Lancaster School District
Early Childhood Education Program
Employee Handbook
Employee Information, Guiding Children’s Behavior, and
Curriculum Guide
2016 – 2017
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 2
Table of Contents Section 1: Employee Information page
Welcome ------------------------------------- 4
ECE Vision, Mission and Philosophy -------- 5
Program Overview -------------------------- 6
Bulletin -------------------------------------- 6
Care and Supervision ----------------------- 6
Celebrations, Birthdays--------------------- 6
Cell Phones --------------------------------- 7
Child Development Permits ---------------- 7
Class Pets ----------------------------------- 7
Classroom Visitors ------------------------- 8
Closed Campus District Policy ------------- 8
Communication to Families ---------------- 8
Conferences ------------------------------- 8
Confidentiality ----------------------------- 8
CPR and First Aid -------------------------- 9
Drinking Water ------------------------------- 9
E-mail/Computer------------------------------ 9
Evaluations ---------------------------------------- 9
Family Correspondence ---------------------------- 9
Family Members/Visitors in the Work Place ----- 9
Fire/Disaster Drills ------------------------------- 9
Hand Washing --------------------------------- ----- 10
Licensing -------------------------------------------- 10
Materials and Equipment ------------------------- 10
Monthly Newsletters ------------------------------ 11
Professional Development ------------------------- 11
Professional Dress -------------------------------- 11
Safety Guidelines for Employees ----------------- 11
Sanitizing in the Classroom (Sinks) --------------- 12
Sanitizing Tables ---------------------------------- 12
Sanitizing Toys ------------------------------------ 13
Staff Meetings ------------------------------------ 13
Sub Finder System -------------------------------- 13
Teacher Responsibilities -------------------------- 13
Time Keeping System ----------------------------- 14
Volunteers ----------------------------------------- 14
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 3
Section 2: Guiding Children’s Behavior
page
Discipline Guidelines------------------- 16-19
Student Study Team ----------------- 19
IEPs ----------------------------------- 19
Section 3: Curriculum Information page Curriculum Overview ----------------- 21
STEM and Project Based Learning---- 21-23
Project-Based Learning Spells Success-- 24
Curriculum (Parent Handbook) -------- 25-26
Interest/Discovery Centers ---------- 27-31
On-Going Classroom Activities Artwork -------------------------------- 32
Helpers -------------------------------- 32
Learning Plans-------------------------- 32
Letter Sounds-------------------------- 32
Monthly Themes ---------------------- 33
Question of the Day ------------------ 33
Sexual Harassment Instruction ---- 33
Snack/Food Activities --------------- 33
“The Teacher” poem ----------------- 34
Student Portfolios ------------------- 35-36
On-going formative assessments/surveys- 36
DRDP and ECERS summaries -------- 37
State Self-Evaluation ---------------- 38-39
Alpha friends Poems ------------------ 40-48
Alpha friends Motions --------------- 49
2015-2016 Program Year ------------ 50-52
Alphabet/Second Step Schedule ---- 53-54
2015-2016 Preschool Student Calendar ---- 55
Monthly Curriculum Plan -------------- 56-101
Music – Songs ------------------------ 102-110
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 4
Section 1 Employee
Information
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 5
Welcome to the
Lancaster School District
Early Childhood Education Program
Our Early Childhood Education program has been serving children since 1990. We
are very proud of our high quality Project-Based Learning preschool program and
pleased to have you as part of our preschool family.
In the following pages you will find information regarding: employment, curriculum, working with children
and families, and assessing young children. Understanding that this is a lot of information, support staff
members in our program will be working with you to provide training and assist you in applying this
information as you work with young children in our program. Remember we consider “no question too
small, no problem too large”, we are here to help you and it is our goal to meet your needs as an early
childhood educator. Our Preschool Website will also provide you with information about our program:
www.lancasterpreschool.org.
Our program is characterized by the fact that we are committed to putting each child’s needs first at
all times. Children are the reason our program exists, they are why we all do what we do. Every decision
we make is based on considering what is in the best interest of the children and families that we serve.
We recognize that children come to us with a wide variety of experiences and developmental skills and
are committed to serving all children regardless of whether or not they have language, cognitive,
behavioral needs, or other special needs. Families also have individual needs therefore as we are
educating children, we are also educating families. Our staff members are sensitive to the needs of
children and families and actively work to achieve our ultimate goal of providing a high quality preschool
program in which each child and family experiences success.
Our goal is that your experience as a member of our Early Childhood Education program is a positive one.
We will do all we can to provide the necessary support you need to be successful and expect each staff
member to be likewise committed to providing the best possible learning experience for children and
families. Please don’t hesitate to contact us to request support when it is needed.
We are happy to have you as a member of our Early Childhood Education Team!
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 6
VISION
ECE: Building Foundations for Life!
ECE’s MISSION
The Lancaster School District preschool program is committed to establishing and
maintaining a safe and positive learning environment in which children receive
appropriate guidance while being introduced to a wide variety of Project-Based
Learning experiences designed to develop personal responsibility and the
cognitive, physical, social and emotional skills necessary to experience success in
future learning experiences.
ECE PROGRAM PHILOSOPHY
The Lancaster School District’s Early Childhood Education Program focuses on the "whole" child
and offering a developmentally appropriate program to address his/her needs in the areas of
cognition, social-emotional, motor, language, and self-help skills. We believe that each child
learns best when actively involved and experiencing success, and therefore we are committed to
providing Project-Based Learning experiences through meaningful, relevant instruction while
encouraging the hands-on manipulation of highly engaging materials. We believe that
communication between families and teachers is vital to the learning process as it promotes
generalization of skills between home and school. We believe each child should be accepted and
appreciated as an individual as he/she interacts within a safe, healthy, highly engaging, and
developmentally appropriate learning environment.
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 7
Program Overview
Our program is under the supervision of many different agencies due to the multiple funding sources
that support our program. There are program analysts/consultants from the California Department of
Education, Community Care Licensing, and Los Angeles Universal Preschool that support our program.
They observe and visit classrooms in order to conduct assessments, provide feedback, make suggestions,
and mandate any necessary changes to the operating procedures and/or practices of our program. Many
of the operating procedures and practices that we follow have been implemented as a result of these
monitoring visits. All staff members are expected to follow all of the operating procedures and best
practices at all times. If you have any questions regarding the program’s operating procedures and/or
best practices, please contact a support staff member or the Early Childhood Education office.
Bulletin: Every month the ECE office prepares a newsletter for all ECE staff. It is delivered through
individual email accounts. Please read the ECE bulletin as each staff member is responsible for the
information contained within the bulletin. If you ever want to add anything to the bulletin, please
contact the ECE office.
Care and Supervision: Lead Teachers are expected to have a plan for supervision at all times. All
areas in the classroom must be easily supervised, including the restroom. No child should be out of sight of a staff member within the classroom at any time. On the playground, staff members need
to have a plan to observe all areas of the play environment at all times. Staff should work together to
plan who will watch which area and work together to ensure that all areas are supervised at all times
when children are present. Children are to wear a name tag at all times while at preschool. The
nametag needs to include identifying information regarding the child’s name and preschool room. All
classroom staff members need to know at all times how many children are present. Staff members
should count children at each transition such as: leaving the classroom, entering the playground, exiting
the playground, entering the classroom, beginning circle, etc. The current classroom count is kept
written on or near the classroom door on the write-and-wipe board at ALL times. While outside, staff
should supervise children utilizing a supervision triangle. This ensures that all children are in site of
staff at all times.
Celebrations: (Board Policy 6115.2) Throughout the year students will celebrate events of culture or historical significance
or to acknowledge the contributions of outstanding individuals. All food must be pre-
packaged and store bought; no food prepared at home can be brought into the
classrooms. Please choose healthy food options (fruits, vegetables, whole grains) over junk food and/or
sugary items when contributing to a classroom event.
Birthdays: Recognizing the importance of each child’s birthday, birthdays will be celebrated in
the classroom as follows:
The birthday child will choose an activity for the class to participate in to celebrate his/her
birthday.
o Each classroom will have a list of possible ‘birthday’ activities such
as: playing a game outside, a favorite song/music activity, a favorite
story, etc.
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o The birthday child will also create a birthday crown and receive a book in honor of
his/her birthday.
Please note: We will NOT be celebrating birthdays with ANY FOOD items. NO
birthday food items will be accepted or distributed by classroom staff. There will be
NO exceptions to this practice in the preschool classrooms.
o The children will have their regularly scheduled snack items and the birthday activities
will be scheduled by the classroom staff according to their schedule for the day.
o Birthday treats or birthday goodie bags of any type will NOT be
accepted by classroom staff to be distributed to children in the
classroom.
o Each classroom will follow these birthday practices as we strive to
recognize and celebrate each child’s birthday while still promoting a healthy lifestyle.
Cell Phones: Cell phones are NOT to be used during class time. All cell phones are
required to be on silent during your work hours. For emergencies, you can be reached on
the school phone. Texting is not allowed during your work hours, whether in the classroom
or at a staff training. Disciplinary actions will be taken if you are observed using a
personal phone (texting or talking) during your scheduled work hours.
Child Development Permits: Staff members that are in a position requiring a child development
permit are responsible for maintaining a current permit at all times. Renewing your child development
permit in a timely manner is a condition of employment. There must be a staff member with a
permit or credential in the class at all times when children are present. When an adult must
leave the room, someone with a permit or credential needs to be in the room at all times.
Class Pets: Classrooms may NOT have any type of permanent ‘pet’ or animal in your classroom.
This includes fish, turtles, hermit crabs, hamsters etc. ECERS requires living things in the
classroom. If there is a connected unit of study, “non-human, classroom visitors” may be in the
classroom for a temporary amount of time. If you plan to have an animal visit your classroom, you must
have it approved by the Program Director and have an included unit of study for the visit.
Classroom Visitors: All visitors and volunteers to the classroom need to sign in on the visitor log and
wear a visitor badge while on campus. Please place your visitor log in a prominent location and remind all
visitors to sign in as they arrive, and to sign out as they leave. The preschool office must know and
approve in advance any persons visiting or volunteering in the classroom.
Closed Campus District Policy: All preschool gates are locked and unlocked according to the schedule at each site. Gates that are unlocked while children are in session are to be monitored at ALL TIMES by an ECE classroom staff member. Once the gates are locked, any visitors or students must enter through the elementary
school office. The elementary school office will have them check in, provide them a visitor’s badge, call
and notify you that they are on their way. Depending on the situation, the elementary school office may
choose to provide an escort for visitors to and from the preschool rooms when the gates are locked.
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 9
While children are present, preschool staff members are NOT allowed to leave the classroom to escort visitors to and from the preschool campus.
Communication to Families: The Lead Teacher is the staff member that is responsible for
communicating with families regarding classroom issues, the child’s progress or concerns, and any other
topics or questions specific to their child. If the Lead Teacher requires an interpreter then another
staff member may interpret between the Lead Teacher and the family member so that they are able to
communicate. Staff members other than the Lead Teacher should direct family member’s questions
and/or concerns to the Lead Teacher in their classroom.
Conferences: All classrooms have 2 parent conferences a year. This is a valuable time
to develop and maintain a caring relationship with the families of the children in your
classroom. These meetings are to discuss the latest DRDP results, share positive
observations, and discuss current needs for their child. Call your Education Specialist if
you have any questions regarding conferences.
Confidentiality: All staff must respect the confidentiality of families and other staff members in
our program at all times. It is never acceptable for any employee to discuss children, or families in
public. Do not talk to parents/guardians about other families or other children. Do not talk about
children in your class to other program staff using their name (Other classrooms do not need to know
that “John Smith bites every day”). Respect the rights of others and maintain a high level of
professionalism at all times. Unprofessional behavior is extremely destructive to morale and is harmful
to our program.
CPR and First Aid: Staff members are expected to maintain a current first aid and CPR
card by attending the necessary training. Give a copy of your completion certificate to the
office. Check your job description to see if this is a requirement of your employment.
Drinking Water: Children are allowed to have a drink of water whenever requested, water may never
be denied to a child. If you are organizing a large group to get a drink you may ask them to wait in line.
They do not have to complete something else before getting a drink of water.
Email/Computers: All ECE staff members are issued an email account through the district email service.
Staff members are required to check their district email account at least twice daily (first thing
each morning and at the end of the day). This email account is to be utilized for work related business
and NOT personal business. District computers are the property of the district and therefore all
information on the computer belongs to the district. Staff members are not to be working at a
computer while children are present and under their supervision.
Evaluations: All permanent classified staff members receive an evaluation each school year. Tenured
certificated staff members are evaluated every two years (or every five years if they are eligible for
and an MOU has been approved). Probationary classified staff members are evaluated every three
months, at their nine month evaluation it will be determined by their evaluator if they are to be
recommended for permanent status. Child Development Lead Teachers provide input regarding the
evaluation of the other staff in their classroom. Evaluations are completed by an ECE administrator.
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 10
Family Correspondence: Any classroom newsletters or parent notices must be submitted
electronically to your Education Specialist for prior approval before being posted or sent home. If you
need support with this process, please contact your Education Specialist.
Family Members/Visitors in the Work Place: Staff members are not allowed to have family
members or other visitors in their classroom during their entire work shift (regardless of whether or
not children are present in the classroom).
Fire/Disaster Drills: All sites have monthly fire drills and at least yearly district disaster drills.
Please talk with the office staff and administrator at your school site. Your school site will direct you
about how to proceed at the time of the drill, be sure to verify with the administrator what his/her
expectations are for your preschool class during the drill. Please be sure to discuss the drill with the
children emphasizing the reason for practicing and reinforcing appropriate fire drill protocol.
Communicate with families when a drill has taken place so they can reinforce safety guidelines at home.
Hand Washing: Children need to wash their hands with soap and water upon
entering the classroom, before eating, after playing outside, and in and out
of messy activities (playdough, GAK, sand, water, paint, Ooblek). Water faucets must be turned off with a paper towel. When children turn the water
off after washing their hands, if they retouch the water faucet they have to wash again as their
hands have become dirty again.
o Having a water monitor (child or adult) helps reduce recontamination of children’s hands by
having one child/adult who turns the water on and off for all the other children.
o Please refer to the hand washing poster/paperwork for the proper hand washing protocol that
needs to be implemented in each classroom.
Although there are times that it is necessary to use hand washing gel, it should not be the primary
means of hand washing within the classroom. If a child has already washed their hands and then gone
to discovery play, when they come to eat snack, hand sanitizer can be used before they eat snack, if
their hands are not visible soiled.
This hand washing protocol is required by Licensing and ECERS.
Licensing Visits:
Community Care Licensing monitors our classrooms throughout the school year. They will
make unannounced visits to check for compliance with Title 22 regulations.
When a licensing analyst visits your classroom:
o Text an administrator and call the ECE office immediately (do NOT leave a
message, speak to a person in the office.)
o Support the licensing analyst by complying with any requests for files, paperwork,
answering questions, etc.
o When the visit is completed and you have the signed paperwork:
Make copies of ALL the paperwork (Notice of Site Visit, Facility Evaluation
Report).
Post the Notice of Site Visit for 30 days in your classroom.
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Submit a copy of ALL paperwork to the ECE office ASAP (by the end of the
day).
Depending on the findings from the visit there may be actions that need to
be taken immediately.
An administrator needs to review the Facility Evaluation Report to
determine any follow up that is necessary.
File a copy of ALL paperwork in a file folder labeled ‘licensing visits’ that is
kept in front of your student files.
Materials and Equipment: Materials and Equipment for your use are at the preschool
office. Do not use any materials or equipment from the elementary school campus where you are
located. The ECE office provides you with the materials and supplies that you need in the classroom.
Submit your request for any supplies or materials directly to your Education Specialist and after being
reviewed and approved your order will be processed. All materials will be requested via email and if
approved will be delivered to your classroom within two weeks. Plan ahead and request materials in a
timely manner so that you will have the items you need in your classroom.
Monthly Newsletters: These are sent home with each child and a copy is posted in the
classroom. Staff members should encourage parents/guardians to read and complete the
activities suggested with their child. Newsletters may also be posted on the ECE website.
This is an excellent communication tool for parents. Be thoughtful and purposeful when
creating your newsletters.
Professional Development: Each member of the ECE program has multiple opportunities for
professional development both within our program and district-wide. General education preschool
classroom staff training is scheduled regularly throughout the school year. Special education preschool
staff training is provided by the ECE department and the district Student Services department. The
regular staff meetings provide program updates as well as staff development for all members of the ECE
team. The ECE program participates in Professional Learning Communities (PLC) to network among our
team members as well as provide a vehicle for discussing a wide variety of topics related to Early
Childhood Education. All staff members will receive a Professional Development Plan at the annual
staff in-service prior to the start of the school year. These plans are to be turned in at the
start of each school year and then the completed forms are due by the end of May each year.
Professional Dress: All staff must dress in a manner that allows them to perform their job duties
while demonstrating that they are professionals in the classroom. Staff should dress in a manner that is
a model to families for the attire expected at school. Staff should be wear clothing that is comfortable
when they are actively moving and interacting with children throughout the day. Footwear must allow
the staff member to freely and safely move while performing the many active duties throughout the
day. Flip flops and high heeled shoes are not acceptable footwear. Staff members dressed
inappropriately will be asked to change before beginning their shift. Remember: this is a very active job!
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 12
Safety Guidelines for Employees: Follow all safety precautions when lifting, moving objects. Do not attempt to move furniture or other
large items without the proper assistance.
Notify the ECE office and elementary office immediately of a hazard at your site.
Each morning staff members are expected to complete a safety check of both inside and
outside area prior to the children arriving at school.
Promptly report health and safety concerns such as: non-functioning toilets, lack of water,
electricity, hazardous materials on the playground, etc.
Do not work alone in your classroom after dark. No staff members are allowed on campus after
6:00 PM on weeknights or anytime during the weekend or holidays (unless there is a special
event scheduled).
Let your custodian and/or the elementary school office staff know when you work late.
If working alone after the children are dismissed, always keep your doors locked.
If you are threatened by an individual on campus call the site office immediately and then notify the
ECE office. Have your site and ECE office numbers posted by your phone.
Do not hesitate to call the sheriff (911) if at ANY time you are in
personal danger.
Sanitizing in the Classroom: Sinks: If the same sink is used by either children or adults for both toileting and food-related
routines or for other purposed (to wash toys/other classroom equipment; after wiping nose), it must
be sanitized by spraying sink and faucets with disinfectant solution and allowing to dry, or waiting
more than 10 minutes, then wiping with a paper towel.
Tables: Table Washing Procedure: To disinfect the table, spray the
table with sanitizer solution and wipe dry with a disposable paper towel,
then throw the paper towel away.
o To sanitize the eating surface, spray the table with disinfectant wait
more than 10 minutes before wiping with a new paper towel. It should
be noted that the recommended practice is to wait for 10 minutes to
allow the solution to kill germs. The surface cannot be sprayed and immediately wiped.
o As children rotate through snack, each place must be cleaned and sanitized between uses by
different children. Sanitizing solution should not be sprayed while children are seated at the
table. Place paper towels in a bag with solution at the start of each work day. These can be used
to wipe down the tables between each child at the snack table.
o Food should not be put directly on the table because eating surfaces are more likely to be
contaminated than disposable plates or washed and sanitized dishes.
o Sponges should not be used for sanitizing tables because they soak bacteria away from the
surface of the sponge, which then cannot be easily reached in the interior of the sponge by the
sanitizing agent.
o Tables are cleaned before the start of each class, before and after meals, and after a messy activity.
Toys: All toys and furniture need to be cleaned on a regular schedule with an approved cleaning solution. The Lead Teacher is responsible for ensuring that a cleaning schedule is
established, posted, and followed throughout the school year.
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 13
Staff Meetings: All classrooms are required to plan and hold staff meetings at least two times per
month. One meeting will focus on classroom issues and the second meeting will focus on sharing the staff
development topics (this meeting should be held during the week after the CDT/CDAT staff
development at the ECE office). All staff members will have an opportunity and are expected to
contribute to the planning and discussion of classroom activities during these meetings. If it is deemed
necessary to ensure the efficient functioning of the classroom, an ECE administrator and/ or Education
Specialist will require a classroom to hold additional meetings.
Aesop System: Every employee is required to use the district’s substitute system, Aesop, when he/she
is absent. It is critical that when an absence is entered into the Aesop system the employee includes either a voice or text message notifying the substitute of the location of the classroom. Specific ECE sites are not included in the Aesop system. Please leave a note or message notifying the
substitute of the correct ECE classroom/site, otherwise the substitute will not know where to report
for work. Please note that ALL absences are required to be entered into the system to provide the
necessary documentation to approve Kronos for the ECE employee and the substitute. The options
that are to be utilized by ECE staff when someone is working in the classroom and students are present
are: ‘Substitute Required’ or ‘Prearranged Substitute’. It is NEVER acceptable to use ‘NO Substitute
Required’ on a student day, all prearranged substitutes need to have their name entered into the
system as ‘Prearranged Substitute’. If a staff member needs support using this system, please contact
the ECE office.
