Week 1 Nursery Rhymes
Week 2 Traditional Tales
Week 3 Folktales
Week 4 Ballads and Fables
Stories and RhymesTheme 5
Dear Family,During the next four weeks, we will be discovering stories in many
forms and formats. Children will explore traditional and modern
rhymes; stories delivered through poetry, chants, and ballads;
and stories from many cultures. Sometimes children will sing the
stories. Sometimes they will role-play the stories, making the
characters come alive through their actions. Sometimes they will
change familiar stories to create their own. Prepare to hear reports
about the wonderful characters they are meeting.
Our character education focus will be on developing the concepts of commitment and loyalty.
LiteracyAs we begin this theme, children will recite and learn many traditional nursery rhymes. Sometimes we give them a bit of a twist like Dr. Becky Bailey has done with “Wonderful Woman.” This poem is a new version of the traditional poem “There Was an Old Woman Who Lived in a Shoe.” Learn this one and enjoy reciting it with your child.
Wonderful Woman
by Becky Bailey
A wonderful woman lived in a shoe (hold hands)She had so many children (“Lead” partner turns other partner’s hands over palms up)She knew exactly what to do. (“Lead” touches each finger of partner’s hand)She held them. She rocked them, (“Lead” closes partner’s hand in a fist and rocks it gently)And tucked them in bed. “I love, I love you,” is what she said.
MathChildren will begin to collect data and organize it in simple graphs. We use tally marks to keep track of our data. You will also hear your child using ordinal numbers (first, second, third) to indicate order. Help your child practice at home with a simple sorting activity. Make an observation. For example, say: The glass of milk is bigger than the salt shaker. Ask your child to identify something else that is bigger than the salt shaker. Continue and then switch to smaller objects. Say: My carrot stick is smaller than the salt shaker. Physically sort the objects into two groups or keep a tally mark count. Repeat the activity with other comparing words, such as longer and shorter, thicker and thinner, heavier and lighter.
Notes
For additional at-home activities, see the Stories and Rhymes PATT Mat.
FSPK_Letters_English.indd 34 6/7/11 8:12 AM
©2010 Frog Street Press, Inc. Family Connections CD
Stor
ies
and
Rhy
mes
Paren
ts A
re Te
ache
rs Too
Them
e 5
Mat
h
Them
e Jo
b
Lite
racy
Outd
oors
Calm
ing
Stra
tegy
Read
, rea
d, re
ad! A
sk e
ach
of y
our f
amily
m
embe
rs to
read
a fa
vorit
e st
ory.
Tell
your
self
stor
ies a
s you
take
a p
ictu
re w
alk
thro
ugh
all
the
book
s tha
t loo
k in
tere
stin
g to
you
. Then
dr
aw y
our o
wn
stor
y. A
dd a
few
wor
ds o
r ask
an
adu
lt to
add
the
wor
ds fo
r you
.
Do
you
know
any
cou
ntin
g rh
ymes
and
st
orie
s? H
ere
are
two
to g
et y
ou st
arte
d. C
an
you
find
mor
e?
One
, tw
o, b
uckl
e m
y sh
oe.
Thre
e, fo
ur, s
hut t
he d
oor.
Five
, six
, pic
k up
stic
ks.
Seve
n, e
ight
, lay
them
stra
ight
.N
ine,
ten,
a b
ig fa
t hen
.
One
, tw
o, th
ree,
four
, five
—
Onc
e I c
augh
t a fi
sh a
live.
Six,
seve
n, e
ight
, nin
e, te
n—Th
en I
let i
t go
agai
n.W
hy d
id I
let i
t go?
Beca
use
it bi
t my
finge
r so.
Whi
ch fi
nger
did
it b
ite?
This
little
fing
er o
n th
e rig
ht.
Rem
embe
r the
poe
m a
bout
the
boy
nam
ed Ja
ck w
ho ju
mpe
d ov
er th
e ca
ndle
stic
k. P
ract
ice
your
jum
ping
so
that
you
can
be
nim
ble
and
quic
k.
Find
a sa
fe p
lace
on
a so
ft su
rfac
e (g
rass
or s
and)
. Pla
ce o
ne p
aper
cup
on
the
grou
nd a
nd ju
mp
over
it. A
dd
anot
her c
up a
nd tr
y ag
ain.
How
tall
can
you
mak
e yo
ur c
up to
wer
bef
ore
you
knoc
k it
over
?
Ask
you
r fam
ily to
show
you
pho
tos
and
tell
you
true
stor
ies a
bout
th
emse
lves
. Sta
rt a
pho
to g
alle
ry
by p
laci
ng p
ictu
res o
f spe
cial
fam
ily
mem
bers
on
your
refr
iger
ator
. Loo
k at
you
r pic
ture
col
lect
ion
as y
ou
lear
n ea
ch p
erso
n’s s
peci
al st
ory.
Teac
h so
meo
ne h
ow to
rela
x an
d ge
t rid
of
stre
ss u
sing
the
Kit
e Br
eath
ing
calm
ing
stra
tegy
.
●
Pret
end
your
han
ds a
re k
ites.
Your
arm
s w
ill b
e th
e st
ring
of th
e ki
tes.
You
will
use
yo
ur b
reat
h to
cre
ate
air f
or th
e ki
tes.
●
Plac
e yo
ur ri
ght h
and,
pal
m u
p, in
fron
t of
you
r mou
th, a
nd e
xhal
e to
cre
ate
air.
●
Mov
e yo
ur k
ite (h
and)
up
tow
ard
the
left
sid
e of
you
r bod
y an
d fly
you
r kite
from
le
ft to
righ
t acr
oss y
our b
ody.
●
Inha
le, a
nd sl
owly
low
er y
our k
ite (h
and)
.
●
Repe
at th
e ac
tivity
with
you
r lef
t han
d.
