Auto confianza
•Pack the clothes in the suitcase
• Building community: Sing "Walk, Walk, Walk Your Feet" (p 195).• Review the calming strategy Bunny Breathing (p 168).• Implement the Safe Keeper Ritual.• Morning Message: Animals travel in all kinds of ways.• Commitment Box• Calendar/Weather
•Create play dough animals and show how they move
• Building community: Sing "My Bonnie Lies Over the Ocean" (p 190).• Invite children to sing "Bye-bye, Crankies" (p171).• Implement the Safe Keeper Ritual.• Morning Message: We can travel to many locations.• Commitment Box• Calendar/Weather
• Building community: Sing "She'll Be Coming Round the Mountain" (p 193).• Invite children to "Bend and Stretch" (p 168).• Implement the Safe Keeper Ritual.• Morning Message: We can pack a suitcase.• Commitment Box• Calendar/Weather
•Make string and paint collageHandwriting
•W is for watermelon : Add black dots to make the seeds
Day 1
Bubble dance
“Itsy Bitsy Spider” • “La araña chiquitita”story folder• Discuss real spiders• Develop concept of persistence and self-reliance• Photo Activity Cards 97, 42, 104
“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentos infantiles flip chart)• Photo Activity Card 46• Discuss how ants move and how they use their antennae to navigate
Moving and Learning
“Hands and Fingers” • “Manos y dedos” action song
“The Cool Bear Hunt” participation story
“Itsy Bitsy Spider” dance
Day 3 Day 4LESSON
COMPONENTS
Literacy (Oral Language, Read
Aloud)
“Monster Coaster” • “Monstruosa, la montaña rusa” story folder• Analyze character’s curiosity• Introduce concept of a cycle•Photo Activity Cards 123, 124
Greeting Circle
• Building community: Sing "Walk, Walk, Walk Your Feet" (p 195).• Teach the calming strategy Thumb Tracking (p 159).• Implement the Safe Keeper Ritual.• Morning Message: We can travel from here to there.• Commitment Box.Calendar/Weather
Math: Position Words, Spatial Sense, PatternsLetter English-K, k, W, w, A, aKnowledge: Spanish-K, k, W, w, A, a
Day 5
Gram Is Coming to My House • Abuelita se viene a mi casa• Describe grandparent’s travel• Recall story details• Photo Activity Cards 35, 42, 46
Gram Is Coming to My House • Abuelita se viene a mi casa • Compare vehicles used for travel• Infer what character would pack• Photo Activity Cards 30, 31, 35
•Decorate the butterfly wings
• Building community: Sing "My Bonnie Lies Over the Ocean" (p 190).• Teach the calming strategy "Visualization" (p 174).• Implement the Safe Keeper Ritual.• Morning Message: My imagination takes me to many places.• Commitment Box• Calendar/Weather
“Can You Move With Me?” • “¡Ven y muévete así!” action song
Day 2
Spanish Vocabulary:aventura, aeropuerto, autobús, carro, diagonal, dis tancia, horizontal, imaginación, intersección, pers istente, cuadrante, independiente, estación del tre n subterráneo, maleta, estación del tren, transporte, viajar, vertical
English Vocabulary:adventure, airport, bus, car, diagonal, distance, h orizontal, imagination, intersection, persistent, q uadrant, self-reliant, subway station, suitcase, tr ain station, transportation, travel, vertical
Day 1 Day 3 Day 4LESSON
COMPONENTSDay 5Day 2
• Reflecting on the day: What do we mean when we say we can travel using our imagination?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Encourage the children to tell family members how they used their imagination at school today.
• How does weather affect what we pack for a trip?
• Encourage children to move like different animals (elephant, horse, bunny, turtle, etc.)
• Go on a bear hunt or other adventure
Closing Circle
• Reflecting on the day: What's the difference between travel and transportation?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: How do you travel to school?
Outdoor Learning
• Draw a hopscotch grid. Have children navigate the grid, hopping from one to ten, and then turn around and travel backwards. Encourage children to describe their movements.
• Following directions: move forward, move backward, walk, hop, etc.