Teacher: The Child Development Teacher or the Certificated Teacher is the Lead Teacher
in the classroom. This person supervises the other adults in the classroom. All staff must be respectful of, and follow
the chain of command in the classroom. The expectation is that classroom staff members will
attempt to resolve issues through honest, respectful discussions prior to seeking assistance from a
higher level of management. If an issue is still unresolved after discussing it within your classroom,
then the issue can be brought to a higher level. If the issue is regarding curriculum, discuss it with
your Education Specialist. If the issue is regarding personnel, discuss it with an ECE administrator.
Staff members are expected to maintain a level of professionalism at all times.
This person is responsible for maintaining an orderly classroom environment that meets all health and
safety requirements. Items may not be stored on top of any cabinets, extra materials and supplies
need to be stored out of sight, and the overall classroom environment needs to be clean and clutter-
free.
Time Keeping System (KRONOS): All employees are expected to be at their job location (classroom,
desk) and ready to begin work at the start of their shift. Employees are expected to log into KRONOS
within five minutes of the start of their shift. Any changes to your work schedule (late arrivals, early
departures) need to be entered into KRONOS and reported to the ECE Secretary immediately. Your
entries will be time stamped and variations between your log in time and actual work schedule will be
monitored and actions taken as deemed necessary. Your work hours are NOT flexible to ensure the
quality of the program at all times. You cannot arrive late and stay later to adjust for your late
arrival. Your shift start time is not flexible. If you arrive late you must put your actual arrival
time in Kronos. You are not permitted to stay late to make up time.
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 14
Volunteers: Our program loves to have volunteers. All volunteers must be approved by the ECE office
prior to volunteering in the classroom. Volunteers must complete the necessary volunteer paperwork at
the ECE office and show proof of TB clearance. Once a volunteer’s paperwork has been processed and
approved, the classroom teacher will be notified by the ECE office. The classroom teacher will then
contact the volunteer to finalize the volunteer’s schedule. Immediate family members (over 18 years old)
of children in your classroom are welcome to volunteer once they have completed the required
paperwork. If a classroom volunteer arrives when the preschool gates are locked, the volunteer needs to
enter through the elementary school office, following the district’s closed campus protocol. All
volunteers must sign in on the visitor log and wear a visitor badge at ALL times while on campus.
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 15
Section 2
Guiding Children’s
Behavior
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 16
Guiding Children’s Behavior (Discipline Philosophy)
Our goal is to guide each child as he/she builds the life skills that will be
necessary for success in later life. Our philosophy is based on research
that supports the fact that each child is gaining experience and
developing valuable social, emotional, cognitive and physical skills each day. Children in our
program will receive guidance that will encourage them to make appropriate choices
understanding that social skills are complicated and children are in the learning process to
develop those skills.
Our staff will guide your child using a wide variety of guidance strategies that are all geared
toward developing your child’s self-discipline skills. We understand that preschool children are
likely to display mistaken behavior as they are interacting with others and being introduced to a
wide variety of learning experiences and social situations. It is our guidance in the classroom
that will direct each child toward developing the appropriate social and emotional skills so that
he/she will learn how to respond appropriately in a wide variety of situations.
The following guidance strategies will be implemented as children are receiving the necessary
guidance to develop the social, emotional and cognitive skills necessary to develop self-
discipline:
Positive reinforcement: Children will be encouraged to continue to make appropriate choices as
their positive actions are acknowledged by the facilitators in the classroom.
For example: A child may be told: “You are doing a great job cleaning up your area!”
Instead of giving attention to negative behaviors, positive behaviors will receive
reinforcement in our preschool classrooms.
Redirection: Children will be directed to use an item correctly or direct their actions to an
acceptable activity.
For example: A child who kicks a block may be encouraged to use the blocks for building.
A child who is running inside will be asked to “Use your feet to walk inside” Children who
are using items inappropriately will be guided toward alternate acceptable activities in
which they can be successful.
Logical Consequences/Loss of Privilege: Children will experience logical consequences when
they have been redirected and continue to make unacceptable choices with materials in the
classroom.
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For example: A child throws a block and is redirected to sit down and build with the
blocks. The child continues to throw the blocks; the logical consequence is that the child
will lose the privilege of using the blocks for a fixed amount of time (10 minutes). The
loss of privilege (no blocks) is connected to the behavior (throwing blocks) which allows
the child to make the connection between his/her action and the consequence. At the
conclusion of the time, the child will be guided by the facilitator to return to the blocks
and use the blocks for building. This ensures that the child has the opportunity to be
successful using the materials in the acceptable way.
Conflict Resolution: Children will receive guidance in resolving conflicts in an acceptable
manner. When a conflict has taken place between children, a facilitator will guide the children
through the steps of conflict resolution. The children will be asked to verbally express how
they feel about the conflict, identify what was done, what should be done and what will be done
next time.
For example: One child is playing with a car and a 2nd child approaches him and grabs the
car. A facilitator asks the child who had the toy first to tell the 2nd child, “I don’t like it
when you grab a toy away from me; you need to ask for a turn.” The 2nd child asks,” Can I
have a turn next?” and states,” Next time I’ll use my words when I want a turn.” The first
child states,” Okay you can have a turn when the timer goes off.” Both children involved
in the conflict will participate in the conflict resolution process to build each child’s
ability to express him/her as well as gain confidence as he/she learns to resolve conflicts
independently.
Here are a few examples of additional guidance techniques that will be utilized in the
classrooms to encourage children to develop the social skills necessary to be successful when
interacting in group situations:
Class meetings/Guidance talks: Children will be part of class discussions regarding safety
guidelines, the proper usage of materials, playground guidelines, etc.
For example: Outside on the playground, children have been needing reminders to be
careful and not run into other bikes when riding the bikes. The facilitator would discuss
bike safety with the whole class reinforcing the safety guidelines. The use of puppets or
other props may be utilized to engage the children through role play to further reinforce
the guidelines regarding bike safety.
Talking stick: Children will be encouraged to use a ‘talking stick’ (microphone, rain
stick, etc.) when they would like to solve a problem with a classmate. This is usually
implemented along with a ‘peace place’ where the children go to resolve their
conflicts independently.
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For example: Two children both want to play with the same puppet. Child #1 suggests
they go to the peace place and make a plan to solve their problem. They take turns using
the ‘talking stick’ to express their feelings to each other. While one child has the ‘talking
stick’ the other child needs to listen, then they switch roles. Child #2 suggests that
they get a timer and after 5 minutes, Child #1 gives her a turn with the puppet. They
agree and leave the peace place returning to the puppet area.
Understanding that all children are at different places developmentally and that all children are
developing their social and emotional skills, there may be times in which a child requires more
intensive support due to behavior concerns. Children are not to be sent home from school for
behavioral problems as this is NOT a successful strategy in changing a child’s behavior. In
those circumstances, the families will be contacted and in partnership with the classroom staff,
as well as support staff, the team will develop a guidance plan to best meet the needs of the
child. The classroom staff members are the individuals that have developed a relationship with
the child and will be the most effective in implementing strategies to guide children toward
appropriate behavior. Others can provide you with advice and assistance, but as the classroom
staff member, you are the key to the successful implementation of strategies that will
effectively guide children toward making acceptable choices and experiencing success within
the preschool classroom. In order for this early intervention to be successful, the entire team
will work together to provide the support agreed upon as part of the guidance plan for the child.
Families play a vital role in the success of this process and it is expected that the families will
be active and consistent in the implementation of the guidance plan.
PBIS (Positive Behavior Intervention System): The Lancaster School District Preschool
Program utilizes the PBIS system. This system is directly in-line with the preschool programs
philosophy. We know that children come to school ready to learn the rules they need to
navigate the educational system. We are prepared to support that learning through a positive
approach. Through guidance, modeling, and clear expectation we partner with families to create
a positive experience for students.
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SST (Student Study Team): This is the next step for on-going, persistent concerns regarding a child
that have not been resolved after the implementation of a guidance plan. The concern could be
regarding their speech, cognitive abilities, motor skills, behavior, or another issue. You will be asked to
observe the child over a period of several days (usually a minimum of ten days) and document your
observations. The following is a list of potential factors that will be considered in each individual
situation:
the age and developmental appropriateness of the concerns
the length of time the child has been in the program
the child’s background and overall development
other factors may be considered
The Behavior Specialist and/or Education Specialist will help the classroom staff members to develop a
Student Study Team support plan for the child. Family input and participation will be requested during
the creation and implementation of this support plan. Support for the implementation of this plan can
come from a variety of professionals including other staff members, School Psychologists, and Speech
and Language Pathologists. Our goal is for every child to be successful and to provide whatever is
possible, within the constraints of our program, for each individual child. Children are learning valuable
life skills that they will need to be successful in their future school experiences. Be aware that the
process may take time as you are observing the child and trying out different methods to help the child
be successful. During this entire process we ask that the Lead Teacher stay in contact with the
parent/guardian and make them aware of the progress of the child. There may be rare times when a
child has individual needs that our program is unable to accommodate and in order to maintain a safe
environment for the child, other children, and/or staff members the child may be terminated from our
program. Our ultimate goal is for each child to experience success, in our program or one that is better
able to meet the needs of the child. We will work together as a team for the success of every child.
IEPs (Individualized Education Plan): All Lead Teachers should be aware of the children in their
classroom that have an Individualized Educational Plan (IEP). A copy of the child’s IEP needs to be
included in the child’s file and the case manager will be available to consult with the Lead Teacher
concerning the child’s needs. Lead Teachers will be taking anecdotal notes on the child’s development
including their development toward meeting their IEP goals. The goals of each child with an IEP will be
addressed in the individualization on learning plans and the Lead Teacher will be invited to share the
child’s progress at the child’s IEP meetings.
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Section 3 Curriculum
Information
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 21
Curriculum Overview
The curriculum the Lancaster School District ECE program has adopted is Creative Curriculum
for Preschool. This curriculum details how to implement activities in interest areas so children self-
select activities and learn by interacting with the materials. Activities are intentionally planned and
developmentally appropriate so children are provided with opportunities to learn and practice newly
acquired skills while utilizing all resources available.
Children’s learning is scaffolded to the next level by providing challenging activities that are just
beyond children’s current level of mastery. Activities are “open-ended” to allow all children to
experience success, follow their interests, and express themselves creatively. Staff members interact
with children asking them open-ended questions and encouraging children to explain their reasoning so
children develop language skills, cognitive skills, and critical thinking. Staff members use careful
observation and objectively note what is happening in the classroom keeping a record of children’s
development. The classroom is a community where children are safe and valued, their physical needs are
met, and they feel psychologically secure. Children learn about their world as they engage in relevant
learning experiences providing them with a strong knowledge base for future learning. The Early
Childhood Education curriculum aligns with the elementary school curriculum and follows California
Preschool Learning Foundations and Curriculum Frameworks. “Alpha friends” and “Mathline” are
instructional materials that are introduced to children in our preschool classrooms with the goal of
familiarizing the children with these instructional tools that will be a part of their elementary school
curriculum.
The ultimate goal of our program is for children to have fun, develop a love of learning, and
develop skills for organization that they will take with them to Kindergarten. Our children are
empowered to ask questions and learn about a variety of topics. Each classroom is a literacy-rich
environment that encourages children to develop a love of literature, knowledge of books and stories,
and an eagerness to become readers and writers. They leave our classrooms having experienced a broad
range of activities that challenge each child to grow cognitively, socially, emotionally and physically. We
are developing leaders who will be successful in their future educational experiences and beyond.
Self-Selected
Utilizing Resources
Critical Thinking
Creativity
Engaging Relevant Learning Experiences
Skills for Organization
Social Learning
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STEM and Project Based Learning
All of our classrooms are implementing STEM: Science, Technology, Engineering and Mathematics
through project based learning instructional strategies. The STEM approach to teaching is inquiry-
based which is defined as the process of asking questions and trying to find answers for those questions.
Using the STEM approach to teach effectively requires a combination of introducing engaging materials
yet balancing the fun with the purposeful integration of connective activities that encourage the
development of high level critical thinking skills.
STEM naturally applies to a preschool curriculum and the interests of young children. Children
are naturally full of curiosity and love to investigate. The components of STEM: Science, Technology,
Engineering and Mathematics all combine to offer children a vast array of highly engaging learning
experiences in which teachers are able to capitalize on a child’s strong desire to learn about the world
around them. The four content areas of STEM are an integral part of everyday life and are naturally
engaging for young children.
Project-based learning, simply put, is learning-by-doing. Project-based learning, or PBL, tends to be
deeper learning that is more relevant to students and thus remembered longer. We need to educate
students to be global competitors and to do so, we must require them to think creatively, to take risks,
and put what they are learning into practice.
Self-selected activities – leads to developing decision-making skills and increases engagement.
Utilize resources - uses for technology as a tool to develop digital literacy - performing tasks
effectively in a digital environment by incorporating interactive white boards; Skype; videotaping;
publishing to create props such as labels, signs and charts.
Critical thinking opportunities - open-ended questions or prompts that lead to higher level thinking,
risk-taking, and investigation (solving problems versus finding the one correct answer)
Creativity options - activities that allow for innovative strategies or solutions to be shared; (a
reminder that creativity is not for the select few—we can all be creative with practice)
Engaging, relevant learning experiences - activities related
to students’ lives make the concepts being taught more
meaningful, and thus more memorable (global awareness
activities)
Skills for organization, self-regulation, planning, and
sequencing to use the information provided or
researched (learning how to implement ideas and use all the
information gathered)
Social learning - Practice communicating, sharing ideas,
theories, discoveries; using appropriate vocabulary; demonstrating understanding through drawings,
graphs, charts, etc. (developing social skills necessary to work in groups) Time for collaborations in a
classroom and via technology (helps students internalize their observations, initiate higher level
thinking, and see the bigger picture)
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Project-Based Learning spells:
Self-selected
Utilize resources
Creativity
Critical Thinking Engaging relevant learning
experiences
Skills for organization
Social learning
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CURRICULUM (from Parent Handbook)
Our early childhood education program uses Creative Curriculum. This curriculum was
originally published in 1979, (updated in 2013), and has become one of the most widely
used curriculums in early childhood classrooms. In addition, California Preschool
Learning Foundations “provides an overall approach for teachers to support children’s
learning through environments and experiences that are: developmentally appropriate, reflective of
thoughtful observation and intentional planning, individually and culturally meaningful, and inclusive of
children with disabilities or other special needs”(C.D.E., California Preschool Curriculum Framework, Volume 3, (Sacramento, CA, 2013) Children in programs using Creative Curriculum and California
Preschool Learning Foundations have consistently developed a strong foundation for future learning. We
are very confident that our curriculum promotes each child’s optimum development of his/her social,
emotional, physical and cognitive skills and ultimately provides successful experiences for every child.
This curriculum focuses on social and emotional development, how children think, how children learn, and
how children develop physically. Research has repeatedly shown that young children learn best through
play, therefore; play is also an important aspect of a classroom using Creative Curriculum. Our program
also utilizes the Second Step program to encourage the social/emotional development of each child as
they are introduced to healthy ways to express themselves and respond appropriately in social settings.
Teachers encourage Project-Based Learning through interest/discovery areas (i.e. block, dramatic play,
math, writing, art, outdoor play, library, and science areas), the daily schedule, and carefully planned
activities. This means that they are playing, singing, touching, manipulating, and experimenting, rather
than simply listening to a teacher talk to them. For example, teachers don’t just hold up a flashcard
with the letter A on it and tell children “This is the letter A”. Instead, children are able to explore
letters through scribbling on a paper using real and imagined letters, and reading it to a teacher or peer.
They also explore letters through songs, puzzles, names, books and in print found all around the
classroom. When learning this way, they learn not just the name of the letter, they learn the sound that
it makes, that words are made up of sounds, and that print carries meaning and helps us to communicate.
These are all concepts that lead to strong reading skills, and will be more helpful in helping a child learn
to read than simply learning the name of letters.
As we seek to prepare your children for success in Kindergarten, we will be introducing your children to
Alpha Friends, which is a systematic introduction of the alphabet with a phonics component that will be
extended in Kindergarten. Your children will benefit by already being familiar with these literacy
concepts prior to starting Kindergarten.
Literacy backpacks are an important aspect of our home-school connection and will be available beginning
the second month of school. These backpacks come with everything that you will need to complete an
activity with your child at home. Please return the backpacks with all of their contents promptly, so
they will be available for the next child’s use. More information regarding our literacy backpacks will be
presented at your first parent meeting.
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Please be sure to read the monthly parent newsletter to learn more about what your child is learning at
school and how you can support their learning at home. The newsletter will give you specific ideas for
activities, and information on how to reinforce concepts that are introduced at school. It is only when we
are working as partners in your child’s education that your child will reach their full potential. We value
your partnership as we work together to provide the best preschool program possible for your child.
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INTEREST/DISCOVERY AREAS To
Promote PROJECT-BASED LEARNING
Art at Preschool Art is an important part of our curriculum. Every day, children find a variety of art
materials available on our shelves. Drawing, painting, pasting, molding and constructing
are not only enjoyable but also provide important opportunities for learning.
Children express original ideas and feelings, improve their coordination, learn to
recognize colors and textures, and develop creativity and pride in their accomplishments by exploring
and using art materials. Each child will have an area available to display his/her artwork in the
classroom.
Art at Home Art is something your child can do at home in almost any room. You might designate a drawer in the
kitchen or living room as an art drawer, or use a bookshelf or sturdy cardboard box. Your child’s art kit
may include: crayons, pens, paper, child-size scissors, glue, and a separate box for collage materials.
Block Play (Engineering) at Preschool Children often use blocks to recreate the world around them- a road, a house, the zoo.
They work together and learn to cooperate and make friends. We encourage children to
talk about what they are doing to promote language development. We also talk with
children and ask questions to expand on their block play. Block play is the ideal connection for children to
engineering, as they are working to solve problems as they develop structures and figure out the best
way to build a wide variety of items.
Block Play (Engineering) at Home You can encourage your child to learn through block play. When you take a walk in your neighborhood,
point out roads and interesting buildings. You may want to purchase table blocks to have at home. You
can make a set out of milk cartons, cans and food boxes that come in different sizes. Identify a place
where your child can build and play with the blocks safely. Props such as clothespins, small plastic
animals, and cars will extend your child’s play and inspire new ideas.
Books/Library at Preschool The Library Area is a very important part of our classroom and of your child’s life.
Children gain the foundation for reading and writing through exploring written and
spoken language. We encourage children to look at books, listen to taped stories, and
“write” throughout the day Children may dictate stories to us, which we record into
“books”. We read stories to children every day. Reading introduces new ideas, helps children learn how
to handle problems that come up in life, and most importantly, encourages them to develop a love for
books.
Books/Library at Home
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Research has shown us the important role that families play in helping children learn to read and write.
The single most important thing you can do to promote school success is to read to your child
every day. When your child sits next to you as you read, he/she begins to connect books with good
feelings. Each classroom has a check out library available for families to check out books to take home
and read with their children. Literacy backpacks are also available on a regular basis in each classroom
to provide families with a literacy activity to complete at home with their children and provide a
home/school literacy connection.
Cooking at Preschool When children cook, they have an opportunity to learn about nutrition and prepare their own healthy
snacks. Children are introduced to many literacy, math and science concepts as they follow picture
recipes, measure ingredients, and experiment with a variety of different foods.
Cooking at Home Since cooking is already a part of your home life, think about involving your child.
Including your child may take extra time, and there may be more of a mess than if
you cooked alone, but there are many rewards. Your child will be learning literacy,
math, and science skills just by helping you. In addition, cooking sets the stage for
lifelong healthy eating habits. When children help prepare their meals, they are more eager to eat and
try new foods.
Dramatic Play at Preschool The ability to pretend is very important to your child’s development. Children who know how to
make-believe develop a good vocabulary, which is important for reading. They learn to
cooperate with others, solve problems, and are able to think abstractly. These are all
important skills for success in school. When children pretend, they have to recall experiences
and re-create them. To do this, they need to picture their experiences in their minds. For example, to
play the role of a doctor, children have to remember what tools a doctor uses, how a doctor examines a
patient, and what a doctor says. While playing in dramatic play children are developing social skills,
problem solving, creativity, vocabulary and many more skills.
Dramatic Play at Home You can encourage the same kind of pretend play at home that we do at school simply by playing with
your child and providing some simple props. A sheet over a table creates a house or a hideout. A large
empty cardboard box can become almost anything-a pirate ship, a doghouse, a castle or a train. The nice
thing about dramatic play is that it requires only your imagination.
Mathematics at Preschool There is evidence of mathematics in all aspects of our lives. In our preschool program
there is an emphasis on providing a variety of math activities as part of our daily
routines in each classroom. Your child will be introduced to math concepts, for example
he/she will graph, count, identify shapes, measure, sort items, create patterns, and use
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timers. When math concepts are connected to real life experiences there are much more easily
understood and able to be applied in everyday situations. Children will be asked to count out napkins,
create patterns when exploring different types of manipulatives, identify the shapes of the blocks they
are using to build, use timers to self-monitor taking turns for items, etc. These are just a few examples
of how math will be integrated into the everyday experiences for your child.
