First 20 Days Of Instruction (Pre-K)

Transcription

First 20 Days of Instruction (Pre-K)
Days 1, 2, & 3 (Staggered Start)
Activity/Schedule
Sign-In:
Sign-In Sheets/ Firmas de Asistencia
Show the student the large sign in chart. Allow the students to find the
current day. Teacher should model signing his/her name under the
current day then have all 5 students sign their name under the current
day. You may need to offer scaffolding for name signing such as
providing students with a name card with their name and you should
accept all attempts even scribbles.
Getting to Know You Activity:
Vocabulary/ Vocabulario
Monday
lunes
Tuesday
martes
Wednesday
miércoles
Clean Up Songs
(Tune: Mary Had a Little Lamb)
Set up a table for a getting to know you activity. Choose puzzles,
It is time to clean up now
Play Doh©, large Legos, or another activity that will allow the
Clean up now, clean up now
Limpia, Limpia
students to be engaged if the teacher needs to be supportive of a
It is time to clean up now
Ya es hora de limpiar.
student that is having difficulty adapting to the school
Clean up we know how.
Limpia, Limpia
environment. As the students arrive they may work on the activity
We can clean up, you will see
Pongan todo en su lugar.
with the teacher. The teacher should use the activity as a time to
You will see, you will see
talk with the students and get to know them. This should last
We can clean up, you will see
about 20 minutes. Sing the clean up song and show the children
Just how clean our room can be
how you want them to clean up the table.
My hands are right beside my sides.
Line Songs
Mis manos estan a los lados.
I am standing very tall.
Line Poem:
Estoy parado muy alto.
I am quietly looking straight ahead.
Estoy derechito viendo para enfrente.
Use the line poem to help teach the children to
I am ready for the hall.
Estoy listo para caminar en el pasillo.
or
walk in the hallway and in a line. Read the poem
Mis manos pegaditas a cada lado,
with the students. Talk about each line of the
My hands are by my sides
o
poem and model expectations for the students.
I'm standing very tall
Derechito y muy alto,
I'm very, very quiet
Allow the students to practice making a line on the
Calladito mirando al frente
carpet and then at the door.
I'm ready for the hall
Ya estoy listo para entrar en el pasillo.
Classroom Tour Activity:
Point out key areas in the classroom. Briefly talk about and model procedures for conducting oneself in each location. Be sure to point out:
Restrooms: While visiting the restroom give every child a turn to use the restroom. Discuss how school restrooms are different from
home bathrooms. Show children where the paper is located and how to flush a school toilet. Inform children that a school toilet makes a
lot of noise, as this is very intimidating to some children. Refer to p. 7 Content Connection Activity 1 in the DLM Teacher Edition A.
Tissues: Show students where the tissue box is located in the classroom. Teach children how to pull only one tissue out at time and to
always put used tissues in the trashcan. Using tissues is always followed by hand washing.
Sink: After each child has used the restroom lead the group to the sink. Show students how to turn on the water on low so that it doesn’t
splash. Model proper usage of hand soap and how to wash hands thoroughly but efficiently. Teach students that they should only use
one paper towel at a time.
Teacher’s desk: Inform students that this is your workspace and what your expectations are for this space.
Student tables: Teach students what your expectations are for sitting and working at tables.
Learning carpet: Teach students your expectations for sitting on the carpet and how you expect them to show respect for all during
group lessons.
You will also want to point out the centers in the rest of the room, but we will explore them later.
Campus Tour:
Take the children on a tour of the campus. This is a time to point out places in the school to which we will be traveling during this school year,
and briefly talk about each one. Be sure to point out: The cafeteria, office, health room, library, and the playground
Read Aloud: Hooray for PK / ¡Que viva el preescolar!
Introduce the book by allowing the students to look at and talk about the cover. As you read the book, take time to look at the illustrations and
talk about how these things look (or will look) in our classroom or school. Discuss the similarities in the classroom to the classroom in the
book. This book was apart of the old DLM adoption, so if it is not available in your classroom, select a book about school from Scholastic.
2012 Austin Independent School District Early Childhood Department
restroom
baño
tissues
pañuelos
sink
lavabo
desk
escritorio
tables
mesas
carpet
alfombra
teacher
maestro/o
line
línea
clean up
recoger/limpiar
Organizational/ Instructional
Management Suggestions
Center Management
Be sure to limit access to centers that are not open at this
time. You will want to develop systems for students to
self-managing in centers. Think about:
1. How will the students know (and recall) the
objectives for the centers? One option is creating a
list (with pictures) of what students “can do” at each
center. Photographs can be taken as students
model the use of the center. The photos are then
placed on a “Can do” anchor chart in the center.
2.
Introduce your clean up signal “BEFORE”
introducing your centers. Explain the signal and
model expected behavior for when the students hear
the signal. It is always a good idea to have the
students practice this behavior before they actually
go to centers.
3.
How will the students know how to clean up each
center? (i.e. Using photos, “shelf shadows”, or icons
of where it items are placed in the centers so
students know where items belong.) Write a step-bystep anchor chart (process criterion chart) with the
students regarding the clean up of each center.
4. How will vocabulary be modeled and reinforced in
centers? – Model the focus words from each unit
during centers. This will give the students time to
practice listening to and speaking using academic
vocabulary.
5. What should students do if they have a problem at
centers? Talk about problems before and as they
arise. Teach the students specific problem solving
strategies to help them deal with small issues. For
example: Telling other students to, “PLEASE STOP”.
Or, “It makes me sad when you….” & “I’m sorry I
made you feel sad.“
6. What supplies can students help replace on the
shelves? For example: Do students know where the
paper is kept? If the paper in the art center runs out,
can the students get paper from under the sink to
page 1
Introduction of Centers:
Begin by introducing the center management system. Introduce both the name cards and the centers signs in each center. Model choosing a
center and placing your name card in the center. Talk about removing only your own name card.
1.
2.
3.
4.
Dramatic Play Center.
Take the students into this center and allow them to examine the materials. Then discuss appropriate use of center materials and the
procedures for returning items back where they belong. Introduce the language for and model how to share and take turns. Allow the
students to help you model what sharing and taking turns looks like in this center. Interact with the students in the center; continue
modeling vocabulary and appropriate purposeful play. When it is time for clean up, use the same song introduced earlier. Discuss and
model how to clean up the center having everyone join in the process.
Manipulatives Center.
These center items will change frequently, but today we will introduce puzzles. Take the students into this center and allow them to
examine the materials. Then discuss appropriate use of center materials and the procedures for returning items back where they belong.
Introduce language for puzzles and model how to share and take turns. Allow the students to help you model what sharing and taking
turns looks like in this center. Interact with the students in the center; continue modeling vocabulary and appropriate, purposeful play.
When it is time for clean up, use the same song introduced earlier. Discuss and model how to clean up the center having everyone join in
the process.
Block Center
Talk about your procedures for leaving structures to be continued the next day. (You will need to decide if you have the space to leave
the blocks out where they will not be accidentally knocked down.)
1. Please build no higher than your chin. (Please do not stand on anything but the floor to build.)
2. Please do not build in the “no building zone in front of the block center as other students will be walking in that space to get
supplies.
3. Be sure to have pictures or “shadow shapes” and clear labels for the students to assist them with clean up.
4. Be sure to include pictures and literature about building to inspire the children’s work. This could include photographs of unusual
buildings.
Art/Writing Center
Show the students where the crayons and writing paper are kept. Allow the students to take turns modeling how to get the crayons and
paper. Discuss guidelines for using the crayons and the procedures for placing them back where they belong. Allow the students to draw
pictures of things they like about school. Allow them to tell you about their pictures while you take dictation for them. Be sure to take
pictures of the students and print them to be ready for name activities for next week
Transition Song:
Sing or play the recording of the song “Look Who Came to School Today” / “Mira quién vino a la escuela” on p. 9 of the Scholastic Songs and
Fingerplays manual. As you say each child’s name, point to him/ her, smile, and wave.
Recess:
Review the procedure for lining up. Take the children out to the playground at a time when there are not too many other classes already there.
Invite the children to sit by the playground and discuss each piece of equipment and how it should be used. After introducing each piece of
equipment, choose a student to model its proper usage. Continue until all features have been discussed and all children have a chance to
model at least one aspect of the playground. Discuss the signal for lining up (i.e. a bell, whistle, etc.) and where the children will make their
line when it is time to come in. Have the children show you their line at the designated place. Then, allow the children to go and stand beside
something on the playground and then give them the lining up signal. The students should run to line up at the designated spot. Allow them to
play on the playground, reviewing the line-up signal periodically during playtime. At the end of recess, give the signal and have the children
line up at the designated spot.
Lunch Pre-training:
Review the procedure for lining up. Take the children to the cafeteria at a time in the morning when others are not already there. Allow the
children to walk through the cafeteria line. Discuss cafeteria procedures for getting lunch and paying for it. Show the children how to hold their
trays and take them to sit at the table designated for your class. Show them how to sit at the table and how to get help if needed, especially
with milk cartons. Discuss when, where and how to line up to leave the cafeteria – including table washing and tray clean up.
Debrief and Review of the Day:
Invite the children to sing the Listening song. Begin reviewing the events of the day. Introduce the classroom calendar and highlight the
square that corresponds to the current day—e.g., Monday, Tuesday, or Wednesday. Write the names of the students who came that day
inside the square (or take a picture of today’s group of children and post the photo in that spot). Point to the square on the calendar that
corresponds to the day (Thursday) when they will return to school and meet their other classmates who came on Monday, Tuesday, or
Wednesday of this week. Allow time to discuss what went well/did not go well today. Remind the children that they will continue to practice
being successful and helpful preschoolers the next few days they come to school. Prepare and review procedures for dismissal.
7.
continue their task without asking the teacher? This
is an opportune time to teach students how to selfmanage centers.
Above all model, model and model some more.
Allow the students to model for each other after you
have modeled. Always practice the, “I do”, “we do”,
before ever going to the, “you do” portion of the task.
For Example, Model the task and show the children
your exact expectations. (This is the “I do “ portion of
the lesson) Then do the task together. (This is the
“we do” portion of the lesson. Then allow the
students the opportunity for independent practice.
(This is the “you do “portion of the lesson) By
providing the students opportunities to see the task
and do it with you, you scaffold for student success.
Management tips for Dramatic Play:
1. Stock the center with just a few items at first. This
will allow the children to get used to playing in the
center without being distracted by all of the props.
2. Discuss rules for this center before the students
begin to play here.
3. Show the children how to clean up when they are
finished in the center.
Management Tips for Manipulative/Puzzle Center
1. Begin with several (no more than 4) basic puzzles
for the children to practice their puzzle solving
strategies and build fine motor skills.
2. Model how to dump the puzzle into a plastic/paper
plate. This keeps all of the puzzle pieces from mixing
together.
3. Model finding the edge pieces first and then filling in
the middle pieces as one strategy. Matching colors
is another strategy to model.
4. Discuss what to do if they cannot complete a puzzle.
(Asking for help rather than simply leaving the
puzzle.)
5. Decide what to do with the puzzle if clean up time is
over and the puzzle is still not completed.
6. If a puzzle is missing pieces use a permanent
marker to outline the shape of the missing piece and
write the word missing in the middle. This allows
students to complete the puzzle with less frustration.
If you have more difficult wooden puzzles (10 or more
pieces) try using a fine point permanent marker to outline
the puzzle pieces on the board. Model for the students
how to look for the matching shapes when assembling
the puzzle.
Management Tips for Dismissal:
Model the procedures for getting ready to go home—e.g.,
getting backpacks and coats, where to line up, bus tags,
saying goodbye, etc. Remind the children that the place
from where they retrieve their personal belongings is the
same place where they will store those items when they
return to school on Thursday. Post the names of the
children and their photographs on the bins, shelf, boxes,
etc., where they will store of their belongings for the
remainder of the school year.
page 2
Day 4 (Half day/ All Students)
Activity/Schedule
Sign-In:
school
rules
name
library
clothespin
Continue the Weekly Sign in learned last week.
If the large chart is too difficult for your classroom, you might consider using one 8 1/2 by 11 sheet of paper for each day and allowing the
students to sign the paper as they come in. At the end of the day, insert the sheet into a 3 ring binder to make a class book of attendance. The
children will like reading the names of the students that were there each day and there will be one page per day added to the book. As
children become more familiar with sign in chart, move to sign-in page 8 ½ by 11 that has their picture beside a space.
Thursday
jueves
Individual Student Name
Card
María
Sign-In Sheet/
Firmas de Asistencia
Set up a table for a getting to know you activity. Choose puzzles, Play Doh, large Legos, or another activity that will allow the students to be
engaged if the teacher needs to be supportive of a student that is having difficulty adapting to the school environment. As the students arrive
they may work on the activity with the teacher. The teacher should use the activity as a time to talk with the students and get to know them.
This should last about 20 minutes. Sing the clean up song and show the children how you want them to clean up the table.
Circle Time:
1.
2.
3.
4.
Transition: Invite the children to sing “If you are happy and you know it” /Si estas contento. Tell the students you are happy they are at
school today.
Song: Introduce the children to the Circle Time routine as outlined in the “This is My School” activity on p. 22of the Scholastic Theme 1
Teacher Guide. Reintroduce the song “Look Who Came to School Today” / “Mira quién vino a la escuela” on p. 9 of the Scholastic
Songs and Fingerplays manual. Sing the song until all of the students have been introduced. You may want to sing this song each day
until the children are familiar with the names of their classmates. After the singing introduction, explain the Meet and Greet/ Conocerse y
saludar routine, informing the children that it is important to call people they know by their names. First, have the children sit in a circle.
Model the game by saying, “Hi, I am your teacher. My name is _____,”/ “Yo soy su maestro/a. Mi nombre es ____” and tossing a ball of
yarn to a child. Hold the end so that the yarn unwinds as you toss it.
Classroom Rules/ Read Aloud: Read a book to the students about rules. (See some suggested titles in the classroom management
section. Explain the meaning of the word rule and make connections to the book. Ask the children if they know any rules that would keep
our classroom a safe and wonderful place to be. Listen and discuss the students responses are you make a chart of them. Help them put
their suggestions in a positive sentence. For example, “We don’t run.” can be stated as “We walk.” Draw a picture next to the rule to
allow the children to remember the meaning. Rules should be limited to 4 or 5 total. When you have completed the list, read the rules
together with a pointer and then allow the students to practice reading the chart with a pointer. (Be sure to talk about and model pointer
safety before allowing the students to use the pointer.)
Clothespin Game: Model for the children how clothespins work. Explain that today we are going to play a game with the clothespins that
will make our hands stronger so we can be better writers. Be sure to talk about expectations for how they will handle the clothespins.
(For example, the clothespins should be used for pinching the paper only.) Give each child a clothespin. Take a cardboard shape and
pass the shape to the child next to you in the circle with your clothespin. You will need to show them how you open your clothespin when
the other child closes their clothespin on the shape. As they pass the shape around the circle, have the other children say, “Susie is
passing the triangle to Jody.” Now Jody is passing the triangle to Juan.” Etc.
Classroom Tour Activity
Take a review tour of the classroom. This is a time to point out the areas in the classroom and allow the students briefly review each area. Be
sure to point out:
Restrooms: While visiting the restroom give every child a turn to use the restroom. Discuss how school restrooms are different from
home bathrooms. Show children where the paper is located and how to flush a school toilet. Inform children that a school toilet makes a
lot of noise, as this is very intimidating to some children.
Tissues: Show students where the tissue box is located in the classroom. Teach children how to pull only one tissue out at time and to
always put used tissues in the trashcan. Using tissues is always followed by hand washing.
Sink: After each child has used the restroom lead the group to the sink. Show students how to turn on the water on low so that it doesn’t
splash. Model proper usage of hand soap and how to wash hands thoroughly but efficiently. Teach students that they should only use
one paper towel at a time.
Teacher’s desk: Inform students that this is your workspace and what your expectations are for this space.
Student tables: Teach students what your expectations are for sitting and working at tables.
escuela
reglas
nombre
biblioteca
pinza
Books about School Rules
School Rules (Rookie Choices) by Larry Dane
Brimner and Christine Tripp
Know and Follow Rules by Cheri J. Meiners M.Ed.
and Cheri J. Meiners
The First Days of School by Dr. Harry Wong
Conscience Discipline by Dr. Becky Bailey
Classroom Routines that really work for Pre-K &
Kindergarten by Kathleen Hayes & Renee Creange
Classroom Management in Photographs by Maria L.
Chang
Spaces and Places by Debbie Miller
Suggestion for developing rules with the children:
Share the responsibility of developing class rules with the
children. Involve the children in this process by
discussing problems such as;
“What can we do if we cannot hear a classmate or
the teacher because someone else is talking at the
same time?”
Examples of Classroom
Rules
Classroom Rules
1.
2.
3.
4.
5.
We are kind.
We use Walking Feet
We Use Listening Ears
We Use Hands are for helping
not hurting
We are Responsible
Las Reglas del Salón
1.
2.
3.
4.
5.
Somos amables
Caminamos en silencio
Utilizamos nuestros orejas para
escuchar
Utilizamos nuestras manos para
ayudar y no lastimar
Somos responsables
page 3
Learning carpet: Teach students expectations for sitting on the carpet and how to show respect for all during group lessons.
Point out the centers in the rest of the room, especially the dramatic play, blocks, manipulatives and art/writing centers.
Today you will briefly review the centers that were introduced on Days 1, 2, and 3. These included the Dramatic Play Center, the Manipulative
Center, the Block Center, and the Art/ Writing Center. Introduce an additional center, the library. Begin by reviewing the center management
system. Introduce both the name cards and the centers signs in each center. Model choosing a center and placing your name card in the
center. Talk about removing only your own name card.
1. Dramatic Play Center: (Refer back to p. 2, Day 1, 2, and 3, for more detail on what to emphasize at this center.)
2. Manipulatives Center. These center items will change frequently, but today and for the next few days we will work with puzzles.