• Ride your bike to Grandma's house
• Reflecting on the day: If you were a rabbit, how do you travel?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send children out the door moving as their favorite animals.
• Teach the calming strategy "Visualization" (p 174).
•Discuss what a map is and how we use it.
• Move frog counters on giant grid• Parachutes •Paper Airplanes and discuss aerodynamics
• Orient pointer in various directions• Make giant chart of similarities and differences of different types of vehicles•Make model city in sand
• Practice moving in a grid• Blow seedsSort items heavy vs. lightDiscuss wind dispersion of seeds• Feather Race
• Introduce term intersection• Practice moving counting frogs along vertical number line or meter stick•What Grows Up and Below the Ground? P 34
• Gross Motor Area-Explore with cars on the rug mat
• Gross Motor Area-Navigate the course while holding a small suitcase or bag.
STEMTeaching STEM in
the Early Years
• Introduce vertical number line• Move frog counters on number line• Seed Sort and Grow p 32
• Reflecting on the day: What can we learn from maps.• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send home note asking family members to help children draw a map of the route from home to school.
• Reflecting on the day: What do we need to think about when packing our suitcase for a trip?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Invite children to consider what Photo Fanny might pack for her travels.
• Invite children to sing "Bye-bye, Crankies" (p171).Character
Education/Social Studies
• Discuss experiences with different means of transportationPhoto Activity Cards 123-126
• Gross Motor Area-Children pretend they are animals navigating the course.Weekly Learning
Centers
• Draw a hopscotch grid. Have children navigate the grid, hopping from one to ten, and then turn around and travel backwards. Encourage children to describe their movements.
• Gross Motor Area-Move like different vehicles (airplane, race car, etc.)
Day 1 Day 3 Day 4LESSON
COMPONENTSDay 5Day 2
• Demonstrates empathy and caring for others• Coordinates sequence of movements to perform tasks• Uses words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Identifies and describes the characteristics of organisms• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Assumes various roles and responsibilities as part of a classroom community• Asks and answers appropriate questions about the book • Initiates problem-solving strategies and seeks adult help when necessary• Creates stories, moods, or experiences through dramatic representations
Learning Goals
• Assumes various roles and responsibilities as part of a classroom community• Is aware of where own body is in space; respects personal boundaries• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Provides appropriate information for various situations• Shows understanding by following two-step oral directions
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary• Identifies and creates common features in her immediate environment• Recognizes that information is accessible through the use of technology• Coordinates sequence of movements to perform tasks
• Demonstrates empathy and caring for others• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Seeks to understand print• Recognizes that information is accessible through the use of technology• Demonstrates use of location words
Literacy: Math: Data Analysis
English Vocabulary:
Lesson Plan for Things That Move • Cosas que se muev en - Transportation (Week 31)
Vocabulary, Oral Language
Wonderful Word: aerodynamic aerodinámica
CharacterEducation: Self-reliance, Auto confianza
Letter English-E, e, J, j, O, o, Q, qKnowledge: Spanish-E, e, J, j, O, o, Q, q
•Photo Pockets CardsAa with airplane , Hh with helicopter•Sound out the letters E, e, J, j, O, o, Q, q
• Building community: Sing "A Sailor Went to Sea" (p 192).•Invite the children to make tummy waves.•Implement the Safe Keeper Ritual. • Morning Message: Boats and ships move cargo quickly.• Commitment Box• Calendar/Weather
“I Saw a Ship A-Sailing” • “Yo vi un barquito que navegaba” participation story• Develop vocabulary• Think about how boat is powered“Wynken, Blynken, and Nod” • “Sueño de un niño” (Nursery Rhyme • Cuentos infantiles flip chart)• Recognize imagery in poem
“Stars and Stripes Forever” song with pretend flying
“Little Red Train” action verse “My Bonnie Lies over the Ocean” • “Mi amada descansa en las olas” action song