Mathematics at Home We use math everyday in a wide variety of ways such as: to pay our bills, to tell time, to
measure items, to prepare food, and to count items. Your child will enjoy the opportunity to
help with some of these items at home. Encourage your child to practice counting items and
people as you go about your everyday activities. Talk about time and give your child a frame of
reference for time by giving him/her a 3 minute warning prior to changing activities. Use a timer to
allow your child to monitor his/her time at home. Practice identifying shapes
in the home, go on a shape hunt (How many things can you find that are the
shape of a triangle?). Making math a part of your child’s everyday
activities will greatly increase your child’s understanding and
application of math concepts.
Music and Movement at Preschool We do a lot of singing and creative movement in our program. Singing and moving to music
give the children a chance to hear and appreciate different kinds of music, express
themselves through their movement, and practice new skills. The children love our daily time
for singing together, and it helps them learn to cooperate in a group. We are implementing a
wonderful healthy living curriculum; “I Am Moving, I Am Learning” which focuses on music,
movement, nutrition and healthy habits.
Music and Movement at Home You don’t have to play an instrument or sing on key to enjoy music with your child. Taking a few minutes
to sit together and listen to music can provide a welcome break for both of you. Sharing music with your
child is a wonderful way to build a warm, loving relationship. It’s a gift that will last forever.
Outdoor Play at Preschool (The Outdoor Classroom) We take children outdoors every day so they can run, jump, swing, climb and
use all the large muscle groups in their bodies. We also talk about the things
children see, hear, touch, and feel so they become aware of changes in the
weather, the seasons, the growth of plants and the animals. This year we
are adding some outdoor classroom features that allow children to
experience activities in all areas that are similar to what they experience
inside the classroom. While we want to provide an opportunity for large
muscle movement, we also want to acknowledge the amazing opportunity the outdoor classroom provides
for learning and language development.
Outdoor Play at Home
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Fresh air and exercise are very important to your child’s health and to yours. Take walks in your
neighborhood, go to the park and explore nature with your child. Ask your children questions about the
things you see in the neighborhood or out on adventures. Engage them in conversations that develops
their language. Talking to and with your children is an excellent way to engage them in deeper learning
and to prepare them for collaborations with peers in a school setting.
Science at Preschool Children are natural scientists! They love to explore and discover the world
around them. Our preschool classrooms provide children with a wide variety of
science activities that will encourage your child to experiment and develop a
love for science. Magnets, magnifying glasses, rocks, plants, shells, and many
more items are available to your child daily in the science discovery area in each
classroom. Your child will develop their critical thinking skills as they
experiment in the science discovery area.
Science at Home There are many commonly found and inexpensive household items that are easily utilized for science
experiments in the home. Mixing colored water, planting seeds, and experimenting with magnets are just
a few examples of the types of science experiments that you can enjoy with your child at home.
Technology at Preschool Recognizing that technology is a vital component to 21st Century learning, each classroom will have a
“WePlaySMart” table available for the children to use in cooperative groups. The “WePlaySmart” tables
encourage collaboration as children work together cooperatively to achieve research based,
developmentally appropriate tasks. The tables are child friendly and have a variety of early literacy,
math and science programs installed for the children to access. This is an early introduction to the use
of technology in the classroom. Classrooms also have listening centers, cameras, and other types of
technology available for children to explore.
Technology at Home Children are very interested in all forms of technology (phones, iPADs, computers, video games) and they
are very quick to learn how to utilize those resources. Encourage your child to explore developmentally
appropriate forms of technology and always limit the amount of time your child is allowed to use
technology. Please preview any games or other software programs before your child uses them to ensure
that the content is appropriate. Remember that although technology is highly engaging, children need to
be well-balanced and be encouraged to develop all of their developmental areas (physical, emotional,
social and cognitive). Make it a point to sit with your child and use the computer or other form of
technology with your child, encouraging social/interactive skills as well as technological skills.
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On-Going Classroom Activities
Artwork: Every child in the classroom will have an identified area to display his/her artwork that
includes:
A reserved area for each child to display the work of
his/her choice.
Children’s artwork displayed is the choice of the
individual child (the display will not include identical
work from all the children). This means that the child
creatively chose the medium and materials from the art
center and created their own piece of art.
The display will be at the child’s eye level so that they may interact with the artwork.
Helpers: Each classroom will have a helper board with enough jobs for every child to choose a job daily
as part of their arrival routine. This encourages decision making and promotes a positive classroom
community. Jobs are available in the indoor and outdoor classroom.
Learning Plans: Learning plans must be completed, sent electronically, approved by your education
specialist, and posted before Monday morning of the week they document. They are posted to allow
parents/guardians to review and add input regarding the current week’s activities.
Letter Sounds: Phonemic Awareness and Phonics: Research has shown that children who are
phonemically aware are more likely to become successful readers. Multiple opportunities for the children in your
class to practice rhyming, blending sounds and segmenting sounds orally will build your children’s phonemic
awareness. In addition, all classrooms are provided with a list of the sounds and a suggested order in which to
introduce them to your class. This is an introduction of the phonics sounds using multiple modalities (visual,
auditory, kinesthetic) to provide on-going opportunities for the children to become familiar with phonics and the
sound-symbol relationship. Please use the Alpha friend cards and strategies along with the sounds listed for each
week so that all children are working with the same sounds each week and become familiar with the alphabet
graphics used by the district. The names of all the Alpha friends are in the curriculum guide. Other Alpha friend
activities can be found online:
http://eduplace.com/state/ca/alfamigos/
http://www.smbsd.org/uploaded/reading/images/One_page_Alpha frienda.pdf
http://www.smbsd.org/page.cfm?p=897
Monthly Themes: The curriculum guide themes are recommended based on topics that are of high
interest, relevant, and engaging for children. Our program promotes children’s interest as an option for
the monthly theme. If staff members determine that an alternate topic, project, or theme is of high
interest to children, then the curriculum is adjusted to meet these needs and interests. Our program’s
emphasis is on project-based learning activities that promote higher level thinking skills and encourage
the development of skills in all areas (cognitive, physical, social and emotional). Invite parents/guardians
to share topics that interest their child and integrate these themes and interests into the curriculum.
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Themes may last longer or shorter than one month depending on the interest level of the children.
Please discuss any curriculum questions or concerns with your Education Specialist.
Question of the Day: Each classroom will implement the ‘Question of the Day’ activity upon arrival
for each child in their classroom. Questions should be phrased in an open-ended manner ensuring the
success of each child. For example: Do you prefer apples or oranges? Do you prefer to play soccer or
baseball? There should NOT be a right or wrong answer for any question. If you have any questions
regarding this activity, please ask your Education Specialist for support.
Sexual Harassment Instruction: Each class will be using a book the first month of school to discuss
inappropriate touching with children. The book is called “It’s My Body” and will be read to the class the
third week of school. Please talk to your Education Specialist or School Psychologist if you have any
questions regarding how to approach this subject with your students.
Snack/Food Activities: All children have an opportunity to participate in food preparation and clean
up. Children are preparing their own snack daily during daily discovery time and will have the choice to
arrive at the activity when ready to eat, and stay as long as they wish to eat their snack. This is a
learning time with children developing their cognitive, social, emotional, and physical skills, child-sized
serving utensils (small pitchers, cups, spoons, tongs, etc.) are used to make self-help easier. Plastic
knives, apples slicers, food choppers are used to allow children to prepare their healthy snack as
independently as possible. Snack is an important time in the day during which children
and staff will take part in pleasant conversations together. Discussions include topics
such as health, nutrition, and interests that children wish to share. This a special
learning time for the children as they make decisions, learn new vocabulary, develop
motor skills, and have the opportunity to be introduced to a wide variety of food
preparation and food items.
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The Teacher
“I have come to a frightening conclusion.
I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather.
As a teacher, I possess tremendous power to make a student’s life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a student humanized or de-humanized.”
Haim Ginott
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Early Childhood Education Portfolio Procedure
Each child will have a portfolio filed in the classroom. The portfolio will consist of four
sections. 1. Assessment 2. Enrollment 3. Medical 4. Parent Contact
1. The Assessment section will have the following information: a. DRDP full profile (first assessment)
b. DRDP rating record (second assessment)
c. Progress Summary (2 parent conferences)
d. Student Study (flag blue)
e. IEP – Individualized Educational Plan (flag yellow)
2. The Enrollment section will have the following information: a. Parent Rights – LIC 955
b. Personal Rights – LIC 613
c. Admission and Termination Agreement
d. Attendance Policy
e. Late Arrival/Tardy Policy
f. Late Pickup Policy
g. Home Language Survey (flag green)
h. Observation/Video and Picture Authorization
i. Request for Pesticide Application Notice (optional)
j. Court/custody papers (if applicable)
3. The Medical section will have the following information: a. Immunization record
b. Consent for Medical Treatment – LIC 627
c. Physician’s Report/Physical – LIC 701
d. Parent TB (optional)
e. IHP – Individualized Health Plan (flag red)
4. The Parent contact section will have the following information: a. Accident Reports/Boo Boo Reports
b. Parent Contact Log
c. Tardy/Late Pick-up Notices
Teachers will gather work samples each month for every child. Monthly work samples will be one item
per child from each of the following areas: 1. Journal Writing
2. Self Portrait
3. Drawing and Dictation or written story about Drawing
4. Math Portfolio Sheet reflecting math lesson from the classroom
5. Cutting Sample
At the end of the year, the child’s assessment section, along with the parent contact section, will be
removed from the folders and sent to the office. The Enrollment and medical sections will be removed
and shredded. The folders will remain in the classroom file cabinets and reused every year.
Emergency cards need to be hanging on the wall by the phone. Please have a cover page to protect
confidentiality. Disaster cards are stored in the disaster bag.
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Ongoing formative assessments/surveys:
Each class will complete a summary of findings after the DRDP is completed and an Environmental Rating
Scale Summary of Findings after the ECERS is completed for your classroom. Examples of these two
types of summaries of findings have been included below. Direct any questions regarding these
summaries of findings to your Education Specialist.
We will be sending out two family surveys, one in the fall and one in the spring. Families are not required
to complete these surveys although we encourage every parent/guardian to participate and provide us
with their input. Our expectation is that staff members will support this process and encourage their
families to complete the surveys. We gain valuable insights from these surveys and our goal is that each
class turns in over 50% of their surveys.
All classrooms have ECERS completed
Teachers complete an ERS Summary of findings based on ECERS Score including a goal to be
completed before the end of the year.
Family Surveys sent out. Upon return they are tallied and information is used for program
improvement.
Desired Results Developmental Profile (DRDP) #1 and #2 completed per timeline
Data tallied and a summary of findings completed by each classroom for each DRDP.
Teachers utilize the DRDP #1 and #2 results in program planning
When DRDP #1 or #2 is completed, the DRDP and the anecdotal notes are stapled together to
create a packet. Packet is kept in child’s file.
The DRDP Summary of Findings is completed after the DRDPs are completed.
Education Specialists review timelines for ERS Summary of Findings, and DRDP
Review the Summary of Findings, and supervise the completion of the Action Steps (ongoing
throughout school year).
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 35
State Self Evaluation: A program action plan is created and goals determined for the program after
reviewing the information from all the Summary of Findings (DRDP and ECERS) and family surveys. The
State Self Evaluation is submitted to the California State Department of Education by June 1st each
year.
Early Childhood Education Program: 2015-2016
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 36
May 17, 2016
During the 2015-2016 school year staff training was planned to review, reinforce, and focus on the following
curricular areas:
Implementing, reinforcing, and strengthening PBIS, the principles of guidance, and the Second Step
program to provide a wide range of support to the development of each child’s self and social skills.
Literacy concepts (creating a literacy-rich environment) throughout daily routines in each preschool
classroom. (Literacy backpacks, family literacy activities, check out libraries in each classroom, journals)
Integrating math into daily activities (classification)
4. A program-wide focus was to continue the full implementation of a Project- Based Learning environment which offers
a wide variety of on-going exploration activities. Self-selected
Utilize resources
Creativity
Critical thinking
Engaging relevant learning experiences
Skills for organization
Social learning
5. Introduce, reinforce, and strengthen the concept of Inquiry in the area of science. Introducing classroom units of inquiry
and encouraging growth in science vocabulary, observation, predicting, and documentation. Utilizing science vocabulary
such as during teacher-child interactions to increase and foster language development.
6. Introduced the QRIS (Quality Rating Improvement System) as part of the Race to the Top Initiative.
Quality preschools are rated by an outside rater in the following 7 areas:
Child Observation Developmental and Health Screenings
Qualifications for Lead Teacher(s) Effective Teacher-Child Interactions: CLASS Assessments
Ratios and Group Size Program Environmental Rating Scale(s)
Director Qualifications
Lancaster School District Preschool Program was rated Tier 4 out of 5 at 10 of the eleven sites scored.
7. Participated in a Contract Monitoring Review by the CDE and was quoted as being an exemplary program.
State Self-Evaluation (2015-2016 summary and introduction of 2016-2017 goals)
Reflection on 2015-2016 goals: The program emphasized the value of introducing and guiding each child’s social and emotional development by offering a variety of
resources and support within the daily routines in each classroom. Positive Behavior Interventions and Support (PBIS), Second Step
Social Emotional Curriculum, and the principles of guidance were integrated into the daily routines in each preschool classroom. An
emphasis on the use of Inquiry questions in science and teacher guided activities to foster language development and increase teacher-
child interactions was a focus. Professional development, classroom observations, and coaching were all focused on the effective
implementation and monitoring of these activities.
Fall and spring DRDP results for 2015 - 2016 indicated that:
In the Building Middle level or higher band of Self and Social Development
o Fall DRDP results: 111/501 (# of students at BM or higher total/ # of students assessed) = 22%
o Spring DRDP results: 357/520 (# of students at BM or higher total/ # of students assessed) = 69%
o Growth during the program year = +47% gain in students at the Building Middle or higher band in Self and Social
Development.
In the Building Middle of higher band of Language and Literacy:
o Fall DRDP results: 119/501 (# of students at BM or higher total /# of students assessed) = 25%
o Spring DRDP results: 362/520 (# of students at BM or higher total/ # of students assessed) = 69%
o Growth during the program year = +44% gain in students in the Biddle Middle or higher band Language and
Literacy
In the Building Middle or higher band of Mathematics:
o Fall DRDP results: 95/501 = (# of students at BM or higher total/ # of students assessed) = 19%
o Spring DRDP results: 336/520 (# of students at BM or higher total/ # of students assessed) = 64%
o Growth during the program year = +45% gain in students in the Building Middle or higher band in Mathematics.
April 2016 Parent Surveys indicated that:
Of the parents that completed the parent survey 99.7% rated their overall satisfaction with the overall preschool
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 37
program as satisfied/very satisfied.
100% of parents responded that they felt their child was safe in the program.
99.7% of parents responded that they felt their child was happy in the program.
Our 2015-2016 educational goals to focus on the domain of Self and Social Development
(emphasis on conflict negotiation), Language and Literacy (emphasis on phonological
awareness), and Mathematics (emphasis on classification) to increase the number of children
assessing at the Building Middle or higher band after the 2nd assessment period in FY 2015-2016
was met.
State Preschool Goals for 2016-2017: Our educational goal is to focus on the domain of Language and Literacy: with emphasis on Phonological
Awareness (measure 20), to increase the number of children assessing at the Building Middle or higher band
after the 2nd assessment period in FY 2016-2017.
Additional Goals for our program in 2015-2016 are:
1. Increase the number of children assessing at the Building Middle or higher band after the 2nd assessment
period in FY 2016-2017 in:
a. Self and Social Development: Conflict Negotiation (measure 11)
b. Mathematics: Classification (measure 34) 2. Fully implement the Second Step program and PBIS in each classroom
3. Offer children a wide variety of self-selected, teacher guided, Project-Based Learning activities in each
classroom daily
4. Implement an enhanced Outdoor Classroom experience that supports the substantial part of the day
requirement in ECERS.
5. Increase the use of Inquiry questions used in the classroom to support children’s natural inquisition and
curiosity with science related curriculum.
6. Continue to dig deeper into the Preschool Learning Foundations and Preschool Curriculum Framework to
support developmentally appropriate lessons and activity centers
7. Continue to integrate STEM based activities to enhance learning of science, technology, engineering, and
math concepts at the preschool level.
8. Continue to review and implement The Power of Guidance (by Dan Gartrell) throughout the year and use it
as a guide to train the staff in the principles of guidance and how to effectively guide children’s behavior.
9. Providing professional development for all Early Childhood Education staff members focused Powerful
Interactions: How to Connect with Children to Extend Their Learning ( Amy Laura Dombro, Judy R. Jablon,
Charlotte Stetson )
The Early Childhood Education Program will continue to provide on-going training, guidance, and monitoring to all staff
members regarding the goals and findings from the program assessments integrating data from assessments to inform
instruction, with the goal of continually improving our program as we strive to provide the highest quality Project-Based
Learning preschool program possible for the families in our community.
We appreciate the support from the school board members, district office cabinet members, and elementary site staff
members as we work together to serve the families in our community by preparing their children for a successful school
experience.
Kelly Fountain
Lancaster School District
Director: Early Childhood Education
Program
Self-Evaluation Process
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 38
Fiscal Year 2015–16
Contractor Legal Name
Lancaster Elementary School District
Vendor Number
6466
Contract Type(s)
CSPP
This form can be expanded and is not limited to a single page.
Check each box verifying the collection, analysis, and integration of each assessment data toward
ongoing program improvement for all applicable contract types.
☐X Program Review Instrument FY 2015–16 – All Contract Types
http://www.cde.ca.gov/sp/cd/ci/documents/eesosonsitemar2016.pdf
☐X Desired Results Parent Survey – All Contract Types
http://www.cde.ca.gov/sp/cd/ci/documents/parentsurvey.doc
☐X Age Appropriate Environment Rating Scales – Center-based/CFCC Contracts Types
http://www.ersi.info/ecers.html
☐X Desired Results Developmental Profile and DRDPtech Reports – Center-based/
CFCC Contracts Types
https://www.desiredresults.us/drdp-forms
Provide a summary of staff and board member participation in the PSE process:
Staff Meeting: 5/11/16, ECE Director, ECE Coordinator, Support Specialist, Support Service
Provider.
Board Presentation 5/17/2016
Statement of Completion: I certify that all documents required as a part of the PSE have been completed
and are available for review and/or submittal upon request.
Signature of Executive Director
Date
Name and Title
Phone Number
Contact Name if different from above (please print)
Phone Number
EESD 4000B
Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17
39
Instructions for
Summary of the Program Self-Evaluation
Fiscal Year 2015–16
Enter the required contractor information at the top of the EESD 4000B:
Contractor Legal Name
Contract Type(s)
Age Group
Program Director Name
Program Director Phone Number
Program Director E-mail
Reflect on findings from the Program Self Evaluation and then provide brief
responses to items 1 and 2 on the space provided.
Note: All contractors are required to modify their programs to address all areas identified
as needing improvement during the self-evaluation. Written tasks needed to modify the
program would be specific or unique to the contract type and age group. Additionally, all
contractors are required to identify areas that are satisfactory and provide procedures for
ongoing monitoring of the program for assuring that those areas continue to meet
standards.
Submission Requirements
All contractors are required to complete and submit one (1) EESD 4000B.
Summary of Program Self-Evaluation
Fiscal Year 2015–16
Contractor Legal Name
Lancaster Elementary School District
Vendor Number
6466
Contract Type(s)
CSPP
Age Group (Infant/Toddler, Preschool, School-Age)
Preschool
Program Director Name
Kelly Fountain
Phone Number and E-mail Address
661-723-0351 X450
This form can be expanded and is not limited to a single page.
1. Provide a summary of the program areas that did not meet standards and a list of tasks needed to
improve those areas.
Program Review Instrument FY 2015-16 – All Contract Types:
This year during our Program Review, we were reviewed in the two areas that we did not meet have a subscale of 5 or
higher on our outside ECERS assessment. Those two areas were Personal Care routines and Interactions.