Remind the children of the rules for using the puzzles. Choose a student to model the expected behavior in the puzzle center. Interact
with the students in the center; continue modeling vocabulary and appropriate, purposeful play. When it is time for clean up, use the
same song introduced earlier. Discuss and model how to clean up the center having everyone join in the process
3. Block Center: Talk about your procedures for leaving structures to be continued the next day. (You will need to decide if you have the
space to leave the blocks out where they will not be accidentally knocked down.) Refer back to p. 2, Day, 1, 2, and 3 for the specific list
of rules explaining the proper usage of this center
4. Art/Writing Center: (Refer back to p. 2, Day 1, 2, and 3 , for more detail on what to emphasize at this center.)
5. Library Center: Take the students into this center and allow them to examine the materials. Then discuss appropriate use of center
materials and the procedures for returning items back where they belong. Introduce language for the library center and model how to
share and take turns. Allow the students to help you model what sharing and taking turns looks like in this center. Interact with the
students in the center; continue modeling vocabulary and appropriate, purposeful play. When it is time for clean up, use the same song
introduced earlier. Discuss and model how to clean up the center having everyone join in the process.
Transition Activity:
1.
2.
Teach the students The ABC Song. Be sure to point to the letters on the chart as students are singing.
Finger Play: Introduce “Wiggle Your Fingers”/ “Menearse los dedos”
Finger Play
Wiggle Your Fingers
Wiggle your fingers, wiggle your toes,
Wiggle your shoulders, wiggle your nose.
Now there are no more wiggles left in me,
And I’ll be as still as still can be.
Because it is story time you see.
Menearse Los Dedos
Meneo, meneo, meneo mis dedos de la mano.
Meneo, meneo, meneo mis dedos del pie.
Meneo, meneo, meneo mis hombros.
Meneo, meneo, meneo mis nariz.
No me quedan mas meneos en mi cuerpo,
Por eso me siento tan callado como callado puedo estar.
Read Aloud:
Introduce the “This is Story Time” / “Esta es la hora del cuento” activity outlined on p. 24/ 25 of the Scholastic Theme 1 Teacher Guide. For
this activity, you will introduce the book, My New School/ Mi Nueva Escuela.
Before reading the book, plan questions for stopping points in the book to discuss concepts /vocabulary and check for comprehension.
Before reading the book, use a finger play to help the students focus and get them ready to listen. Be Very Quiet/ !Silencio!
During reading, discuss the book as you read, Help the students make text to self-connections about the book. For example, “Corduroy
has books in his class. We have books in our class too, etc.
After reading, When the book is finished, ask open-ended thinking questions or questions to help check for understanding.
Recess:
Review the procedure for lining up. Sing the Line-up song (Refer to p.1 of Day 1, 2, and 3) to prepare the children for the transition. Before
dismissing the children to the playground, review proper usage of the equipment and the signal for lining-up to return to the classroom.
Lunch Pre-training:
Review the procedures for getting lunch trays and where to sit in the cafeteria. Stay with the children for the entire lunch period and model
proper hygiene and eating etiquette—e.g. Using forks instead of fingers, keeping food on the tray, speaking in a low voice, etc.
Circle Time/ Debrief and Review of the Day:
Invite the children to sing the Listening song. Introduce the This is Circle Time/ Esta es la hora de la rueda activity outlined on p. 26/ 27 of the
Scholastic Theme 1 Teacher Guide. After using snap cubes to illustrate what a pattern is, extend the children’ understanding of the concept
of patterning by explaining how the school day follows a predictable sequence of events—e.g., after lunch, we have recess. Then, review
other events of the day. Highlight the square on the calendar that corresponds to Thursday. Post a picture or photograph of all the students
together or of some special event that happened that day. Discuss what went well/did not go well today. Inform the children that they will
return to school on Friday and locate the square on the calendar that corresponds to tomorrow. Remind the children that they will continue to
practice being successful and helpful preschoolers the next few days they come to school. Model/ review procedures for dismissal.
Sample Center Population
Control Chart
Management tips for the Library Center
1. Mr. Wiggle by Paula Craig is an excellent book for
introducing book care with young children.
2. Begin right away with the proper handling of books
and explain that we have many more books that we
will be using this year so we must take good care of
them.
3. Teach the children how to choose a book and
different ways to “read” a book independently or with
a buddy. They can “read” or talk about the pictures
that they see in the book and tell the story by looking
at the pictures. They may know some of the words
and can read the print or they may want to tell the
story in their own words.
Book Suggestions for the First 20 Days of school.
This list is not an exhaustive list of books to be read
during the first 20 days of school, but rather a starting
point for you. Many of these books will be in yours school
library or the library at PDC located at Allan Elementary.
The Kissing Hand by Audrey Penn.
Hooray for PreK (¡Que viva el Pre-K!) by Ellen Senisi
Curious George Goes to School by Margaret Rey
Froggy Goes to School by Jonathan London
David Goes to School (David va al colegio) by David
Shannon
Corduroy Goes to School by Don Freeman
The Wheels on the Bus by Raffi
If You Take a Mouse to School by Laura Numeroff
Dinosaurs Go to School by Jane Yolen.
Dinofours – It’s Time for School! By Steve Metzger
Clifford va a la escuela by Norman Bridwell
Franklin va a la escuela by Paulette Burgeois and
Brena Clark
Chrysanthemum (Crisantemo) by Kevin Henkes
page 4
Day 5 (Full day/ All Students)
Activity/Schedule
Sign-In:
As children come into the classroom, direct them to sign their name on the sign-in chart or on an 8 1/2 by 11 sheet of paper. Remind the
children to consult or use their name cards to help them write their name on the chart/ sign-in sheet.
Continue with the getting to know you activity from the previous four days. This should last about 20 minutes. Sing the clean up song and
show the children how you want them to clean up the table.
Circle Time:
1.
2.
3.
4.
5.
Song: Review the song, “This is Tiffany”/ “Esta Es Tiffany.” Sing the song and introduce the children to one another until all of the
students have been introduced. You may want to sing this song each day until the children are familiar with the names of their
classmates.
Attendance (Who came / did not come to school): Develop a system for keeping track of how many students come to school each
day. As this activity becomes a daily routine, it will provide an authentic context for addressing counting and problem-solving skills. For
example, you can demonstrate the concept of equivalency by compiling a linking cube tower (the attendance stick) to represent the
number of children present in class each day. See the Organizational/ Instructional Management Suggestions section. 
Review Classroom Rules: Using the chart from yesterday’s lesson, review the classroom rules before we begin our day. You may want
to review the rules periodically throughout the day during the first two weeks of school.
Read-Aloud: Before introducing today’s reading selection, use a finger play or song, such as “Are You Listening?” /¿Me están
escuchando?” to help the students focus and to get them ready to listen. Read another text about going to school. Remember to stress
the school vocabulary that is the focus for this week. Consider using the text, Listen Buddy by Helen Lester, for today’s read-aloud. If
you do not have it in your library, you may want to borrow it from another AISD library using the Library Media Center website.
Before reading Plan questions for stopping points in the book to discuss concepts /vocabulary and check for comprehension.
During reading, discuss the book as you read, Help the students make text to self-connections about the book. For example,
“Corduroy has books in his class. We have books in our class too, etc.”
After reading: Ask open-ended thinking questions or questions to help check for understanding
Class Discussion (Developing Listening Skills):
Thinking about Listening Activity: Play a short part of a song and ask the students to listen to it. Then ask them to tell you about
listening. Help them understand that we use our ears to listen. We hear sounds and make sense of them with our brains. Have
students close their eyes and sit quietly to listen to sounds. Discuss all of the sounds the children heard. Brainstorm together what
kinds of rules we should have for listening. Create an anchor chart for listening. Use pictures to illustrate the text. (See below):
Anchor Chart for Listening
Illustrate the anchor chart with rebus
pictures to help student read the chart.
Our mouths are closed,
Our eyes are looking,
Our ears are listening
Our brains are thinking
Our hands are in our own space.
Nuestras bocas están cerradas
Nuestros ojos están viendo
Nuestras orejas están escuchando
Nuestros cerebros están pensando
Nuestras manos están quietas
Timer Time Activity: Show the students a kitchen timer. Allow them to hear the ticking sound the timer makes. Let them cover their
eyes while you hide the timer. Hide the timer in a place where they can easily find it if they follow the ticking clock. Allow them to
listen for the ticking and find the timer. As they polish their listening skills, hide the timer in increasingly difficult places.
glue bottle
squeeze
dot
wipe
twist
turn
clean
botella de resistol
exprimar
punto
secar
girar
voltear
limpiar
Attendance Routine:
Construct a cube tower that represents the number of
children in the class. Number dot stickers from 1 to
[whatever number happens to be the total number of
students in your class]. Adhere the stickers to each cube
on the tower and arrange them in numerical order going
from bottom to top. Each day that the students arrive,
instruct them move their photo card from the “at home”
box/ column on the attendance chart to the “at school”
box/ column. While the children are seated around the
circle, have them count off from 1 to determine how many
children are present. Then, take a cube for each photo
you remove from the “at school” box/ column and
construct a tower. Compare the attendance stick to the
“number-of students-in-our-class” tower to determine how
many students came/did not come to school that day.
Make a cube tower to represent the number of children
whose name cards remain in the “at home” box and
confirm the comparison.
Here
Attendance Routine
Children
“counting off”
Today you will briefly review the centers that have been introduced this week. These included the Dramatic Play Center, the Manipulative
Center, the Block Center, the Art/ Writing Center, and the Library Center. For today, introduce an additional center, the listening center.
Begin by reviewing the center management system. Introduce both the name cards and the centers signs in each center. Model choosing a
center and placing your name card in the center. Talk about removing only your own name card.
1. Dramatic Play Center
2. Manipulatives Center:
3. Block Center:
4. Art/Writing Center:
5. Library Center:
6. Listening Center: Take the students into this center and allow them to examine the materials. Discuss the names of the items in the
center. (for example, headphones, volume, loud, soft, tape, CD, turning pages, book) Then discuss appropriate use of center materials
Not Here
Tips for Opening the Listening Center
Color code the CD Player/tape recorder to allow the
children to use it independently. A green dot for play,
a yellow dot for rewind and a red dot for stop.
Color code or symbol code the books and the CD’s
page 5
and the procedures for returning items back where they belong. Model how to share and take turns with the equipment. Allow the
students to help you model what sharing and taking turns looks like in this center. Interact with the students in the center; continue
modeling vocabulary and appropriate, purposeful play. When it is time for clean up, use the same song introduced earlier. Discuss and
model how to clean up the center having everyone join in the process.
or tapes to allow the students to put the correct CD
or tape in with the correct text.
Children love to hear their own voices. Make your
own CD’s or tapes as you read aloud with your
students. These will be the most popular books in
the class!
Allow students to practice selecting a text and
returning it to its appropriate location.
Be sure to talk about noise level and how to keep
your voice soft when wearing headphones.
Introduce the song, “Here We Go Round the Mulberry Bush” /”Aqui vamos vuelta de la morera.” As you sing, include new made-up verses
that describe things the children do at school (This is the way we eat our snack, This is the way we line up for art, This is the way we sit on the
carpet.)
Mini-Lesson/ Circle Time:
Introduce the Healthy at School/ Saludables en la escuela circle time activity described on p. 34/ 35 of the Scholastic Theme 1 Teacher
Guide. Display Science Poster 1. Discuss the healthy habits shown on the poster, such as brushing teeth, washing hands, and taking baths.
Explain that germs/ microbios are tiny creatures that can make people sick. Discuss why people wash their hands and cover their mouths
when they cough or sneeze. Then, provide examples and non-examples of safe and healthy habits.
Soapy Bubbles: Lead the children to the water table filled with diluted soapy water. Have the children practice sudsing their hands for
20 seconds as you count. Encourage the children to join in as you repeat the activity.
Recess:
Review the procedure for lining up and proper usage of the play ground equipment.
Lunch Pre-training:
Portfolio
A file folder or an accordion envelope works well for each
student portfolio. Label one for each student with his or
her name. Begin a list of items that are in each student’s
portfolios and determine an organization system to be
sure you have samples from each student. Have writing
caddies around the room filled with soft toys, different
shaped notepads, pencils, etc.
This is how I wrote my name in September 2010.
Así es como escribí mi nombre en septiembre del 2010.
Review the procedures for getting lunch trays and where to sit in the cafeteria. Stay with the children for the entire lunch period and model
proper hygiene and eating etiquette—e.g. Using forks instead of fingers, keeping food on the tray, speaking in a low voice, etc.
Preparation for Rest Time:
Introduce the book, Owen, as described in the Story Time activity on p. 36/37 of the Scholastic Theme 1 Teacher Guide. Explain to the
children that they will be able to use a blanket during rest time. Before sending the children off to retrieve their mats in preparation for rest
time, incorporate a transition exercise, perhaps with soft music, yoga exercises, or a short story. Explain to the children that periods of rest
are important for helping the body to recharge itself and in replenishing energy so that the brain can focus for extended activity throughout the
day. Introduce rules and procedures for retrieving mats, getting water, as well as how to act (e.g., remaining quiet, hands to oneself, etc.) so
that those who choose to sleep can do so without being disturbed. Provide quiet, calming activities for those children who have trouble
remaining still on their mats. Allocate for about 15 minutes of preparation and do not exceed more than 45 minutes of down time.
Circle Time:
1.
2.
Focus/ Transition: Invite the children to recite the finger play “Wiggle Your Fingers” / “Menearse los dedos” introduced on Day 4 (See p.
4 for the words to the finger play). If you are not reading a book, substitute the phase story time with listening time in the final verse.
Mini-Lesson: Discuss the concept of a portfolio. If you have a sample one, it would be great to show at this time. Tell the children that
today we are going to put two items in our portfolios. Today we are going to write our names and we are going to draw a picture of
ourselves. Give the students markers and remind them to do their best work. You may want to give them portfolio pages to write on
instead of blank paper to help with organization.
Centers:
Review the rules for each of the centers you have opened thus far. Before dismissing the children, conduct a brief mini-lesson at the use of
writing utensils and the use of markers in the classroom. Model correct marker use, including where to place the marker top when it is not in
use and how to be sure it is on tightly. You may want to show them a marker that is dried out and allow them to tell why it is important that we
put the lids on our markers. Show the children where the paper is kept and talk about how much paper they may use, or pass out a paper to
each child and let them explore with markers. Talk to the students about using all of the paper, recycling paper they are finished with, and
using recycled paper whenever possible. Discuss how the markers will be stored in the classroom and ask for several volunteers to model
marker storage. Put the markers away for today and explain that we will use them again tomorrow. Gather small groups of children at the Art
Center and conduct a mini-lesson on proper usage of glue. See the instructions in the Classroom Management Suggestions Section 
Invite the children to sing “The Days of the Week” / “Los días de la semana”. Begin reviewing the events of the day. Display a pictorial daily
schedule so as to help the children sequence the day’s events. (See the Mathematics section of the PK IPG, Week 1 for details.) Highlight the
square on the calendar that corresponds to Friday. Post a picture or photograph of some special event that happened that day. Allow time to
discuss what went well/did not go well today and make plans for how to work better next week. Inform the children that they do not come to
school on weekends (Saturday and Sunday) and that they will return to school on Monday. Locate where Monday is on the calendar.
Introduction of Glue (Small Group Activity)
Using a dot-to-dot sheet or a sheet with many dots on it,
allow the children to practice gluing with control by
placing glue on each dot. These will dry and be bumpy.
The children like to feel the glue after it has dried.
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
Steps for using the glue bottle:
Twist the lid on the glue to open the bottle.
Turn the bottle upside down.
Position the bottle where you want the glue to go.
Squeeze gently to allow the glue to come out.
Squeeze with control. Remember, just a dot of
glue will do.
Turn the glue right side up.
Twist the top closed.
Clean the glue top.
Los pasos para usar el pegamento
Primero dale vuelta a la tapa de la botella de
pegamento para abrirla.
Voltea la botella de arriba para abajo.
Coloca la botella arriba de donde quieres poner
el pegamento.
Exprime ligeramente la botella hasta que salga el
pegamento.
Exprime despacio y recuerda que una gota de
pegamento será suficiente.
Voltea el pegamento para arriba.
Gira la tapa para cerrarla.
Limpia la tapa del pegamento.
page 6
Day 6 (Scholastic Theme 1; Week 1: Ready For School)
Activity/Schedule
Sign-In:
As children come into the classroom, direct them to sign their name on the sign-in chart or on an 8 1/2 by 11 sheet of paper. Remind the
children to consult or use their name cards to help them write their name on the chart/ sign-in sheet.
Getting to Know You Activity;
Continue with the getting to know you activity from the previous four days. This should last about 20 minutes. Sing the clean up song and
show the children how you want them to clean up the table.
Morning Meeting: Begin meeting each day on the carpet to have a class meeting. This is the time of day that the class meets together
to talk about things that are happening at home, at school and what will happen during our day. The children can use the talking device to go
around the circle and talk. In the beginning you may want to ask a question and allow them to tell the answer. As the year progresses you
will want to offer a question, but also allow the choice of them telling us something that they want us to know—e.g., My cat had kittens, I got
new shoes yesterday, I drew a picture at home last night.
1. Fingerplay: Demonstrate the fingerplay “Ready for School”/ “Mi Escuelita” on p. 10 of Scholastic Songs and Fingerplays manual. Invite
the children to perform the fingerplay with you. Then use the words yesterday/ ayer and today/ hoy to talk about the concept of time—
e.g., Yesterday, I went to sleep. Today, I got ready to come to school/ Ayer, me acosté a dormir. Hoy, vine a la escuela.
2. Read Aloud: Reread My New School/ Mi Nueva Escuela as recommended in the Ready for School circle time activity on p. 38/39 of the
Scholastic Unit 1 Teacher Guide.
2. Review Classroom Rules: Review the classroom rules before we begin our day. You may also want to review the rules periodically
throughout the day during the first two weeks of school.
3. Thinking about Listening: Review listening from the previous week’s lesson. Remind the students that we use our ears to listen; we
hear sounds and make sense of them with our brains. Have students close their eyes and sit quietly to listen to sounds. Discuss all of
the sounds the children heard. Review our created anchor chart for listening.