Literacy (Oral Language, Read
Aloud)
Gram Is Coming to My House • Abuelita se viene a mi casa• Identify four-wheeled vehicles in story• Connect story to experience• Photo Activity Cards 3, 4, 37
Giants Made by People • Gigantes hechos por el hombre• Discuss carnival rides• Photo Activity Card 4
Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Develop airplane background and vocabulary• Photo Activity Card 124• Share experiences about flying
“Engine Ninety-Nine” • “Locomotora Noventa y Nueve” listening story (p. 207)• Recall story details• Photo Activity Cards 48 and 123
Phonics
• Building community: Sing "Little Hunk of Tin" (p 188).•Review the calming strategy "Roller Coaster Breathing" (p169).•Implement the Safe Keeper Ritual. • Morning Message: Everyone enjoys a carnival ride. • Commitment Box• Calendar/Weather
Day 4
• Building community: Sing "If I Had the Wings" (p 187).•Teach children the "Helicopter" (p169).•Implement the Safe Keeper Ritual. • Morning Message: Airplanes and helicopters move people through the air.• Commitment Box• Calendar/Weather
• Building community: Sing "If I Had the Wings" (p 187).•Play the"S.T.A.R. Songs" (p 177)•Implement the Safe Keeper Ritual. • Morning Message: Trains move cargo along the track.• Commitment Box• Calendar/Weather
Greeting Circle
• Building community: Sing "Little Hunk of Tin" (p 188).•Introduce the calming strategy Taking a Trip.•Implement the Safe Keeper Ritual. • Morning Message: Cars and buses transport us on roads .• Commitment Box• Calendar/Weather
Moving and Learning
“The Wheels on the Bus” • “Las llantas del bus” song with sound effects
Spanish Vocabulary:aerodinámica, aeroplano, bicicleta, botes, cargamen to, rueda de Chicago, carga, helicóptero, caballo, carrusel, gráfica de objetos, gráfica de gente (rea l), pictograma, montaña rusa, barcos, tren, transporte, yate
Day 1 Day 2 Day 3LESSON
COMPONENTSDay 5
Date: March 31-April 4, 2014 Class: Gard 2
Technology: Words, Words, Words; Frog Street Math-Mea sure ItX.A.1. X.A.2. II.D.1. V.D.1.
• Invite children to perform the action rhyme "I'm a Choo-Choo Train" (p 197).• Spell airplane, bicycle, boat
• Sing "Row, Row, Row Your Boat."•Sound out the letters E, e, J, j, O, o, Q, q
• List and categorize water craft
aerodynamic, airplane, bicycle, boats, cargo, Ferri s wheel, freight, helicopter, horse, merry-go-round , object graph, people (real) graph, picture graph, roller coaster, ships, train, transportation, yacht
Carousel Ride dramatic play
• Vocabulary Cards: airplane, helicopter, jet, rocket, aerodynamic• Make a list of things that begin with Ee
Day 4Day 1 Day 2 Day 3LESSON
COMPONENTSDay 5
• Invite children to set up a carnival. Have a ball-tossing game, a go fishing game, and a duck draw. Suggest that children think of ways to make a pretend roller coaster (hold on to one another’s waist and twist and turn around the playground) and carousel (walk in a circle, dipping up and down).
Closing Circle
• Reflecting on the day: How many wheels are on a car?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send a note home asking for families to send a coat hanger and any six-pack holders they have to school.
• Invite children to play Red Light, Green Light • Luz roja, luz verde (p. 204).
• Have children lie on their backs and watch for airplanes in the sky.
• Invite children to connect tricycles to form a train or provide boxes (large enough to hold a child) for children to build a train.
• Use a parachute to demonstrate the resistance created by air. Lift the parachute up high and allow it to drift down. If it is a windy day, position the chute so that it is pushed by the air.
• The Auto Repair ShopYear Round Project-Based Activities STEM pp 27-29
Character Education/Social
Studies
• Reflecting on the day: Which carnival ride is your favorite?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send home note and encourage the children to show their families how to do Roller Coaster Breathing.
Outdoor Learning
STEM
• Discuss who designs an makes the road signs.
•Teach children the "Helicopter" (p169).
•Discuss the history of big ships
• Reflecting on the day: How are airplanes like helicopters• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Remind families to send a coat hanger, plastic six-pack holders, and empty paper-towel tubes.
• Reflecting on the day: What did you learn about trains today?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: How do the majority of children in our class travel to school?