FSPK
_PAT
T_En
glis
h.in
dd
6111
/3/1
0 2
:02
PM
©20
10 F
rog
Stre
et P
ress
, Inc
. Fa
mily
Con
nect
ions
CD
PA
TT M
at
Date Teacher
Literacy Math
English Vocabulary
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Analyze and produce rhyming words
Centers
• Language and Literacy-Match
objects to create rhyming pairs
• Library and Listening- Match pairs of
sounds
• ABC-Match alphabet letters
Letter
Knowledge
English-Aa, Bb, Cc, Dd, Ee, Ff
Spanish-Aa, Bb, Cc, Dd, Ee, FfCounting, Whole-Part Relationship
Lesson Plans for Stories and Rhymes • Cuentos y rimas - Nursery Rhymes (Week 1)January,08-12,2018 Ms. Mina
culture, culturaWonderful Word TechnologyWriter's Corner
Phonological Awareness (Rhyming)
Character
Education
Commitment, Compromiso
Loyalty, Lealtad
Mandarin Class! • Analyze the rhyming words mitten
and kitten
• Retell the story of the three little
kittens
Centers
• ABC-Match magnetic letters to
letters in alphabet book
• Language and Literacy-Match pairs
of mittens
• Library and Listening-Retell “Three
Little Kittens” • “Tres lindos gatitos”
.
• Unite-'Sing Nursery Rhyme Rap" (p.
181) or songs from the Nursery
Rhyme CD.
• Calming-ITell the children that they
are going to pretend their hands are
kites. Their arms will be the string of
the kites, and they wiill use their
breath to create air for the kites.
Demonstrate (p.40)
• Connect-Play "My School Family" (.
175). Encourage children to work with
a partner. Instruct them to change
partners every time they hear boom,
boom, boom. •
Morning Message-Kites are rising in
the sky.
• Unite-Sing along with "Nursery
Rhyme Rap."
• Calming-Encourage children to get
into a crawling position and move like
a kitten-slink, arch, and stretch.
Encourage them to arch their back
like a cat and then release the arch so
that their tummies are almost touching
the ground. Have them inhale on the
arch and exhale on the release. Next
have them sit back on their heels
stretching their arms and shoulders.
• Connect-Invite children to sing and
move to "Get Ready!" (p. 174) Review
the words and then the movements
that accompany the song. Explain that
the activities in the song help our
brains be able to focus and
concentrate. •
Morning Message-Three little kittens
lost their mittens.
“Stars and Stripes Forever” with
musical eggs
“Ring around the Rosie” • “Ronda de
las rositas” singing game
“Miss Mary Mack” clapping game Dance with streamers to music Drop the Mitten • Deja caer el mitón
game
Day 5LESSON
COMPONENTS
• Identify letter at beginning of alliterative
phrases
• Identify straight lines in alphabet letters
Centers
• ABC-Shape M or B with play dough
• Language and Literacy-Sort buttons by
attributes
• Library and Listening-Listen to and clap
with chant
Day 4
Greeting Circle
• Unite-Sing “The Nursery Rhyme
Rap” (p. 181) tell the children this
week will be about Rhyme the first
rhyme they will talk about is Humpty
Dumpty
• Calming-Invite children to choose a
calming strategy and perform it.
• Connect-Recite the original version
of Humpty Dumpty (p. 185) and then
the cooperative version (p. 171). Ask
about the difference in the rhyme.
Have children identify a rhyme where
people are helpful.
• Morning Message-Humpty Dumpty
sat on a wall. Humpty Dumpty had a
great fall.
• Unite-Recite the rhyme “Sana, Sana”
(p. 186) talk about how this is a rhyme
from Latin America
• Calming-Invite children to choose a
calming strategy and perform it.
• Connect-Invite children to perform
the movements to "Twinkle, Twinkle,
Little Star" (p.178) with partners.
• Morning Message-Jack and Jill went
up the hill.
• Unite-Sing along with "Nursery Rhyme
Rap" (p. 181) or nursery rhymes on the
Nursery Rhymes CD.
• Calming-Invite children to choose a
calming strategy and perform it.
• Connect-Tell children there are several
nursery rhymes that use the name Mary.
They are going to learn a nursery rhyme
about one Mary and her lamb. Teach
children "Mary had a Little Lamb" (p.
170). •
Morning Message-Miss Mary Mack
wears black.
Mandarin Class!
Moving and
Learning
alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds
Spanish Vocabularyigual, caldo, corona, diferente, lana, mitad, liebre, lesión, desconcertar, parte, radiante, banquito, brillo, entero, heridas
Day 1 Day 2 Day 3
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Weekly Learning
Centers
"Loyalty- Display the vocabulary word
Loyaty read "Old Henry and talk about
if the heighboors in the story were
loyual to Henry
Kreme TV Show time!Manners- Greetings review with the
children how they would greet a VIP
• Work with rhyming words
Writer's Corner-Write Jack and Jill in
journal then have the children
illustrate the nursery rhyme.
“Hey Diddle Diddle” • Hey mentironsín
(Nursery Rhyme • Cuentos infantiles flip
chart)
• Recite the rhyme
• Explain to the children that the animals
in the story are doing make believe
actions
• Talk about how the words Moon and
Spoon Rhyme
“Little Miss Muffet” or “Arroz con leche”
(Nursery Rhyme • Cuentos infantiles flip
chart)
• Display the rhyme along with
vocabulary cards
• Talk about a tuffet use other words to
decribe a tuffet
• Read "Food Nursey Story Folder to
compare other rhymes about food
Phonic-Phonic book
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Character
Education
PATHS- Play the game "Sticking to
our Friends
PATHS- Discuss the feeling jealous
read the story "Twiggles special day"
talk about how we should all play
together and not be jealous of each
other
Centers
• ABC-Shape letters with string or
yarn
• Language and Literacy-Match
rhyming words
• Writer's Corner-Paint Japanese
symbols
Writer's Corner- Talk about nursery
rhymes. Write Nursery Rhymes in
journal, then have the children
illustrate their favorite one.
“Cucú” • “Ribbit, Ribbit” (Cultural
Rhymes flip book)
• Display the rhyme talk about how it
comes from Latin America show this
on a globe
• Point out that the word Cucu is a
onomatopiea word
• Read the rhyme in both English and
Spanish
“
"There Was an Old Woman” (Nursery
Rhyme • Cuentos infantiles flip chart)
• Display the rhyme along with
vocabulary cards
•Read the Rhyme "Sweet mother who
lived in a shoe"
• Display the rhyme along with
vocabulary cards compare the 2
stories
Phonic- Phonic book
Math and Science
• Work in math book.