4. Daily Schedule: Revisit the daily schedule. In order to be meaningful for the children, the schedule needs to show pictures of the
students doing various activities around the classroom and school. Each day change the schedule to fit the day’s activities and allow the
children to read the activities for the day.
5. Attendance Review the procedures for counting and keeping track of how many students came to school today.
6. Modeled Writing: Introduce the helper chart. Talk about ways that we can all help each other in our classroom. Let them think of jobs
that they have seen need to be done in the classroom. The teacher should make a list of the jobs including a picture for each. Explain
that from their list, the teacher will make a job chart for us to begin using tomorrow.
Centers/ Small Groups:
Briefly review the centers that were introduced last week—Dramatic Play, Manipulatives, Blocks, Art/Writing, Library, and Listening.
Today, before sending the children to these centers conduct a brief mini-lesson in which you model the proper usage of scissors. Inform the
children that the scissors will be available at the Art/Writing Center once the children have demonstrated that they can use them responsibly.
1. Mini-Lesson #2 (Scissors): Show the children a pair of scissors. Allow the children to sit in a circle. Show them how to hand scissors
to another person by holding onto the blade end and handing the handle end to the other person. Allow the children to practice handing
the scissors around the circle. One child says, “Would you please hand me the scissors?” The other child replies, “Yes!” and hands the
scissors to the first child. The first child replies, “Thank you” The second child replies, “You are welcome.” Then the child beside the first
child asks the question and keeps the game going. You can allow the children to practice cutting with the scissors or wait until tomorrow
to introduce correct cutting. Introduce the scissors with a discussion on cutting with scissors including the vocabulary terms that go along
with cutting. You may wish to introduce the scissor rules with rebus pictures.
1.
2.
3.
4.
2.
Scissor Rules:
Place your fingers in the holes inside the handle.
Open and close the scissor blades to make
them cut.
Rebus Chart For
Cut away from your body.
Pass scissors safely.
Proper Scissor Usage
1.
2.
3.
4.
Las reglas para utilizar las tijeras:
Coloca tus dedos adentro de los hoyos para las
tijeras.
Abre y cierra las cuchillas para recortar
Aléjate de tu cuerpo cuando estés recortando
Pasa las tijeras con cuidado
Center Activity (Yesterday and Today Plates): Give each child a paper plate. Ask children to draw something they did yesterday on
one side and something they did yesterday on the back side. Have the children dictate lables for each side of the plate. See the bottom
of p. 38/39 of the Scholastic Theme 1 Teacher Guide for specific information on how to introduce this activity.
school
friends
helpers
attributes
hand lens
scissors
cut
snip
open
close
safety
escuela
amigos
ayudantes
atributos
lupa
tijeras
recortar
tijeretear
abrir
cerrar
seguridad
Take time to talk about Talking
Use a device (e.g. a fake microphone, wand, etc.) to
signify turn taking during classroom discussions. Only
the person with the device is allowed to talk. As the
children get more adept at taking turns during discussion
times, you can phase out the device.
Teacher tip for class meetings.
One idea for a talking device is a stuffed pet frog. Our
class frog “Hoppy” only hopped down from the shelf for
morning meeting. Hoppy “hopped” from child to child in
the circle and only the child that had hoppy was allowed
to speak. At the end of the child’s turn, Hoppy hopped to
the next child. Be sure to model how you want the
students to practice the movement of Hoppy from child to
child. As Hoppy leaves one child and goes to another, it is
a great time for the rest of the children to make a
response to the speaking child. A simple “Good Morning,
________ (insert child’s name here) is a quick and easy
response and a wonderful way for students to learn each
other’s names.
Helper Chart
After today’s lesson on helping, make a job chart using
the suggested jobs agreed upon when you made the job
list. Make sure that each job title has a picture next to it
so children will know exactly what their job is. You can
help helpers place their names next to the jobs they
would like or you can assign jobs and rotate them on a
regular system so each child gets a turn at each job.
Stress the importance of every child being present daily
to do their job. Pictures can be taken if you can’t find a
picture of a job. You can be very creative in developing
jobs.
List of Possible Jobs (Make sure everyone has a job)
1. Line Leader (Líder de la fila)
2. Greeter (Anfitrión)
3. Door Holder (Portero-a)
page 7
Introduce the song, “Make New Friends” / “Amigos.” Help the children to differentiate the meaning of the term old (friends we have known for
a long time) and new (friends we have recently made, such as our classmates we have not known for a long time.)
Make New Friends
Make new friends,
But keep the old.
One is silver,
And the other’s gold.
Nuevos amigos
Nuevos amigos
hay que buscar
y a los viejos amigos
hay que cuidar
Read Aloud/ Mini-Lesson: Refer to the Another Way to Develop the Lesson located at the top of p. 11 of DLM Teacher Edition A.
Before: Discuss some traits of a best friend or allow students to share the names of people they consider to be a best friend and why.
During: You will present the “Smart Cookie’s Best Friend, Gabby Graham” / “Gabby Graham, la mejor amiga de Smart Cookie” flannel
board story. The story is located on p. 242 of the DLM Resource Anthology, and the black line master for the props is on p. 349 inside
the same anthology.
After: Talk with the children about friends they have made at school.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Flag Holder (Abanderado-a)
Caboose (Líder de la Cola de la Fila)
Plant Care Taker (Jardinero-a)
Pet Care Taker (Guardía de las mascotas)
Library Helper (Ayudante de la biblioteca)
Weather Person (Pronosticador del tiempo)
Calendar Helper Encargao-a del horario)
Attendance Helper (Ayudante de asistencia)
Clean Up Captain (Supevisor de limpieza)
Messenger (Mensajero-a)
Daily News Reporter (Reportero-a)
Substitute Assistant (Suplente)
Sample Classroom Helpers Chart
Recess:
Continue to give brief reviews as necessary of the procedure for lining up and proper usage of the play ground equipment.
Lunch Pre-training:
Continue to review lunchroom procedures and rules until the children can do this independently and correctly.
Before sending the children off to retrieve their mats in preparation for rest time, incorporate a transition exercise, perhaps with soft music,
yoga exercises, or a short story. Review rules and procedures for retrieving mats, getting water, as well as how to act (e.g., remaining quiet,
hands to oneself, etc.) so that those who choose to sleep can do so without being disturbed.
Circle Time (Math/ Science):
1.
2.
Focus/ Transition: Recite the finger play “Wiggle Your Fingers” / “Menearse los dedos” introduced on Day 4 (See p. 4 for the words to
the finger play).
Read Aloud: Introduce a book about exploration of materials, such as buttons, which have multiple attributes. The Button Box (La Caja
de Botones) by Margarette Reid is especially appropriate for modeling attribute vocabulary and exploration.
Before: Show the students a collection of buttons. Encourage the children to describe what they see. Pick up the buttons and allow
them to fall through your fingers onto the floor. Invite the children to describe what they hear.
During: As you read, model the behaviors (e.g., rummaging through the box) that the character in the story does as he explores his
grandmother’ button box. Emphasize attribute vocabulary—e.g., shinny, big, small, etc.
After: Introduce the term, attribute (atributo). Distribute a handful of buttons to pairs of children seated around the circle. Encourage
the children to describe and discuss the collection of buttons with their partner. Explain that you will place the buttons in the Math
Center for the children to continue exploring. Introduce and model the proper usage for a hand lens, which the children can use to
explore the buttons.
The Button Box by Margarette Reid
Centers:
1.
2.
Introduce the math manipulative center. Take the students into this center and allow them to examine the materials. Then discuss
appropriate use of center materials and the procedures for returning items back where they belong. Introduce language for the math
center, including the academic and informal mathematical terms. Model how to share and take turns. Allow the students to help you
model what sharing and taking turns looks like in this center. Interact with the students in the center; continue modeling vocabulary and
appropriate, purposeful play. When it is time for clean up, use the same song introduced earlier. Discuss and model how to clean up the
center having everyone join in the process.
Small Group Mini-Lesson #1 (Dry Erase Markers): Add dry erase markers and white boards to the writing center. Be sure to introduce
their use by modeling how to gently press with the markers, take the lids on and off, where to put the lids when they are not in use and
how to erase the board. Be sure to show the difference between markers for the dry erase board and markers for paper. Orphaned
socks make great dry erase erasers.
Invite the children to sing “The Days of the Week” / “Los días de la semana”. Begin reviewing the events of the day. Refer back to the
pictorial daily schedule and emphasize the sequence the day’s events. Highlight the square on the calendar that corresponds to Monday.
Post a picture or photograph of some special event that happened that day. Briefly allow the children to share what they learned today about
being a good helper at school. Inform the children that they will return to school tomorrow, which is Tuesday.
Other books about buttons include:
Buttons by Diana Epstein
The Big Book of Buttons by Elizabeth Hughes
10 Button Book by William Accorsi
Grandma’s Button Box (Math Matters Series)
by Linda Williams Aber
Buttons, Buttons (Emergent Reader Science;
Level 1) by Rozanne Lanczak Williams
page 8
Activity/Schedule
Sign-In/ Getting to Know You Activity;
As children come into the classroom, they should now be familiar with these two routines. Review procedures as necessary. When new
students arrive, assign them a partner who can familiarize them with how to sign in, which activities to select, and how to clean-up
Morning Meeting:
1.
2.
3.
4.
5.
Song: Choose any song, such as “Are You Listening?” / “¿Me están escuchando?” to help the children transition from clean-up to
morning circle time.
Review Listening: Review the listening chart from yesterday. As you point to the print, ask the children to read the listening rules that
we established yesterday.
Attendance: Continue to focus on counting and comparing the number of children present to the classroom attendance stick.
Question of the Day: (Suggestion): “What is your favorite center in our classroom?” “¿Cuál es tu centro favorito del salón?
Morning Message: Introduce the Morning Message routine. This is the time of the day that the teacher writes down information about
the day. The news can include the day of the week, the weather, what is scheduled for the day or a special upcoming event. It can be
done in a news format or even as a letter to the students.
Sample Letter
Sample Morning Message
Today is Tuesday, September 5, 2009.
The weather is rainy.
We are learning about our 5 senses.
Hoy es martes 5 de septiembre del 2009.
El pronóstico del tiempo es lluvioso.
Vamos aprender acerca de los 5
sentidos.
6.
Dear Terrific Students,
Estimados estudiantes,
Today is Tuesday, September 5,
2009. Today we will play a
listening game. We will open a
new center. We will have a
terrific day.
Hoy es martes 5 de septiembre
del 2009.Hoy vamos a jugar un
juego de escuchar. Abriremos un
centro Nuevo.Vamos a tener un
día mágnifico.
Love,
Mrs. Smith
Con cariño,
Señora Smith
Read-Aloud: Select a book that will prepare the children for their introduction to the Science center. The book should illustrate or
promote the process of inquiry, exploration, and discovery, especially what effortful investigation looks and sounds like. Both fiction and
non-fiction books are appropriate. For non-fiction, read, Hands by Aliki. For fiction, use Seven Blind Mice / Siete ratones ciegos by Ed
Young. Consult the Organizational/ Instructional Management Suggestions section for information on how to use this book.
Before: Inform the children that they you will introduce a new center where they will learn about science. Explain that you have
chosen a book that will help them think about how to explore and investigate items like a scientist.
During: Pause a places in the book that demonstrate the inquiry (e.g., asking questions) and exploration (using your sense of sight,
sound, touch, smell, or reasoning) processes.
After: Introduce materials that you will place at the science center. Consult the Organizational/ Instructional Management
Suggestions section for a comprehensive list of items to include in the center. Take the children on a nature walk and allow them to
gather more items outside about which they would like to investigate, explore, and gather more data. Distribute plastic baggies for
the children to use to gather these items from nature.
science
hand lens
magnet
balance scale
ruler
properties
attributes
ciencias
lupa
imán
balanza
regla
propiedades
atributos
Suggested Materials to Gather for the Science Center
Some suggested man-made and natural objects include
rocks, sticks, leaves, a piece of cork, a bolt, a washer, a
gem, a button (both plastic and metal), cotton ball, a
squish ball, Styrofoam, a pine cone, animal fur, a jingle
bell (something noisy), a block of wood, and a sheet of
sand paper. Also, introduce tools (e.g., a magnet wand, a
ruler, a balance scale) that the children can use to help
them discover more information about the properties
(e.g., density, color, texture, weight, size, etc.) of these
items.
Suggested Fiction and Non-Fiction Books for
Introducing the Science Center:
Seven Blind Mice/ Siete Ratones Ciegos by Ed
Young
Everybody Needs a Rock by Byrd Baylor
Hands by Aliki
If You Find A Rock by Peggy Christian
Look Book by Tana Hoban
Look Again by Tana Hoban
Briefly review the centers that were introduced last week—Dramatic Play, Manipulatives, Blocks, Art/Writing, Library, and Listening.
Today, before sending the children to these centers conduct a brief mini-lesson on how on proper usage and storage of materials at the
following centers:
1. Mini-Lesson #1 (Science Center): Take the students into this center and allow them to examine the materials. Then discuss
appropriate use of center materials and the procedures for returning items back where they belong. Introduce language for and model
how to share and take turns. Allow the students to help you model what sharing and taking turns looks like in this center. Interact with
the students in the center; continue modeling vocabulary and appropriate, purposeful play. When it is time for clean up, use the same
song introduced earlier. Allow the children to use hand lenses to look at their hands. What do they notice? Use the talking stick to allow
the students to take turns talking about their observations. Put the hand lenses in the science center.
2. Mini-Lesson #3 (Introduction of the Sensory Table): Create a sensory table in the sand & water table. Add scissors and newspaper,
magazines, scrap paper or anything students may use for cutting. Have students practice cutting a straight line by giving them half
pages from the want add section of the newspaper. Model cutting on the column lines thus cutting strips of newspaper. Students can
staple the ends together creating a pompom and may take their pompoms home with them.
The “mouse” moral illustrated in the story is useful for
helping children to understand the importance of
analyzing all the parts before making a conclusion
about the whole. This type of analysis, modeled by the
7th mouse in the story, is essential for scientific inquiry.
page 9
Transition Activity: Recite the song, “Here We Go ‘Round the Mulberry Bush” / “Aquí damos vuelta de la morera.” As you sing, invite
the children to find a partner and shake his/ her hand as they recite a new verse to the song, “This is the way we greet our friends” / “Asi es
como saludamos a nuestros amigos.”
Letter Wall Introduction
Story time: Introduce The Kissing Hand/ Un Beso en Mi Mano as outlined in the story time activity on p. 50/51 of the Scholastic Theme 1
Teacher Guide.
o
Before: Remind the children that they need to be careful with books so they stay nice and clean for others to read. Model turning pages
carefully. Develop personal connection to the book by asking the children how they felt before their first day of school.
o
During: As you read, point to the characters and ask the children to discuss each character’s feelings. Model language—e.g., “Chester
is sad”/ “Chester está triste.”
o
After: Encourage the children to share one thing they like about coming to school. As each child shares, put a heart-shaped stamp on
his/her hand or on a piece of paper.
Recess:
Continue to give brief reviews as necessary of the procedure for lining up and proper usage of the play ground equipment.
Lunch Pre-training:
Continue to review lunchroom procedures and rules until the children can do this independently and correctly.
Reread the book, Owen, as suggested in the Working Together/ Trabajar Juntos circle time activity outlined on p. 46/47 of the Scholastic
Theme 1 Teacher Guide. After the children work with a partner to show what they can do with a blanket, dismiss them to retrieve their mats
and blankets. Incorporate a transition exercise, perhaps with soft music or yoga exercises. Review rules and procedures for retrieving mats,
getting water, as well as how to act (e.g., remaining quiet) so that those who choose to sleep can do so without being disturbed.
Circle Time:
1.
2.
3.
Focus/ Transition: Display an alphabet chart and invite a volunteer to point to each letter as the class sings “The ABC Song.”
Mini-Lesson (Letter Wall): Introduce the letter wall and discuss that this is where the class vocabulary words will be placed along with
all of the children’s name cards that have their pictures. This week add the student name cards to the letter wall along with their pictures.
Each day, be sure to call attention to the board and read the words displayed on the board.
Read-Aloud (Math Focus): Introduce the book Corduroy by Don Freeman. In October of the 2008 school year, the Language Arts
department purchased this book for every Pre-K teacher; so it should be easily accessible at your campus if you are new. It is also in
Spanish.
Before: Ask the children if they have a special toy/ teddy bear at home they consider a special friend.
During: Pause at key points to emphasize the use of words to describe Corduroy’s button—white, round, etc.
After: Pass out an assortment of buttons and allow the children to explore. As students rummage through the assortment, model
attribute vocabulary—square, blue, soft, small, etc. Collect the piles of buttons, but tell the children to keep two buttons that are
exactly alike (identical). Then, direct the children to hide one from the pair of buttons they chose in their lap and return the other
match to the center of the carpet. Encourage the children to use words that describe the attribute of the button hiding in their lap.
Call on volunteers to locate the button in the pile located in the center of the carpet that matches the child’s description. Instruct the
child describing his button to show his button to confirm if the volunteer found the identical match. Compliment good listening and
describing. Encourage the children to continue playing this game at the Manipulative Center.
1.
2.
Things to Consider When Constructing a Letter Wall
1. Vocabulary words should be written word first then
picture.
2. Each word should have a picture, even if it is hand
drawn.
3. The wall should be placed at the child’s level.
Words should be directly below the letters.
4. Proper names should start with capital letters, all
others should not.
Probing Questions for Corduroy Read-Aloud:
During the Read-aloud, pause at these key pages and
ask the following guiding questions to help the children
focus on the attributes of Corduroy’s button.
What is Corduroy looking for? What does his missing
button look like? What words can you use to describe
the button?