• Reflecting on the day: Do larger boats go faster?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send home note and encourage children to show their families how to make Tummy Waves.
• The Auto Repair ShopYear Round Project-Based Activities STEM pp 33-35
• Photo Activity Card 125 •Discuss different kinds of vehicles that travel by water (cruise, ship, kayak, submarine, etc.)
• Introduce idea of a round-trip• Think about what it means to be self-reliant
• Fold and create paper airplanes
•Explore ways to move sailboats
• The Auto Repair ShopYear Round Project-Based Activities STEM pp 30-32
•Build a boat out of blocks
• Pretend and Learn-Provide a large box to use as a pretend boat.• Construction-Create an ocean using blue fabric or paper.
Handwriting• Paste the red, yellow, and green circles on the stop light
•J is for Jet: Paste the cotton balls to make a J
• The letter E
• Pretend and Learn-Provide car games for the children to explore.
•Color the Ferris Wheel
• Gross Motor Area-Pretend to climb a mountain• Construction-Build an airport complete with towers and a runway.
• Pretend and Learn-Set up a bed and sitting area to represent the caboose of the train.• Construction-Make a train whistle with a paper towel tube.
Weekly Learning Centers
• Gross Motor Area-Make a masking tape circle on the floor. Invite children to walk the tape, dipping like carousel horses.
Day 4Day 1 Day 2 Day 3LESSON
COMPONENTSDay 5
• Demonstrates empathy and caring for others• Shows understanding by following two-step oral directions• Uses information learned from books • Asks and answers appropriate questions about the book• Uses words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Sorts objects that are the same and different into groups• Counts up to ten items
• Begins to understand difference and connection between feelings and behaviors• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Uses information learned from books • Demonstrates receptive vocabulary • Uses sentences • Initiates problem-solving strategies and seeks adult help when necessary
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Practices good habits of personal safety
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Uses information learned from books • Shows understanding by responding appropriately.• Demonstrates receptive vocabulary.
• Is aware of own feelings most of the time• Participates in classroom music activities• Demonstrates empathy and caring for others• Uses information learned from books• Shows understanding by following two-step oral directions• Uses category labels to understand how words and objects relate to each other • Provides appropriate information for various situations• Uses art as a form of creative self-expression and representation
. Early Years Are Learning Years
Theme: Week of the Young Child Gard 2 Lesson Plan Week: April 7-11, 2014
Day of the
Week/ Objectives
Calendar
Circle Time
Language
Comprehension
Phonics
Development
Handwriting Enrichment
STEM
Social Studies
Curriculum Centers
Monday PLAY; WHERE
LEARNING BEGINS
To cooperate with others in a joint
activity.
Introduce the theme. Calendar/Weather Commitment Box Sing children’s favorite songs. PM: What makes you happy?
Discuss with your children how important they are and tell them you'll be celebrating them all week. Talk to them about what makes them unique.
Song “If You’re Happy and You Know It”
Make and ABC’s Book
Music Shaker: handmade instrument Sort buttons by color
Discuss emotions. Ask the children: How do you feel today?
Play and sing together.
Tuesday ENCOURAGING HEALTH AND
FITNESS To work on large
motor skills.
Calendar/Weather Commitment Box Sing “Fruit Salad” The Wiggles. PM: What is your favorite fruit?
Learn about the importance of staying active. How can we stay active? Who can exercise with us? How can staying active be fun? Practice some simple exercises
Jumping with your name Talk about the letters in R-U-N
Glue orange pieces on a carrot Decorate a Shoe
Smelling Jars: naming smells Painting with an apple
Discuss ways kids can take care of their bodies without an adult help. Role-play different ideas.
Staying active Practice stretches together Pretend play Farmers Market
Wednesday EMBRACING DIVERSITY
To know what makes you unique.
Calendar/Weather Sing “I Am Special/” PM: What makes you unique?
Discuss how we all look different but we are each important. Discuss their physical attribute. Discuss internal attributes (likes, dislikes, things they excel at)
Sing “ABC’S song” Use ABC’S flash cards.
Make “I am Special!” crowns
Please Touch: touch sensory mural The Fingers Feel: identification by touch
Show pictures of children around the world and discuss with the children they are unique.