Centers
• Creativity Station-Divide dough
shapes into a specific number of
pieces
• Science-Sort items by those that
break and those that do not
Math- Continue to work on numbers 0
to 10(Focus numbers 6-8)
• Work in math book.
• Practice counting
• Introduce parts and wholes
Centers
• Sensory Table-Count squirts needed
to fill a container
• Math-Cut a string into two equal-
sized pieces.
Math-Have the children use counting
blocks to orders groups 0 to 10
Science
• Recognize wholes are collections of
parts
• Use pattern blocks to help solve a
problem
Centers
• Creativity Station-Make handprint
mittens
Science
Centers
• Creativity Station-Make a two-color
part-to-whole wheel
• Science-Mix yellow and red food
coloring
Math-Continue to work on numbers 0
to 10(Focus numbers 9-10)
Chef-It-Up!
“This Is the House that Jack Built” •
“Ésta es la casa que Juan construyó”
listening story (p. 196)
• Used the flannel story box created to
tell the story
“Peter, Peter, Pumpkin Eater” •
“Daniel, Daniel” (Nursery Rhyme •
Cuentos infantiles flip chart)
• Recite the rhyme encourage children
to say it with you point out that the
pumpkin is Peter’s home
• Point out that shell and well rhyme
have the children make a list of words
that also rhyme with well
• Compare the story “This is the house
that Jack built” talk about the
differences in the two homes in the
story
Phonic-“Egg Letters” Have the
children wall eggs fall off the wall like
Humpty Dumpty have the children
match the upper and lower case letter
as they fall out of the cracked eggs
H.W.O.T- work in "My First School
Book"
• Creativity Station-Use stencils to
draw an egg shape
• Pretend and Learn-Build a wall with
blocks and explore items that balance
• Science-Balance a plastic egg on a
wall built from blocks
• Creativity Station-Discuss safety and
make a poster
• Pretend and Learn-Pretend to treat
injuries with brown paper strips
• Science-Place a pretend first-aid kit
in the center and pretend to bandage
wounds
• Creativity Station-Paint with black
tempera paint or draw with white chalk
on black construction paper
• Pretend and Learn-Discuss the
elephant that jumped the fence and
provide items to toss in the air and watch
drop
• Science-Provide black clothing for
children to explore
• Creativity Station-Make kites
• Pretend and Learn-Test the wind
direction outside using bubbles
• Science-Set up a kite stand to sell
kites
• Creativity Station-Trace hands and
design mittens
• Pretend and Learn-Discuss the role
of mittens and hold ice cubes with and
without them
• Science-Provide mittens to match
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
Learning Goals
• Demonstrates empathy and caring
for others
• Produces a word that rhymes with a
given word
• Responds to different musical styles
through movement and play
• Uses information learned from books
by describing, relating, categorizing,
or comparing and contrasting
•Is able to increase or decrease
intensity of emotions more
consistently, although adult guidance
is sometimes necessary
• Practices good habits of personal
health and hygiene
• Participates in classroom music
activities
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Responds to different musical styles
through movement and play
• Produces a word that rhymes with a
given word
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Begins to understand difference and
connection between feelings and
behaviors
• Assumes various roles and
responsibilities as part of a classroom
community
• Increasingly interacts and communicates
with peers to initiate pretend-play scenarios
that share a common plan and goal
• Creates or recreates stories, moods, or
experiences through dramatic
representations
• Invite children to fly the kites made in
the Creativity Station.
• Play Find the Mitten • Busquen el
mitón (p. 193).
Outdoor Learning
• Play Please Don’t Let the Ball Fall •
No dejen que la pelota caiga (p. 193).
• Provide first-aid props. Turn bicycles
into emergency vehicles.
• Encourage children to Jump the Fence
• Saltar la cerca (p. 193).
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.
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©2010 Frog Street Press, Inc. Family Connections CD Kite Breathing
Kite 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.
● Pretend your hands are kites.
● Place your right hand (palm up) in front of your mouth and exhale to create air.
● Move your kite (hand) up toward the left side of your body, and fly your kite from left to right across your body.
● Now inhale and slowly lower your kite (hand).
● Repeat the activity with your left hand.
Kite 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.
● Pretend your hands are kites.
● Place your right hand (palm up) in front of your mouth and exhale to create air.
● Move your kite (hand) up toward the left side of your body, and fly your kite from left to right across your body.
● Now inhale and slowly lower your kite (hand).
● Repeat the activity with your left hand.
Kite 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.
● Pretend your hands are kites.
● Place your right hand (palm up) in front of your mouth and exhale to create air.
● Move your kite (hand) up toward the left side of your body, and fly your kite from left to right across your body.
● Now inhale and slowly lower your kite (hand).
● Repeat the activity with your left hand.
Kite 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.
● Pretend your hands are kites.
● Place your right hand (palm up) in front of your mouth and exhale to create air.
● Move your kite (hand) up toward the left side of your body, and fly your kite from left to right across your body.
● Now inhale and slowly lower your kite (hand).
● Repeat the activity with your left hand.
Date Teacher
Literacy Math
audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version
Spanish Vocabularyaudience, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versión
• Fine Motor-Play pick-up sticks (Pig
Two’s house)
• Pretend and Learn-Invite children to
pretend they live with the troll
• Construction-Build a home that the
wolf can’t blow down
• Fine Motor-Challenge children to tie
up a stuffed animal wolf with ribbons
• Pretend and Learn-Pretend that Little
Red is carrying a basket of magnetic
letters to her Grandmother’s home
• Construction-Build a jail cell for the
wolf
• Fine Motor-Invite children to pretend
they are rolling dough for bread
• Pretend and Learn-Invite children to
plant and harvest wheat
• Construction-Build a farm
• Fine Motor-Have children take their
shoes off and try to pick up acorns or
marbles with their toes
• Pretend and Learn-Invite children to
make acorn soup
• Construction-Reenact the story of
Henny Penny using plastic farm
animals
Day 1 Day 2 Day 3
Mandarin Class!H.W.O.T- Practicing writing our names
properly.
Centers
• ABC-Find alphabet letters in
character names
• Creativity Station-Create a new story
character
H.W.O.T- Work with Wooden Letters.