In the area of Personal Care Routines the auditor reviewed Item 9
Personal Care Routines
ITEM SCORE INDICATOR
9 7 Greeting/Departing
10 2 Meals/Snacks: It was observed that the tables were not properly sanitized
and that handwashing procedures were not followed by a majority of the
children. (ERS 3.1)
11 N/A Nap/Rest
12 1 Toileting/Diapering: It was observed that a majority of the children did
not follow the proper hand washing procedures after toileting. (ERS 3.1)
13 2 Health Practices: It was observed (on several occasions) that the children
did not wash their hands (or properly wash their hands) before or after
water play, before or after using play dough and after contact with bodily
fluids. (ERS 3.1)
14 2 Safety Practices: It was observed that the protective surfacing under the
outdoor play structure was one to two inches of sand and insufficient in
depth for the height of the equipment. (ERS 3.1)
Total Items: 5 Total score 14 Average score = 2.88
As a result of the Program Review we wrote a Corrective Action Plan which included the following:
Program Evaluation Fiscal Year 2015-2016
Lancaster School District CSPP Contract # 6466
KEY FINDINGS: PERSONAL CARE ROUTINES KEY FINDINGS ACTION STEPS PERSON DATE COMPLETED
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
1
RESPONSIBLE ITEM 10-Meals/Snacks: It was
observed the tables were not properly
sanitized and that hand washing
procedures were not followed by the
majority of the children. (ERS 3.3)
Met with nurse to clarify posting/training for
the current school year
Met with support staff to clarify ECERS
expectations for sanitizing the tables
Created training plan
Re-trained staff including demonstration on
how to properly sanitize the tables
Clarified expectations of sanitizing procedures
Re-trained on which solution is to be used in
class and time limit necessary per ECERS to
sanitize tables.
Re-distributed Cleaning solution labels to be
posted
Director/Coordinator
Nurse
Director/Coordinator
ECE Support Provider
Education Specialist
Director/Coordinator
Director/Coordinator
Education Specialist
Director/Coordinator
Nurse/Health Clerk
Director/Coordinator
Nurse/Health Clerk
Nurse/Health Clerk
March 8, 2016
March 8, 2016
March 9, 2016
March 11,2016
March 11, 2016
March 11, 2016
March 11, 2016
ITEM 12-Toileting/Diapering: It was
observed that the majority of the
children did not follow the proper hand
washing procedures after toileting.
ERS (3.1)
ITEM 13-Health Practices: It was
observed (on several occasions) that
children did not wash their hands (or
properly wash their hands before or
after water, play dough, and after
contact with bodily fluids. (ERS 3.1)
ITEM 12/13
Met with staff re-trained on handwashing
procedures
Staff watched the ECERS ALL STARS
video on handwashing as a group
Discussed strategies to support hand
washing, ex; hand the paper towels to the
children, sing the Happy Birthday Song
Use of hand sanitizers if hands are not
visibly soiled (arriving from the car, if they
washed their hands but then played in the
class during Discovery Time, not in and
out of messy play.
Director/Coordinator
Nurse/Health Clerk
Director/Coordinator
Education Specialist
Director/Coordinator
Education Specialist
CDT/CDAT
Director/Coordinator
March 11,2016
March 11, 2016
March 11, 2016
Ongoing
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
2
Clarified hand washing into and out of
water play.
March 11, 2016 ITEM 14-Safety Practices: It was
observed that the protective surfacing
under the outdoor play structure was
one to two inches of sand and
insufficient in depth for the height of
the equipment (ERS 3.1)
ITEM 14
Submitted work order for sand additional sand
and a gate latch to district maintenance
department
Checked on progress of work order
Photographed corrections
Closed Work order
Director/Coordinator
Facilities
ECE Secretary
Secretary
Facilities
Director/Coordinator
Director/Coordinator
Facilities
March 10, 2016
March 17, 2016
April 4, 2016
March 17, 2016
During the audit process the auditor made additional notes about items we may consider changing to
enhance our parent handbook. While they were only suggestions we took the initiative to add them
for the 2016-2017 handbook. The items were as follows:
Add information regarding documentation of single parenthood
As a result we created a document requiring additional documentation of single parent status per Title
5 requirements.
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
3
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
4
Parent Survey: The Parent Survey indicated that there was growth needed
on question 3. F and G, (Have you received information from the program
about: F Parent Skills and G. How to find Community Resources.)
KEY
FINDINGS
IN PLACE 15/16 Tasks for 16/17 Person
Responsible F. Parenting
Skills. 21.01% of
our parents
answered no.
Monthly Classroom and
Program Newsletters
Quarterly Site Meetings
Parent Information Nights,
(12/3/15 Literacy, 2/26/16 K-
Transition Fair, 5/4/16 STEM
night)
Monthly Partners in Print
Literacy Backpacks Weekly-sent
home with children to enhance
interactions at home through the
use of a supplied book and
activity for parent and child to
complete together.
Getting Ready for Bed/School
Checklist (provided at K-
Transition Fair)
Continue the following for the
16/17 FY:
Monthly Classroom and
Program Newsletters
Quarterly Site Meetings
Parent Information
Nights, (12/3/15 Literacy,
2/26/16 K-Transition Fair,
5/4/16 STEM night)
Monthly Partners in Print
Literacy Backpacks
Weekly-sent home with
children to enhance
interactions at home
through the use of a
supplied book and activity
for parent and child to
complete together.
Getting Ready for
Bed/School Checklist
(provided at K-Transition
Fair) Additional Steps:
Add two additional Parent
Nights to focus on Parenting
Skills.
1. Parenting 101 in the Fall
focusing on the PBIS
and Second Step
curriculum and including
information about logical
consequences, positive
reinforcement, and
follow-thru
2. Getting Ready for K,
Going to the Big School.
This training will focus
on what is needed for
school success and the
parent’s role.
Director,
Coordinator,
Education
Specialist
G. How to find
other services in
the community,
24.67% of our
parents answered
no.
Resources are offered to
parents in the office upon
prescreening and enrollment
Community resources are
posted on our parent boards
Continue the following for
the 16/17 FY: Resources are offered to
parents in the office upon
prescreening and
Director,
Coordinator,
Education
Specialist,
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
5
Community resources are
available at the K transition fair
Community Resources are
provided at Family Nights.
enrollment
Community resources are
posted on our parent boards
Community resources are
available at the K transition
fair
Community Resources are
provided at Family Nights.
Additional Steps:
Provide community
resource information on
parent boards.
Provide community
resources in program
newsletter.
Provide community
resources at PPAC
meetings quarterly.
DRDP: Language Development, Math, Self and Social Development
KEY FINDINGS IN PLACE 15/16 TASKS for 16/17 PERSON(s)
RESPONSIBLE
In the Building
Middle level or
higher band of
Self and Social
Development the
Fall DRDP
results: 111/501
(# of students at
BM or higher
total /# of students
assessed) = 22%
Training was provided to
teaching staff using the
Preschool Learning
Foundations for social and
emotional development, the
Second Step Skills for Social
and Academic success, The
Power of Guidance (Dan
Gartrell), Creative
Curriculum, District-wide
implementation of Positive
Behavior Interventions and
Support (PBIS) and
Developmentally Appropriate
Practices in Early Childhood
Programs focusing on
providing appropriate
guidance to children to
maximize the development of
their self and social skills
through on-going activities
that are relevant, daily
experiences for students.
Staff members attended
professional development
which will focus on the
introduction and
reinforcement of the Second
Continue for the 2016-2017 FY:
Training teaching staff
to further the use of the
Preschool Learning
Foundations for social
and emotional
development, the
Second Step Skills for
Social and Academic
success, The Power of
Guidance (Dan
Gartrell), Creative
Curriculum, District-
wide implementation of
Positive Behavior
Interventions and
Support (PBIS) and
Developmentally
Appropriate Practices in
Early Childhood
Programs focusing on
providing appropriate
guidance to children to
maximize the
development of their
self and social skills
through on-going
activities that are
relevant, daily
Director, Coordinator,
Education Specialist
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
6
Step curriculum, PBIS
strategies, and the practical
applications from The Power
of Guidance to be
implemented in each
classroom.
experiences for
students.
Continue staff training
and professional
development focused
on the reinforcement of
the Second Step
curriculum, PBIS
strategies, and the
practical applications
from The Power of
Guidance to be
implemented in each
classroom.
Additional Steps for the 2016-
2017 FY:
Add 1 Parent Night where
we focus on Self and
Social Development and
teaching the parents what
we teach in class and how
they can support that at
home.
Director, Coordinator,
Education Specialist
Director, Coordinator,
Education Specialist
In the Building
Middle of higher
band of
Language and
Literacy: Fall
DRDP results:
119/501 (# of
students at BM or
higher total/ # of
students assessed)
= 25%
Continue to implement the
Question of the Day activity
daily.
Every classroom will have
the materials to fully
implement the Question of
the Day each day upon
arrival.
Children will identify their
name and answer a question
to represent their opinion.
(for example: Which do you
prefer, apples or bananas ?)
Provide a variety of literacy
materials for use in all interest
centers in the classrooms.
Clipboards, books, and
writing materials will be
readily available for children
during a substantial portion
of their day.
Classrooms will have items
labeled throughout the
classroom to provide a wide
variety of opportunities for
letter and word recognition.
Art walls will be available
Continue the following for the
2016-2017 FY:
Continue to implement the
Question of the Day
activity daily.
Every classroom will
have the materials to
fully implement the
Question of the Day
each day upon arrival.
Children will identify
their name and answer a
question to represent
their opinion. (for
example: Which do
you prefer, apples or
bananas ?)
Provide a variety of
literacy materials for use in
all interest centers in the
classrooms.
Clipboards, books, and
writing materials will
be readily available for
children during a
substantial portion of
their day.
Director, Coordinator,
Education Specialist
Director, Coordinator,
Education Specialist
Teaching staff
Director, Coordinator,
Education Specialist
Teaching Staff
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
7
where each child has a
designated space to display
his/her artwork. Areas will
be labeled with the child’s
name to encourage
letter/word knowledge.
Phonological awareness
activities that are easily
implemented into daily
routines will be introduced to
staff during training.
Phonological awareness
activities such as: blending,
segmenting and isolating
sounds verbally will be
implemented daily.
During transitions as
children move from one
activity to another.
During circle time when
reading books, using music,
puppet stories, etc.
Classrooms will have
items labeled
throughout the
classroom to provide a
wide variety of
opportunities for letter
and word recognition.
Art walls will be
available where each
child has a designated
space to display his/her
artwork. Areas will be
labeled with the child’s
name to encourage
letter/word knowledge.
Phonological awareness
activities that are easily
implemented into daily
routines will be introduced
to staff during training.
Phonological
awareness activities
such as: blending,
segmenting and
isolating sounds
verbally will be
implemented daily.
During transitions as
children move from
one activity to another.
During circle time
when reading books,
using music, puppet
stories, etc.
Additional Steps for the 2016-
2017 FY:
Staff development on
Preschool Learning
Foundations and
intentional activities to
support individual or
groups of students
according to need as
measured on the
DRDP.
Staff development on
incorporating Literacy
and language activities
in the Outdoor
Classroom
Director, Coordinator,
Education Specialist
Teaching Staff
Director, Coordinator,
Education Specialist
Teaching Staff
Director, Coordinator,
Education Specialist
Teaching Staff
Teaching Staff
Teaching Staff
Director, Coordinator,
Education Specialist
Teaching Staff
Director, Coordinator,
Education Specialist
Teaching Staff
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
8
Offer books, puppets,
music, etc. outside to
increase substantial
part of the day on
ECERS and provide
additional
opportunities for
children to interact
with literacy activities
throughout the day.
Director, Coordinator,
Education Specialist
Teaching Staff
In the Building
Middle or higher
band of
Mathematics:
Fall DRDP
results: 95/501 =
(# of students at
BM or higher
total/ # of students
assessed) = 19%
Purchased additional sorting
trays and created sorting visual
cards
Staff Development in Preschool
Learning Foundations to
connect skill of classification
into higher level math skill
needed for K success
Staff development in teacher
guided interaction in the area of
math.
Continue the following for
the 2016-2017 FY:
Staff Development in
Preschool Learning
Foundations to connect
skill of classification into
higher level math skill
needed for K success
Staff development in
teacher guided
interaction in the area of
math.
Additional Steps for the
2016-2017 FY:
Purchased Outdoor
Classroom equipment to
support math concepts
outside and move closer
to substantial part of the
day.
Director,
Coordinator,
Education Specialist
Director,
Coordinator,
Education Specialist
Director,
Coordinator,
Education Specialist
ECERS: Language and Reasoning KEY
FINDINGS
IN PLACE 15/16 Tasks for 16/17 Person(s)
Responsible Key findings
from external
rater in Spring of
2015 found that
the area of
language and
reasoning across
many classrooms
rated lower than a
5. This was
particularly
common in the
Outside training on open
ended questions and feedback
loops
Labeling of all books with
stickers correlating to
required genres or categories
Staff development on inquiry
and the use of inquiry
questions to elicit language
and engage in open-ended
questions
Staff development in the
Continue the following for
the 2016-2017 FY:
Outside training on open
ended questions and
feedback loops
Labeling of all books
with stickers correlating
to required genres or
categories
Staff development on
inquiry and the use of
inquiry questions to elicit
Director,
Coordinator,
Education Specialist
Classroom teaching
staff
Director,
Coordinator,
Education Specialist
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
9
area of books and
pictures, using
language to
develop
reasoning skills
and informal use
of
communication.
ECERS scoring process and
what is expected in each area
of the classroom.
language and engage in
open-ended questions
Staff development in the
ECERS scoring process
and what is expected in
each area of the
classroom.
Additional Steps for the
2016-2017 FY:
Staff reflection
summaries after each
staff development
Professional
Development in outdoor
classroom for Director,
Coordinator, Support
Service Provider
Staff development for
teaching staff in outdoor
classroom initiative.
Director,
Coordinator,
Education Specialist
Director,
Coordinator,
Education Specialist
Director,
Coordinator,
Education Specialist
Director,
Coordinator,
Education Specialist
Key findings
from external
rater in Spring of
2015 found that
some of our
classrooms are
lacking in the
diversity of daily
activities they
offer children
Staff development on ECERS
to look at the activities we
offer each day
Staff development on
designing purposeful
activities looking at DRDP
data and connections to the
Preschool Learning
Foundations
Staff development on teacher
guided activities based on
inquiry and children’s
interests
Continue the following for the
2016-2017 FY:
Staff development on
ECERS to look at the
activities we offer each
day
Staff development on
designing purposeful
activities looking at
DRDP data and
connections to the
Preschool Learning
Foundations
Staff development on
teacher guided activities
based on inquiry and
children’s interests
Additional Steps for the 2016-
2017 FY:
Provide additional
training on connecting
the ECERS Subscale to
the DRDP and
intentional teaching
Provide training on
taking anecdotal notes
for the DRDP to support
intentional teaching,
activity design and set
up.
Director,
Coordinator,
Education Specialist
Director,
Coordinator,
Education Specialist
Director,
Coordinator,
Education Specialist
Director,
Coordinator,
Education Specialist
Director,
Coordinator,
Education Specialist
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 16/17
10
2. Provide a summary of areas that met standards and a summary of procedures for ongoing monitoring to
ensure that those areas continue to meet standards.
Program Review Instrument:
Summary of areas that met Standards:
Goal #1:
The first goal was focused on the domain of Self and Social Development to increase the number of children
assessing at the Building Middle or higher band after the 2nd assessment period in FY 2015-2016.
Goal #2:
This goal was focused in the area of Language Development. This goal was to increase the number of children
scoring in the Building Middle or higher band after the second assessment period FY 2015-2016.
Goal#3:
This goal was focused in the area of Math. This goal was in to increase the number of children scoring in the
Building Middle or higher band after the second assessment period FY 2015-2016.
The domain of Self and Social Development after the 2nd assessment period in FY 2015-2016 identified an
increase in the percentage of children at the Building Middle or higher band from the previous program year
(FY 2013-2014 = 47% SSD BM or higher - 2nd assessment, FY 2014-2015 = 52% SSD BM or higher - 2nd
assessment, FY 2015-2016 = 69% SSD BM or higher- 2nd assessment)
The domain of Language Development after the 2nd assessment period FY 2015-2016 identified an increase in
the percentage of children in the Building Middle of higher band from the previous program year(FY 2014-
2015 = 37.82% LD BM or higher – 2nd assessment, FY 2015-2016 = 69% LD BM or higher – 2nd assessment)
The domain of Mathematics after the 2nd assessment period FY 2015-2016 identified an increase in the
percentage of children at the Building Middle or higher band from the previous program year (FY 2014-2015 =
37.64% M BM or higher – 2nd assessment, FY 2015-2016 = 64% M BM or higher – 2nd assessment)
Action steps:
A. Training was provided to teaching staff using the Preschool Learning Foundations for social and emotional
development, the Second Step Skills for Social and Academic success, The Power of Guidance (Dan Gartrell),
Creative Curriculum, District-wide implementation of Positive Behavior Interventions and Support (PBIS) and
Developmentally Appropriate Practices in Early Childhood Programs focusing on providing appropriate
guidance to children to maximize the development of their self and social skills through on-going activities that
are relevant, daily experiences for students.
1. Staff members attended professional development which will focus on the introduction and reinforcement of
the Second Step curriculum, PBIS strategies, and the practical applications from The Power of Guidance to be
implemented in each classroom.
Staff attended training regularly throughout the program year:
August 7, & 28, 2015 January 22, 2016
September 18, 2015 February 19, 2016
October 9 & 21, 2015 March 11, 2016
November 13, 2015 April 15, 2016
December 11, 2015 May 13, 2016
They participated in a wide variety of professional development focusing on the introduction and reinforcement
of positive guidance strategies, the PBIS framework, and implementation of the Second Step Social Emotional
Curriculum.
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An additional team was created at the program level to oversee and monitor the implementation of the PBIS
framework.
Our ECE staff psychologist team provided an additional training on behavior management and guiding
children’s behavior within the classroom setting.
2. Each staff member was a member of a Professional Learning Community with the focus on providing
networking, accountability, and support to one another.
All staff members interacted in their PLC groups collaborating and planning to increase the network of support
for each facilitator.
3. Each classroom was monitored by an Education Specialist (credentialed multi-subject teacher with site
supervisor Child Development Permit).
a. Classroom staff received on-going coaching and support throughout the school year.
b. Each staff member was evaluated annually according to his/her job performance including the effective
implementation of the curriculum.
Every classified employee was evaluated during their anniversary month and received a written summary of
their evaluation.
The assigned Education Specialist met regularly with the classroom staff to offer support and provide
resources. When a concern arose in a classroom regarding a specific child’s challenging behavior, a support
teacher and a behavior management para educator offered support and training to the classroom staff.
Eight of our classrooms are subsidized by Los Angeles Universal Preschool (LAUP) and staff members in
those classrooms also received regular coaching support from a LAUP coach.
4. Staff members received on-going training focusing on the Second Step program, PBIS strategies, and the
Power of Guidance with supplemental resources from the Preschool Learning Foundations for social and
emotional development, Creative Curriculum, and Developmentally Appropriate Practices in Early Childhood
Programs
a. Emphasis was on the implementation of strategies that focus on the development of conflict negotiation skills
as well as the overall development of appropriate self and social skills.
b. PBIS posters are posted in each classroom identifying the behavior expectations for preschoolers.
c. Training included hands-on activities to model the strategies to be implemented in the classrooms.
Staff members were encouraged to implement new literacy strategies and share their student’s learning
outcomes in their Professional Learning Community Cohort during the on-going professional development
training.
5. Staff members received on-going training in the use of Second Step materials and how to best differentiate
for individual children.
a. Each classroom has a set of materials to utilize throughout their day.
b. Families received a schedule of the year identifying which Second Step themes were introduced each week
of the program year.
c. Families had access to the Second Step website and resources available on-line that reinforce the themes
being introduced in the classrooms throughout the year.
d. Second Step encourages children to express themselves using appropriate words which increase their
vocabulary.
e. The Second Step program uses picture/word cards to cue the children on various responses and social actions
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which develop word/letter recognition skills.
Each classroom introduced their students to the Second Step lessons and cueing systems. Big books, puppets
and other supplemental resources were also introduced and distributed to the classrooms with instruction on
how to best utilize them in the preschool classroom.
6. Staff members received on-going training in the implementation of the principles of guidance (Power of
Guidance, Dan Gartrell).
a. Each staff member has the book, The Power of Guidance by Dan Gartrell.
b. The principles of guidance were discussed and practical application activities take place during professional
development workshops.
c. Children are guided through the conflict resolution process which develops their listening and speaking
skills that are foundational to reading
The following materials were available in each classroom to meet the goals for improving self and social skills
in the children:
The resource kit for the Second Step program is available in every classroom to fully implement the
Second Step program.
b. PBIS poster and supportive information
c. Additional books and supplemental materials to reinforce the themes were distributed throughout the
year at trainings.
7. Staff members were trained in asking open ended questions and encouraging conversation with their students
that encouraged the students to develop critical thinking skills.
8. Staff members were trained in integrating inquiry into their daily science activities. They were provided the
opportunity to make connections to the Preschool Learning Foundations and the Preschool Curriculum
Framework. They were given science vocabulary and open ended inquiry questions. They were supported in
developing teacher guided activities to increase language use and foster language development.
9. Staff was given training in the Outdoor Classroom and afforded the opportunity to incorporate activities
outside that supported ECERS through a substantial part of the day.
10. Staff was provided a Preschool Learning Foundations connections monthly for each curriculum item
supplied by the program. Training was provided at staff meeting to help staff incorporate the items into the
classroom setting.