Bunny connectors: Connect the bunnies so each bunny has a friend.
Thursday PROMOTING
RESILIENCE IN YOUNG
CHILDREN To use words to express what we
want.
Calendar/Weather Sing “I Am Special.” PM: Can you sing the ABC’s?
Discuss why we enjoy reading and how we can learn new things each time we open a book. Talk to them about how reading makes them feel.
Sing and read “The Itsy Bitsy Spider” Letters in M-E
ABC’s Book II Taste Testers: explore different tastes
Tell the story The Tortoise and the Hare
Pretend to walk our pets Dress up -Mom -Dad
Friday STENGTHENING
FAMILIES I love my family.
Calendar/Weather Sing “We Are a Happy Family PM: Tell Mom and Dad you love them.
Talk about their families. What are their names? What do they do at home? Do they have any pets?
Talk about how special you are. Look at letters in the children’s names.
Family Collage Spin Art: visually appealing art Count and sort figure people
Have children bring family pictures to share with the class.
Have the children pretend to be a family in the dramatic play center. Play House Who’s cooking? Cleaning?
Literacy: Math: Direction and Location Concepts
Lesson Plan for Things That Move • Cosas que se mue ven - Mysterious Movers (Week 33) Class: Gard 2
CharacterEducation: Self-reliance, Auto confianza
Date: April 14-18, 2014
Technology: Writer's Corner; ABC & XYZWonderful Word: mysterious, misterioso
Letter English-U, u, X, x, Y, y, Z, zKnowledge: Spanish-U, u, X, x, Y, y, Z, z
“The Sounds of Nature” moon dance
“Itsy Bitsy Spider” gravity-defying, up-the-spout dance
Waggle Dance (inspired by honeybees)
• Make a Sun• Glue stars in the night sky
“The Sun and the Moon” • “El Sol y la Luna” story folder• Learn about the moon• Consider moon’s perspective• Discuss daytime and nighttime•Photo Activity Cards 47, 52
• Sing the "Alphabet Song."• Photo Pocket: Mm with moon
Spanish Vocabulary:dirección, este, fuerzas, gravedad, magnetismo, Lun a, misteriosos, norte, polen, poderosos, ríos, sur, Sol, temblar, no visto, olas, oeste, viento
Day 1 Day 2 Day 3LESSON
COMPONENTSDay 4 Day 5
direction, east, forces, gravity, magnetism, moon, mysterious, north, pollen, powerful, rivers, south, sun, tremble, unseen, waves, west, wind
• Building community: Sing "My Busy Garden" (p 189).• Morning Message: Photo Fanny Share and Tell• Commitment Box• Calendar/Weather
• Building community: Sing "Rock-a-Bye Birdie" (p 191).•Perform the calming strategy Balloon• Morning Message: Photo Fanny Share and Tell• Commitment Box• Calendar/Weather
Literacy (Oral Language, Read
Aloud)
Mysterious Movers • Fuerzas misteriosas• Experience Japanese haiku and art• Consider how wind moves things
• Building community: "Nursery Rhyme Rap" (p 188).• Morning Message: The rain washed Itsy Bitsy out.• Commitment Box• Calendar/Weather
• Building community: Mister Moon" (p. 190).• Morning Message: Gravity pulls us to the Earth.• Commitment Box• Calendar/Weather
• Building community: Sing "My Busy Garden" (p 189).• Morning Message: Itsy Bitsy Spider went up the spout.• Commitment Box• Calendar/Weather
“River Talk” • “Plática de rios” listening story (p. 211)• Vocabulary Card: waves•Photo Pocket: Oo and Ocean
Moving and Learning
“Twirl Around” • “Giraremos” ribbon dance
“Itsy Bitsy Spider” down-the-spout dance
• Ocean Bag • Make a CollageHandwriting
•The letter U
Oral Language, Vocabulary, Comprehension
Greeting Circle
• Sound out the letters U, X, Y , and Z• The sound wind makes• Vocabulary Card: wind
English Vocabulary:
Mysterious Movers • Fuerzas misteriosas• Discuss moving water• Contrast brooks and oceans as movers "River Talk” • “Plática de rios” listening story• Introduce river vocabulary• Discuss moving water• Contrast brooks and oceans as movers
•Vocabulary Cards: moon, sun.Compound Word Cards: moonlight, sunlight
Phonics
“Monster Coaster” • “Monstruosa, la montaña rusa” story folder• Introduce concept of momentum• Discuss role of gravity in carnival rides•Photo Activity Cards 37, 42, 46
“Ms. Bumblebee Gathers Nectar” • “La Sra. Abeja recoge nectar” prop story• Learn about the bee, a mysterious moverPhoto Activity Cards 37, 42, 46, and 52
•Discuss words that begin with the letters X, x, Y, y, Z, z
Day 1 Day 2 Day 3LESSON
COMPONENTSDay 4 Day 5
• Sensory Table-Experiment with changes in water temperature
• Sensory Table-Provide plastic water animals and discuss how animals move things in the water