• Analyze rhyming character names
• Create sound effects for retelling of
the story
Centers
• Writer's Corner-Copy character
names
• Creativity Story-Paint a story setting
Phonics Work Book
Day 5LESSON
COMPONENTS
Weekly Learning
CentersTime:
Literacy
Learning Centers Time:
• Reenact the story of the three bears
with emphasis on sound effects
Centers
• Pretend and Learn-Dress up as
three bears and Goldilocks
• Language and Literacy-Retell the
story
• ABC-Match magnetic letters to letter
cards
Phonics Work Book
Write the word barnyard
Mandarin Class!H.W.O.T- work in our journals.
• Compare two versions of Little Red
Riding Hood
• Determine most significant
differences
Centers
• Creativity Station-Sequence story
events
• Language and Literacy-Create a new
version of a story
Phonics work Book
Write the word greedy
• Fine Motor-Invite children to spoon
porridge (ice-cream salt) from a pot
into
small, medium, and large bowls
• Pretend and Learn-Make Alphabet
Soup for Little Miss Muffet using the
magnetic letters .
Day 4
Greeting CircleTime:
• Building community : Sing "Three
Bears'Rap " (p.179)
• Morning Message : The three bears
sat on chairs .
" Kite breathing strategy "
Connect " Here Is the Beehive "
(p.170)
Commit: Implement the safe keeper
ritual.
• Building community : Sing Three
Piggs (p.181)
• Morning Message : Who huffs and
puffs and blows houses down ?
" Huff and Puff calming strategy "
( p.168)
Connect : Invite children to participate
in " Three Nice Mice " (p.175)
Commit: Implement the safe keeper
ritual.
• Building community : Through the
Woods (p.183)
• Morning Message : " Little Red sat
on the high bed .
Invite children to choose a calming
strategy and implement it .
Connect : Play " I Wish You Well "
(p.175)
Commit: Implement the safe keeper
ritual.
• Building community :Sing " Caring
Friends " ( p.174 )
• Morning Message : " Littlle rRed Hen
count to ten "
Invite children to choose a calming
strategy and implement .
Connect : " People to People " (
p.177)
Commit: Implement the safe keeper
ritual.
• Building community : Sing : I'm a
Little Acron Brown " (p.180)
• Morning Message:" Henny Penny
and Goosy Loosey went to find the
king "
ask children to pick a calming strategy
.
Commit: Implement the safe keeper
ritual.
Moving and
LearningTime:
Invite children to participate in a walk
on Walk-on Nursery Rhyme (p .191)
“One Pink Piglet” action song
(p.195)
What Time Is It, Mr. Wolf? Game
( p.194 )
“New Chicken Dance” “Henny Penny” • “La gallina Tina”
dance
Read-Aloud
Time:
Three Bears’ Rap
• Describe setting
• Compares Papa Bear and Baby Bear
“The Three Bears” • story folder
• Compare two versions of the same
story
“Three Billy Goats Gruff” •
(Developmental Storybook )
• Discuss character motivation
• Think of alternative endings
“The Three Pigs”
(Developmental Storybook )
• Discuss attributes of building
materials
• Consider characters’ commitments
Little Red
• Discuss wolves
• Identify factual and fictional
information
“The Boy Who Cried Wolf” listening
story
• Listen for the word wolf in a story
• Identify lesson (moral)
“Little Red Hen” story folder
• Describe the setting
• Consider Little Red Hen’s decision to
eat alone
“Little Red” story folder
• Compare characters
• Describe how Little Red uses her
senses
“Henny Penny” Tina” story folder
• Identify rhyme in character names
• Discuss story problems
“The Gingerbread Boy” • “El story
folder
• Discuss fox’s trick
• Compare Foxy Loxy to this fox
Lesson Plans for Stories and Rhymes • CentOS y rimes - Traditional Tales (Week 2)Jan,15-19,2018 Ms.Mina
traditional, traditionalWonderful Word
Comprehension and Dramatic Expression
Character
Education
Commitment, Compromise
Loyalty, Leal tad Technology
Reading Buddy; Sounds and Rhymes
X.A.1. X.A.2. III.B.6. III.A.1.Letter
Knowledge
English-Gg, Hu, Ii, JJSF, Ki, All
Spanish-Gg, Hu, Ii, JJSF, Ki, AllMeasurement, Ordering by Attributes
English Vocabulary
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
Math and Science
Learning Centers Time:
Work in math book.
• Match character voices to xylophone
pitches
• Order balls from softest to hardest
Centers
• Science-Mix and compare colors
• Math-Measure and compare the rolls
of different balls
Work in Math book.
• Play a matching and counting game
• Tally results to a survey question
about Little Red Hen
Centers
• Writer's Corner-Create a picture
graph
• Math-Make predictions, order cube
towers of different heights
Science
• Sort objects and explain categories
• Order Anglegs by size
Centers
• Library and Listening-Graphically
represent pitch on xylophone
• Math-Play Shortest Straw game
Science
• Observe and test attributes of
different paper squares
Centers
• Creativity Station-Blow paint with
straws
• Science-Test force needed to blow
over cube towers
Chef-It-Up!
Character
Education
PAHTS : Lesson 20 (p. 5 - 2 )
Sharing and Caring
Use turdle and hedgehog read the
dialogue , use Twiggle and Henritta 's
puppets
PATHS : Playing Together
Fill a small bags with item such as
stickers , treats and small toys . Have
each child come up to the front of the
class with a partner . Together , the
children pick a bag and share the
contents with each other .
Manners: Meating and greeting
Cutting with knife
Holding cookie or crackers and the
silverware correctly
Virtue : Have children learn about
loyalty . Teach them learn how to be
loyal to family , friends ,school and
country .
Kreme TV Show Time!
Closing CircleTime:
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Outdoor Learning
• Encourage children to play with
small,
medium, and large balls
• Invite children to play Mr. Troll, May
I? • Sr. Duende, ¿puedo…? (p. 193)
• Encourage children to play What
Time Is It, Mr. Wolf? • ¿Sr. Lobo, qué
hora es? (p. 194)
• Vary the game of Duck, Duck,
Goose • Pato, pato, ganso by
changing the goose to a hen—Duck,
Duck, Hen • Pato, pato, gallina (p.