FAMILY INVOLVEMENT
Family education opportunities to provide information on Self and Social Development were provided through
quarterly site meetings that will be held for families to provide activities for families that reinforce the
importance of the development of self and social skills at school and at home.
1. Specific guidance strategies were provided and modeled for implementation by families in their home
environment.
a. Positive reinforcement
b. Redirection
c. Logical consequences
d. Conflict Resolution/negotiation
2. PBIS district-wide program was presented to families emphasizing the three goals of ECE (Everyone is
Important, Care for others and be safe, Everyone shows respect.)
3. Opportunities were offered where families could ask and receive additional resources to support their child’s
self and social development.
Program-wide Family events that encourage the development of self and social skills were offered
regularly throughout the program year.
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1. Preschool Parent Advisory Committee (PPAC) meetings were offered to families throughout the program
year to encourage active support by families.
a. Families were provided with information regarding their child’s self and social development.
b. Guidance practices were modeled and families were encouraged to implement these practices at home.
c. PBIS program were presented and explained to the families
d. Tarzana Treatment Center partnered with PPAC meetings to focus on and provide information about Healthy
Eating habit to families and their children.
e. Director provided program implementation and budget updates.
2.SITE MEETINGS
a. Parent education was provided during quarterly site meetings to reinforce the importance of self and social
development at school and at home. Specific guidance activities were provided for implementation by families
in the home environment.
b. Each classroom planned and facilitated parent education that focused on developing social skills and literacy
in the home during the months of October 2015, January 2016, March 2016, and May 2016 for a total of four
times throughout the school year. Topics covered were: Self and Social Development, Literacy Backpacks
(which are sent home with each child regularly for families’ to complete with their child and return to school.),
book-making, journaling, completing Read Aloud charts monthly and the integration of Alpha-Friends when
introducing phonics to children.
3. KINDERGARTEN TRANSITION FAIR, in which we partner with our community agencies, was offered
to families (winter 2016).
The Kindergarten Transition Fair, Kindergarten: Here We Come! Was held on February 26, 2016 and we had
approximately 250 people in attendance at this event designed to provide information and resources to parents.
There were over 25 vendors from our local community that participated in the event by offering information,
resources and raffle donations to the event. Workshops were offered to the families that focused on: Positive
Guidance, Kindergarten Readiness and Special Education Students making the transition to Kindergarten.
a. Community agencies participated and provided resources to families.
b. Kindergarten readiness workshops were offered to families that will focus on social and emotional skills as
well as cognitive skills.
c. Families received school supplies and a children’s book.
4. FAMILY STEM NIGHT was held for families to attend in May 2016.
a. A wide variety of highly engaging science, technology, engineering and mathematics hands-on activities
were provided to families to complete with their children.
b. Families were provided an opportunity to interact with live science as they played with worms, snails, and
hermit crabs. Families were provided inquiry questions to support language development at home.
c. Activities included rebus charts for children to follow reinforcing literacy and pre-reading skills.
d. Children in attendance received a non-fiction children’s book and a magnifying glass, magnet or similar
item.
This event was May 4, 2016, families participated in hands-on activities with their children of all ages.
Science, Technology, Engineering and Mathematics activities were available for the families to complete
together. Nearly 200 families attended the event.
Reflection:
The program emphasized the value of introducing and guiding each child’s self and social development by
offering a variety of guidance strategies and curricular resources that encouraged the development of each
child's social skills. The Power of Guidance, Second Step Curriculum and PBIS all worked together to provide
an environment that supported the self and social development of each child. Activities to encourage decision
making and self-monitoring were integrated into the daily routines in each preschool classroom. Purposeful
professional development on making connections between activities and the Preschool Learning Foundations
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provided staff the opportunity to create intentional activities that fostered language development during
developmentally appropriate learning. Professional development, classroom observations, and coaching were
all focused on the effective implementation and monitoring of these activities.
Fall and spring DRDP results for 2015 - 2016 indicated that: In the Building Middle level or higher band of Self and Social Development
o Fall DRDP results: 111/501 (# of students at BM or higher total # of students assessed) = 22%
o Spring DRDP results: 357/520 (# of students at BM or higher total # of students assessed) = 69%
o Growth during the program year = +47% gain in students at the Building Middle or higher band in Self
and Social Development.
In the Building Middle of higher band of Language and Literacy:
o Fall DRDP results: 119/501 (# of students at BM or higher total # of students assessed) = 25%
o Spring DRDP results: 362/520 (# of students at BM or higher total # of students assessed) = 69%
o Growth during the program year = +44% gain in students in the Biddle Middle or higher band
Language and Literacy
In the Building Middle or higher band of Mathematics:
o Fall DRDP results: 95/501 = (# of students at BM or higher total # of students assessed) = 19%
o Spring DRDP results: 336/520 (# of students at BM or higher total # of students assessed) = 45%
o Growth during the program year = +45% gain in students in the Building Middle or higher band in
Mathematics.
All three of our educational goals to focus on the domain of Self and Social Development, Language
Development, and Math to increase the number of children assessing at the Building Middle or higher band
after the 2nd assessment period in FY 2015-2016 was met.
April 2016 Parent Surveys indicated that: Of the parents that completed the parent survey 99.7% rated their overall satisfaction with the overall
preschool program as satisfied/very satisfied.
100% of parents responded that they felt their child was safe in the program.
99.7% of parents responded that they felt their child was happy in the program.
ECERS
Our external ECERS assessment indicated an overall score of 5 or higher in 7 of the 11 schools rated. We
consistently receive high scores in the subscales of: Space and Furnishing, Language and Reasoning, Activities,
Interactions, Program Structure, Parents and Providers.
In 2016/2017
We will continue to support our staff and classrooms with developmentally appropriate activities and
materials.
We will continue to provide staff development that connects to the Preschool Learning Foundations
and provides staff the opportunity to design activities and interactions based on data received from the
DRDP assessments
We will continue to provide staff with training on health, safety, and personal care routines to assist our
students and families with building great health and safety habits.
We will continue to support our staff with purposeful staff development and training on powerful
interactions, inquiry based, open ended questions, and feedback loops.
We will continue to strengthen and enhance the Outdoor Classroom initiative. The Director,
Coordinator, and Support Service Provider will attend training to grow this are in our program.
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Alpha Friends’ Poems
Andy Apple
Andy Apple is an acrobat.
Andy can jump way over his mat.
Ant can catch him just like that!
Andy Apple is an acrobat.
Benny Bear
Benny Bear, Benny Bear,
Please beware, please beware.
I see a bee near the basket of beets,
The bee is buzzing by buttery treats.
Please don't run, eat your bun.
Callie Cat
Callie Cat can bake a cake and cover it with candy.
Callie cat can bake some cornbread.
Callie is so handy!
Callie bakes some cupcakes, too.
Her cupcakes are so cakey.
Callie bakes some cookies, too.
Her cookies are so flaky.
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Dudley Duck
Oh look at that dandy duck, Dudley.
Dudley will dig all day long.
Dudley will dive in the water.
And Dudley will dance to this song.
Edna Elephant
I am Edna Elephant.
Watch me play.
I play with Ed Elk every day.
When we sit beneath a big elm tree,
We will have some eggs and tea.
Fifi Fish
Find Fifi fish in the sea.
Then count all the fishies you see.
Fifi and the fishes have some fun.
Oh, what a family!
Gertie Goose
Gertie Goose, Gertie Goose,
Guards the garden gate.
So Goat can't come and
gobble up the goodies in her crate.
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Hattie Horse
Hattie is a hungry horse.
She's hungry for her hay of course.
Hattie is a hungry horse.
She hurries home by noon.
Iggy Iguana
Iggy has some friends you know.
They are itsy bitsy.
Find the insect and the inchworm.
They are Fritz and Mitzi!
All the friends play instruments.
Their music will delight you.
Now it's time for Iggy's show.
Indeed he will invite you!
Jumping Jill
Jumping Jill can jump so high.
Jill can jump in warm July.
Jumping Jill can jump so low.
Jill can jump for joy, you know.
Join her in a jumping game.
As you jump, call out her name.
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Keely Kangaroo
Keely Kangaroo
And Keely's kiddie, too.
Will fly a kite and kick a ball,
And play a big kazoo.
Larry Lion
Larry Lion likes lollipops.
Larry Lion likes lemon drops.
Larry Lion likes lentil stew.
Larry Lion likes lasagna, too.
Larry Lion likes liver for lunch,
Topped with lettuce, crunch, crunch, crunch!
Mimi Mouse
Mimi Mouse, Mimi Mouse,
Minds her manners in the house.
When she sips her milk,
She never makes a mess.
Mud pies never stain her dress.
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Nyle Noodle
I know a noodle named Nyle.
He likes to nap for awhile.
He wears a scarf around his head,
He's neat and right in style.
Ozzie Octopus
This past October, Ozzie had a big brunch.
Oscar the catfish swam over to munch.
Ozzie the octopus made an omelet or two.
Ollie the otter made hot olive stew.
Pippa Pig
Pippa had a party for porcupine.
Panda and Penguin came to dine.
Pippa served pizza and pasta, too.
Pieces of peaches and a pickle stew.
Queenie Queen
Queenie has qualified to run in the race.
She'll run very quickly to keep up the pace.
Queenie is quite fit. She'll stretch for a while.
Queenie will not quit.
She'll run every mile.
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Reggie Rooster
Reggie has a rocket that is red.
Reggie keeps it right beside his bed.
Reggie likes to listen to rock and roll.
Reggies plays it on his radio.
Sammy Seal
Sammy Seal will sail the sea when summer is the season.
Sammy Seal will sail the sea and never need a reason.
Sammy Seal will sail the sea in very sunny weather.
Sammy Seal salutes a seagull as they sail together.
Tiggy Tiger
Tiggy Tiger can tickle his toes,
Tiggy Tiger can tap his nose.
Tiggy Tiger can turn around,
Tiggy Tiger can touch the ground.
Tiggy Tiger can tie his shoes,
Tiggy Tiger can count by two's.
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Umbie Umbrella
Umbie Umbrella keeps us dry in the rain.
Umbie Umbrella will never complain.
We stand under Umbie, until we see sun.
Then we thank Umbie for a job that's well done.
Vinny Volcano
Vinny volcano is my valentine.
Vinny volcano, oh won't you be mine?
I'll visit Vinny in the valley below.
I'll bring some violets and a new radio.
Willy Worm
Willy Worm, Willy Worm, wanders all around.
Willy likes to wink and wave and wiggle on the ground.
Willy Worm, Willy Worm, Willy pulls some wood.
Willy pulls a watermelon.
It will taste so good!
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Mr. X-Ray
Look at Mr. X-Ray.
What do you see?
I see Mr. X-Ray smiling at me.
X is for x-ray that I spy.
X comes before the letter Y.
Yetta Yo- Yo
Yetta Yo-Yo can yawn on cue.
Yetta Yo-Yo can yell “Yoo hoo!”
Yetta Yo-Yo can yodel, too.
Yetta wants to know what you can do.
Zelda Zebra
Zelda Zebra likes to zoom.
She zooms with zest.
Zelda Zebra zigzags too.
She does her best.
Zelda Zebra makes one big Z.
Zelda Zebra zips right past me!
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ALPHA Friends Kinesthetic Motions
Aa- Andy Apple- Make your fist into an apple and pretend to eat it with mouth wide open
Bb- Benny Bear- Pretend to reach to a honeycomb in a tree. Bring the honey to your mouth like a
bear would.
Cc- Callie Cat- Pretend you are a cat washing your face with your paw
Dd- Dudley Duck- Put your hands under your arms to form a wing and flap like a duck
Ee- Edna Elephant- Bring one hand to your mouth as an elephant might eat a peanut
Ff- Fifi Fish- Put one hand on top of the other hand. Put your fingers together and wiggle your
thumbs to make fish.
Gg- Gertie Goose- Form your hand into a goose bill and move it like it is honking.
Hh- Hattie Horse- Slap your thighs with your hands, pretending you are a horse galloping
Ii- Iggy Iguana- Walk your fingers up one arm
Jj- Jumping Jill- Pretend you are jumping rope
Kk- Keely Kangaroo- Make two fists. Pretend you are boxing.
Ll- Larry Lion Use your hands to form a mane
Mm- Mimi Mouse- Pretend you have a small piece of cheese in your hand and you are nibbling on it
Nn- Nyle Noodle- Pretend your hands are a bowl of noodles
Oo- Ozzie Octopus- Pretend your arms are like an octopus’ arms
Pp- Pippa Pig- Press your point finger on the tip of your nose to make a pig nose
Qq- Queenie Queen- Form a crown with both hands and put it on your head
Rr- Reggie Rooster- Spread your hand and place it on your head like a rooster’s comb
Ss- Sammy Seal- Put your arms straight out in front of you and pretend you are a seal
Tt- Tiggy Tiger- Pretend you are lifting weights with your arms
Uu- Umbie Umbrella- Pretend you are holding an umbrella over your head
Vv- Vinny Volcano- Bring the palms of your hands together and pretend it is lava flowing from a
volcano
Ww- Willy Worm- Fold your hands together in front of you and move them in a wave motion
Xx- Mr. X-Ray- Cross your index fingers to form the letter x.
Yy- Yetta Yo-yo- Pretend you are playing with a yo-yo
Zz- Zelda Zebra- Place your hands together and put them against your cheek.
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Lancaster School District
Early Childhood Education Program
2015-2016 Program Year
August 7: All Staff: Staff Development 7:30 a.m. - 11:00 a.m.
“Welcome to Preschool” for parents and children: 2:00 p.m. – 3:00 p.m.
August 10: First day of class
All classes: Begin anecdotal notes for Desired Results Developmental Profiles
August 14: Special Education Program Meeting/Staff Development: 8:00 am
August 17: September newsletter due to Education Specialist
August 28: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
1st week of September-Site Meeting: Schedule a Family Literacy site meeting this first week of
the month. The agenda will include backpack instructions and how to read to children. Have your agenda approved
by your education specialist prior to your meeting with parents. Provide a copy of your parent sign-in sheet and
agenda to your Education Specialist.
September 1: Newsletters distributed to families
September 3: Partners In Print workshop for parents/children-9:30-10:30 a.m. and 1-2:00 p.m.
September 4: Special Education Program Meeting/Staff Development: 8:00 am
September 7: Labor Day Holiday – No School
September 18: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
September 21: October newsletter due to Education Specialist
September 23: Student Free day-Non-work day for all Classified classroom staff
The ECERS will be competed in classrooms this month.
October 1: Newsletters distributed to families
October 1: All DRDP’s completed. (The DRDP is to be completed within 60 calendar days of a child's enrollment in the program. For children entering
after the first assessment period, the DRDP must be done within the first 60 days of their entrance to the
classroom. You may then do their next assessment along with the whole group since it may be completed prior to 6
months. Please ask your Education Specialist if you have specific questions.)
October 1: Partners In Print workshop for parents/children-9:30-10:30 a.m. and 1-2:00 p.m.
October 2: Special Education Program Meeting/Staff Development: 8:00 am
October 8: Preschool Parent Advisory Committee Meeting 3:45 pm – 5:00 pm
October 9: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
October 15 : DRDP data input completed
October 19: November newsletters due to Education Specialist
October 21: Parent Conference Day for CDT’s and CDAT’s - Student free day Parent Conference with Summary of Progress. Remember to individualize the summaries to fit the child’s DRDP
outcomes. Each child’s should look different based on their areas of strength and areas they are working on in class,
and at home. Upon completion of your conferences, please give your Education Specialist copies of your Summary of
Progress.
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The ECERS will be competed in classrooms this month.
1st week of November-Site Meeting: Schedule a Family Literacy site meeting this first week of this
month. The agenda will include Alpha friends. Have your agenda approved prior to your meeting with parents.
Provide a copy of your parent sign in sheet and agenda to your Education Specialist. November 2: Newsletters distributed to families
November 4 : ECE Literacy Night 4:00 – 5:30
November 5: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00
November 6 : Special Education Program Meeting/Staff Development: 8:00 am
November 9: December Newsletters due to Education Specialist November 11: No School / Veteran’s Day November 13: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
DRDP Summary of Findings will be completed during staff development
November 23 – 27: Thanksgiving Break
December 1: Newsletters distributed to families
December 3: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00
December 4: Special Education Program Meeting/Staff Development: 8:00 am
December 10: January newsletters due to Education Specialist
December 11: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
December 11: ECE Holiday Celebration: 11:15 - 1:00 @ LLC #1
All ECE staff is invited!
December 21 – January 8th: Winter Break: Happy Holidays!
January 11: Return to school after Winter Break
January 11: Newsletters distributed to families
January 14: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00
January 15: Special Education Program Meeting/Staff Development: 8:00 am
January 18: No School-Dr. Martin Luther King, Jr. Day January 18: January Newsletter due to Education Specialist
January 22: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
January 22: Each teacher will review the “Action Steps”, and “Follow-Up” on
the fall DRDP Summary of Findings and update the information.
Site Meeting: Schedule a Family Literacy site meeting this first week of this month. The agenda will include
Journal writing. Have your agenda approved prior to your meeting with parents. Provide a copy of your parent sign
in sheet and agenda to your Education Specialist. February 1: Distribute newsletters to families
February 4: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00
February 4: Preschool Parent Advisory Meeting 4:00-5:30
February 5: Special Education Program Meeting/Staff Development: 8:00 am
February 11: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00
February 12 and 15: No School-Lincoln’s Birthday and Presidents’ Day February 16: March newsletter due to Education Specialist
February 19: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
February 26: Kindergarten Transition Fair 8:15 a.m. - 10:30 a.m.
March 1: All DRDP’s completed
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March 1: Distribute newsletters to families
March 3: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00
March 4: Special Education Program Meeting/Staff Development: 8:00 am
March 9: April Newsletters due to Education Specialist
March 11: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
March 15: DRDP data input complete (General Ed)
March 21 – April 1: Spring Break
Site Meeting: Schedule a Family Literacy site meeting this first week of this month. The agenda will include
Kindergarten transition. Have your agenda approved prior to your meeting with parents. Provide a copy of your
parent sign in sheet and agenda to your Education Specialist. April 4: Distribute newsletters to families
April 7: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00
April 8: Special Education Program Meeting/Staff Development: 8:00 am
April 15: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
April 18: Parent Conferences begin. Reserve your conference day with your Education Specialist. We
can only have two classes per day using substitutes for conferences. Upon completion of your conferences, please
give your Education Specialist copies of your Summary of Progress. April 21: May Newsletters due to Education Specialist
April 23: Preschool Parent Advisory Meeting 3:45 - 5:00
April 27: 2nd Classroom DRDP Summary of Findings to be completed
May 1: Distribute newsletters to families
May 4: Science/STEM Night for families 4:00 – 5:30
May 5: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00
May 6: Special Education Program Meeting/Staff Development: 8:00 am
May 13: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm
Review DRDP Summaries of Findings Action Steps/ State Self Evaluation
May 20: Employee Recognition – All ECE staff and their families are invited to attend.