• Sensory Table-Experiments pouring water• Creativity Station-Explore what objects can be moved with a magnet
STEMTeaching STEM in
the Early Years
• Drop objects onto a quadrantSoft and Hard Building Surfaces pp 80-81
Weekly Learning Centers
• Sensory Table-Provide a variety of objects to move water • Creativity Station-Paint with watercolors and discuss
Closing Circle
• Reflecting on the day: What did you learn about the wind today?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Encourage children to show their families how invisible moving air (wind) move things.
• Reflecting on the day: What can you do to protect the oceans and rivers?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Remind the children to talk with their families about what direction the wind is blowing today.
• Move counting frogs to different spots on a giant gridTracing Shadows pp 120-121
• Use air (with and without straws) to blow different objects in designated directions
• Build a pile of sand or dirt. Place seeds or twigs in the pile. Pour water over the pile and watch the seeds and twigs travel.
• Point out examples of gravity on the playground (slide, swings, balls).
• Take the children outdoors early in the morning on a sunny day. Have the children look at their shadow. Encourage the children to look at the shadows of the things around them. Take the children outdoors again around noon. As they look at their shadows again, ask them the same questions.
• Reflecting on the day: What is gravity?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Invite children to become gravity detectives and spot gravity at home.
• Reflecting on the day: Why do we not see the sun at night?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Remind children to look at the moon tonight and check to see if any stars are visible.
•Invite the children to do some stretching activities.
•Practice the S. T. A. R. calming strategy (p 169).
•Discuss who made the first wind chime and the first kite
•Using soft sounds to help relax•The ocean makes a relaxing sound.
Character Education/Social
Studies
• Drop different pairs of objects (different weights) to show and discuss how the size, shape, and weight effect how quickly they fallDiscuss gravity
• Science-Explore moving various objects with air movers• Sensory Table-Use fans to move boats in a water table
• Reflecting on the day: What do birds carry from one place to another?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Encourage the children to talk with someone at home about ways they are spreading the seeds of kindness by being helpful at school.
Outdoor Learning
• Invite children to blow bubbles. Call attention to how the bubbles float on the wind.
• Have children wear the old white socks they brought to school over their shoes during outdoor play. When children return to the classroom, have them check their socks for hitchhikers (seeds, pollen).
• Create constellations and count stars
•Invite the children to repeat Arm Breathing (p 168).
Day 1 Day 2 Day 3LESSON
COMPONENTSDay 4 Day 5
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary • Identifies, observes, and discusses objects in the sky• Observes and describes what happens during changes in the earth and sky• Demonstrates use of location words
• Participates in classroom music activities• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary • Creates stories, moods, or experiences through dramatic representations• Shows understanding by responding appropriately• Demonstrates use of location words• Coordinates sequence of movements to perform tasks
• Demonstrates empathy and caring for others • Coordinates sequence of movements to perform tasks• Shows understanding by responding appropriately• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary • Investigates and describes position and motion of objects• Uses language to describe concepts associated with the passing of time
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others• Observes and describes what happens during changes in the earth and sky• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Begins to have meaningful friends• Asks and answers appropriate questions about the book• Identifies similarities among people like himself and classmates• Shows understanding by responding appropriately• Demonstrates the importance of caring for our environment and our planet
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