Mini-Lesson #2 (Patterns in School): Introduce the Patterns in School/ Patrones en la escuela activity described on p. 48/49 of the
Scholastic Theme 1 Teacher Guide. Make a pattern with classroom objects—e.g., pencils and crayons. Show Math Mat 1 and have the
children identify the patterns in the picture. Introduce the Keep Trying routine with the Be Big in the Classroom poster. Read and model
each step. Invite the children to practice the routine as they help you create a pattern with snap cubes.
Small Group Activity (Cutting): Precut several strips of scrap paper. Review the rebus rules from cutting introduced yesterday. Allow
the children to practice snipping and cutting the strips. Review vocabulary for cutting as you teach the lesson.
pictorial daily schedule and emphasize the sequence the day’s events. Highlight the square on the calendar that corresponds to Tuesday.
Post a picture or photograph of some special event that happened that day. Briefly allow the children to share what they learned today about
using scissors and the science center. Inform the children that they will return to school tomorrow, which is Wednesday. Locate the square
on the calendar that corresponds to tomorrow’s date.
Why did Corduroy mistake the button on the mattress
with his missing button? How is the button on the bed
alike/ different from his button?
page 10
Activity/Schedule
Morning Meeting:
1.
2.
3.
4.
5.
6.
7.
Song: Introduce the finger play “Open, Shut Them” / “Abre y cierra” to help the children transition from clean-up to morning circle time.
Review Listening: Review the listening chart you created with the children on Monday. As you point to the print, ask the children to
read the listening rules so that they can begin to internalize them.
Attendance: Feel free to vary the attendance routine from time to time so that the children will remain engaged by anticipating a certain
degree of novelty or a slight twist in the activity. One variation is to have the students’ names available on sentence strips or in die cut
shapes for the theme. Allow the children to find their own names each day as they arrive and place their names in the appropriate place.
During circle time allow the attendance helper count the children who are present and the number that are absent. They can then inform
the class and write down their data.
Question of the Day: (Suggestion): “What is your favorite color?” “¿Cuál es tu color favorito?
Helpers Chart: Review the roles and responsibilities of each job. Reassure the children that they will each have a chance to perform all
of the jobs. Remind the children that each day the group will select new helpers, so eventually everyone will have a go at every one of
the jobs listed on the chart. Point out, however, that you will monitor each child’s performance so as to determine if they may need
assistance in carrying out their responsibilities. Failure to show progress might mean a taking a probationary leave of absence from
carrying out a particular role until the child accepts responsibility for making improvements in his/her performance in that job.
Read-Aloud: Select one of the nonfiction texts from the list of science inquiry books suggested for Day 7. (See the Organizational /
Instructional Management Suggestions section at the bottom of p. 9 of this document.)
Before: Show the book you read during yesterday’s read-aloud. Review some of the ideas from the book related to exploration or
paying attention to details and properties of items in the environment. Introduce the new text and point out that it will also provide
more examples of exploring and finding out about things in our surroundings and environment.
During: Pause from time to time to confirm and acknowledge parts of the book that illustrate scientific inquiry and thinking.
After: Display the collection of man-made and natural items that the children collected from yesterday’s nature walk as well as the
objects you gathered before hand. Encourage the children to share what they discovered about these items. Chart the children’s
discoveries on a sheet of chart paper. Include any inquiries the children have as well. Post the chart at the science center and
inform the children that you will continue to add to the chart as they use the tools (hand lens, magnet, balance scale, and ruler)
located at the center to make particular discoveries about the properties of these items
Morning Message/ Shared Writing: Conduct the Get Ready to Write and Model Writing activities described in the Mini Schedules/ Minihorarios circle time lesson on p. 58/59 of the Scholastic Theme 1 Teacher Guide. Model writing the schedule for the day. Before
dismissing the children to centers, invite them to think and share three activities they would like to do during Learning Centers. Then,
have the children draw each of the three activities they selected on a separate sheet of paper, which you can compile into a booklet. Ask
the children to dictate a label for each illustration. Model sequence vocabulary—e.g., first, second, and last/ primero, después, último.
Briefly review the centers that have been introduced so far: Dramatic Play, Manipulatives, Blocks, Art/Writing, Library, Listening,
Sensory Table, Math, and Science. Today, before sending the children to these centers conduct a brief mini-lesson on the proper usage of
ink pads and making prints on paper.
1. Writing Center (Ink Pads): Print each students name on a large sheet of construction paper. Model using the ink pad to use finger
prints to trace the name on the paper. Allow the students to trace their names with ink finger prints at center time.
2. Art Center (Finger Paint): Give everyone a spoonful of finger paint on a sheet of finger paint paper. Allow the students to listen to
music and move their hands on the paper to the rhythm of the music.
Transition Activity: Invite the children to sing “If you are happy and you know it” /Si estas contento. Allow the children to share
something they do in school that makes them happy.
Story time: Reread The Kissing Hand/ Un Beso en MI Mano as suggested in the story time activity described on p. 62/63 of the Scholastic
Theme 1 Teacher Guide. Pause periodically and ask questions that will help the children recall the main events and some details. Inform the
children that they will make Racoon Puppets during afternoon centers to help them retell the story you just read.
Recess: Continue to give brief reviews as necessary of the procedure for lining up and proper usage of the play ground equipment. As the
children line up, encourage them to count off to determine if everyone is present.
science
paint
ink pad
properties
attributes
alike
different
ciencias
pintura
almohadilla de tinta
propiedades
atributos
igual
diferente
Open, Shut Them / Abre y Cierra
Open, shut them, open, shut them.
Give a little clap, clap, clap.
Place them in your lap.
Creep them, creep them,
Use this finger play/
Creep them, creep them,
rhyme for the morning
Right up to your chin.
circle transition.
Open wide your little mouth,
But do not let them in.
Open, shut them, open, shut them
Give a little clap, clap, clap.
Place them in your lap.
Abre y cierra las manitas
da una palmadita así
abre y cierra las manitas
ponlas a dormir
Súbelas muy despacito
hasta tu mentón
abre grande la boquita
¡que no entren no!
Abre y cierra las manitas
da una palmadita así
abre y cierra las manitas
ponlas a dormir
Painting Tips
Painting can be messy. Organization is key to keeping
the lesson fun and enjoyable for all.
1. Print the students’ names on the backs of their
paper before the day begins.
2. Have the paint ready – be sure to have enough of
several different colors for today’s lesson.
3. Have plenty of rags and/or paper towels on hand for
messes.
4. Work at a table near the sink.
5. If the children are working independently, ask them
to ask a friend to turn the sink on for them.
6. Men’s dress shirts make good paint smocks. You
page 11
Lunch Pre-training: Continue to review lunchroom procedures and rules until the children can do this independently and correctly.
Circle Time:
1.
2.
Focus/ Transition: Conduct the “This is the Alphabet” circle time activity outlined on p. 60/61 of the Scholastic Theme 1 Teacher Guide.
Display the Alphabet Freeze/ Franja del alfabeto and talk about the letters. Have the children sing “The Alphabet Song”/ “La marcha de
las vocales” as you sing or play the recording, pointing to each letter as you go along. Make a pathway across the classroom with
“stones” made of paper taped to the floor. Write one letter of the alphabet on each stone and encourage the children to sing “The
Alphabet Song”/ “La marcha de las vocales” as they walk along the alphabet path.
Read-Aloud (Math Focus): Continue to focus on the concept of alike and different, which is a foundation for future work with sorting and
classifying. Use Corduroy to revisit these concepts
Before: Show the children Corduroy by Don Freeman. Ask them to share what they remember about the story from yesterday’s
read-aloud. Ask: “Would Lisa consider Corduroy and old friend or a new friend? Why? ¿Lisa le considería a Corduroy un amigo
nuevo o antiguo? ¿Porqué? Inform the children that you will reread the book and pause at various places to see if they remember
what will happen next. Emphasize the pleasure of reading a book more than one time and how they might catch certain details in
the story that they did not notice from the first reading.
During: When you get to the part where Corduroy is looking for his lost button, invite the children to whisper the attributes of the
button to him so that he will remember what it looks like.
After: Gather an assortment of manipulatives from the math center and arrange them on the floor so that the children can see and
describe them. Tell students that Corduroy was playing with those items last night while the children were at home and that he
forgot to clean up before he left. Give pairs of students an assortment of the items and instruct them to find a storage bin with a
label on it that matches each item in their collection. Remind the children that when they are putting away manipulatives, they have
to think about how those items are similar to other items already grouped together and stored away in order to figure out into which
bins/ storage boes the unsorted materials belong.
1.
2.
Observation and Informal Assessment: After the children have selected and settled into centers, take time to observe their
interactions with each other and any discoveries or inquiries they might make as they are exploring materials. Eaves drop on
conversations and take anecdotal notes to document the children’s language, vocabulary, and sentence structure. You will want to save
some time everyday for just roaming about the room during centers and taking notes or making checklists about what you see. As you
develop a system for taking notes and observing the children, you will collect valuable information in relation to the children’s social,
emotional, and academic progress. Consult the Organizational/ Instructional Management Suggestions for tips on how to create and
manage an efficient and on-going observation/ assessment system and schedule.
Small Group Activity (Racoon Puppets): Conduct parts two (Create Puppets) and three (Retell the Story) of the Raccoon Puppets/
Títeres de mapache activity introduced thid morning during today’s story time. (See p. 62/63 of the Scholastic Theme 1 Teacher Guide.)
pictorial daily schedule and emphasize the sequence the day’s events. Ask: What did we do first/ after and before lunch, etc.? ¿Qué hicimos
primero/ antes y despues del almuerzo? Highlight the square on the calendar that corresponds to Wednesday. Post a picture or photograph
of some special event that happened that day. Briefly allow the children to share what they learned today about describing attributes and
exploring tools at the science center. Inform the children that they will return to school tomorrow, which is Thursday. Locate the square on
the calendar that corresponds to tomorrow’s date. Point to the calendar and count the number of days the children have been in school.
7.
can obtain them from families in the class or at
second hand stores. Many thrift stores will give you
old dress shirts if you tell them that you are a
teacher.
Have a place for clean and dirty shirts. This will allow
the students to get clean shirts and not to get paint
on them from a dirty shirt.
Math Group Activity
Place one item from
each of the math
manipulative bins in a
plastic baggie. Make
1 baggie per pairs of
children. Instruct the
children to locate the
appropriate storage
bin where each item in
the baggie belongs.
Informal Assessment System:
Each day, select 4 to 5 children that you will observe so
that by the end of the week, you have collected
documentation for every child in the class. Take a sheet
of address labels and write down what you see the
children doing. Consult the weekly IPGs and the Pre-K
Guidelines to determine which student outcomes you
want to focus on for that child. At the end of the week,
remove the labels for each child and sort them onto an
individual student spreadsheet divided into columns by
domain—literacy, math, science, language, social
emotional. Consult the spreadsheet periodically to see
for which domains you lack anecdotal documentation.
Also, as you are taking notes, try to refrain from making
judgments—e.g. José does not know how to count—and,
instead, focus on describing the behavior—e.g., As José
was counting, he double counted 2 teddy bear counters in
a set of 6 and said that there were 5.
page 12
Activity/Schedule
community
good manners
please
thank you
grouchy
nice
happy
Morning Meeting:
1.
2.
3.
4.
5.
6.
7.
Song: Choose any song you feel might be appropriate for the day. However, if you want to emphasize building a classroom community,
which is the focus for today’s read-loud, consider introducing a friendship song, such as “You Are My Sunshine” / “Mi lucecita”.
Review Listening: Review the listening chart you created with the children on Monday. Playa game like Simon Says or Follow the
Leader in order to help the children practice following directions and to enhance listening skills.
Attendance: Continue to focus on counting and comparing the number of children present to the classroom attendance stick.
Question of the Day: (Suggestion): “What makes you feel happy?” “¿Qué te hace sentir felíz?
Helpers Chart: Review the roles and responsibilities of each job. Remind the children that performing their assigned task well helps the
classroom community run smoother. Emphasize that everyone is apart of a community of learners.
Morning Message: Continue the Morning Message routine. The news can include the day of the week, the weather, what is scheduled
for the day or a special upcoming event. It can be done in a news format or even as a letter to the students.
Read-Aloud: Introduce a book about good manners or treating others with respect and appreciation. Eric Carle’s The Grouchy Ladybug
La Mariquita Malhumorada is a good example of children’s literature (fiction) that distinguishes between friendly/ non-friendly behaviors
Before: Allow the children to briefly share instances when someone, particularly a friend, has treated them badly by saying
something mean to them or making them feel sad. Proceed with caution if you feel there are students whom your think might be
susceptible to abuse at home or in some other environment. Sharing these types of episodes might be traumatic or embarrassing for
those children affected by such abuse. Also, some situations might be offensive and inappropriate for sharing with others. If so, do
not insist that these children share out to the whole class or allow them to speak to you in private or whisper in your ear the bad/
embarrassing thing someone has said or done to them.
During: Pause at appropriate places in the book to point out illustrations of good manners/ bad manners. If you are reading The
Grouchy Ladybug, discuss the talk bubbles on the page. Point out how the bubbles extend out from the characters mouths and that
the words inside tell the reader what that particular character is saying.
After: Before conducting this lesson, cutout a series of blank talk bubble captions. Print “good manners” and “bad manners” phrases
on each caption. Point to the print as you read each caption and instruct the children to show a “thumbs up” if the phrase is an
example of good manners and a “thumbs down” for an example of bad manners. Sort the captions/ talk bubbles on a pocket chart.
Title the chart, “Words a nice ladybug would say” and “Words a grouchy ladybug would say” / “Palabras que diría una mariquita
simpatica” y “Palabras que diría una mariquita malhumorada.”
Nice ladybugs say:/
Mariquitas simpáticas dicen:
Would you like to
share?
¿Quíeres compartir
conmigo?
Grouchy ladybugs say:/
Mariquitas malhumoradas dicen:
Get out of here! Go
away!
¡Fuera de aquí! ¡Véte!
Briefly review the centers that have been introduced so far: Dramatic Play, Manipulatives, Blocks, Art/Writing, Library, Listening,
Sensory Table, Math, and Science. Today, before sending the children to these centers conduct a brief mini-lesson on the proper usage of
paint brushes.
1. Art Easel: Introduce the children to the art easel. Explain that the easel is a place where they can make paintings. Tell the children that
before you allow them to paint on a sheet of paper with tempera they will practice using a paint brush to clean the easel with water. This
will allow children to explore the process of making stroke marks with a paintbrush, thereby lessening the amount of mess and clean-up
of spills and stains that occur when four-year-olds are painting with tempera on the elevated, vertical surface of an easel.
2. Small Group (Ladybug Plates): Invite the children to make a paper plate ladybug. For morning centers, allow the children to cover the
back of the paper plate with red tempera paint. First, instruct the children to write their name inside the plate, which is the part that will
stay white. Conduct a brief review and mini-lesson on how to use a paint brush to spread the tempera evenly on the surface of the plate.
comunidad
buenas modales
por favor
atributos
malhumorado (a)
simpatico (a)
felíz
You Are My Sunshine
You are my sunshine,
My only sunshine.
You make me happy
When skies are gray.
You’ll never know, dear,
How much I love you.
Please don’t take
My sunshine away.
Mi lucecita
Tú eres mi cielo,
mi lucecita,
cuando estoy triste,
me das tu luz,
te quiero tanto,
tú bien lo sabes,
no te alejes nunca de mí.
Finding Songs, Rhymes, and Finger Plays for
Transition Exercises;
If you are unfamiliar with the lyrics to a particular song or
rhyme, go to the following website:
http://kidsmusictown.com/childrenssongslyrics/nurse
ryrhymes/
This site not only shows you the lyrics, but it also allows
you to click on a menu tab to listen to a sample of the
melody and tune. There are a wealth of songs and
rhymes available at this website that focus on various
themes, such as school, nutrition, as well as traditional
Spanish verses. There is no charge to view the lyrics, but
if you wish to download the entire tune so that you can
play it for the children, there is a fee.
Strategies for Improving Peer Relations (Getting
Along) in the Classroom
Children who need intensive support in interacting with
peers benefit from specific types of prompting (Bovery &
Strain, 2005). These prompting/ acknowledgement
strategies include:
1.
Behavioral Momentum: Instruct the child to
perform a small task with which she is comfortable
or successful in doing—e.g. “Touch your nose; sing
a song; etc.” Whatever you prompt the child to do,
provide immediate positive feedback, praising her
for what she has just achieved. Follow up this
prompt/ request with a more difficult task for the child
to accomplish. For example, if the child just
successfully and willingly complied with your request
page 13
Explain and show the difference between a thick layer of paint and a thin layer on a sheet of practice paper. Emphasize to the children
that they will want to spread the tempera thinly across the plate in order to prevent drip marks and blobs of paint collecting on the
surface. Allow the plates to dry so that the children can complete their ladybugs during afternoon centers by gluing black dots to the
surface or making black ink prints with their thumbs.
2.
Transition Activity: Prepare the children for story time by inviting them to recite the finger play “Open, Shut Them” / “Abre y cierra,”
which you introduced at the opening of morning circle yesterday.
Story time: Introduce the book, Annie, Bea, and Chi Chi Dolores / El Alfabeto as recommended in the story time activity outlined on p. 70/
71 of the Scholastic Theme 1 Teacher Guide.
o
Before: Let the children know that you are going to read an alphabet book about school. Point to the Alphabet Freeze/ Franja del
alfabeto and ask children to sing “The Alphabet Song” as you point to each letter. Show the cover of the book, highlighting the letters.
o
During: Read the book, emphasizing letters and initial sounds. Use sticky notes to cover the letters that the children know well and ask
volunteers what letter they will find underneath.
o
After: Give pairs of children a sticky note on which you have written a letter that corresponds to some environmental print in the
classroom. Encourage the children to stick their sticky-note letter on matching letters in the classroom.
Circle Time:
1.
2.
3.
Focus/ Transition: Invite the children to sing “The More We Get Together” / “Mientras más estemos juntos.” Explain that when people
get together, they need to have good manners so that everyone in the group can get along. Introduce the story, If You Give a Mouse a
Cookie / Si le das una galletita a un ratón by Laura Joffe Numeroff.