193)
• Invite children to play a traditional
Mexican game, La gallinita ciega •
The
Blind Hen (p. 193)
Learning Goals
• I.C.6. Demonstrates empathy and
caring for others
• Provides appropriate information for
various situations• Shows interest in books
• Uses information learned from books by
describing, relating,categorizing,
or comparing and contrasting
• Uses category labels to understand how
words and objects relate to each other
• Retells or reenacts a story after it is read
aloud
• Is aware of where own body is in
space, respects personal boundaries
• Demonstrates receptive vocabulary
(three to four thousand words)
• Retells or reenacts a story after it is
read aloud
• Uses information learned from books
by describing, relating, categorizing,
or comparing and contrasting
•Demonstrates empathy and caring for
others
• Produces a word that rhymes with a
given word
• Names at least 20 upper- and at
least 20 lowercase letters
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Shows understanding by responding
appropriate
• Begins to have meaningful friends
• Participates in classroom music
activities
• Names at least 20 upper- and at
least 20 lowercase letters
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Shows competence in initiating
social interactions• Participates in classroom music
activities
• Uses information learned from books by
describing, relating, categorizing,
orcomparing and contrasting
• Asks and answers appropriate questions
about the book
Important Message
Quick Wheat BreadMakes 16 half-slice servings
Ingredients2 3/4 cups flour 2 3/4 cups whole wheat flour 2 T yeast 2 T sugar 1 T salt 2 cups hot water
Mix four cups of flour with yeast, sugar, and salt. Pour in water. Mix three minutes. Stir in remaining flour until not sticky.
Knead eight minutes. Put in greased bowl and cover with damp towel. Let rise 15 minutes. Punch down. Divide in half and shape loaves. Cut an X in the top, brush with water.
Place on middle shelf in cold oven. Place a water pan on lowest shelf. Turn to 400 degrees. Bake 40-50 minutes.
Take Home Notes.indd 13 1/13/11 3:48 PM
©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
Date Teacher
Literacy Math
add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take
away
Spanish Vocabularysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario,
convocado, quitar
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
Greeting CircleTime:
Unite- Sing "Five Little Speckled
Frogs" (p 181). Tell the children that
today they will hear a story about a
prince who was turned into a frog.
Disengage the stress- Demonstrate
and then invite the children to swim
like frogs in slow motion. As they
move their arms from in front of their
bodies to besides their bodies, have
them lift their head and inhale. When
they bring their arms back in front of
them, have them slowly exhale.
Connect- Ask children about their
experience teaching family members
the animal greeting. Challenge
children to work with a partner to creat
a frog greeting using safe touches and
making eye contact.
Commit-Implement the safe keeper
ritual and the daily commitment ritual.
Remind the children that when they do
the safe keeper ritual they are making
commitments to help keep the
classroom safe.
Morning message- "Today we will
read about a frog prince" . Say the
morning message and have children
produce words that rhyme with frog
Unite- Teach the children to sing "A
Stomping Giant" (p 178). Ask children
what they remember about "Jack and
the Beanstalk" from their study of
giants
Disengage the stress- Encourage
children to breathe like a giant. Inhale
a big gulp of air and slowly exhale the
big gulp of air. take several giant
breaths. Connect-
Review the words and actions to
"Jack Be Noodle" (p170). Ask children
to find a partner. Repeat three times,
focusing on different body parts.
Switch roles so everyone gets a turn
to do the actions. Mention that the boy
in this rhyme has the same name as
the boy in a story we will hear today
Commit- Implement the safe keeper
ritual and the daily commitment ritual.
Remind the children of the promise
the princess in yesterday's story made
to the frog. A promise is a
commitment. When they make their
commitment today, they are making a
promise to do their best.
Morning message- "Jack climbed the
beanstalk more than once".
Unite- Teach the children "Dragon
Chase" (p 193). Tell the children that
today they will review what they have
learned about giants and dragons and
learn about more fairytales.
Disengage the stress- Encourage
children to demonstrate how a dragon
might stretch when he wakes up in the
morning. Demonstrate inhaling and
exhaling as a dragon would if he were
trying to blow flames across the room.
Connect- Use Fanny Frog to help
implement the absent child ritual and
the welcome back ritual.
Commit- Implement the safe keeper
ritual and the daily commitment ritual.
Morning Message- "Once upon a
time in Dragon Land dragons ruled. "
Say the morning message and have
children produce words that rhyme
with time. Explain why the words
Dragon and Land begin with
uppercase letters.
Unite- Sing "Are you sleeping?" (p
178). Tell the children that today's
fairytale is about the sleepy
princess who sleeps on 20
mattresses.
Disengage the stress- Tell the
children that in honor of the sleepy
princess they will hear about today,
they are going to breathe like a
sleeping prince or princess. Have
them lie down on the floor and
inhale slowly and exhale fully.
Encourage this slow breathing for a
full minute. Connect- Absent
child ritual and the welcome back
ritual. Introduce "Wee Willie
Winkle" (p 171). Teach the words
first and then demonstrate the
actions with a partner.
Commit - Implement the safe
keeper ritual and daily commitment
ritual.
Morning Message- "The princess
slept on the pea ". Say the morning
message and have children
produce words that rhyme with pea.
Unite- Sing "This Little Elf" (p179).
Ask children what they know about
elves. Point out that elves are often
portrayed as helpful.
Disengage the stress- Review
"Wonderful Woman" (172). Repeat so
the other partner may lead
Connect- Explain that in the story
today they will hear about some elves
that are helpful. We help each other
every day in our classroom. Celebrate
being helpful by singing "That was
helpful" (176). Commit-
Implement the safe keeper ritual and
the daily commitment ritual.
Morning Message- "Can an elf make
a shoe? " Say the morning message
and have children produce words that
rhyme with shoe and make.
Moving and
LearningTime:
Princess Ball Roll • La bola de la
princesa game
Practice giant movements—walk,
jump, hop
Create dragon and giant shadows Who’s Got the Pea? • ¿Quién tiene
el guisante? game
Boot, Boot, Shoe • Botas, botas,
zapato game
Read-Aloud
Time:
The Frog Prince • El príncipe sapo
• Discuss main characters
• Introduce fairytale elements
Reagan’s Journal • El diario de
Reagan
• Develop vocabulary
• Discuss family celebration
II.D.1., III.D.2., III.D.3.