May 20: June newsletters due to Education Specialist
May 30: No School/Memorial Day
June 1: Distribute newsletters to families
June 3: Special Education Program Meeting/Staff Development: 8:00 am
June 8th: Last Day of School Happy Summer
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Alphabet and Second Step Schedule
2015 – 2016 Week Letter Words from Alpha friends Poem Second Step
Weekly Theme Aug. 10 Introduce the alphabet as a whole with the Alpha
friends and other visual cues
Welcoming
Aug. 17 Listening
Aug. 24 Focusing Attention
Aug. 31 Aa
Bb
apple, ant, acrobat
bear, basket, bee
Self-Talk
Sept. 7 Oo
Xx
octopus, otter, olive
X-ray, box
Review
Sept. 14 Cc
Mm
cat, candy, cornbread, cookies
mouse, mud, milk
Following Directions
Sept. 21 Hh
Pp
horse, hay, home, hungry
pit, penguin, pizza, peach
Asking for what you need or want
Sept. 28 Zz
Ii
zebra, zigzag, zoom
iguana, insect, instrument
Identifying Feelings (Happy, Sad)
Oct. 5 Ll
Kk
lion, lemon, lettuce, lunch
kangaroo, kite, kick, kazoo
More Feelings (Surprised, Scared)
Oct. 12 Gg
Vv
goose, garden, gate, goat
volcano, valley, valentine
Review
Oct. 19 Ee
Jj
elephant, eggs, elk, elm
Jumping Jill, joy, July, jump
Identifying Anger
Oct. 26 Rr
Uu
rooster, rocket, radio
umbrella, under, up
Same or different feelings
Nov. 2 Tt
Ss
tiger, toes, turn, tickle
seal, sea, seagull
Accidents
Nov. 9 Nn
Yy
Nyle Noodle, noodles, nap
umbrella, under, up
Caring and Helping
Nov. 16 Ww
worm, wiggle, wood, watermelon
queen, quickly, quit
Review
Nov. 30 Ff
Dd
fish, family, fun
duck, dive, dance, day
We Feel Feeling In Our Bodies
Dec. 7 Gg
Ss
goose, garden, gate, goat
seal, sea, seagull
Strong Feelings
Dec. 14 Review Introduced letters Review
Jan. 11 Pp
Vv
pig, party, penguin, pizza
volcano, valley, Valentine
Review
Jan 18 Tt
Dd
tiger, toes, turn, tickle
duck, dive, dance, day
Naming Feelings
Jan. 25 Mm
Bb
mouse, mud, milk
bear, basket, bee
Managing Disappointment
Week Letter Words from Alpha friends Poem Second Step
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Weekly Theme Feb. 1 Review Introduced Letters Managing Anger
Feb. 8 Ww worm, wiggle, wood, watermelon Managing Waiting
Feb. 15 Rr rooster, rocket, radio Review
Feb. 22 Aa
Cc
apple, ant, acrobat
cat, candy, cornbread, cookies
Fair Ways to Play (Play together,
Trade, Take Turns)
Feb. 29 Jj
Xx
Jumping Jill, joy, July, jump
X-ray, box
Having Fun With Friends
March 7 Ee
elephant, eggs, elk, elm
queen, quickly, quit
Review
March 14 Kk kangaroo, kite, kick, kazoo Inviting to Play
April 4 Oo
Ff
octopus, otter, olive
fish, family, fun
Joining in with Play
April 11 Review Introduced Letters Saying the Problem
April 18 Hh
Ii
horse, hay, home, hungry
iguana, insect, instrument
Thinking of Solutions
April 25 Zz zebra, zigzag, zoo Review
May 2 Nn
Ll
Nyle Noodle, noodles, nap
lion, lemon, lettuce, lunch
Learning in Kindergarten
May 9 Uu umbrella, under, up Making New Friends in
Kindergarten
May 16 Yy yoyo, yellow, yak Review
May 23 Teacher’s Choice Review
May 30 Teacher’s Choice Review
Second Step website: www.secondstep.org
Activation Key: SSPE FAMI LY68 - provides access to parent pages on various topics.
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Monthly Curriculum Plan
Curriculum Guide Lancaster Early Childhood Education Program
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Theme: Welcome to School
All About Me
Five Senses
Children’s Interest
Colors: Primary Colors - red, yellow, blue
Secondary Colors – green, orange, purple
Multicultural: Same and Different
Spanish Focus: Introduce the primary color in Spanish
Special Days: Labor Day – September 7
Teddy Bear Day - September 9
Tommie de Paola’s Birthday - September 15, 1934
Mexican Independence Day - Sept. 16
National Play-doh Day - September 18
First Day of Autumn - September 23
Johnny Appleseed’s Birthday - September 26, 1774
Literacy: Books we will READ, REPEAT, and EXPLORE
__________________________________________
__________________________________________
__________________________________________
Phonemic Introduce the Alpha friends: This month classes are
Awareness: introducing the alphabet as a whole. Let the children see you
write their name and create a print rich environment in the
classroom. Encourage children to hear letter sounds in their
own name and in other children’s names. Make up silly names
that contain the sound, play with letter sounds.
Second Step: Welcoming, Listening, Focusing Attention
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Social Skills: Make your classroom a community
Create your Peace Place. Teach the children how to use this
area, that they can go there on their own as needed, and
encourage them to use it remembering that it is a positive space.
Following Directions/rules. Play games where children follow
directions to participate. Make it fun as children are learning to
follow their leader (the teacher).
Listening Skills- play some listening games with children
Language: School Routine and School Rules
Vocabulary to teach this month: (Please write in the vocabulary
that is related to the classroom theme)
____________ _____________ _____________
____________ _____________ _____________
Read more than one book every day. Repeat books that you have read
before. Take a book and turn it into a weeklong theme, integrating the
theme into all areas of the classroom. Start with short books, books that
include singing or music, or picture books so you can tell the story rather
than read it.
Children respond to and state name
Responds to and makes verbal greetings
Listening skills and Following directions
Use words to express needs and engage in conversation
Nursery Rhymes: - The Itsy Bitsy Spider
I’m A Little Teapot
Math: Graph: How many boys in class? How many girls?
Graph: How do you get to school today?
Graph: What is your favorite thing to do at school?
Sing songs that have children counting and showing numbers with their
fingers, such as 5 Little Monkeys Jumping of the
Bed, and There were 10 in the Bed. Introduce counting songs along
with visual objects to count.
Matching/Sorting- by size and color
Play games or graph: Are you right handed or left handed?
What color are your eyes?
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Do you have brothers/sisters/or both? (makes a good Venn diagram)
What color is your hair? Who do you live with?
Measure and post children's height to compare at the middle and end
of the school year (this could be made into a math page for the
portfolio).
Science: Healthy habits
Cause and effect
Experiment with sand and water table, have this available for ½
hour per day.
Use senses to make observations, guessing smells
Mixing colors
Art: Review the ECERS and your art area to
determine if you have many and varied
art materials available for a substantial
portion of the day.
Do you have 3 – 5 items from each of these categories
accessible to children?
Drawing materials
Paints
Three-dimensional materials
Collage materials
Tool
Finger painting
Easel painting - indoor and outdoor
Painting pictures of own face and whole body in class
Activities related to self (trace bodies, cut out hands and feet, measure height and weight,
cut out shadows and hang around the classroom, talk about body parts and what they do).
Teach independent use of the art area as a choice area
Music: Introduce musical instruments
Learn songs about self, body parts,
Learn rhyming songs, chants, and rhythms
Clap to a beat
Dramatic Play: Play house – explore roles of family members
Turn the dramatic play area into a schoolhouse so children can
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take turns as the teacher. Add props to support play. Add materials of
different textures: fake fur, silk, burlap
Have teachers join in as the students to add to the fun.
Encourage cooperative play and interaction
Block area: explore and model appropriate play. Display
pictures of buildings that children can imitate in their building.
Learn about taking turns and sharing. Read stories, practice in
group times, and walk through the process with children as problems arise.
Motor skills: Participate in I Am Moving I Am Learning. Provide children with
(IMIL) opportunities to learn about what their bodies can do. Practice
making large movements as these are the precursors to smaller movements.
Talk about the difference between a hop and a jump, and use different types
of movement to transition from one activity to another. Plan at least ½ hour
of structured physical activity daily. This can occur indoors or outdoors and
include music or games. Make these activities a part of your free choice
indoors and outdoors. Also use your transition times for movement
activities.
Locomotion skills, walking in line, running, jumping, hopping, skipping,
marching, catching balls
Fine motor - stringing beads,
Small blocks, introduce scissors,
teach children how to hold
scissors correctly to cut
Nutrition: Manners (please and thank you,
using napkins)
Talk about food groups and nutritious food
Discuss eating a variety of foods daily, especially colorful foods
(and not just rainbow fish crackers!)
Talk about 5 senses we use when eating
Taste and identify different foods
Record the weight of children in the room. Save
the numbers to share with parents at the end of the year in a
book about each child.
Pedestrian Safety: Practice these skills with children by role playing on the
playground (try drawing the sidewalk or street with sidewalk
chalk so children can practice):
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1. Holding hands as crossing the street
2. Crossing only at corners
3. Look both ways before crossing the street
4. Walk on the sidewalk
Health & Safety: Brushing Teeth
Emergency procedures
Duck and cover – fire and earthquake drills
Playground rules
Remind children to drink plenty of water in hot weather
Teach children about washing hands before and after
eating, as they enter the classroom, after toileting and
after messy play. Train children to turn off the water faucet
with a paper towel.
Transition: Learning is Fun!
Encourage parent/family involvement
Sign up parent/family volunteers
On all lesson plans:
First week- Set up classroom rules with the children.
Discuss them with the children and together choose the top
five and post them for all children to be able to read. Play following
directions games so children learn how to do this
right away.
First week- Teach all children to wash hands as
they enter the classroom following the
required hand washing routine.
Second - Third week- It’s My Body
(appropriate and inappropriate touch)
Our program uses the Creative Curriculum. All classes have a copy
of this curriculum in their libraries. This book is a great resource for
information about setting up a classroom and working with
children. Take some time to review it, and encourage all classroom staff
to do the same.
Second Step is the social skills curriculum implemented in our
program. This curriculum has many great ideas for activities you can
use to encourage positive social skills with your children. Have a peace
place prepared before school starts and teach children how to use it the
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first week of school. Adventures in Peacemaking is also available as a resource with valuable
strategies that guide children toward resolving conflicts peacefully.
ECERS requires children to have access to blocks, science, dramatic play, art materials, fine
motor materials, math/number materials, a cozy area and a space for privacy for a substantial
portion of each day (1/3 of their school day).
ECERS requires children to have ½ hour of outdoor playtime daily. This length of time doesn’t
include the time to line up or clean up. Plan enough time in your schedule so that children get
the entire ½ hour to play.
Teaching Tip: Spend time teaching your students the expectations of the
classroom. Teach them what is required for following the routine and what
behavior is appropriate in a variety of setting and activities. By teaching this
behavior at the beginning of the year, children will know what is expected of
them and feel more secure in the classroom environment. It will also make
your job easier. Start out using the marble system as it is a successful way
to reinforce positive behavior in your classroom. If you have questions
regarding this or other strategies, please contact your education specialist.
Follow Through: When giving directions or stating expectations to children, it is very important
that you follow through. This is especially important at the beginning of the year. If children
learn that your directions are only suggestions that they can choose whether or not to follow,
then teachers will have a very difficult school year. Teachers can provide follow through and
rules while still remaining positive. Provide an alternate activity, talk with the child regarding
their choices, and build a rapport with the child that will help you interact with them during the
rest of the year. Tell children what they should be doing rather than chastising them for what
they are not doing. Have these conversations in private with the child. If the topic needs to be
addressed with the child and the group, address the child in private and then address the group
without naming the child. Being respectful to children will help staff to develop good
relationships with them and provides a strong model for how people should be treated. Give
children the important message “You matter to me!”
Spend time with staff building strong relationships with them. Having positive interactions
among staff members sets a tone in the classroom and provides children with a model of what
relationships should be like.
Take time to introduce books and demonstrate the proper way to use them. Make your class a
print rich environment!
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Take time to show children how to return materials to their proper places by matching their
object to the picture.
Begin your portfolio on each child. This is an excellent way to document progress. Each month
for every child collect:
self-portrait (have children draw pictures of themselves)
Journal writing (encourage child to write whatever they can, will be scribbles at first)
Drawing and dictation (have child draw a picture and then tell you about it, teachers write
child’s words on picture)
Math sheet (can follow current theme in the classroom)
Cutting sample
Take anecdotal notes of each child at least weekly and keep them in the child's file. Anecdotal
notes pages are written to align with the DRDP-PS 2010. They contain the domains and
measures to help you collect information in an organized way. All teachers are to complete the
anecdotal notes page on each child at least once every two months.
Create an individual art display so that each child has their work
displayed. Each child’s art should be different from other
children's and be identified with their name. Display these at
children's eye level.
Encourage children to learn to communicate to each other. They can communicate their feelings
and encourage each other. Children can also correct each other by telling one another what is
appropriate behavior and what is not. Create a feeling of family/community in the classroom.
Spend time every day talking to and listening to your students. How is their speech? Can you
understand most of what they say? Do they have a strong vocabulary? Are they using
sentences or just short phrases? Are they able to stay on topic? Listening to them will give
you a better idea of what activities you need to plan to help your individual students.
Do you have concerns about any of your students? Don’t hesitate to contact your Education
Specialist, or the Behavior Specialist if you have questions
or concerns regarding a student.
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Theme: Harvest
Farm Animals
Children’s Interest
Colors: Black, orange, white
Multicultural: Third Monday in October is National Multicultural Day
Discuss own ethnic background
Have families prepare a piece of artwork showing their favorite holiday or
family tradition to display in the classroom.
Say hello in different languages:
French – Bonjour
Spanish – Hola
Italian – Buon giorno
German – Guten Tag (pronounced GOOT-en Tahk)
Chinese – Ni hao
Irish – Dia Duit
Hindi – Namaste (pronounced Nah-mah-STAY)
Russian – Zdravstvuite (pronounced Zdra-stvooy-tyeh)
Greek – Kalimera (pronounced Kah-lee-MEH-rah)
Czech – Dobry den (pronounced DO-bry den)
Japanese - Konnichiwa (pronounced Kon-NEE-chee wah)
Hebrew – Shalom (this is used for hello, goodbye and peace)
Arabic - Al Salaam a'alaykum (pronounced Ahl sah-LAHM ah ah-LAY-koom)
Swedish – God dag (pronounced Goo dag)
Dutch – Hallo (pronounced Hal-low)
Swahili – Jambo .
Vietnamese – Chao
Korean –Annyong ha shimnikka (pronounced An-YOH HASHim-ni-kah)
Portuguese – Bom dia (Good Morning)
Hawaiian - Aloha (pronounced Ah-LOH-hah)
Spanish focus: Introduce greetings in Spanish
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Special Days: World Farm Animals Day- October 2
Columbus Day- October 12
Grover’s Birthday- October 14
United Nations Day- October 24
National Candy Corn Day- October 30
Halloween- October 31
Fire Safety Month (Fire Prevention Week Oct. 4 – 10)
International Dinosaur Month
Literacy: Books we will READ, REPEAT, and EXPLORE
__________________________________________
__________________________________________
__________________________________________
Phonemic Alpha frienda - Aa, Bb, Oo, Xx, Cc, Mm, Hh, Pp, Zz, Ii
Awareness: Encourage children to find other objects in the room that start
with the same sound of your Alpha friend. Write the names of
the objects you find so children can see the words and try
reading them later. Add pictures to help children identify the
words.
Second Step: Self- Talk, Review, Following Directions, Asking for what you
need or want, Identifying Feelings (Happy, Sad)
Social Skills: All the basic skills for getting along in a classroom are taught in
all the activities that you do: Communication, Cooperation,
Working with others, Friendship skills, Expressing wants and
needs to others. Refer to your Adventures in Peacemaking
curriculum to get some ideas on lessons you can individualize to
the needs of your classroom in addition to the Second Step
Curriculum.
Language: Vocabulary to teach this month: (Please write in the vocabulary that is
related to the classroom theme)
____________ _____________ _____________
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____________ _____________ _____________
Write stories that children dictate and post them for children to “read” to
each other
Read repetitive text books; encourage children to fill in the familiar text,
use music and sound effects with your reading to increase interest
Encourage discussion about books
Introduce Alphabet Song with Alpha friends
Encourage children to use words to express needs
Listening Center (use as a choice activity daily)
Follow the leader (you can play this with language activities as well as
movement activities
Make a large pumpkin shaped mural from pieces of orange paper on which
children have dictated their answer to questions such as: “To grow the
biggest pumpkin ever I would…” or “The most important ingredients in
pumpkin pie are…” Post the patchwork pumpkin where parents can read it,
Chart observations of how a pumpkin looks/feels on the inside
and outside. (outside: orange, rough, bumpy, heavy/ inside:
orange, sticky, smelly, mushy)
Match letters of the alphabet
Nursery Rhymes: This Little Piggy
Old MacDonald
Mary Had A Little Lamb
Math: Graph: What is your favorite farm animal?
Graph: Do you think a pumpkin will sink or float? (then check to
see what really happens)
Rote counting - play a game of “How high can you count?”
Weigh items of different sizes
Count like objects
Count concrete objects
Predict how many pumpkin seeds are in a pumpkin
Use one-to-one correspondence to line up and count pumpkin
seeds
Introduce a pattern activity
Science: Review the ECERS and your science area to determine if you
have the needed materials in all the categories. Do you have 3 –
5 items from these categories:
Collections of natural objects
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Living things
Nature/science books, games, toys
Nature/science activities
Collect and classify objects from the environment
according to color, size, shape or other physical property
-leaves, rocks, shells, pinecones, seeds. Leave these
natural
objects in your science area.
Art: Painting fun
Sponge painting
Farm animal puppets
Music/Movement: Mary Had A Little Lamb
Old McDonald
Songs about animals
Counting and number songs
Marching skills – follow the
leader
Firefighters, firefighters, brave and strong, Hear the alarm go ding-ding-dong!
Slide down the fire pole lickety-split. Go find the fires! Quick, quick, quick! (have children go and search for small
paper cut-outs of fires that are hidden around the room.) From The Mailbox.
Dramatic play: Dramatize a simple story
Create a farm, feed store, veterinary clinic, or fair
Block area: Add fire trucks
Add yarn for fire hoses
Motor skills: Locomotion skills
(IMIL) Galloping, skipping
Throwing at a target
Games: Follow the leader, Mother May I?
Duck Duck Goose
Fine Motor: puzzles, unifix cubes, blocks
Nutrition: Discuss the food pyramid
Talk about pumpkins, where they fit on the food pyramid
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Make pumpkin pleaser recipe
Roast pumpkin seeds
Talk about apples – make apple salad
Pedestrian Safety:
What do all those signs say? Make some signs for your blocks, and for use outdoors, practice
reading them and following them.
Play red light green light
Red, yellow, green Red, yellow, green What do they mean? What do they mean? Red means stop and yellow means slow; Green means go and now we know What this colorful stoplight means. It’s red, yellow, green. From The Mailbox
Health/Safety: Make a poster with children’s heights represented with string
or blocks. Have children make a math page that
says “I am ___ blocks tall.” Or compare themselves to objects in the classroom “I
am taller than a ______” “I am heavier than a_______.”
Review playground rules
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Discuss Halloween safety
Transition: Encourage reading every day at home. Create a reading wall in the classroom for
documentation of all
the books read at home
Dramatic Play: Be creative with your dramatic play area. Alter this area to go with your
monthly theme to create opportunities for learning. Children learn language, social skills, and a
wide variety of pre-academic skills through a themed area. Set up a store, a museum, a beauty
shop, a bus station, a pizza parlor, or a restaurant, and be creative in how children incorporate
writing, counting, classifying, patterning, sharing, and role playing etc. into the area. Place items
such as paper, pencils, tape, string, etc. in the area to allow children to create materials to use
in their imaginary play. Adults are there to encourage play as needed and then back away when
children’s play takes off. For example, with a farm theme, set up a country store, or a barn
area in your dramatic play. Let children act out stories you have read or songs you have been
singing. Integrate your theme into other areas as well, for example: write the words to Old
MacDonald on sentence strips and place in your pocket chart at children’s eye level so they can
read the words as they sing the song. Make an Old MacDonald book with different animals on
each page for children to read and sing. Let them take them home to read with their family.
Keep a copy in your class library for children to review at school. Place animals into the block
area for children to create a farm out of blocks.
Teaching Tip: Focus on the positive and all children will be more likely to participate in
positive behavior.
Read books every day!! More than one book! Ask
questions afterward to encourage the children’s
comprehension and help build their vocabulary.
Teaching Tip: Introduce the writing
center. Show children the correct way to hold
their pencils, but be aware they may not be able
to do it yet. Make paper tablets, clipboards,
and notebooks available to them.
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Theme: Being Thankful
Traditions, Family
Children’s Interest
Colors: Brown, orange, yellow
Multicultural: Practice saying thank you in different languages
French: merci!
German: danke!
Italian: Grazie!
Spanish: Gracias!
Dutch: Dank u!
Spanish Focus: Sing the days of the week in Spanish
Special Days: Cookie Monster Birthday- November 2
Election Day- November 3
Hug a Bear Day- November 7
Sesame Street Birthday- November 10, 1969
Veteran’s Day-November 11
Young Readers Day-November 14
Mickey Mouse’s Birthday- November 18
Traffic Light Birthday (patented today) Nov. 20, 1963
Thanksgiving November 26
Literacy: Books we will READ, REPEAT, and EXPLORE
__________________________________________
__________________________________________
__________________________________________
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Phonemic Alpha frienda - Ll, Kk, Gg, Vv, Ee, Jj
Awareness: Encourage children to find other objects in the room that start
with the same sound as the Alpha friends you are learning.
Second Step: More Feelings (Surprised, Scared), Review, Identifying Anger
Language: Vocabulary to teach this month:
____________ _____________ _____________
____________ _____________ _____________
How many books did you read last month? Read more this
month!
Same and different
Comparative terms: under/over, around/through
Thanksgiving vocabulary (ex: feast, sharing, family)
Plan feast, make a visual graph of what will be prepared
Have child draw a picture of their Thanksgiving experience at home or
school and have them dictate a story.
Nursery Rhymes: One, Two, Buckle My Shoe
Little Miss Muffet
Do You Know The Muffin Man?
Math: Graph: What is your favorite kind of apple?
Graph: What letter does your name start with?