Saying Please and Thank you (Social Studies/ Oral Language Focus): Show the children a cookie jar filled with pretend cookies
made out of felt or cardboard. Explain that you are going to pass around the jar to all the children seated in the circle so that everyone
can have a pretend cookie. Use a puppet to demonstrate how to say please when requesting a cookie and thank you after receiving
one. As the cookie jar is passed around, have each child repeat the phrases: “May I please have a cookie?” “¿Me das una galleta por
favor?” and “Thank you.” “Gracias.” Remind the children that the person who passes the jar so that her neighbor can have a cookie must
respond by saying, “You’re welcome.” “De nada” o “Para servirle.”
Math Focus: Conclude the activity by showing the children a jar filled with real cookies. Count the cookies to make sure that there is one
cookie for each child. Have the attendance stick available and remove one cube for each cookie you count to confirm that there are as
many cookies as children. Then, introduce the rhyme, “Who took the cookie from the cookie jar? ¿Quién se comió las galletitas de
mama?” Stack the children’s name cards face down like a stack of playing cards. The child whose name you remove from the top of the
deck will be the person who took the cookie.
1.
2.
Math Center (Draw a Pattern): Conduct the Drawing a Pattern/ Dibujar un patrón circle time actvitiy outlined on p. 72/73 of the
Scholastic Theme 1 Teacher Guide. Although lesson is set up as a whole group activity, the fact that the children are drawing their own
patterns make it more appropriate for small group instruction so as to assist children who are still learning to draw.
Small Group (Ladybug Plates Part 2): Allow the children to add dots to the plate they painted during morning centers. Use this activity
as an opportunity for the children to review and practice gluing (if you choose to use paper dots) or making thumbprints with ink pads.
pictorial daily schedule and emphasize the sequence the day’s events. Ask: What did we do first/ after and before lunch, etc.? ¿Qué hicimos
primero/ antes y despues del almuerzo? Highlight the square on the calendar that corresponds to Thursday. Post a picture or photograph of
some special event that happened that day. Briefly allow the children to share what they learned today about good manners and being a good
friend. Inform the children that they will return to school tomorrow, which is Friday. Locate the square on the calendar that corresponds to
tomorrow’s date. Point to the calendar and count the number of days the children have been in school so far.
3.
asking her to touch her nose, build upon this positive
momentum and ask her to join another child or
group of children in a designated center.
Priming: This strategy is akin to preparing the child
for a successful interaction with his peers. For
example, before the child engages in some type of
activity with others, spend time with him planning
and anticipating what he will do and what roles he
will accept during the interaction: “Whom will you
play with at recess?” “What would you like to do
when you are playing with [peer’s name]?”
How/what will you ask [peer’s name] to let him know
that you want to play chase?” Before the child
initiates any type of interaction, prepare him for what
he should do and say—e.g. “Let’s practice how you
are going to ask [peer’s name] to join you in a game
of chase.” “Pretend I am [peer’s name]; what are we
going to do when we are playing chase?” “Who is
going to be the person who chases?” “What will I do
when you catch me?” “What will we do next?”
Correspondence Training: This type of intervention
should immediately follow the prompting strategy
described in the above. After the child has engaged
in an activity with a peer or group of children, debrief
what happened during the interaction; focusing on
what went well or what he could have done so that
any future interactions are more successful. For
example, you could ask, “What did you and [peer’s
name] do during recess?” “Did you get a chance to
be the person that chases?” “What could you do or
how could you make sure that you get a turn to be
the chaser the next time you play?” Follow up the
debriefing with an opportunity to practice with the
child what he will do differently for any subsequent
interactions with the same peer or other children.
Who Took the Cookies?
Who took the cookies from the cookie jar?
Evan took the cookies from the cookie jar.
Who me?
Yes, you.
Couldn’t be.
Then who?
Madison took the cookies from the cookie jar.
Who me?
Yes, you.
Couldn’t be.
¿Quién se comió las galletitas de
Then who?
mamá?
Uno, dos,
Un, dos, tres, cuatro
¿Quién se comió las galletitas de
mamá?
Luis se comió las galletitas de mamá
¿Quién, yo?
¡Sí, tú!
¡Yo no fui!
¿Luego, quién?
page 14
Activity/Schedule
Morning Meeting:
1.
Song: Invite the children to sing, “Buenos días/ Good Morning” to the tune of “Martinillo” or “Are You Sleeping?” Review the concepts
about saying kind words and using good manners as introduced in yesterday’s lesson. Ask the children if a greeting like “Good Morning”
is something that the grouchy or the nice ladybug would say. Sing the song in both languages, Spanish and English, and point out how
that there are many different languages that people speak around the world. If you have a class with multiple languages—e.g.,
Vietnamese, Urdu (Pakistan), etc.—encourage the children who speak them to share how to say “Good Morning” in their mother tongue.
Buenos Días
Buenos días, buenos días.
¿Cómo estás? ¿Cómo estás?
Muy bien, gracias, muy bien gracias.
¿Y tú? ¿Y tú?
2.
3.
4.
5.
6.
7.
Good Morning
Good Morning, good morning.
How are you? How are you?
Very well, I thank you. Very well, I thank you.
How about you? How about you?
Review Listening: Review the listening chart you created with the children on Monday.
Attendance: Continue to focus on counting and comparing the number of children present to the classroom attendance stick. Consider
integrating this routine from time to time with the “Question of the Day” if the question you ask can be answered with a yes or no
response. Count and compare the number of children who responded yes to the question to the classmates who said no.
Question of the Day: (Suggestion): “What is your favorite book that we have read at school?” “¿Cuál es tu libro favorito que hemos
leído en la escula?
Helpers Chart: Review the roles and responsibilities of each job. Remind the children that performing their assigned task well helps the
classroom community run smoother. Emphasize that everyone is apart of a community of learners.
Read-Aloud: Reread one of the children’s favorite books about school.
Before: Introduce the children to the parts of the book—it’s front cover (la potada/ la cubierta—this is the term used in the Spanish
Translation of the Kindergarten TEKS), title page (página del título), author (autor-a) illustrator (ilustrador-a) , etc.
During: Since the book has a lot of repetitive language, invite the children to read the predictable text with you.
After: Ask the children to list what the children in the book do at school. Hagan una lista de lo que los niños del cuento hacen en la
escuela. Review how these activities are similar to or different from activities done in your classroom.
Briefly review the centers that have been introduced so far: Dramatic Play, Manipulatives, Blocks, Writing, Art Easel, Library, Listening,
Sensory Table, Math, and Science. Today, before dismissing the children to centers, review one that has already been opened but might
need more attention. Make an I Can chart for this center using the children’s dictated words and pictures of them modeling what can be done
at this center. Post the Chart in the center to remind students of the types of things that are done in this center.
I Can Chart
In the Blocks Center
“I Can”:
1. Build with the big blocks.
2. Build with the small blocks
3. Build with the legos.
4. Read books about buildings.
En el centro de los bloques
“Yo puedo”:
1. Construir con los bloques grandes.
2. Construir con los bloques pequeños.
3. Construir con los legos.
4. Leer libros acerca de edificios.
Take pictures of the children involved in the activities described on the I Can Chart
Refrain from scheduling formal small groups during today’s morning center time. Instead, walk about the room, observing the children to see
how long they remain engaged or stay on task at a self-selected learning center. If certain children are having trouble remaining focused
during center time (e.g., moving aimlessly from center to center), consider some of the guidance strategies outlined in the Organizational/
Instructional Management Suggestions section.
Good morning
Good afternoon
book cover
title
author
illustrator
manipulatives
Buenos días
Buenas tardes
cubierta del libro
título
autor (a)
ilustrador (a)
manipulativos
Take stock of your classroom.
Think about how your circle time is going, how centers
are working, do children seem engaged and learning.
Are there procedures that need to be reviewed? Take
some time to review the specific procedures needed for
your classroom success today.
The suggestions listed below are environmental issues
that could be causing the child to experience difficulty in
focusing, completing tasks, or paying attention. Make
sure that these factors are in place or have been looked
at before proceeding with other interventions:
 The arrangement of the classroom should facilitate
easy access to materials so that children can select
a personally chosen activity without experiencing
frustration or delays while trying to retrieve the items
necessary to complete the task. For example, have
storage bins labeled with pictures of the items they
contain—pencil, paper, glue, etc.—so that children
know exactly where to locate and return those
selected materials.
 Be sure to allocate sufficient time for children to
follow through and engage in self-selected tasks. It
is best to dedicate some portion of the day during
which children can choose centers or activities
without experiencing interruptions, such as being
pulled into small groups for mini-lessons. At the
beginning of the year, free-choice centers should
last no longer than 20 minutes. Gradually, this time
should expand and last up to 45 minutes to one hour
(Badrova & Leong, 2007).
 Novelty increases attention. On occasion, change
out materials in centers in order to encourage
children’s continued interest in exploring various
tasks or centers in the room. For example, during a
unit on plants, place toy shovels and rakes in the
block center to encourage pretend gardening
scenarios.
 Consult with parents or the school nurse to ensure
that the child is not allergic to particular foods.
Certain types of food allergies can cause children to
experience difficulty while trying to focus or sustain
attention. Also be sure that children maintain
sufficient water consumption, as the brain requires
page 15
Transition Activity: Recite the finger play “Wiggle Your Fingers” / “Menearse los dedos” introduced on Day 4 (See p. 4 for the words to
the finger play).

Story time: Tally the responses to this morning’s “Question of the Day”: “What is your favorite book that we have read at school?” “¿Cuál
es tu libro favorito que hemos leído en la escula?” After counting the responses, select the book that recieved the most votes. Reassure the
children that you will select the other books on the list throughout the school year.

Circle Time:
1.
2.
Focus/ Transition: Prepare the children for story time by inviting them to sing the afternoon version of the song you introduced this
morning. Instead of “Buenos días” / “Good Morning,” sing “Buenas tardes” / “Good afternoon” to the same tune (“Are You Sleeping”).
Discuss the difference between the different times of the day—e.g., in the morning, the sun is rising; in the afternoon, the sun is high in
the sky.
Math/Science Focus): Introduce the game, “What is in the Bag?” / “¿Qué hay adentro de la bolsa?” Before the game, gather items from
around the room and place them inside the bag. Instruct the children to reach in the bag and feel an item. Tell the children to think
about and describe the attributes of the item they feel inside the bag and then identify what they think the item is. For example, “It is long
and skinny…I think it is a crayon.” Try another version of the same game in which your give clues about what is in the bag. After the
children finish guessing the identity of the mystery item, you can open the bag to confirm their predictions. Extend this activity by allowing
the children to identify the center or part of the room where the mystery item belongs. Encourage the children to explain how the mystery
item is similar to/ different from the other materials located in that area/ center.
1.
2.
3.

proper hydration in order to maintain optimal focus
and attention.
Make sure that the daily schedule is properly
balanced with periods of high activity and
involvement (e.g. center time, recess) followed by
and interspersed with intervals of quiet and down
time (e.g. read-alouds, rest time).
Meet with children individually before they transition
to centers in order to make a plan of action. Within
this plan, include steps that explain what the child
needs to do in order to accomplish a self-chosen
task. For example, if the child decides that she
wants to go to the art easel, discuss what she will do
once she gets there—e.g. “First, you will get paper
and clip it to the easel. Then, you will use the paint
to make a picture. Lastly, you will unclip your
painting and place it on the drying rack.”
Aromas, such as peppermint, basil, and lemon,
stimulate brain activity and attention. Make scented
play dough for children to handle or burn scented
candles and potpourri during periods of focused
instruction or group time activity (Schiller, 1999).
Math Focus: Free Exploration of Manipulatives
Suggested Manipulatives for the Math Center
Pattern blocks (part of Scholastic)
Snap cubes (part of Scholastic)
Teddy bear counters (part of Scholastic)
Straws
Buttons
Attribute Blocks (part of Scholastic)
Mini-Lesson: Conduct the Photo Apples/ Fotos de albaricoques circle time activity outlined on p. 74/ 75 of the Scholastic Theme 1
Teacher Guide. The children will make photo apple keepsakes of their first week of school.
Math Center: Make sure you have introduced all of the manipulative materials that the children will be using for math throughout the
year. The children need time to freely explore the manipulatives and make discoveries about them before they use these materials for
more structured purposes and planned activities. Otherwise, the children will revert to playing or exploring with the manipulatives instead
of focusing on the goal and outcome of math lesson, investigation, or game. As the children are exploring the materials, observe how
they use and describe them. Model the use of attribute vocabulary—e.g., shape, size, usage—to describe the manipulatives. For
example, ask the children about manipulatives stack or roll.
Science Center: Continue to observe/ make note of the children’s exploration of the man made and nature items you placed at the
center earlier in the week. Encourage the children think of different ways they might use the tools (e.g., the balance scale, the hand lens,
the magnet wand) to make discoveries about the items. Focus the children’s attention on how some of the items are alike or can be
grouped together based on a common property—e.g. all the items that make one side of the balance scale touch the table (weight).
Invite the children to sing “The Days of the Week” / “Los días de la semana” to the tune of the Buenos días / Good Morning (aka Are You
Sleeping?) song you introduced earlier in the day. Begin reviewing the events of the day. Refer back to the pictorial daily schedule and
emphasize the sequence the day’s events. Ask: What did we do first/ after and before lunch, etc.? ¿Qué hicimos primero/ antes y despues
del almuerzo? Highlight the square on the calendar that corresponds to Friday. Post a picture or photograph of some special event that
happened that day. Allow time to discuss what went well/did not go well today and make plans for how to work better next week. Inform the
children that they do not come to school on weekends (Saturday and Sunday) and that they will return to school on Monday. Locate where
Monday is on the calendar. Point to the calendar and count the number of days the children have been in school so far. Make note of any
upcoming birthdays.
page 16
Day 11 (Scholastic Theme 1; Week 2: Making Friends)
Activity/Schedule
Morning Meeting:
1.
Song: Sing, “Eyes, Ears, Mouth, and Nose” / “Ojos, orejas, boca, y nariz,” to the tune of “Head, Shoulders, Knees, and Toes.”
Eyes, ears, mouth, and nose,
Mouth and nose.
Eyes, ears, mouth, and nose,
Mouth and nose.
Eyes and ears and mouth and nose.
Eyes, ears, mouth, and nose.
2.
3.
4.
5.
Sing to the tune of “Head,
Shoulders, Knees, and Toes”
Ojos, orejas, boca y nariz,
boca y nariz.
boca y nariz.
Ojos y orejas y boca y nariz.
Attendance: Take attendance by counting the number of eyes. Compare the number of eyes in the classroom to the number of
children: Ask: “Are there more eyes/ children/ or the same amount? Why?” “Hay más ojos/ niňos/ o son iguales?
Question of the Day: (Suggestion): “What did you do over the weekend?” “¿Qué hiciste durante el fin de la semana?
Helpers Chart: Review the roles and responsibilities of each job. Begin to train the children how to recognize the names of classmates
by showing a student’s name card to the group when introducing each helper. Then, ask the children to identify whose name is on the
card—e.g., “Who will be today’s line leader?” / “¿Hoy, quién sera el líder de la fila?
Eyes
See
Hand
Arms
Fingers
Journal
Illustration
Ojos
Ver
Mano
Brazos
Dedos
Diarios
Ilustración
Attendance Routine Variation:
Make two separate cube tower representations—one
tower to represent how many eyes there are all together
and another tower to show how many children are
present—so that the students can easily visualize an
otherwise abstract concept for four- and five-year-olds:
that is, how the number of eyes in the classroom is a
greater quantity than the number of individual bodies.
Use different color cubes to represent each child and his/
her set of eyes to make two-to-one correspondence/
relationship more obvious. Emphasize how there are 2
eyes for each child. See the illustration below:
Circle Time: Introduce children to vocabulary that will help them label and describe the function of each of their body parts.
Focus: Draw a picture of a human face on chart paper. Point out the eyes. Discuss ways people rely on their eyes/sense of sight.
Develop: Discuss the things friends do together in school, such as play. Introduce the game, Play “Go and Stop”/ “Sigue y détente.”
Blindfold a volunteer and whisper a classmate’s name into his/ her ear. Say “Go!”/ “¡Adelante !” to the class and have the children chant
their own names. Walk the blindfolded child around the inside of the circle, encouraging him/ her to listen for the whispered name. Have
him or her stop in front of the child when he or she hears the appropriate name. Repeat this activity, letting the children take turns being
“it.” The other variation of this lesson suggests that the children pair with a partner and use their sense of hearing to identify a mystery
instrument. One child is blindfolded while the other friend plays an instrument. Point out how the ears helped to identify the sound,
whereas the eyes were useful for differentiating the color and shape of the instrument.
Letter Recognition/ Vocabulary Assessment Variation: Label a set of different color construction paper cards with letters from the
alphabet (both upper and lower case). Arrange the cards in a circle on the carpet and direct the children to stand outside of the
enclosure. Then, say “Go!” to signal when to start marching. Say, “stop,” and instruct the children to use a particular body part to touch
the letter card in front of which they are standing—e.g., “Touch the letter in front of you with your elbow” / “Toca la letra en frente de ti
mismo/a con tu codo.” To check for letter recognition, call on a volunteer to name the letter he/she is touching. If the child does not know
the name of the letter, allow him/ her to name the color of the card or point to the letter on the classroom letter chart/ wall display. Point
out how the children used their ears to help them hear the command to stop and their eyes to identify the letters on the cards.
Introduce the Making Friends/ Hacer amigos circle time activity outlined on p. 88/ 89 of the Scholastic Theme 1 Teacher Guide as lesson to
review procedures and guidelines for working with friends at center time. Briefly review the centers that you wish to open for the day. These
centers might include: Dramatic Play, Manipulatives, Blocks, Writing, Art Easel, Library, Listening, Sensory Table, Math, and Science.