The Frog Prince • El príncipe sapo
• Discuss story setting
• Notice Frog’s actions reveal his
character
“Jack and the Beanstalk” • Juan y los
frijoles mágicos” story folder
• Discuss story setting
• Compare castles in two stories
II.D.5., III.D.2., IV.D.1.
“Odon, the Giant” • “Odón, el gigante"
listening story
• Discuss onomatopoeia
• Identify onomatopoeia words
“Kilum” • “Kilum” listening story
• Develop vocabulary
• Compare make-believe world to real
world
II.D.5., II.C.2., III.D.3.
“The Princess and the Pea” • “La
princesa y el guisante” story folder
• Identify characters in story
• Develop vocabulary
The Frog Prince • El príncipe sapo
• Discuss how word choice affects
story
• Compare princesses
II.D.1., III.D.1., III.D.2.
“The Shoemaker and the Elves” • “El
zapatero y los duendes” story folder
• Identify and compare parts of shoes
• Develop concept of consumer
“The Sweet Mother Who Lives in a
Shoe” • “La señora que vive en un
zapato” listening story
• Compare nursery rhymes
VII.B.2., II.D.4., III.D.3.
Lesson Plans for Stories and Rhymes • Cuentos y rimas - Fairytales (Week 3)Jan, 22-26,2,2018 Ms. Mina
magic, mágicoWonderful Word
Phonological Awareness—rhyming words
Character
Education
Commitment, Compromiso
Loyalty, Lealtad Technology
Words, Words, Words; Extra Reading Buddy
X.A.1. X.A.2. III.A.1. II.D.1.
Letter
Knowledge
English-Mm, Nn, Oo, Pp, Qq, Rr
Span.-Mm, Nn, Ññ, Oo, Pp, Qq, RrNumber and Operation
English Vocabulary
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
• Construction-Construct a cage for
the golden goose
• Fine Motor-Play Is the Giant Asleep?
• ¿Está dormido el gigante?
• Creativity Station-Provide green
paint and invite children to paint
beanstalks
• Construction-Design and build a
maze for Bunny Foo Foo’s mice
• Fine Motor-Challenge children to
stack the giant’s gold coins (pennies)
• Creativity Station-Show them how to
make mice from their fingerprints
• Construction-Build a bed for the
princess so she doesn’t have to
sleep on so many mattresses
• Fine Motor-Explore pebbles in
socks
• Creativity Station-Create pebble
prints
• Construction-Build a bench for the
shoemaker
• Fine Motor-Encourage children to
lace shoes
• Creativity Station-Invite children to
design a pair of shoes
Mandarin
Writer's corner- write the word
castle. Have them design their
own castle
• Think about how shoes protect feet
• Categorize shoes by use and
material used in making them
Centers
• Pretend and Learn-Sort and display
shoes in store
• Creativity Station-Draw a picture
of a shoe house, write the word
shoe
• Language and Literacy-Retell story
with story props
Work in Phonics
Weekly Learning
CentersTime:
Literacy
Learning Centers Time:
• Identify fairytale elements in story
• Identify rhyming words
Centers
• ABC-Sort words by ending letter
• Library and Listening-Listen to a
story
• Sensory Table-Retrieve magnetic
letters and match to letter cards
Writer's corner- write the word
fairytales. Discuss favorite fairytale.
Work in Phonics
Mandarin
Writer's corner- write princess
and/or prince
• Compare fairytales
• Identify real and make-believe
elements in the story
Centers
• ABC-Copy the word dragon
• Library and Listening-Listen to story
• Language and Literacy-Retell story
with sound effects
Work in Phonics
• Construction-Build small bed for the
frog so he doesn’t have to sleep on
the princess’s pillow
• Fine Motor-Encourage children to
sort frogs by size
• Creativity Station-Invite children to
design a new ball for the princess
Math and Science
Learning Centers Time:
Math book
• Introduce addition and subtraction
with concrete models
Centers
• Math-Match frog counters to dot
cube numbers
• Gross Motor Area-Roll dot cube to
move along a path
Math book
• Estimate number of cubes in a grab
• Organize data in two-column chart
Centers
• Science-Plant bean seeds
• Gross Motor Area-Toss beanbags
and score throws
Science
• Science-Use mirrors to make
reflecting patterns
• Play Catch and Compare • Atrapa y
compara
Centers
• Pretend and Learn-Match scooped
cotton balls to dot card
Science
Centers
• Sensory Table-Use play dough
and pebbles for counting game
• Science-Compare “covering”
attributes of different materials
Chef-It-Up!
PATHS
PATH- Have the children add
compliments to their compliments
journal
PATH- Have the children add
compliments to their compliments
journal
Manners Reivew the Rules of
Introduction
Loyalty- Give the children story
examples have them decide if the
children in the stories are loyal
Kreme VT Show Time!
Closing CircleTime:
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Outdoor Learning
• Teach the children how to play Leap
Frog • Salta la rana or set them up to
do Frog Jumps • Salta la rana (p.
193).
• Play Grab the Goose • Atrapa el
ganso (p.193)
• Invite children to play Duck, Duck,
Goose • Pato, pato, ganso (p. 193)
• Draw a hopscotch grid.