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Measurement and counting in cooking
Practice shapes and introduce new shapes
Art: Paint with different objects (twigs, sticks, leaves)
Make vests, hats for feast
Paint vegetable prints
Try sand painting
Music/Movement: Thanksgiving/ Nutrition songs
Counting songs
Dramatic play: Turn dramatic play area into a restaurant
Block area: children work together to build
Motor skills: Relay races
IMIL Practice using a knife to spread
Walking backwards
Nutrition: Healthy Food Choices
Make butter
Taste cranberries
Explore corn – make popcorn
from corn kernels
Pedestrian Safety: Discuss the danger zone behind a car. Practice by role-playing walking
around a car. Talk about how the driver cannot see pedestrians
because of blind spots.
Health/Safety: Reinforce good hygiene
-hand washing
-covering mouth when coughing or sneezing and using tissue
Transition: Discuss change; look for changes in
the environment and talk
about how change can be positive
Have parents teach the class how to say “thank you” in
their native language.
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Theme: Families
Homes
Sharing-giving and receiving
Children’s Interest
Colors: Red, green, white, blue, yellow
Multicultural: History and background of the songs,
foods, crafts and customs associated with the holidays
Spanish Focus: Introduce the numerals one to ten in Spanish
Special Days:
National Letter Writing day- December 7
Hanukah
First day of winter- December 21
Christmas
Kwanza
Literacy: Books we will READ, REPEAT, and EXPLORE
__________________________________________
__________________________________________
__________________________________________
Phonemic Alpha friends - Rr, Uu, Tt, Ss
Awareness: Have items to show children and have them guess what
sound all the items have in common.
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Second Step: Same or Different Feelings, Review
Language: Vocabulary to teach this month:
____________ _____________ _____________
____________ _____________ _____________
Listen to fairy tales, stories and flannel board stories related to holidays
around the world
Have children retell the stories using flannel board
Have children describe how their families celebrate their own traditions
Talk about our homes, what is the same, what is different?
Nursery Rhyme - Little Jack Horner
Jack Be Nimble
Math: Graph: What month is your birthday?
Graph: How old are you?
Identify written numbers
Draw a map of our home, or a map of our classroom
Art: Gifts for parents
Greeting cards- write and decorate Wrapping paper- paint
butcher paper to create
Music/Movement: Learn holiday songs
Skate on paper on your carpet
Dramatic play: Create a toyshop
Add a gift-wrapping center include: boxes, tape, wrapping paper
Motor skills: How fast can you run? Time children going a short
IMIL distance and see if they can improve their time (compete against their own
time)
Writing with pencils (toy shop)
Draw or cut out pictures of your gift wish list
Cutting and wrapping
Ring around the rosy
Practice jumping/march/slide etc. over/around etc. a candlestick. Write
children names on cards, and different movements on a second set of cards,
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pull each from a hat and let children read whose turn it is and what
movement they will complete.
Nutrition: Ask families for their traditional recipes and try one in class
Decorate Cookies
Classify foods into different food groups
Pedestrian Safety: Safety belts (tune of Jingle Bells)
Safety belts, safety belts, wear them all the way Every time you’re in the car, every night and day, oh Safety belts, safety belts, wear them round your lap Then before you start to ride, everybody snap!
Health/Safety: Holiday safety – electric lights, candles, fireplaces
Teaching Tip: This is an excellent time for patterning activities! Holiday chains in a red - green
pattern, or painting stripes on a candy cane are fun.
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Themes: Winter
Animal Homes
Children’s Interest
Colors: Black, white, grey
Multicultural: Discuss how the New Year is celebrated in other countries
Spanish Focus: Review the names of the primary colors and introduce the
names of the secondary colors in Spanish.
Special Days: New Year’s Day- January 1
Rubber Ducky Birthday- January 13
National Poetry Day- January 13
A.A. Milne Birthday- January 18, 1882
Martin Luther King, Jr.
National Hugging day- January 21
Fun at Work Day- January 25
National Puzzle Day- January 29
National Oatmeal Month
Literacy: Books we will READ, REPEAT, and EXPLORE
__________________________________________
__________________________________________
__________________________________________
Phonemic Alpha friends- Nn, Yy, Ww, Qq, Ff, Dd, Gg, Ss
Awareness: Show children items and have them guess what beginning sound
all the items have in common. Can they guess if all the ending
sounds are the same?
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Second Step: Accidents, Caring and Helping, Review, We Feel Feeling in our
Bodies
Language: Vocabulary to teach this month:
_______________ _______________ __ _____________
____________ _____________ _____________
How many books did you read last month? Read more this
month!
Comparative terms
-hot/cold -in/out -up/down
Make class book of chicken soup with rice
(children learn refrain)
Nursery Rhymes: The Three Little Kittens
Rain, Rain, Go Away
Math:
Graph: make a graph showing the daily weather (add to the graph daily and count at the end of
the month the total number of sunny days, cloudy days etc.)
Graph: What is my favorite thing to drink? (Keep your graphs posted for children to go back
and read.)
Practice matching amounts to written numbers
Count children in class and really emphasize the last number as the
total of children that are there.
Patterning
Science: Liquids and solids, freeze and melt
Use magnifying glasses
Discuss weather changes
Art:
Illustrate a class book and add it to the library
Make snowflakes
Music/Movement: New Year’s songs from around the world
Introduce autoharp
Play musical instruments loud and soft, fast and slow
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Dramatic play: Add winter props
Firewood, shawls, mittens, earmuffs
Make some pretend snowballs and have a snowball fight
Set up a post office – add large mailbox and mail carrier bags; include
pencils, paper, and stamps for letter writing
Motor skills: Games – London Bridges
IMIL In and Out the Window
Parachute play
Continue to plan ½ hour of physical activity each day
Use movement to transition from one activity to another (hop to wash hands, skip to line up
etc.)
Nutrition:
Talk about how hot things warm us up when we are cold
Make chicken soup with rice
Make hot apple cider
Make snow cones
Make hot chocolate (don’t forget to invite your Ed Specialist when you do!)
Pedestrian Safety: Play red light green light
Twinkle Twinkle Traffic Light (tune: Twinkle Twinkle Little Star) Twinkle twinkle traffic light Shining on the corner bright Red means stop (hands held out)
Green means go (move hands to make go signal)
Yellow in the middle means you better go slow (point finger and
move slow) Twinkle twinkle traffic light Shining on the corner bright
Health/Safety: Practice fire and earthquake drills
Transition: Increase awareness of the school grounds
Visit the school library
Teaching Tip: When most children recognize their name, increase the difficulty of the task.
Ask questions such as “Whose name starts with a B, a /b/ sound?” This introduces the letter
and sound together. You can also ask whose name rhymes with fan? Yes, it’s Ann. The words
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don’t have to make sense; the kids will not care and will have more fun making up their own
rhymes when they don’t have the pressure of creating a real word. For example, “whose name
rhymes with Tilly?” (Billy) “How about Mecky?” (Becky)
Make snow people: bagels, cream cheese, baby carrots, raisins, popsicle sticks to spread. Cut
bagel in half, spread on cream cheese, use other items to create a snow person’s face (carrot
for nose, raisins for eyes etc.).
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Theme: Shapes
Community Helpers
Children’s Interest
Colors: Red, white, pink
Multicultural: Celebrate Chinese New Year (Year of the Goat)
Spanish Focus: Introduce the names of shapes in Spanish
Special Days: Groundhog Day – Feb. 2
Elmo’s birthday- Feb. 3
Chinese New Year – Feb. 8 – Year of the Monkey
Mardi Gras – Feb. 9
Inventors Day Feb. 11
Lincoln’s Birthday-Feb. 12
Valentine’s Day - Feb. 14
Presidents Day- Feb. 15
Washington’s Birthday-Feb. 22
Black History Month
Library Lovers Month
Dental Health Month
Literacy: Books we will READ, REPEAT, and EXPLORE
__________________________________________
__________________________________________
__________________________________________
Phonemic Alpha friends- Pp, Vv, Tt, Dd, Mm, Bb, Review
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Awareness: Have children name items that start with the Alpha friend
you are learning and write the words for children to read. Display at
children’s eye level. Add pictures that children draw or cut out.
Second Step: Strong Feelings, Naming Feelings, Managing Disappointment,
Managing Anger
Language: Vocabulary to teach this month:
____________ _____________ _____________
____________ _____________ _____________
911 Communication to get help
Saying kind things to friends and family
Terms – under/over, front, behind top, middle, bottom
Practice writing and reading names on valentines
Write letters to your friends and family
Nursery Rhymes: The Queen of Hearts
Hickory, Dickory, Dock
Little Boy Blue
Math: Graph: Do you like brown rice or white rice?
Graph: What is your families’ favorite food?
Graph: What is your favorite shape?
Sequencing smallest to largest
Top, middle, bottom
Identifies shapes – circle, square, triangle, rectangle, diamond, heart, star,
oval, hexagon, and use them in creating and identifying patterns. Work
shapes into your daily routine, such as in your helpers chart or calendar so
you will be working on shape names throughout the rest of the year. Talk
about how many sides the shapes have, and how many corners they have.
Science: Dental health, brushing teeth
Art: Valentines
Sidewalk Chalk
Music/Movement: Sing Valentine songs
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Rhythmic activities, use your rhythm sticks and your ribbon sticks. If you
don’t have ribbon sticks, make them with a streamer on a Popsicle stick.
Dramatic play: Add telephone – practice 911
Set up a dental office – include smocks and toothbrushes for the dolls.
Motor skills: Active dancing, do some classroom aerobics.
IMIL Basic movements to music:
walking, running, hopping, galloping, skipping
Yoga positions: Be a “tree”
Using pencils and crayons to write
Nutrition: Talk about how some foods are good for your teeth (dairy
products, fruits, vegetables)
Try a new recipe:
Little Boy Blue haystacks: Melt 2 packages of butterscotch chips, mix in a
large package of chow mien noodles. Drop spoonfuls onto waxed paper to
cool. Have Haystacks for snack!
Yogurt smoothie
Cut cheese slices into shapes with cookie cutters
Taste test brown and white rice- after reading book, “Everybody Eats Rice”
Pedestrian Safety: Review Pedestrian Safety
Holding hands as crossing the street
Crossing only at corners
Look both ways before crossing the street
Walk on the sidewalk
Practice on the playground. Have a teacher do it wrong so the children can
correct them! Read stories to children. Point out children being safe.
Discuss the importance of being safe.
Always
(tune: Mary Had A Little Lamb)
Always watch the Traffic Light The Traffic Light, the Traffic Light Always watch the traffic Light Before you cross the street
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Green means go and yellow means slow, Green means go, yellow means slow,
Green means go and yellow means slow, And Red means stop, stop stop. Always look both ways, Both ways, Both ways Always look both ways Before you cross the street Look to the left and right Left and right, left and right Look to the left and right Make sure there are no cars in sight.
Health/Safety: Dental Hygiene
Identify persons who provide health services
Fire drill - practice stop, drop, roll
Practice 911
Transition: Safety information
Learn full name, address, and phone number
Visitor: Have a Dentist visit
Teaching Tip: Set up a mailbox or post office to encourage creative writing. Provide envelopes
and “stamps” (stickers from magazine offers are good) to
extend the lesson.
Act out situations where children must call 911.
Have children use a pretend phone and state that they need help.
Theme: Desert
Transportation
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Children’s Interest
Colors: Green, orange, and yellow
Multicultural: Introduce animal names in different languages
English
Spanish
Arabic
French
Bird Elave ta’er Diseau
Horse El caballo hesaan Cheval
Rabbit El conejo arnab Un lapin
Sheep La oveja kharoof Un mouton
Dog El perro kalb Un chien
Cat El gato qett Un char
Lizard Lagarto Suhlia Lézard
Scorpion Escorpión aqrab Scorpion
Ants Hormigas namla Les fourmis
Spanish Focus: Introduce names of animals in Spanish
Special Days: National Pig day- March 1
Dr. Seuss’ Birthday-March 2
St. Patrick’s Day – March 17
First Day of Spring- March 20
Big Bird’s Birthday- March 20
World Water Day- March 22
Easter
Literacy: Books we will READ, REPEAT, and EXPLORE
_________________________
_________________________
_________________________
Phonemic Alpha friends- Ww, Rr, Aa, Cc,
Awareness: Have children name items (try naming different categories, such as animals, foods
etc) that start with the Alpha friends letter.
Write the words for children to read and let children add
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pictures
Second Step: Managing Waiting, Review, Fair Ways to Play
Social Skills: Make an “I Can” list. Have children list the things they can do.
Keep it up and add to it as they learn new things. This is a good addition to a “Me” book.
Language: Vocabulary to teach this month:
____________ _____________ _____________
____________ _____________
_____________
How many books did you read last month? Read more this month!
Identify animal picture
Identify animal sounds and reproduce
Tell animal stories on flannel board
Comparative terms - under/over, around/through
Encourage children to read you their favorite book from the classroom library
Nursery Rhymes: Baa, Baa, Black Sheep
Five Little Speckled Frogs
Math: Graph: What is your favorite weather?
Graph: How many legs different animals have?
Graph: What animals do you have at your house?
Recognize written numbers 1-5 and try matching to the quantity
Learn comparative vocabulary exploring size and weight of
animals, which weighs more, a spider or a rabbit, a rabbit or
a bear. Discuss heavier, lighter, smaller, bigger.
Science: What kind of sounds can we create?
Discuss care of animals, Classify animals according to
environment (desert, ocean, jungle, farm, etc.)
Art: Make animal puppets
Make play dough animals, make a play dough environment for the
different animals. Talk about where they live and what they eat.
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Music/Movement: Make children aware of spatial relations, their
position in relation to other people. Use concept
words with the children, such as in front, behind, next to,
around, under, over.
Dramatic play: Change your dramatic area into something the children
are interested in: a veterinary clinic, a beauty shop, a doctor’s office, or a
pizza parlor (how about a Chuck e Cheese and make up some games with the
children to include in it?)
Spring cleaning – add spray bottles, rags, sponges, aprons,
feather dusters
Block area – add farm animals, zoo animals, desert animals
Motor skills: Continue to plan ½ hour of physical activity each day.
IMIL Play freeze tag
Let children trace over their names on prepared
paper
Move like animals to music, fast music, slow music, and watch for
spatial awareness.
Have children choose which animals to imitate.
Nutrition: Make a salad a bunny would love.
Make green eggs and ham for Dr. Seuss’ birthday
Dye and eat Easter Eggs, Make Humpty Dumpty Deviled Eggs (1 hard-boiled egg per child, shell
and cut egg in half, remove and cut-up yolk, mix yolk with Thousand Island salad dressing until
creamy, spoon back into egg white and eat!
Pedestrian Safety: Safe bike riding (tune: Twinkle Twinkle Little Star) When riding a bicycle, please be smart Safety first right from the start Wear a helmet on your head Make sure it fits, that’s what I said Do not play around on any road And do not carry a heavy load. Do not ride on a busy street And do not ride while you try to eat Always stop at every stop sign
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Think safety first and you’ll do fine When riding a bicycle, please be smart Safety first right from the start
Health/Safety: Wash hands after playing with pets
Never approach strange animals
Review outdoor safety
Transition: Discuss what is needed to have a good day at school, enough rest and
breakfast.
Encourage parents to attend the kindergarten transition fair.
Field Trip: Walk around school site, talk about the different
buildings and what goes on inside. Begin preparation for
Kindergarten transition. Discuss how they are learning many things they will
need to know in Kindergarten. Assure them that Kindergarten will be a fun
time for them when they get to attend the ‘big school’.
Distribute Kindergarten Round Up Information
Discuss changing weather and the different clothing we wear because of it.
Theme: Spring
Plants
Insects
Children’s Interest
Colors: Pastel colors– lavender, pink
Multicultural: Introduce the names of fruits in different languages.
Spanish Focus: Introduce the names of fruit in Spanish (grapes – uvas,
banana – plata, melon – melón, apple – manzana, orange –
naranja, etc)
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Special Days: April Fool’s Day-April 1
Children’s Book day- April 2
Earth Day-April 22
Arbor Day-(always last Friday in April)
National Poetry month
Literacy: Books we will READ, REPEAT, and EXPLORE
Phonemic Alpha friends- Jj, Xx, Ee, Qq, Kk, Oo, Ff, review
Awareness:
Use alliteration to make up chant from Alpha friends sound.
For example, for sound /S/, recite “Silly Sally Sat in the Sand”
Second Step: Having Fun with Friends, Inviting to Play, Joining in with Play, Saying the
Problem, Thinking of Solutions
Language: Vocabulary to teach this month:
____________ _____________ _____________
____________ _____________ _____________
Compare seeds
Names of plants we eat
Insect’s names
Practice making noises like insects
Comparative terms – bigger/smaller,
taller/shorter, more/less
Vehicle names- different types of trucks and
their purpose
Learn some fun jokes, knock-knock jokes, etc.
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Nursery Rhymes: Hey, Diddle, Diddle
Humpty Dumpty
Math:
Graph: How tall am I? (Choose a child in class and measure who is taller and who is shorter.)
Graph: Insect, Not and Insect
Graph: What insect would you be if you could be an insect?
Compare seeds, sort by attributes
Make a graph: What transportation signs did you see on your way to school today?
At what store do you shop?
Count number of legs on insects
Measure growth of plants (compare sizes)
Graph how tall plants grew
Recognize #'s 6 - 10 and try matching to the quantity
Measure your classroom and playground. Graph and compare lengths. Be creative with your
measuring materials. You can use blocks, shoes, books, etc.
Science: Plant seeds
Plant two seeds, water only one, which one grew and why?
Discuss what plants need to grow (water, air, food, light)
Describe what insects do, have a bug box in class, bring in bugs
to observe and then let the children let them go back to
their natural habitat.
Observe and document the life cycle of silkworms.
Make a class book about their lifecycle.
Art: Seed pictures
Painting flowers
Make insects- count legs and spots
Easel painting, inside and outside (tape butcher paper to the fence and paint a mural.)
Decorate large cardboard boxes to be trains, cars, etc.
Dramatic play: Set up a pet store – include cash register and play money
for counting
Create a train or bus station
Line up chairs and give bus tickets
Use cardboard vehicles to go on an adventure
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Block Play: Add cars, stop signs and people.
Have children make a city out of butcher paper to drive their
cars around on. Have them include stores, parks, homes, etc.
that they visit with their family.
Motor skills: Follow the leader and pretend to be insects buzzing over,
IMIL under, around and through things.
Walk on a balance beam like a spider
Take a walk around school grounds looking for signs of spring
Take a walk and see how many bugs can be found. Bring them to
your science area to observe before letting them go back home.
Nutrition: Talk about where fruits and vegetables come from
Make fruit or vegetable salad
Pedestrian Safety: Transportation signs.
The Car Song (Tune: When Johnny Comes Marching Home)
We like to travel in our car, hurrah, hurrah A car can take us near or far, hurrah, hurrah We buckle up before we go, Whether we’re going fast or slow, So we’ll all be safer while riding in our car!
Health/Safety: Discuss safe/poisonous plants and harmful/safe insects
Transition: Check out Kindergarten books from the ECE library.
Borrow Kindergarten Here I Come video and watch with your class. Teacher
Library has it in English and Spanish.
Teaching Tip: Use nursery rhymes to familiarize children to rhyming words. Reinforce
throughout the year by having children name a rhyme pair before they wash for lunch, go to
play, etc. They’ll be calling out ball-fall, red-bed in no time!
Teaching Tip: Great time for counting numbers of
seeds, insect spots or legs, etc.
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Theme: Friends
Insects and Plants (Continue from April)
Children’s Interest
Colors: Red, green, white
Multicultural: Cinco de Mayo celebration
Spanish Focus: Introduce courtesy/request phrases (please, thank you, may
I please have, no thank you, etc.)
Special Days: May Day- May 1
Mother Goose Day- May 1
Star Wars day-May 4 (May the fourth be with you!)
Cinco de Mayo – May 5
Children’s Book Month
Mother’s Day - May 8
Armed Forces Day- May 16
Memorial Day – May 30
Flower Month
Literacy: Books we will READ, REPEAT, and EXPLORE
__________________________________________
__________________________________________
__________________________________________
Phonemic Alpha friends-Hh, Ii, Zz, Ll, Nn, Uu
Awareness: Use alliteration to make up chants from the Alpha friends
sound. (Ex: sound M- Merry Milly Made Many Monkeys Mad)
As you create them this month, write them down so children
can go back and read them. Post them so children have many
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opportunities to read them.
Second Step: Review, Learning in Kindergarten, Making New Friends in
Kindergarten, Review
Language: Vocabulary to teach this month:
____________ _____________ _____________
____________ _____________ _____________
How many books did you read last month? Read more this month!
Children state first and last name
Identifies and states a problem about a situation
Retells a story or experience in sequence
Read stories about kindergarten
Nursery Rhymes: Twinkle, Twinkle, Little Star
Star Light, Star Bright
Math: Graph: How many laps can I run? (Make a graph at the beginning
of the month, practice during the month and again at the end of
the month. Were the children able to run more or less the
second time? Why?)
Graph: How many letters in your name. Write children names using identical
sized squares so children can compare lengths.