Introduce the following activities, which are best suited for individual practice at centers or small group instruction:
1. Small Group Mini Lesson (Self Portraits): Gather a small group of children at the art table. Provide drawing materials and paper and
instruct the children to sketch specific parts of their body. Make mirrors available at the center for children to consult as they verify the
shape and dimension of each particular body part. Make a Xerox copy of each child’s portrait a place in his/ her portfolio for
documentation of progress throughout the year.
2. Science Discovery Center: Make sound shakers out of empty pill bottles, film canisters, or plastic Easter eggs. (Whichever canister
you choose, make sure it is not see-through so that the children will have to rely on their sense of hearing to differentiate matching
sounds.) Procedure: Encourage the children to shake two canisters at a time and compare sounds. Then, direct the children to pair/
match same-sounding canisters together on a sorting tray. Allow the children to open the canisters after shaking and pairing them
together so as to visually verify if each match was accurate.
Number of Eyes
Number of Children


Emphasize the 2-to-1
correspondence
relationship
Variations to the “Stop and Go” game activity:
The procedures of the Stop and Go activity described for
the Center Time activity described in the left hand column
are a variation to the original game. The directions for the
original version of the game are as follows:
1. Ask the children to say their names as you point to
them. Go quickly around the circle and have each
child say his or her name.
2. Tell the children that when you say “Go,” you want
them to stop saying their names.
3. Practice a couple of times.
4. Ask the children to say their names repeatedly when
you say “Go” and then stop saying their names
when you say “Stop!” (Example: “Go!” “John, John,
John, John, John, John, John;” Stop!”)
page 17
***Introduce Journal Writing: Model drawing a picture while telling a story about something that happened to you (the teacher).
When the picture is complete, label your illustration with a caption that describes what is happening. Also consider labeling various items in
your picture. Distribute journals to each child and place a dot sticker on the first page so as to remind the children where to begin. Emphasize
that they will make only one entry each day instead of drawing on several pages at one sitting. Teach the children to use a date stamp and
allow them to date their pictures under their names. Use markers so that the children do not erase, but cross out any mistakes instead.
Recess: Integrate the vocabulary the children are learning to label parts of their body by having them identify which body parts they will use
to operate/ manipulate each piece of playground equipment—e.g., we go down the slide on our bottoms; we grab the monkey bars with our
hands; we climb the ladder with our legs and feet, etc. As the children line up, count off to determine if everyone is present.
Lunch: Continue to review lunchroom procedures and rules until the children can do this independently and correctly. Encourage the
children to use their eyes to determine the color of various foods on their plates.
Story time: Introduce Friends at School/ Amigos en la escuela as suggested on p. 90 of the Scholastic Theme 1Teacher Guide.
o
o
o
Before: Display the cover of the book and encourage the children to share what they do with their friends at school.
During: As you read, point to details in the pictures to help children understand some of the things friends do together at school.
After: During afternoon centers, provide finger paint paper and finger paint to pairs of children. Partners share and work together to
paint a picture of something they do in the classroom.
Before sending the children off to retrieve their mats in preparation for rest time, incorporate a transition exercise, perhaps with soft music or
yoga exercises. Emphasize how the body needs rest so that it can function properly.
Circle Time:
Focus/ Transition: Recite “One, Two, Buckle My Shoe”/ “Uno, Dos, ata los zapatos’” or “When I Was One”/ “Cuando you tenía un aňo”
with the children. Count from 1 to 10, clapping with each number. Repeat with other motions, such as blinking your eyes.
Math Focus: Invite the children to show how old they are by holding up their fingers. Ask them to show on their fingers how many doors
there are in the classroom. Repeat the exercise with other objects, keeping the numbers small, but increasing the number when the
children are able. Show the children the counting wand and explain that it is a tool for helping them keep track/ match their counting
words to each point. “La vara de contar va a ayudar a todos contar.” Invite the children to count along as you tap yourself for “1.”
Continue counting all of the children by tapping each one on the shoulder. Introduce a counting book, which you will place in the math
center, and how to use your finger to point and count the sets of objects on each page spread.
5.
Repeat until the children are following directions well
and starting and stopping at the correct time.
Compliment the children on their listening abilities
when they are able to follow directions.
Building children’s comprehension through text-toself, text-to-text, and text-to-world connections:
Remember that at this time of year, the children are
building stamina and will likely have limited attention
spans. Therefore, consider improvising during a readaloud by shortening the amount of text in your selection
and focusing on the illustrations as you take a picture
walk through the book. Ask questions that help build
connections to the text:
Text-to-Self: “What would you do if [situation in the
selected book] happened to you?” “¿Qué harías si lo
mismo te pasara a tí?”
Text-to-Text: “How is this different/ similar to what
happened to [character’s name from another book]?”
“Cómo es diferente/ igual lo que sucedio en ésta
ocación a lo que pasó en el otro libro que acabamos
de leer?
Text-to-World: “Why is it important to…?” “Porqué
es importante hacer ésto?”
Lyrics for “One, Two, Buckle, My Shoe” and “When I
Was One” (See Math Lesson):
1, 2, buckle my shoe.
3, 4, shut the door.
5, 6, pick up sticks.
7, 8, lay them straight.
9, 10, say it again.
1, 2, ata los zapatos.
3, 4, cierra las manos.
5, 6, toca los pies.
7, 8, golpea el pecho,
9, 10, repítalo otra vez.
When I was one, I was so
small (Hold up 1 finger.)
I could not speak a word
at all (Shake head.)
When I was two, I
learned to talk (Hold up 2
fingers)
I learned to sing, I
learned to walk. (Point to
mouth and feet.)
When I was three, I grew
and grew. (Hold up 3
fingers.)
Now I am four and so are
you! (Hold up 4 fingers.)
Cuando tenía un aňo, era
Chiquita.
No podia decir ni una
palabrita,
Cuando tenía dos aňos,
podia hablar.
Podía cantar y podia
caminar.
Cuando tenía tres aňos,
crecí un motón.
Ahora tengo cuatro,
cuatro aňos son.
1.
2.
3.
Mini-Lesson (In, On, and Under!): Introduce position words as described in the “In, On, and Under!” / “¡Dentro, sobre, y debajo!” lesson
outlined on p. 92/93 of the Scholastic Teacher Guide. Dismiss children to choose a new center by having them place a teddy bear
counter in a specified location on the Scholastic Math Mat 2 or somewhere at the center where they choose to go.
Math Center: Display counting books in the math center. Introduce number stencils and dot stickers and allow the children to create
their own counting books. Place the counting wand that you introduced during circle time in the center so that children can practice
counting objects around the room.
Fine Arts Connection: Provide props and invite the children to act out the rhyme, “One, Two, Buckle My Shoe.” Change the last line to
“say it again” instead of “big fat hen.”
Invite the children to sing “The Days of the Week” / “Los días de la semana.” Begin reviewing the events of the day. Refer back to the
pictorial daily schedule and emphasize the sequence the day’s events. Highlight the square on the calendar that corresponds to today’s date.
Post a picture or photograph of some special event that happened that day. Allow time to discuss what went well/did not go well today and
make plans for how to work better tomorrow. Locate where tomorrow’s date is on the calendar. Point to the calendar and count the number
of days the children have been in school so far. Consider counting down how many days remain until an important event—e.g., the number of
days remaining until a classmates birthday.
page 18
Activity/Schedule
Morning Meeting:
1.
2.
3.
4.
5.
6.
Song: Introduce the chant, “Head and Shoulders, Baby”/”Cabeza y hombros, bebé.” (See the Organizational/ Instructional Management
Suggestions section to the right. Say the chant again, using other body parts, such as eyes, ears, nose, and mouth.
Attendance: Conduct the Our First Name/ Cómo son nuestros nombres circle time activity on p. 100/ 101 of the Scholastic Theme 1
Teacher Guide. Take attendance by counting the children whose name begins with a particular letter. (See the Play a Letter Game
described at the bottom of p. 100 of the Scholastic Teacher Guide.)
Question of the Day: (Suggestion): “What did you see with your eyes on the way to school today?” “¿Hoy, qué viste con tus ojos en
camino a la escuela?”
Helpers Chart: Review the roles and responsibilities of each job.
Read-Aloud:. Introduce the first part of the Explore Gooey Goop circle time activity, “Ways to Stay Safe/ “Repasar las reglas de
seguridad”, as outlined on p. 104/ 105 of the Scholastic Theme 1 Teacher Guide.
Before: After discussing the Science Poster 1 from Scholastic, introduce a book about the parts of the body—e.g., Here Are My
Hands/ Aquí están mis manos or any of the selections listed in the Instructional Management Suggestions column on the following
page (p, 20). Conduct a picture walk of the book. As you turn each page, ask the children to identify the highlighted body part.
Then, encourage the children to make predictions about the text by prompting them to think about how the body part shown on each
page spread is used: “How do we use our knees?” “¿Cómo se usan las rodillas?”
During: As you read, ask the children to practice moving the same body part shown on the page as suggested in the text.
Encourage them to think of other ways to move that body part.
After: Make a body diagram on a sheet of chart paper. Direct the children point to each of the body parts as you read the names
aloud from the list. Add body part the children did not mention. Point to the ears and ask: “Who remembers how we use our ears?”
“Quién recuerda cómo usamos nuestros oídos?” Discuss the importance of listening.
Go to the following website to for a free download of sample
extension activities that incorporate the body parts concepts
introduced in the book, Here Are My Hands;
Body Part picture cards
www.zaner-bloser.com/WorkArea/showcontent.aspx?id=7552
At the very back of the PDF document, there are body part picture
cards, which you can use to label the body diagram you created in
the above lesson. Cut the pictures apart, color them, and attach
them to a sentence strip. Add the cards to the word wall.
nose
foot
mouth
Listen
Speak
Body
Ears
Eyes
Mouth
Hands
Escuchar
Hablar
Cuerpo
Oreja
Ojos
Boca
Manos
Morning Meeting: Below are the words to the chant
introduced during the morning meeting.
Head and Shoulders, Baby
Head and shoulders, baby, 1, 2, 3.
Head, shoulders, head, shoulders,
Cabeza y hombres, bebé
Cabeza y hombros, bebé, 1, 2, 3.
Cabeza, hombres, cabeza, hombros,
Continue the rhyme, inserting these body parts:
Hips, knees/ Caderas, rodillas
Knees, ankles/ Rodillas, tobillos
Ankles, toes/ Tobillos, dedos
Toes, ankles/ Dedos, tobillos
Ankles, knees/ Tobillos, rodillas
Kees, hips/ Rodillas, caderas
Hips, shoulders/ Caderas, hombros
Shoulders, head/ Hombros, Caderas
Sample Pocket Chart Center for
teaching unit vocabulary words
Briefly review the centers that you wish to open for the day. These centers might include: Dramatic Play, Manipulatives, Blocks, Writing,
Art Easel, Library, Listening, Sensory Table, Math, and Science. Introduce the following activities, which are best suited for individual
practice at centers or small group instruction:
1. Small Group Mini Lesson: (Make Gooey Goop!): Conduct the second part of the Explore Gooey Goop activity that you introduced
during morning circle time. The recipe for making gooey goop is located at the bottom of p. 104/ 105 of the Scholastic Theme 1 Teacher
Guide. Invite the children to explore and describe the substance. After the children finish, have them refer to the Staying Healthy and
Safe Science Poster 1 as they go to the sink to wash their hands.
2. Pocket Chart Center (Literacy): Make a vocabulary chart with the focus vocabulary from this week and pictures to match. If you place
the pictures and words on sentence strips, you can have the students practice matching them in the pocket chart. Use the body part
picture cards introduced in the above.
page 19
Transition Activity: Teach the action story, “My Body
Talks”/ “Mi cuerpo habla,” Encourage the children to point to
the parts of the body mentioned in the story. Then, have the
children demonstrate the head movements mentioned in the
story. Explain that they are nonverbally expressing the
words yes and no; they are talking with their bodies.
Story time: Introduce the Staying Calm in the
Classroom/ Tranquilos en la clase story time activity as
described on p. 102/ 103 of the Scholastic Theme 1 Teacher
Guide. Before transitioning to rest time later on in the day,
allow the children to practice the Ways to Clam Down
routing using the Scholastic Be Big in the Classroom poster.
Lead the children as they practice taking a deep breath,
counting to three, and going to quiet place-their mats.
Recess: Review body part vocabulary by having the
children identify which parts of their body they use to
operate/ manipulate each piece of playground equipment—
e.g., we go down the slide on our bottoms; we grab the
monkey bars with our hands; we climb the ladder with our
legs and feet, etc. As the children line up, encourage them
to count off to determine if everyone is present.
My Body Talks (Action Story)
When I want to say “hello,” I wave my hand.
When I want to say “no,” I shake my head from side to side.
When I want to say “yes,” I nod my head up and down.
When I want to say “good job,” I stick up my thumb.
When I want to say “I disagree,” I turn my thumb down.
When I want to celebrate a success, I clap my hands.
When I want to say “enough” or “stop,” I hold my hand out.
When I want to say “come here,” I wave my hand toward me.
When I want to say “good bye,” I wave my hand or blow you a kiss.
When I want to say “I love you,” I wrap my arms around you and squeeze.
Mi cuerpo habla
Cuando yo quiero decir “hola,” yo agito mi mano.
Cuando yo quiero decir “no,” yo muevo mi cabeza de un lado a otro.
Cuando yo quiero decir “sí,” yo muevo mi cabeza de arriba hacia abajo.
Cuando yo quiero decir “bien hecho,” yo levanto me dedo pulgar.
Cuando yo quiero decir “no estoy de acuerdo,” yo bajo mi dedo pulgar.
Cuando yo quiero celebrar un triunfo, yo aplaudo con mis manos.
Cuando yo quiero decir “suficiente,” yo levanto la palma de mi mano.
Cuando yo quiero decir “ven aquí,” yo seňalo con mi mano hacia a mí.
Cuando yo quiero decir “adios,” yo agito mi mano o te envoi un beso.
Cuando yo quiero decir “te quiero,” yo te abrazo y te aprieto.
Lunch: Continue to review lunchroom procedures and rules until the children can do this independently and correctly. Emphasize the
Books about Body Parts:
Locate a collection of books for teaching body part
vocabulary. The focus of unit is on body parts vocabulary
and the use of the five senses for exploration. Below is a
list of suggested books for the library center or for readalouds. This list is not exhaustive of all of the books that
are available, but it is a start:
My First Body Board Book (My 1st Board Books) by
DK Publishing
Me and My Amazing Body by Joan Sweeney and
Annette Cable
Body Parts by Bev Schumacher
Here Are My Hands/ Aqui estan mis manos by Bill
Martin Jr., John Archambault, and Ted Rand
Body Parts/ Las Partes Del Cuerpo (Spanish
Edition) by Bev Schumacher
My Body Talks/Mi cuerpo habla (DLM)
Arthur’s Eyes/ Los ojos de Arthur by Marc Brown.
Los Pies by Dana Meachen Rau
Un diente flojo by Lisa Trumbauer
Como yo by Barbara J. Neasi
Las Manos by Dana Meachen Rau
Nuestra orejas geniales by Shirley Frederick
Pares del cuerpo by Heineman Library
Look into your Body by Readers’s Digest
different body parts the children are using to handle the utensils (hands and fingers) and to chew their food (mouth and teeth).
yoga exercises, or a short story. Emphasize how the body needs rest so that it can function properly.
Circle Time:
Focus/ Transition: Teach the children the poem, “One, Two, Buckle My Shoe”/ “Uno, dos, ata los zapatos.” Recite it several times.
Count from 1 to 10 or to a number that is appropriate for the children, clapping with each number. Repeat with other motions, such as
tapping the floor or stomping feet. See the Organizational/ Instructional Management section for the reasoning behind this activity.
Math Focus: Ask the children how old they are. Have them hold up their fingers to show their ages. Do the finger play, “When I was
one”/ “Cuando yo tenía un aňo.” (Note: Refer back to the Organizational/ Instructional Management section on p. 18, Day 11, for the
lverses to this story ). Invite the children to count the number of fingers on each hand. Then, distribute a set of Unifix cubes and have the
children to place one cube on each finger on one hand. Emphasize one-to-one correspondence. Finally, instruct the children to remove
the cubes from each finger and construct a tower of 5. Have the children count the cubes in the tower and emphasize how the number
of cubes matches the number of fingers on one hand. Show the children the body part diagram that you created during today’s literacy
lesson. Use the body parts word cards to classify which parts of the body come in sets of two—e.g., arms, hands, eyes, feet, legs,
elbows, etc.—and those of which there is only a set of 1—e.g., head, nose, mouth, etc.
Strategies for teaching rote counting:
Use counting chants, such as “One, Two, Buckle My
Shoe” in order to help the children t memorize the
counting word sequence to 10. The “One, Two, Buckle
My Shoe,” for example, inserts pauses between each pair
of even numbers—e.g., 1,2, Buckle My Shoe; 3, 4, Shut
the Door; 5, 6, Pick up sticks; 7, 8, Lay them straight; 9,
10, Big fat hen. This particular emphasis is intentional for
assisting children who confuse the sequence as an
uninterrupted chain of words (“onetwothree”) instead of
an ordering of distinct number names—one, two, and
three. Such a misconception is similar to the way some
children perceive the alphabet song as a cluster of letter
strings—e.g., “lmnop.”
Finger Counting Cards:
Consult p. 32 of the 1st 20 days of Instruction document
for a copy of the 1-5 finger counting cards, which are
referenced in the Math Center activity for Day 11.
1.
2.
Math Center: Place finger counting cards in the math center. Allow the children to make cube towers that match the number of fingers
shown on each card.
Science Center: Place mirrors in the science discovery center and encourage the children to locate the parts of their face. Give
instructions for the children to wink their eyes, open their mouths, wiggle their nose, etc.
make plans for how to work better tomorrow. Locate where tomorrow’s date is located on the calendar. Point to the calendar and count the
number of days the children have been in school so far.
page 20
Activity/Schedule
Sign-In/ Getting to Know You Activity; Greet children as they locate their name cards, sign in, and put away belongings.
Morning Meeting:
1.
2.
3.
4.
5.