Encourage children to use the
princess’s pea (a pebble) as a
marker
• Provide chalk and invite children to
trace around their shoe
Learning Goals
• I.A.1. Is aware of where own body is
in space; respects personal
boundaries
• I.C.3. Shows competence in initiating
social interactions
• IX.A.2. Coordinates sequence of
movements to perform tasks
• II.D.1. Uses a wide variety of words
to label and describe people, places,
things, and actions
• III.D.2. Uses information learned
from books by describing, relating,
categorizing, or comparing and
contrasting
• I.C.2. Assumes various roles and
responsibilities as part of a classroom
community
• IX.A.2. Coordinates sequence of
movements to perform tasks
• III. B.3. Deletes a word from a
compound word
• II.D.5. Uses category labels to
understand how words and objects
relate to each other
• III.D.2. Uses information learned
from books by describing, relating,
categorizing, or comparing and
contrasting
• I.A.1. Is aware of where own body is
in space; respects personal
boundaries
• I.C.4. Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• VI.A.4. Investigates and describes
sources of energy including light, heat,
and electricity
• II.D.5. Uses category labels to
understand how words and objects
relate to each other
• II.C.2. Perceives differences
between similar-sounding words
• I.B.2.c. Is able to increase or
decrease intensity of emotions
more consistently, although adult
guidance is sometimes necessary
• I.C.6. Demonstrates empathy and
caring for others
• III.B.6. Produces a word that
rhymes
with a given word
• II.D.1. Uses a wide variety of
words to label and describe people,
places, things, and actions
• III.D.1. Retells or reenacts a story
after it is read aloud
• I.C.4. Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• I.C.2. Assumes various roles and
responsibilities as part of a classroom
community
• III.C.1. Names at least 20 upper- and
at least 20 lowercase letters
• VII.B.2. Participates in activities to
help them become aware of what it
means to be a consumer
• II.D.4. Uses a large speaking
vocabulary, adding several new words
daily
©2010 Frog Street Press, Inc. Family Connections CD Wonderful Woman
Wonderful Woman © Becky Bailey
This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.
A wonderful woman lived in a shoe
(Hold hands.)
She had so many children
(Lead turns partner’s hands over palms up.)
She knew exactly what to do.
(Lead touches each finger of partner’s hand.)
She held them. She rocked them,
(Lead closes partner’s hand in a fist and rocks it gently.)
And tucked them in bed.
“I love, I love you.” is what she said.
(Lead hugs partner.)
Wonderful Woman © Becky Bailey
This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.
A wonderful woman lived in a shoe
(Hold hands.)
She had so many children
(Lead turns partner’s hands over palms up.)
She knew exactly what to do.
(Lead touches each finger of partner’s hand.)
She held them. She rocked them,
(Lead closes partner’s hand in a fist and rocks it gently.)
And tucked them in bed.
“I love, I love you.” is what she said.
(Lead hugs partner.)
Wonderful Woman © Becky Bailey
This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.
A wonderful woman lived in a shoe
(Hold hands.)
She had so many children
(Lead turns partner’s hands over palms up.)
She knew exactly what to do.
(Lead touches each finger of partner’s hand.)
She held them. She rocked them,
(Lead closes partner’s hand in a fist and rocks it gently.)
And tucked them in bed.
“I love, I love you.” is what she said.
(Lead hugs partner.)
Wonderful Woman © Becky Bailey
This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.
A wonderful woman lived in a shoe
(Hold hands.)
She had so many children
(Lead turns partner’s hands over palms up.)
She knew exactly what to do.
(Lead touches each finger of partner’s hand.)
She held them. She rocked them,
(Lead closes partner’s hand in a fist and rocks it gently.)
And tucked them in bed.
“I love, I love you.” is what she said.
(Lead hugs partner.)
Date Teacher
Literacy Math
English Vocabulary
Letter
Knowledge
Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz
Spn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzOrdinal Numbers
Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 4)Jan,29toFeb,02,2018 Ms.Mina
exaggerate, exagerarWonderful Word TechnologyABC and XYZ; Math-Compare It
Problem Solving, Oral Language
Character
Education
Commitment, Compromiso
Loyalty, Lealtad
• Building community- Teach
children "Three Tricky Turtles" (p183)
Tell children they will hear two stories
today about turtles. In both stories the
turtles are tricky.
• Calming Stategy-Implement Bunny
Breathing. (p168) Remind children
that a rabbit is one of the main
characters in the stories today.
• Connect-Invite children to sing along
and move with "Caring Friends"
(p174) Remind children that caring
friends show loyalty to one another by
keeping eachother safe. Caring
friends follow through on their
commitments. One of our stories
today is filled with loyal friends.
• Morning Message- Will the tortoise
win the race?
• Building community- Teach
children "Johnny Appleseed" (p180)
Explain that Johnny Appleseed is a
character from a tall tale. Tall tales are
exaggerated stories. Some tall tales
are based on people who really lived;
others are about fictional characters.
Johnny Appleseed really lived, but he
didn't do all of the things people say
he did. He planted apple seeds apple
seeds all over the country, but
probably not as many as people say.
• Calming Strategy- Invite children to
do Apple Picker stretches.
Demonstrate reaching your left hand
up to the right side of your body as if
picking apples from a tree and then
bend down and put the apple in a
pretend basket. Do the same with the
left side. Have children inhale as they
reach for the apple and exhale as they
place the apple in the basket.
• Connect- Review "On your Face"
(p172)
• Morning Message- Which story is
your favorite tall tale?
“Five Speckled Frogs” (p181) • “Cinco
ranitas moteadas” and “Shubert‟s
Shuffle” (p173) • “El baile de Shubert”
Musical Cat and Fish • Gato y pez
musical game
Itsy Bitsy Spider dance Move like story animals Act out exaggerations
Day 5LESSON
COMPONENTSDay 4
Greeting Circle
• Building community- Sing the song
"Frog Went a Court'in" (p.182) talk
about how this song is a ballad
• Calming Strategy-Tell children that
Frog and Miss Mousie need some
help blowing balloons up for their
wedding. Invite children to practice
Balloon. (p. 168)
• Connect-Ask children to share
experiences teaching their family
members "Wonderful Woman"
•Morning Message- Frog asked Miss
Mousie to be his bride.
• Building community- Tell children
that today's story is a Latin American
ballad called "El Senor don Gato."
"The Ballad of Sir Cat" (p.192) Explain
that this is a humorous ballad about a
cat that falls from a roof and dies, but
is miraculously revived by the smell of
fish-a dinner no cat can resist.
• Calming Strategy-Teach children
Cat's Meow. (p. 168) calming strategy.
Demonstrate getting down on all fours
like a cat. Lower your head. Take a
big deep breath. Slowly exhale while
lifting your head and meowing like a
cat and arching your back. Repeat
several times.
• Connect-Play "Todos juntos" "All
Together" (p. 173) Demonstrate the
actions as children sing along. Point
out that the song is in English and
Spanish just like the ballad they are
learning about today . Sing the song in
both languages.