Investigate measurement of objects with units to determine longer than,
shorter than, more than, less than
Measure children, compare to first measurement at
beginning of the year, graph each child’s growth
Learn about what more and less mean
Graph your favorite pizza toppings. Give each child a four inch circle to decorate
with their favorite “toppings” before posting on the graph.
How Many Toppings?
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1
Topping
2
toppings
3
toppings
4
toppings
5
toppings
6
toppings
Science:
What will happen when my friend and I mix our favorite colors together?
Am I the same height as when school started? What happened? What made me grow?
Art:
Make Mother’s Day cards
Have children dictate: “I love my Mom because she….” Children
can add a picture.
Cinco de Mayo decorations and costumes
Music/Movement: Learn Mexican songs and dances
Dramatic play: Add Mexican costumes – make hats, skirts, jackets
Motor Skills: Have a running contest.
How far can you run? Count the
IMIL number of laps each child can make. See if each child
can beat their own record.
Just for fun – bend, twist, stoop, and squat
Have children try to copy their name
Nutrition: Make tortillas
Pedestrian Safety:
When the crossing guard is not at the busy street corner say:
“No no I won’t go! I will tell someone I know!”
When a stranger offers to give you a ride home say:
“No no I won’t go! I will tell someone I know!”
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Health/Safety: Discuss importance of sleep/ why we sleep
Have children help to measure each other and tell how tall their friends are
and how much they weigh. Add the information to their “me” book. Have
children measure other items around the room. Have them use string,
spaghetti noodles, blocks, pipe cleaners, tongue depressors, etc. Make a
graph for each child that includes their real height along with their
measured heights with these other objects. Try this with weight also.
Transition: Borrow Kindergarten Here I Come video and watch with
your class. Teacher Library has copies in English and Spanish.
Set up a day/time to visit a Kindergarten classroom.
Discuss new things they will learn and do in Kindergarten.
Reassure them that they will do a great job in their Kindergarten class.
Teaching Tip: Have students “write” a letter to their family.
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Theme: Ocean
Kindergarten transition
Children’s Interest
Colors: Blue, brown
Multicultural: Learn to say good-bye in various languages
English: Goodbye
Arabic: Salam
Italian: Arivederci
French: Au Revoir
(aw reh- VWAH)
Spanish: Adios
Filipino: Paalam
Chinese: zai jian
Spanish Focus: Review Spanish vocabulary
words from the year.
Special Days: Oscar the Grouch Birthday- June 1
Donald Duck’s Birthday - June 9
Maurice Sendak’s Birthday - June 10, 1928
National Juggling day- June 13
Flag Day - June 14
Father’s Day –
Eric Carle’s Birthday - June 25, 1929
Literacy: Books we will READ, REPEAT, and EXPLORE
__________________________________________
__________________________________________
Phonemic Alpha friends- Yy, Review
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Awareness: Review some of your past alliteration.
Have the children help
you write a short story using primarily words that start
with a favorite Alpha friend. Copy it onto paper so all children
can have a copy of their “book.” Have them draw pictures to go
with the story. They can put their name on the cover as
author and illustrator.
Second Step: Review
Language: Vocabulary to teach this month:
____________ _____________ _____________
____________ _____________ _____________
Learn names of fish and ocean plants
Continue reading books about kindergarten
Encourage discussion about what kindergarten will be like
Nursery Rhymes: Row, Row, Row Your Boat
Down By the Bay
Have the class write their own ocean story using all the
vocabulary words they have been learning.
Math: Graph: Take home activity- How many pairs of shoes can you
find at your house? Have parents help children count. Back at school talk
about why some children have many and some have less (larger family etc).
Recognize numbers 1-10
Rote counting 1 to 20
Got kids who need a challenge? Use the tune of Michael Row
Your Boat Ashore and teach them their phone number.
On National Chocolate Ice Cream day, graph children’s favorite flavor and
then taste some of the favorites (another event that could require the
presence of an education specialist!)
Science: Experiment with levers, pulleys, simple machines
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Use magnifying glasses to look at seashells
Experiment with sand
Art: Make Father’s Day cards
Collage with natural objects
Music/Movement: Ocean songs
Take some music and your large parachute outside and play games moving it
up and down, and around in a circle. Have children take turns running under
it as it goes up and down.
Dramatic Play: Act out an ocean story
Have children use puppets, ocean animal toys to act out stories that you have
read to them.
Motor Skills: Play all the children’s favorite motor games, races, etc.
IMIL Celebrate an active year and encourage them to keep it up!
Walking in line
Take a nature walk and pick up trash to help keep environment clean.
Writing their name, can they do it without a visual cue?
Nutrition: Eat watermelon
Tour cafeteria and eat there, if possible.
Pedestrian Safety: We Are Safe
(tune: Mulberry Bush)
This is the way that we are safe
We are safe, we are safe
This is the way that we are safe
Every day of the year.
This is the way we cross the street
Look left, then right, left then right
This is the way we cross the street
Look left then right for safety
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This is the way we ride in a car
Sit up straight, buckle your belt
This is the way we ride in a car
Buckle your belt for safety.
Do you know the police officer
The police officer, the police officer,
Oh do you know the police officer
Who helps me when I need it.
Health/Safety: Teach water safety.
Practice 911, review fire drill, stop, drop and roll.
Classes are encouraged to have an end of the year party to celebrate a successful preschool
year. Please, when planning this event be very aware that it is not a graduation. We do not
have a graduation with caps and gowns in our program. There should not be any special
recognition for any child, you may give out certificates for a successful preschool year, as long
as each child receives the same certificate. The goal of this event is to celebrate the progress
every child has made throughout the year and it would not be appropriate to recognize one child
over another. If you do plan an event, be sure to hold it in an environment that is familiar to
the children. All “End of the Year” plans require prior approval from your Education
Specialist.
All classes must have full attendance until the last day of school. If you plan an event for a day
other than the last day, a special event must also be planned for the last day. This is a good
time of year for a water day! Maybe the kids can help wash chairs, toys, furniture etc.!
Plan on stopping at the office before going home on the last day to check out, return keys, turn
in files, etc.
Music
Kookaburra
Kookaburra sits in the old gum tree
Merry, merry king of the bush is he
Laugh, Kookaburra! Laugh, Kookaburra!
Gay your life must be
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Kookaburra sits in the old gum tree
Eating all the gum drops he can see
Stop, Kookaburra! Stop, Kookaburra!
Leave some there for me
Kookaburra sits in the old gum tree
Counting all the monkeys he can see
Stop, Kookaburra! Stop, Kookaburra!
That's not a monkey that's me
Aiken Drum
There was a man lived in the moon,
Lived in the moon, lived in the moon.
There was a man lived in the moon
And his name was Aiken Drum.
And he played upon a ladle,
A ladle, a ladle,
And he played upon a ladle
And his name was Aiken Drum.
And his hat was made of good cream cheese,
Of good cream cheese, of good cream cheese.
His hat was made of good cream cheese,
And his name was Aiken Drum.
And he played upon a ladle,
A ladle, a ladle,
And he played upon a ladle
And his name was Aiken Drum.
And his coat was made of good roast beef,
Of good roast beef, of good roast beef.
His coat was made of good roast beef
And his name was Aiken Drum.
And he played upon a ladle,
A ladle, a ladle,
And he played upon a ladle
And his name was Aiken Drum.
And his buttons made of penny loaves,
Of penny loaves, of penny loaves,
His buttons made of penny loaves
And his name was Aiken Drum.
And he played upon a ladle,
A ladle, a ladle,
And he played upon a ladle
And his name was Aiken Drum.
And his breeches made of haggis bags,
Of haggis bags, of haggis bags,
His breeches made of haggis bags
And his name was Aiken Drum.
And he played upon a ladle,
A ladle, a ladle,
And he played upon a ladle
And his name was Aiken Drum.
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 15/16
76
Apples and Bananas
I like to eat, eat, eat apples and bananas
I like to eat, eat, eat apples and bananas
Now change the vowel sound to A:
I like to ate, ate, ate ay-ples and ba-nay-nays
I like to ate, ate, ate ay-ples and ba-nay-nays
Now change the vowel sound to E:
I like to eat, eat, eat ee-ples and bee-nee-
nees
I like to eat, eat, eat ee-ples and bee-nee-
nees
Now change the vowel sound to I:
I like to ite, ite, ite i-ples and bi-ni-nis
I like to ite, ite, ite i-ples and bi-ni-nis
Now change the vowel sound to O:
like to ote, ote, ote oh-ples and bo-no-nos
I like to ote, ote, ote oh-ples and bo-no-nos
Do your ears hang low?
Do your ears hang low?
Do they wobble to and fro?
Can you tie them in a knot?
Can you tie them in a bow?
Can you throw them over your shoulder?
Like a continental soldier?
Do your ears hang low?
Do your ears flip flop?
Can you use them for a mop?
Are they stringy at the bottom?
Are they curly at the top?
Can you use them for a swatter?
Can you use them for a blotter?
Do your ears flip flop?
Down By the Bay Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Did you ever see a bear
Combing his hair
Down by the bay?"
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Did you ever see a bee
With a sunburned knee
Down by the bay?"
Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Did you ever see a moose
Kissing a goose
Down by the bay?" Down by the bay
Where the watermelons grow
Back to my home
I dare not go
For if I do
My mother will say
"Did you ever see a whale
With a polka dot tail
Down by the bay?"
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 15/16
77
H-H-H-Hotdogs!
H-H-H-Hotdogs!
Dee-licious hotdogs!
You're the only f-f-f-food
That I adore!
When you s-s-s-sizzle
Over the campfire,
You can c-c-c-count me in
For a dozen more!
I'm a Little Teapot
I'm a little teapot
Short and stout
Here is my handle
(one hand on hip)
Here is my spout
(other arm out straight)
When I get all steamed up
Hear me shout
"Tip me over
and pour me out!"
(lean over toward spout)
I'm a clever teapot,
Yes it's true
Here let me show you
What I can do
I can change my handle
And my spout
(switch arm positions)
Just tip me over and pour me out!
(lean over toward spout)
I'm Being Swallowed by a Boa
Constrictor
I'm being swallowed by a boa constrictor,
I'm being swallowed by a boa constrictor,
I'm being swallowed by a boa constrictor,
And I don't like it very much.
Oh no (oh no) he swallowed my toe
(he swallowed my toe)
Oh me (oh me) he swallowed my knee
(he swallowed my knee)
Oh fiddle (oh fiddle) he's up to my middle
(he's up to my middle)
Oh heck (oh heck) he swallowed my neck
(he swallowed my neck)
Oh dread, he's up to my
(slurp gulp)
If You'll Be M-I-N-E, Mine
If you'll be m-i-n-e, mine,
Then I'll be th-i-n-e, thine,
And I'll love you, love you, love you,
All the t-i-m-e, time.
For you're the b-e-s-t, best
Of all the r-e-s-t, rest,
And I'll love you, love you, love you,
With a z-e-s-t, zest.
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 15/16
78
Little Bunny Foo Foo,
Little Bunny Foo Foo,
Hopping through the forest
Scooping up the field mice
And boppin' 'em on the head
Down came the good fairy and she said
"Little Bunny Foo Foo,
I don't want to see you
Scooping up the field mice
And boppin' 'em on the head.
I'll give you three chances,
And if you don't behave
I'll turn you into a goon!"
The next day:
Little Bunny Foo Foo,
Hopping through the forest
Scooping up the field mice
And boppin' 'em on the head
Down came the good fairy and she said
"Little Bunny Foo Foo,
I don't want to see you
Scooping up the field mice
And boppin' 'em on the head.
I'll give you two more chances,
And if you don't behave
I'll turn you into a goon!"
The next day:
Little Bunny Foo Foo,
Hopping through the forest
Scooping up the field mice
And boppin' 'em on the head
Down came the good fairy and she said
"Little Bunny Foo Foo,
I don't want to see you
Scooping up the field mice
And boppin' 'em on the head.
I'll give you one more chance,
And if you don't behave
I'll turn you into a goon!"
The next day:
Little Bunny Foo Foo,
Hopping through the forest
Scooping up the field mice
And boppin' 'em on the head
Down came the good fairy and she said
"Little Bunny Foo Foo,
I don't want to see you
Scooping up the field mice
And boppin' 'em on the head.
I gave you three chances
And you didn't behave
Now you're a goon! POOF!!"
The moral of the story is:
HARE TODAY, GOON TOMORROW
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 15/16
79
Little Peter
Rabbit Tune: Battle Hymn of the
Republic
Little Peter Rabbit had a fly upon his ear
Little Peter Rabbit had a fly upon his ear
Little Peter Rabbit had a fly upon his ear
And he flicked it till it flew away!
Little Peter Rabbit had a fly upon his _____
Little Peter Rabbit had a fly upon his _____
Little Peter Rabbit had a fly upon his _____
And he flicked it till it flew away!
Little Peter Rabbit had a _____ upon his
_____
Little Peter Rabbit had a _____ upon his
_____
Little Peter Rabbit had a _____ upon his
_____
And he flicked it till it flew away!
Little Peter _____ had a _____ upon his
_____
Little Peter _____ had a _____ upon his
_____
Little Peter _____ had a _____ upon his
_____
And he flicked it till it flew away!
Little _____ _____ had a _____ upon his
_____
Little _____ _____ had a _____ upon his
_____
Little _____ _____ had a _____ upon his
_____
And he flicked it till it flew away!
Miss Lucy
Miss Lucy had a baby
She named him Tiny Tim
She put him in the bath tub
To see if he could swim
He drank up all the water
He ate up all the soap
He tried to eat the bath tub
But it wouldn't go down his throat
Miss Lucy called the Docter
Miss Lucy called the Nurse
Miss Lucy called the Lady
With the Alligator Purse
Mumps said the Doctor
Measles said the Nurse
Pizza! said the Lady
With the Alligator Purse
Miss Mary Mack
Miss Mary Mack Mack Mack
All dressed in black, black, black
With silver buttons, buttons, buttons
All down her back, back, back.
She asked her mother, mother, mother
For 50 cents, cents, cents
To see the elephants, elephants, elephants
Jump over the fence, fence, fence.
They jumped so high, high, high
They reached the sky, sky, sky
And they didn't come back, back, back
'Til the 4th of July, ly, ly!
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 15/16
80
On Top of Spaghetti
On top of spaghetti all covered with cheese.
I lost my poor meatball when somebody
sneezed.
It rolled off the table, it rolled on the floor,
And then my poor meatball rolled out of the
door.
It rolled in the garden and under a bush,
And then my poor meatball was nothing but
mush.
The mush was as tasty as tasty could be,
And early next summer it grew to a tree.
The tree was all covered with beautiful moss.
It grew great big meatballs and tomato sauce.
So if you eat spaghetti all covered with
cheese,
Hold on to your meatball and don't ever
sneeze.
Peanut Butter and Jelly First you take the peanuts
And you crunch 'em,
You crunch 'em
First you take the peanuts
And you crunch 'em,
You crunch 'em
For your peanut, peanut butter
And jelly
Peanut, peanut butter
And jelly
Then you take the grapes
And you squish 'em,
You squish 'em
Then you take the grapes
And you squish 'em,
You squish 'em
For your peanut, peanut butter
And jelly
Peanut, peanut butter
And jelly
Then you take the bread
And you spread it,
You spread it
Then you take the bread
And you spread it,
You spread it
For your peanut, peanut butter
And jelly
Peanut, peanut butter and jelly
Then you take your sandwich
And you eat it,
You eat it
Then you take your sandwich
And you eat it,
You eat it
'Cause its good, peanut butter
And jelly
Good, peanut butter and jelly
The Crocodile
She sailed away on a sunny summer day
On the back of a crocodile
"You see," said she, "he's as tame as tame can
be,
I'll ride him down the Nile."
The croc winked his eye as she bade them all
goodbye
Wearing a happy smile
At the end of the ride, the lady was inside,
And the smile was on the crocodile!
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 15/16
81
There's a Hole in the Bucket
There's a hole in the bucket,
Dear Liza, dear Liza
There's a hole in the bucket,
Dear Liza, there's a hole.
Then fix it, dear Henry,
Dear Henry, dear Henry
Then fix it, dear Henry,
Dear Henry, fix it.
With what shall I fix it,
Dear Liza, dear Liza?
With what shall I fix it,
Dear Liza, with what?
With a straw, dear Henry,
Dear Henry, dear Henry
With a straw, dear Henry,
Dear Henry, with a straw.
But the straw is too long,
Dear Liza, dear Liza
But the straw is too long,
Dear Liza, too long
Then cut it, dear Henry,
Dear Henry, dear Henry
Then cut it, dear Henry,
Dear Henry, cut it.
With what shall I cut it,
Dear Liza, dear Liza?
With what shall I cut it,
Dear Liza, with what?
With an axe, dear Henry,
Dear Henry, dear Henry
With an axe, dear Henry,
Dear Henry, an axe.
The axe is too dull,
Dear Liza, dear Liza
The axe is too dull,
Dear Liza, too dull
Then sharpen it, dear Henry,
Dear Henry, dear Henry
Then sharpen it, dear Henry,
Dear Henry, sharpen it.
With what shall I sharpen it,
Dear Liza, dear Liza?
With what shall I sharpen it,
Dear Liza, with what?
With a stone, dear Henry,
Dear Henry, dear Henry
With a stone, dear Henry,
Dear Henry, a stone.
The stone is too dry,
Dear Liza, dear Liza
The stone is too dry,
Dear Liza, too dry
Then wet it, dear Henry,
Dear Henry, dear Henry
Then wet it, dear Henry,
Dear Henry, wet it.
With what shall I wet it,
Dear Liza, dear Liza?
With what shall I wet it,
Dear Liza, with what?
With water, dear Henry,
Dear Henry, dear Henry
With water, dear Henry,
Dear Henry, with water.
How shall I get it,
Dear Liza, dear Liza,
How shall I get it,
Dear Liza, how shall I?
In the bucket, dear Henry,
Dear Henry, dear Henry
In the bucket, dear Henry,
Dear Henry, in the bucket.
There's a hole in the bucket.
Dear Liza, dear Liza
There's a hole in the bucket,
Dear Liza, there's a hole.
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 15/16
82
Willoughby Wallaby Woo
Willoughby wallaby woo,
An elephant sat on you!
Willoughby wallaby wee,
An elephant sat on me!
Willoughby wallaby Wacob,
An elephant sat on Jacob!
Change the names to include all the children
singing
Willoughby wallaby Wadison,
An elephant sat on Madison.
Willoughby wallaby woo,
An elephant sat on you!
Willoughby wallaby wee,
An elephant sat on me!
Roly Poly
Roly Poly, roly poly, roly poly, roly poly,
Up, up, up!
Roly Poly, roly poly, roly poly, roly poly,
Down, down, down
Roly Poly, roly poly, roly poly, roly poly,
Out, out, out
roly poly, roly poly, roly poly, roly poly,
In, in in,.
Movement Tune: Frere Jaques
Walk, walk, walk, walk,
Walk, walk, walk, walk,
Jump, jump, jump,
Jump, jump, jump,
Running, running, running,
Running, running, running,
Now let’s stop, now let’s stop!
Teddy Bear Teddy Bear
Teddy Bear Teddy Bear,
Turn around.
Teddy Bear Teddy Bear,
Touch the ground.
Teddy Bear Teddy Bear,
Reach up high,
Teddy Bear Teddy Bear,
Touch the sky.
Teddy Bear Teddy Bear,
Bend down low,
Teddy Bear Teddy Bear,
Touch your toes
Old MacDonald Has A Band
Old MacDonald has a band
Mi, Mi, re, re, do. And in this band he has some drums,
Mi, Mi, re, re, do.
With a rum-tum here,
And a rum-tum there,
Here a rum-tum, there a rum-tum,
Everywhere a rum-tum.
Old MacDonald has a band
The best band in the land.
…flutes…toot-toot…
…fiddles…zing-zing…
…cymbols..clang-clang…
…guitars..strum-strum…
EESD 4000B
Lancaster School District Early Childhood Education Employee Handbook – updated for 15/16
83
A Sailor Went to Sea
A sailor went to sea, sea, sea,
To see what she could see, see, see,
But all that she could see, see, see,
Was the bottom of the deep blue sea, sea,
sea.
The Iguana in Lavender Socks Tune: On Top of Old Smokey
On top of a hillside,
All covered with rocks,
There lives an iguana,
With lavender socks.
She bathes in the sunshine
And cools in the lake.
She dines on tamales
And fly covered cake.
When she is happy
She plays her guitar.
And all the iguanas
Think she’s a rock star.
They dance on the hillside
And over the rocks.
They dance with the iguana
In lavender socks.
I love that iguana
She’s totally cool.
I wish that iguana
Would dance at my school.
S-M-I-L-E Tune: The Battle Hymn of the Republic
It isn’t any trouble just to s-m-i-,l-e.
It isn’t any trouble just to s-m-i-,l-e. So smile when you’re in trouble-
It will vanish like a bubble.
If you only take the trouble
just to s-m-i-,l-e.
G-r-i-n—grin
L-a-u-g-h
Ha-Ha