Song: Sing “Old Mac Donald”/ “El Viejo MacDonald.” Have the children pay special attention to how their mouths move when they say
“E-I-E-I-O.” Display the song’s lyrics printed out on chart paper so that the children can make a one-to-one correspondence to each
word as they sing along. Emphasize the capital letters E, I, and O.
Attendance: Take attendance by counting the number of mouths. Compare the number of mouths in the classroom to the number of
children: Ask: “Are there more eyes/ children/ or the same amount? Why?” “Hay más bocas/ niňos/ o son iguales?
Question of the Day: (Suggestion): “Do you brush your teeth every morning before you come to school?” “¿Te cepias los dientes todas
las maňanas antes de llegar al la escuela?”
Helpers Chart: Review the roles and responsibilities of each job. Encourage each child to say the name of their assigned job.
Journal Writing: Review the procedures for journaling—e.g., using only one page per day, using the date stamp to show the entry date,
the difference between drawing and writing, etc. Place a special color dot sticker (different from the color used yesterday) on the page
following the previous entry. Allow the children to locate the page in their journal. As the children complete one entry, conference with up to 4
individuals so that you will have met with every child by the end of the week. As you work with these children, allow the rest of the group to
either select a book or practice writing on dry erase boards.
Circle Time: Introduce the “How Do Friends Help?”/ “¿Cómo se ayudan los amigos?” lesson outlined on p. 112/ 113 of the Scholastic
Theme 1 Teacher Guide.
Before: Gather the children on the rug. Display Friends at School/ Amigos en la escuela. Tell the children that as you read the book this
time, they should think about what friends do to help each other at school. Ask them to share ways they help their friends. Record
children’s ideas on chart paper.
During: As you read the book, model placing a sticky note on a page that shows friends cooperating, or working together to do
something. Continue reading and invite volunteers to take turns coming up to the book and placing a sticky note on a page that shows
and example of cooperation. Encourage the volunteer to explain how the children are working together.
After: Inform the children that as they are working at centers, you will take pictures or write down instances where the children are being
good friends. Explain that you will make a chart with the photographs at the end of the day and share it with the whole class. Before
dismissing the children to a center, play the game “Pass It On”/ “Mánde.”. (See the directions for the game in the Organizational/
Instructional Management Suggestions section.) Remind the children that good friends listen carefully.
Extension: Role-play with children at centers, modeling language for helping/ working with new friends. Use the language stem: “Hello,
my name is _______. May I help you [cut with scissors, build the tower, etc]/ “Hola, me llamo _______. ¿Te puedo ayudar en_____?”
1. Art Center (Hand Prints): Review the procedures/ rules for painting—e.g., put on a smock, dab the hairs of the paint brush into the
tempera paint, wipe up spills, etc. Instruct the children to paint their fingers and the palm on one hand and then carefully press down on
a sheet of paper, leaving space between each finger. Then, tell the children to wash off the paint on the first hand and then begin
painting the opposite hand. Repeat the printing procedure. When the paint dries, allow the children to write their names. Keep the hand
prints for tomorrow’s shared writing activity.
2. Listening Center: Instruct the children to speak into a tape recorder and then to listen to their voices. The tape can be used later to see
if they can identify the voices on the recording. Review appropriate speaking volumes. Remind the children that if they whisper or shout,
their voices will be distorted and listeners will not understand what they are saying.
3. Science Center: Display 3 half-liter bottles with varied amounts of water in each bottle. Encourage the children to blow in the bottles
and listen for the difference in sound.
Transition Activity: Use a book, such as Brown, Bear, Brown Bear, by Bill Martin Jr., to introduce the concept of rhyme. (Dr. Seus
books are also a great resource for rhyming.) As you read, emphasize the similar sounds at the end of the pair of words ‘see’ and ‘me,’ which
repeat throughout the story. Once the children are familiar with the predictable language, pause each time you come to the end of the
sentence and allow the children to provide the rhyming word—e.g., “I see a [name of animal] looking at ___.”
Mouth
Speak
Talk
Eat
Whistle
Kiss
Tongue
Teeth
Toothbrush
Boca
Hablar
Hablar
Comer
Silbar
Besar
Lengua
Dientes
Cepillo de dientes
How to Be A Good Friend Anchor Chart:
Take photos of the children being good friends. Make a
poster with the pictures and post it as an anchor chart.
How to Be A Good Friend at School
Friends share.
Friends say “Thank you.”
Friends take turns
Friends help each other.
Direction for the game, “Pass it On”/ “Mánde”.
1. Seat the children in a circle. Have one child begin
the game by whispering a word into the ear of the
child sitting next to him or her.
2. Then, that child in turn whispers the word he or she
heard to the next child in the circle.
3. This continues around the circle until the whispered
word gets back to the child who began the game.
That child repeats aloud what was whispered to him
or her and then announces whether that is the word
that began the game.
Brown Bear, Brown Bear by Bill Martin Jr.
If you do not have a copy of this book, go to the DLTK
Growing Together website to download free pictures (in
color or black and white) of the animals referenced in the
story. Compile the pictures into a book.
http://www.dltk-teach.com/books/brownbear/index.htm
Brown Bear, Brown Bear what do you see? I
see a red bird looking at me
¿Oso pardo, Oso pardo, qué ves ahí? Yo
veo un pájaro rojo mirandome a mí.
page 21
Recess: Review body part vocabulary by having the children identify which parts of their body they use to operate/ manipulate each piece
of playground equipment—e.g., we go down the slide on our bottoms; we grab the monkey bars with our hands; we climb the ladder with our
legs and feet, etc. As the children line up, encourage them to count off to determine if everyone is present.
Lunch: As the children are eating, point out how they are using their front teeth to bite and their back teeth to chew. Also, emphasize how
the tongue helps them to swallow the food once it has been sufficiently chewed. After lunch, distribute toothbrushes to each child. (Make
sure that each brush is labeled with the owner’s name. Remind the children that they should only use their own toothbrush so that they do not
spread germs. Use a discarded egg carton to store each toothbrush. To prevent cross contamination, label the individual partitions inside the
carton with each child’s name. Remind the children that they should always place their toothbrush in the same partition everyday.
Story time: Read A Splendid Friend, Indeed/ Un amigo de veras maravilloso and carry out the accompanying activities as suggested on p.
114/ 115 of the Scholastic Theme 1 Teacher Guide. Take time to introduce the routine, Ways to Share/ Maneras de Compartir.
Circle Time:
Focus/ Transition: Teach the children “Two Little Blackbirds”/ “Dos mirlos.” Review which body parts come in pairs of two—e.g., eyes,
legs, hands, ears, arms, etc. Invite two children to hold hands so as to make a group of two. Por favor, ¿Dos de ustedes podrían dares
la mano para formar un grupo de dos? Remind the children that friends work together
Two Little Blackbirds
Two little blackbirds sitting on a hill (Hold up the index finger of each hand.)
One named Jack. (Hold right finger forward.)
One named Jill. (Hold left finger forward.)
Fly away, Jack. (Wiggle right finger and place it behind back.)
Fly away, Jill. (Wiggle left finger and place it behind back.)
Come back, Jack. (Bring right hand back.)
Come back, Jill. (Bring left hand back.)
Dos mirlos
Dos mirlos sentados en una colina.
Una se llama José.
Y la otra se llama Josefina.
Vuela lejos, José.
Vuela lejos, Josefina.
Ven aquí José.
Ven aquí Josefina.
Math Focus: Conduct the Beside a Friend/ Junto a un amigo lesson described on p. 116/ 117 of the Scholastic Theme 1 Teacher Guide.
Evaluation: Pair children with partners and distribute a plastic Baggie to each pair. Dismiss the children, two at a time, to collect groups
of two items around the room and place the collection inside the Baggie. Place counters or a collection of other items (e.g., crayons) on
the floor. As the pairs of children return to the circle area, collect their Baggies and have them work with their partners to make as many
groups of two as they can using the items/ counters on the carpet. Enouage the children to place one object in the pair in relation to the
other item—e.g., beside, below, on top of, etc.
Red bird, Red bird, what do you see? I see
a yellow duck looking at me.
¿Pájaro rojo, pájaro rojo, qué ves ahí? Yo
veo un pato amarillo mirandome a mi.
Yellow Duck, Yellow Duck, what do you
see? I see a blue horse looking at me
¿Pato amarillo, pato amarillo, qué ves ahí?
Yo veo un caballo azúl mirandome a mí.
Blue Horse, Blue Horse, what do you see? I
see a green frog looking at me.
¿ Caballo azúl, caballo azúl, qué ves ahí?
Yo veo un sapo verde mirandome a mi.
Green Frog, Green Frog, what do you see? I
see a purple cat looking at me.
¿Pato verde, pato verde, qué ves ahí? Yo
veo un gato morado mirandome a mi.
Purple Cat, Purple Cat, what do you see? I
see a white dog looking at me.
¿Gato morado, Gato morado, qué ves ahí?
Yo veo un perro blanco mirandome a mi.
White Dog, White Dog, what do you see? I
see a black sheep looking at me.
¿Perro blanco, Perro blanco, qué ves ahí?
Yo veo un borrega negra mirandome a mi.
Black Sheep, Black Sheep, what do you
see? I see a goldfish looking at me.
¿Borrega negra, borrega negra qué ves
ahí? Yo veo un pez dorado mirandome a mi.
Gold Fish, Gold Fish, what do you see? I
see a teacher looking at me.
¿Pez dorado, Pez dorado, qué ves ahí? Yo
veo una maestra mirandome a mi.
1.
2.
Math Center: Convert a discarded box into a pretend dryer. (For example, cut a circle out of one of the sides of the box and reattach it
with a strip of cardboard and tape. Make a handle out of left over cardboard.) Place a laundry basket nearby and fill it with matching
pairs of old socks. Allow the children to match each pair of identical socks and fold them together after removing them from the pretend
dryer. Emphasize the pairs of two.
Water Table: Place old toothbrushes and dirty rocks at the water table. Encourage the children to clean / scrub the rocks using the
toothbrushes.
of days the children have been in school so far. Consider counting down how many days remain until an important event—e.g., the number of
days remaining until a classmates birthday.
Teacher, Teacher, what do you see? I see a
group of children looking at me.
¿Maestra, Maestra, qué ves ahí? Yo veo un
grupo de niňos mirandome a mi.
These are the exact pictures
that are available for free
download at the DLTK website
listed in the above.
page 22
Activity/Schedule
Morning Meeting:
1.
Song: Introduce the song, “Rhyming Words Sound the Same” by Pam Shiller. Sing the lyrics to the tune of Looby Loo. For Spanish
speakers, use the song, “Hora de rimar.” Sing to the tune of The Adams Family. See below:
Hora de Rimar”
To the tune, “The Adams Family
Rhyming Words Sound the Same
To the tune, “Looby Loo.”
Rhyming words sound the same.
Yes, rhyming words sound the same.
_____ sounds like ______
______sounds like _____
______sounds like _____
Yes, rhyming words sound the same.
2.
3.
4.
5.
Hora de rimar (Hacer ruido con las palmas de sus manos dos veces).
Hora de rimar (Hacer ruido con las palmas de sus manos dos veces).
Hora de rimar, hora de rimar, hora de rimar.
Verso:
Hay pan y hay tan,
Hay flan y hay plan.
Hay van y hay gran,
La familia de “-an.”
Versos adicionales:
Masa, casa, asa, pasa, grasa, brasa.
Attendance: Take attendance by reviewing the first letters in the names of the children as recommended in the circle time activity on p.
124/ 125 of the Scholastic Theme 1 Teacher Guide. After conducting the movement exercise, Friendship Circle/ Cículo de amistad,
make a graph that shows how many children have names with each specified letter. Count and compare the data.
Question of the Day: (Suggestion): “What can you do with your hands?” “¿Hoy, qué cosas puedes hacer con tus manos?” Write the
children’s responses on chart paper. Model how to speak and respond in complete sentences by writing the children’s responses within
a pattern stem—e.g., With my hands, I can____________. Con mis manos, yo puedo ______. (NOTE: Each child’s response would
go on the blank. You will use this chart for the small group mini-lesson highlighted below.)
Helpers Chart: Review the roles and responsibilities of each job.
Morning Message: Conduct the Picture Labels /Rótulos de ilustraciones shared writing activity outlined on p. 128/ 129 of the Scholastic
Theme 1 Teacher Guide. Give and example of something two friends do together and draw a picture that illustrates it. Model writing the
sentence on chart paper. During journal time, allow the children to draw a picture showing them doing something with a friend. Have
them write or scribble labels for their pictures. Then ask each child to dictate a sentence about the picture.
Journal Writing: Place a special color dot sticker (different from the color used yesterday) on the page following the previous entry.
Allow the children to locate the page in their journal. . As you work with these children, allow the rest of the group to either select a book or
practice writing on dry erase boards.
Read Aloud/ Circle Time: Select one of the books about sizes listed in the right hand column, under the Organizational/ Instructional
Management Suggestions section. NOTE: If your students know the words big and small, you may want to incorporate the words bigger,
biggest, and smaller, smallest.
Before: Invite two volunteers to stand next to each other. Compare their height: “Who is taller/ shorter?” “¿Quién es mas alto/ bajo?”
Direct the child who is taller to find a classmate or an object in the classroom that is taller than he/she is. Likewise, allow the smaller
volunteer to find someone/ an object that is shorter than he/ she is. Point out how the child is now shorter/ taller when compared to a
taller/ shorter (respectively) object/person. Emphasize that size is relative.
During: As you read the book about sizes, emphasize the targeted comparative attribute vocabulary—shorter/ taller mas bajo(a)/ alto(a),
heavier/ lighter mas pesado(a)/ mas ligero(a), smaller /bigger, mas pequeňo/ grande, etc.
After: Place several objects on a tray in the circle. Ask the children to think about how we use our hands. Allow the children to look at
their hands closely. Count fingers, point to knuckles and fingernails and allow the children to say these words with you. Discuss how
their fingers move, hands move and wrists move. Talk about the objects on the tray. Discuss how we use our hands differently to pick
up different sized and shaped objects. Pick up a pencil on the tray and allow them to discuss how you picked it up. (vocabulary word
grasp) Pick up a larger block (one that can be picked up with one hand. Show them how we grasp it differently. Some items are so big,
we use two hands. Pick up a larger item and model this for them. Allow them to take an item off of the tray and tell the class whether
they grasped it with their fingers, grasped it with one hand or grasped it with two hands. Allow everyone to have a turn.
Rhyme
Tall
Short
Heavy
Light
Large
Small
Rima
Alto
Corto
Pesado
Ligero
Grande
Pequeňo
Morning Meeting Rhyming Song:
Go to the following website to locate rhyming pictures.
Download the pictures, mount them onto cards, and then
laminate. Use the cards to supplement the Rhyming
Words Sound the Same song, which you will introduce at
the start of today’s morning meeting:
http://www.carlscorner.us.com/Rhyming.htm
In addition to picture
cards, there are game
cards, such as a Bingo or
Race for a Rhyme
Children’s Books About Size Relationships:
(See the Read-Aloud activity)
The Bad-Tempered Ladybird by Eric Carle
A grouchy ladybug, looking for a fight, challenges
everyone she meets regardless of their size or
strength.
The Blue Balloon by Mick Inkpen
A boy and his dog find a fantastic blue balloon that
can be lots of different sizes.
Hop! Plop! by Corey Schwartz
When mouse and elephant go to the playground
together, it seems as if everything they try to play on
together gets broken, until they finally find the piece
of equipment that is just right for them.
Just Teenie by Susan Meddaugh
Justine is so small, everyone calls her "Just Teenie,"
but one day she receives a plant that grows so tall, it
gives her a different perspective.
Tall by Jez Alborough
Illustrations and just a few words depict how various
jungle animals help a very little monkey to feel that
he is tall.
page 23
1. Pocket chart center: Cut out Large and Small Cards located on pp. at the back of this document. (***See the excerpt under the
Organizational/ Instructional Management Suggestions section in the right hand column of this page for copying instructions.) Put the
words big and small on the pocket chart. Allow the children to choose 2 cards of the same color from a pile on the carpet. Instruct the
volunteer to place the big one on the pocket chart under the word big and the small one under the word small. Vary the activity by
allowing the children to sort letters by upper and lower case. Be sure to put a picture on the word cards to assist the children with their
reading. Show the children what clean up looks like for this area.
2. Small Group Mini Lesson (Writing): Display the list of things that the children said they could do with their hands. (See the Question of
the Day activity on the previous page.) Allow the children to choose from the list one of the suggestions they like the best and write it on
their handprint paintings from yesterday. Emphasize and point to the stem: With my hands, I can____________. Con mis manos, yo
puedo ______. Model writing on the blank for the student. Do not demand that the child copy the words directly from the list; rather,
encourage him/ her that he/ she use his/ her own spelling and letter formation. Take dictation of what the children said on a separate
sheet of paper. Be sure to take the dictation after the child has written on his/ her sheet. Tell the child that you are writing down what
he/ she said so that you will remember what everyone said when they take their work home. Display the completed handprints and
writing samples on a bulletin board.
Titch by Pat Hutchins
Titch has a sister Mary, who was a bit bigger, and a
brother Peter, who was a lot bigger. It seems
everything his big brother and sister have is always
bigger and better than what Twitch has to play with
each day. But then one day Titch discovers that
something little can grow very big indeed.
Watch Out Big Bro’s Coming! by Jez Alborough
Terror spreads through the jungle as animals hear
the news that rough, tough Big Bro is coming. A
crew of animals learns that size is relative.
Who Sank The Boat? by Pamela Allen
The reader is invited to guess who causes the boat
to sink when five animal friends of varying sizes
decide to go for a row.
Transition: (ESL Option): Invite the children to stand as they sing “Hand Jive” from Greg and Steve, We all Live Together, Volume 4.
Story time: Conduct the Alike and Different Friends/ Amigos parecidos y diferentes story time activity described on p. 126/ 127 of the
Scholastic Theme 1 Teacher Guide. Introduce the Thumbs Up/ Thumbs Down Pulgares arriba/ pulgares abajo routine.