•Morning Message-Which words
rhyme with cat?
• Building community- Teach
children the song "There Was an Old
Lady Who Swallowed a Fly" (p. 184)
Explain that this song is also a story
which means it can be considered a
ballad.
• Calming Strategy-Invite children to
do Belly Breathing. On their inhale,
challenge them to extend their bellies
to match the size of what they imagine
the old woman's belly was when she
swallowed the cat.
• Connect-The old woman swallowed
eight animals. Let's use safe touches
and eye contact to extend pinky hugs
to eight friends.
• Morning Message-There was an old
woman who swallowed a fly.
Moving and
Learning
after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane
Spanish Vocabularydespués, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero,
veleta
Day 1 Day 2 Day 3
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Weekly Learning
Centers
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Identify rhyming story words
• Add to story with new rhymes
Centers
• Language and Literacy-Sequence
story cards
• Library and Listening-Listen to story
“Frog Went a Courtin„ ” • “Sapito se
fue a casar un buen día” listening
story• Sequence the story events
• Identify story events as fiction and
could happen
The Rooster Who Went to His Uncle‟s
Wedding • El gallo que fue a la boda
de su tío
• Develop vocabulary
• Chart cause-and-effectrelationships
Phonics- phonic book
• Writer's Corner-Design a wedding
invitation
• Invite children to participate in relay
races
• Pretend the parachute is Paul
Bunyan‟s shirt and shake it out to dry
it. Challenge children to take Paul
Bunyan giant steps around the
perimeter of the parachute (Paul‟s
shirt)
Loyalty- Talk about Citizenship and
what it is ti be a good citizen in the
classroom
Kreme TV Show Time!
Outdoor Learning
• Play Leap Frog • Salta la rana (p.
193)
• Play Old Gray Cat • El viejo gato gris
(p. 194)
• Blow bubbles. Pretend that the
bubbles are flies and encourage
children to catch all the bubbles so the
old woman won‟t swallow them
Manners- Review the Five uses of a
Napkin
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Character
Education
PATH- Sing inside/out and paly
Simon says feeling version
PATH- Feelings review to review
facial features assiciated with the four
basic feelings
Math and Science
Math book
• Use ordinal numbers to describe
wedding guests
Centers
• Math-Play a game with frog counters
Math book
• Use ordinal numbers to label stops
along a pathway
Centers
• Sensory Table-Form numerals with
play dough
Science •
Use tally marks to count
• Use chain loops to represent story
events
Centers
• Creativity Station-Make a story chain
• Science-Sort harmful and safe items
Science
• Measure distances with string
• Order strings by length
Centers
• Math-Track order cubes are
removed from stack
• Fine Motor-Stuff a sock with blocks
Chef-it-up!
• Pretend and Learn-Invite children to
role-play the wedding of Frog and
Miss Mousie
• ABC-Find the magnetic letters S, s
through Z, z in the frog pond (sensory
table)
• Construction-Build a home that will
be appropriate for a mouse and for a
frog
Mandarin
• Writer's Corner-Copy letters and
words
• As a class, write a tall tale
Centers
• Creativity Station-Illustrate part of
story
• Gross Motor Area-Pretend to grease
a giant skillet
• Fine Motor-Locate flannel shirts in
catalog
“Paul Bunyan” listening story
• Introduce tall tale as a genre
• Identify exaggerations in story
“Pecos Bill” listening story
• Enrich vocabulary
• Compare Pecos Bill to modern
superheroes
Phonics-phonic book
• Writer's Corner-Make a numbered
guest book
.
• Identify the beginning, middle, and
end of a story
• Use a cause-effect organizer to
show story events
Centers
• Math-Sequence story events
• Language and Literacy-Sort rhyming
word cards
• Library and Listening-Listen to story
“Groundhog‟s Dance” • “El baile de la
marmota” listening story
• Introduce folktale as a genre
• Role-play story with chant
“The Chihuahua and the Leopard” •
“El perrito Chichuahua y el leopardo”
story folder
• Develop vocabulary
• Discuss the moral of the story
Phonics- phonic book
• Writer's Corner-Practice writing
words on the board with chalk
Mandarin
H.W.O.T- work in journals
• Writer's Corner-Write letters to story
character
• Pretend and Learn-Role-play the
wedding of El Señor don Gato and his
bride or set up a hospital to treat El
Señor don Gato
• ABC-Go fishing for letters
• Construction-Build a new home for
El Señor don Gato and his bride
• Pretend and Learn-Make a Fly Trap
Stew
• ABC-Play "catch the fly" with
magnetic letters
• Construction-Build homes for the
animals the old woman swallowed
• Pretend and Learn-Supply racing
clothing and gear for children to
explore
• ABC-Play Find the Letter • Busca la
letra
• Construction-Build a racetrack for
the tortoise and the hare race
• Pretend and Learn-Pretend to make
flapjacks (pancakes)
• ABC-Make play dough pancakes for
Paul Bunyan and imprint with
magnetic letters
• Construction-Build a bed for Paul
Bunyan
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
Learning Goals
• Shows initiative in independent
situations and persists in attempting to
solve problems
• Responds to different musical styles
through movement and play
• Produces a word that rhymes with a
given word
• Demonstrates understanding of
terms used in the instructional
language of the classroom
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Is aware of where own body is in
space; respects personal boundaries
• Begins to understand difference and
connection between feelings and
behaviors
• Produces a word that rhymes with a
given word
• Asks and answers appropriate
questions about the book
• Seeks to understand print
• Shows competence in initiating
social interactions
• Is aware of own feelings most of the
time
• Names at least 20 upper- and at
least 20 lowercase letters
• Asks and answers appropriate
questions about the book
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Demonstrates empathy and caring
for others
• Shows understanding by responding
appropriately
• Coordinates sequence of
movements to perform tasks
• Uses information learned from books
by describing, relating, categorizing,
or comparing and contrasting
• Demonstrates receptive vocabulary
(three to four thousand words)
• Is aware of where own body is in
space; respects personal boundaries
• Is able to increase or decrease
intensity of emotions more
consistently, although adult guidance
is sometimes necessary
• Shows understanding by following
two-step oral directions, and usually
follows three-step directions
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Asks and answers appropriate
questions about the book