Recess: Encourage the children to identify which pieces of playground equipment require/ do not require the use of hands.
Centers (Pocket Chart Activity/ Big and Small):
The cards for this activity are located on pp. 33-35 of this
document.
Lunch: Point out how the children are using their hands to handle the forks, spoons, and knives. Pay attention to the children’s fine motor
grasp as they use these eating utensils.
Circle Time:
Focus/ Transition: Say, “Three Little Monkeys” / “Tres monitos.” Count from 1 to 10, clapping, tapping, or stomping with each number.
Today, count in groups of three, pausing between every three numbers—e.g., 1, 2, 3…, 4, 5, 6…, 7, 8, 9…,10!
Math Focus: Read Goldilocks and the Three Bears/ Ricitos de oro y los tres osos.. Emphasize how Goldilocks finds everything in groups
of three. Ask, “If three bears live in this house, how many chairs/ bowls/ beds will Goldilocks find?” “¿Si son tres osos que viven en está
casa, cuantas sillas/ encontrará Ricitos de Oro?” If a copy of the book is not available on your campus, go to the following website to
download the words to the story as well as printable sheets (in color) of the story characters:
http://www.first-school.ws/activities/fairytales/3bears.htm
The children can also watch the story online at http://video.nhptv.org/video/1687947231/
After: Distribute bins of manipulative counters and direct the children to make groups of three.
1.
2.
Gross Motor/ Math Center: Encourage the children to throw beanbags or pompom balls inside a hula hoop. Count how many land
inside/ outside/ and how many altogether. ““¿Cuántas cayeron adento/ afuera/ cuántos hay en totál?”
Science Connection Wrap one 5-pound bag of flour and five 1-pound bags of flour with a cloth. One at a time, help each child put
enough bags of flour together to equal his or her birth weight. Put the bags in a pillowcase and invite the children to lift it. Put the
pillowcase on a scale and weigh it. Remove it and have the child step on the scale. Point out how the dial on the scale goes up. Explain
to the children that they weigh more now than when they were born because they have grown.
of days the children have been in school so far.
Run these cards off on cardstock and laminate.
Cut them apart and allow the children to sort them
on the pocket chart by small/ large or upper-case/
lower-case letters.
Math Lesson Focus Chant:
Three Little Monkeys
3 little monkeys sitting in a tree, (Hold up 3 fingers.)
Teasing Mr. Alligator.
“You can’t catch me!” “You can’t catch me!”
Along came Mr. Alligator
Quiet as can be—SNAP!
2 little monkeys sitting in a tree,.. (Hold up 2 fingers.)
Tres monitos
Tres monitos setados en el árbol.
Al caiman estaban molestando:
“¡No me puedes atrapar!” “¡No me puedes atrapar!”
El caiman se acercó muy despacito
Y un mordisco dio muy tranquilito
Dos monitos sentados en el árbol…
page 24
Activity/Schedule
Morning Meeting:
1.
Song: Sing “Head, Shoulders, Knees, and Toes”/ “Cabeza, hombres, rodillas, y dedos.” Encourage the children to make up new verses
using other body parts—e.g., eyes, ears, mouth, and nose/ ojos, orejas, boca, y nariz.
Head, Shoulders, Knees, and Toes
Head, shoulders, knees, and toes,
Knees and toes.
Head, shoulders, knees, and toes
Knees and toes.
Eyes and ears and mouth and nose.
Head, shoulders, knees, and toes,
Knees and toes!
2.
3.
4.
5.
6.
Cabeza, hombros, rodillas, y dedos
Cabeza, hombres, rodillas, y dedos,
Rodillas y dedos.
Rodillas y dedos.
Ojos y orejeas y boca y nariz.
Rodillas y dedos.
Attendance: Continue to take attendance on the chart introduced previously. Allow time to talk about how many students are present
and how many are absent. Use connecting cubes or chain links to represent the total number present and compare with the attendance
stick, which represents the number of children in the class.
Question of the Day: (Suggestion): “What can you do with your legs?” “¿Qué cosas puedes hacer con tus piernas?” Write the children’s
responses on chart paper.
Helpers Chart: Review the roles and responsibilities of each job. Begin to train the children how to recognize the names of classmates
by showing a student’s name card to the group when introducing each helper. Then, ask the children to identify whose name is on the
card—e.g., “Who will be today’s line leader?” / “¿Hoy, quién sera el líder de la fila?
Interactive Writing: Begin Star of the Day Charts. Choose one student to be the Star of the Day. You may want to put the students’
names on craft sticks and place them in a cup. Each day you could draw a name from the cup to determine who will be the designated
star. Since taking turns can be a difficult challenge for some students, having a system to choose names may reduce hurt feelings. Fill in
the Star of the Day chart as you interview the star student. Have the student spell his or her name for the class as you write it on
sentence strip paper. Explain to the class that this student's name is a word. Say, “Names are special words and always begin with a
capital letter.” After you write the letters, cut the letters apart as you name each letter. Allow the Star Student to put his/her name back
together on the pocket chart. Hand out paper to the other students and let them draw their friend and write his or her name. Allow the
Star Student to design the cover of the book. Place the pages together and bind for the student to take home or for you to place in the
class library.
Body
Head
Hands
Feet
Arms
Legs
Back
Elbow
Thumb
Cuerpo
Cabeza
Manos
Pies
Brazos
Piernas
Espalda
Codo
Dedo pulgar
Student of the Day Chart:
Create a poster for the students Star of the Day Chart.
(See sample poster on pp. 36-37of this document.)
Option #1: Make one poster and laminate it. Next,
use a dry erase marker to fill in the blanks each day.
Option #2: Make a blank poster for each child and
hang them in the room for the children to use during
Read-Around-the-Room time.
Journal Writing: Place a special color dot sticker (different from the color used yesterday) on the page following the previous entry.
Allow the children to locate the page in their journal. As the children complete one entry, conference with up to 4 individuals so that you will
have met with every child by the end of the week. As you work with these children, allow the rest of the group to either select a book or
practice writing on dry erase boards.
Read Aloud/ Circle Time: Conduct the “Alphabet Friends”/ “Amigos del alfabeto” activity outlined on p. 136/ 137 of the Scholastic
Theme 1 Teacher guide.
Before: Reread the book, Annie, Bea, and Chi Chi Dolores/ El Alfabeto, focusing on the activities the three friends do together at school.
During: Before you read each page, encourage the children to look at the pictures. Ask: What are the three friends doing? ¿Qué estan
haciendo los amigos/as?
After: Display the picture of Annie, Bea, and Chi Chi Dolores playing “follow-the-leader.” Ask children whether they have played follow
the leader, and if so, what they did. Model answering in complete sentences, and encourage children to use complete sentences as they
share with the class. If time permits, invite the children to form a follow-the-leader conga line. Choose a leader and invite him or her to
make up an action, such as marching or clapping hands. All of the friends behind the leader should follow the leader’s actions as they
snake around the room. Continue playing follow the leader until all children have had an opportunity to lead the group. (You may want
to simply allow the assigned line leader for that day to have a try at making up an action for others to follow. Inform the class that every
child will have a chance to lead the group in a similar way as his/ her name is selected as line leader for each of the remaining days of
the month.
page 25
1. Small Group: (“Draw and Write”): Continue the second part of the story time activity outline on p. 136/ 137 of the Scholastic Theme 1
Teacher Guide. Invite the children to draw a picture of a favorite activity they enjoy doing, similar to the format modeled in the book,
Annie, Bea, and Chi Chi Dolores/ El Alfabeto. Then ask the children to look at the Alphabet Freeze and write the first letter that begins
the name of the activity, such as Pp for painting or Hh for hopping. Provide support by consulting the examples illustrated in the book.
2. Puzzles/ Manipulative Center (Body Part Floor Puzzles): If you do not have a large commercial body part puzzle, you can make one
from two laminated body part posters (available from a teacher supply store). Leave one poster intact and cut the other poster into 19
large pieces. This will allow you to model putting a piece of the puzzle on the other poster and still have one puzzle piece left for each
child to practice assembling the puzzle during a large group practice demonstration. Distribute one piece to each child. Call on
volunteers to come up to the puzzle outline in pairs or one-at-a-time to find where their piece belongs. Body Parts posters are
inexpensive and come in both English and Spanish. See the Organizational/ Instructional Management Suggestions column for
more information on how to order this product on line.
3. Magnetic Board Center: Introduce the magnetic board center. Place magnetic letters in bins and allow the children to search for the
letters in their names and spell them on a metal surface. (The side of a file cabinet works well for this, or the front of the teacher’s desk.)
Teacher Tips for Center Management:
As you continue to open new centers, model expectations
for the students. Be sure to discuss behavior as well as
procedure for working in the center. Allow the students to
model behavior and procedures for each other before the
entire class is allowed to go to the center. Discuss clean
up procedures for each center BEFORE the class plays in
the center.
Body Parts Floor Puzzle:
Go to the Amazon website to order a 24 piece body parts
floor puzzle. The cost is about $18.00:
http://www.amazon.com/Learning-Body-Parts-CD9803/dp/B000GPLN3M
Transition: (Stand for a Rhyme) – The teacher says two words. If the words rhyme, the children stand. If the words do not rhyme, the
children stay seated. Or If students are not ready for a rhyming activity, work on auditory discrimination by saying two words and allowing the
student to tell you if the two words you said were the same word twice or two different words. For example: Teacher says: “bear, bear” (same
word twice). The student responds, “Those two words are the same.” Next the teacher says, “dog, bear” two different words. The student
responds, “Those are two different words.”
Story time: Reread Brown Bear, Brown Bear / Oso Pardo, Oso Pardo by Bill Martin Jr. The children will participate in creating a class
book based on an adaptation of the original Brown Bear, Brown Bear.
Recess: Take pictures of the children playing on various pieces of playground equipment. When you return to the classroom, show the
pictures and discuss which parts of the body the children are using to control movements on the respective piece of equipment.
Lunch: Highlight body part vocabulary as you review lunch room rules and procedures—e.g., use both hands to carry the tray; chew your
food with you mouth closed; etc.
Trace each puzzle piece on the poster and then
laminate. This accommodation will allow the
children to simply match each piece to its
corresponding outline.
Circle Time:
Focus/ Transition: Review the song, ““Head, Shoulders, Knees, and Toes”/ “Cabeza, hombres, rodillas, y dedos.” Highlight the
repeating pattern unfolding in the sequence of movements—head first, shoulders second, knees third, and toes last. Follow this head,
shoulders, knees, and toes pattern as you count and touch to 12—e.g., Say “1” as you touch your head; say “2” as you touch your
shoulders; say “3” as you touch your knees; and say “4” as you touch your toes”. Repeat this touch-and-count pattern 2 more times for
the remaining groups of 4 clusters---5 (head), 6 (shoulders), 7 (knees), and 8 (toes)…9 (head), 10 (shoulders), 11 (knees), and 12 (toes.)
Math Focus: Conduct the “Where is the Teddy Bear?”/ “¿Dónde está Oso?” circle time activity described on p. 138/ 139 of the
Scholastic Theme 1 Teacher Guide.
1.
2.
3.
Math Center: Model how to role a number/dot cube and then make a representative tower with the same number of connecting cubes.
Science: Encourage the children to make fingerprints in play dough and then observe the lines up close through a hand lens.
Creation Station: Allow the children to make the paper friendship bracelets described in the Circle Time activity on p. 140/ 141 of the
Scholastic Theme 1 Teacher Guide.
of days the children have been in school so far.
page 26
Day 16 (Scholastic Theme 1; Week 3: Learning Together)
Content Focus and Activities
Oral Language:
Attendance Chart: Continue to take attendance on the chart introduced previously. Allow time to talk about how many students are
present and how many are absent. This is also a good time to go over the schedule for the day
Continue Morning Meeting: Today’s talking question could be, “What is your favorite book?” ¿Cuál es tu libro favorito?
Songs: Select from among the following resources, all of which contain songs that encourage children to practice following directions
and review body parts: Hap Palmer’s Learning Basic Skills Through Music Vol. 1 – Put Your Hands Up In The Air, Greg & Steve’s Kids in
Motion – “Body Rock” and “The Freeze”, Dr. Jean’s “Keep On Singing and Dancing” – “Let Me See you Boogaloo;” Other songs include,
“Head, Shoulders, Knees, and Toes”/ “Cabeza, hombros, rodillas, y dedos”;
Chants: Display a chart with the verses to the chant, “Who Stole the Cookies from the Cookie Jar?” Place the children’s name cards
nearby. Draw a name card and allow the children to say the chant while inserting the name of the child on the name card.
Literacy:
Oral Language (Vocabulary)/ Transitions: Read an adaptation of Brown Bear, Brown Bear called Brown Bat Brown Bat: A book about
shapes, which is appended to the back of this document—pp. 42-59 of the First 20 Days of Instruction. Read the chant before taking the
children to recess, discussing the names of the shapes and things/places in the classroom or outside in the environment that have
outlines similar/ identical to those shapes. As you go to the playground, show the children a shape card (See pp. 40-41 for a copy of the
cards) and allow them to find something in the environment that has a face matching the highlighted shape’s two-dimensional outline.
Read Aloud/ Circle Time (Social Studies Content Connection): Introduce The Pledge of Allegiance/ Promesa de lealtad read aloud/
story time activity as described on p. 156/157 of the Scholastic Theme 1 Teacher Guide.
Writing:
Journal Writing: Continue reviewing the journal writing routine introduced last week. Model, thinking, drawing and writing. Date stamp
your work. Allow the children to think, draw and write. Allow them to date stamp their work and use their name label (if necessary) to put
their name on their paper. (They will need to write their name under their name label.)
Star of the Day: Continue to follow the procedure introduced on Day 15.
Introduce Name Cards: Show the students their name labels. These labels are for the students to use for their assignments. The
children may get their label and stick it on a large sheet of cardstock paper. Underneath (or above) their name label, they may write their
name. They will continue to use the labels until they are able to write their name without assistance. For today’s lesson model how you
would find your name labels and how you would take one off and put it on the cardstock paper in the top corner. Then ask the students
where they would find their labels, how would them get them on the paper, where would it go on the paper. Then allow them to put their
own label on a large piece of Manila paper to be used in writing on Tuesday.
Math (Circle Time):
Conduct the Ribbon Lengths/ Longitud de Cintas circle time activity outlined on p. 158/159 of the Scholastic Theme 1 Teacher Guide.
Explain that length means how long something or someone is, whereas height means how tall someone or something is. Use Math Mat
3 to help the children compare and describe the pictures using words shorter, taller, and longer. Introduce the Measure with Ribbons/
Medir con Cintas activity (outlined at the bottom of the page158/159) as a small group/ circle time activity. (See Center section below.)
Science:
Transition to centers: At the conclusion of the math circle time activity (refer to the section in the above), introduce, discuss, and model
the proper usage of tools for measuring length (e.g., rulers) and weight (e.g., a balance scale).
Social Studies (Circle Time):
Introduce the Learning Together/ Aprendemos Juntos circle time activity outlined on p. 154/155 of the Scholastic Theme 1 Teacher
Guide. Refer back to the Big Wall Chart 1, which you introduced earlier in the unit, as a way to review classroom centers and rules.
Shape
Short
Long
High
Low
Partners
Flag
Pledge of Allegiance
Forma
Corto(a)
Largo(a)
Alto(a)
Bajo(a)
Compañeros
Bandera
Promesa de lealtad
Who Took the Cookie From the Cookie Jar?
Who took the cookie from the cookie jar?
[Child’s name] took the cookie from the cookie jar.
Child: Who me?
Class: Yes you.
Child: Couldn’t be.
Class: Then who?
Insert volunteer’s name
card here.
Josefina
[Another child] took the cookie from the cookie jar.
Repeat.
Todd
Name Labels:
The teacher makes a sheet of labels for each student.
(Note: You can order 1- inch labels through the AISD
warehouse free of charge) Each student label should
have the student’s first name printed in DeNelian for the
student. The children can keep their sheet of labels in
their cubby and peels off a label when they need to put
their name on a paper. If labels are not available, simply
use the label template to make a sheet of labels and cut
them out. Place them in an envelope and teach the
students to put them on their papers with a glue stick. The
students should always write their names under or above
the label.
Brown Bat, Brown Bat (Transition/ Read Aloud):
This book introduces the children to shape vocabulary
words—rectangles, triangles, and circles—which are
assed on the 1st Nine Weeks Report Card Rubric.
Copy appended to pp. 42-59 of this document
Centers:
Pocket Chart Center: Place two copies of the children’s names in the pocket chart and allow the children to play “memory” with them to
match the names. Children who need scaffolding might simply match name cards instead of matching from memory.
Math Center: Allow the children to use ribbon to measure the height of their friend/ partner. Consult the Measure with Ribbons/ Medir
con Cintas portion of the circle time activity on p. 158/ 159 of the Scholastic Theme 1 Teacher Guide.
Science Center: Allow the children to explore using measuring tools—e.g., rulers and a balance scale—along with other tools—e.g.
hand lenses—that you have already introduced.
page 27
Oral Language:
Attendance Chart: Continue to take attendance on the chart introduced previously.
Morning Meeting: Today’s talking question could be, “What is your favorite animal?” ¿Cuál es tu animal favorito?
Vocabulary Study: Review the word “touch” and the body parts learned last week. Allow the children to march around a circle made
with construction paper cards made from different colors. Play a song and then stop the song. The children should stop behind the letter
card they are closest to and listen for direction. The teacher will say, “touch the letter with your toes, (or other body part) All of the
children will follow directions. The teacher can ask one student to name the color of their card (or the letter on the card if the student’s
have that level of knowledge) that they are touching and then the activity continues.
Story Time: Reread, or retell with props, Brown Bear Brown Bear. Allow the students to “read” along with you. Place the children in a
circle. Begin with the student on your left and go around the circle allowing the children to substitute their names in place of the story
animals to make a new story. For Example, the class would chant, “Mary, Mary. Who do you see? Then, the child (Mary) looks to her
left and replies, “I see Juan, looking at me.” The pattern repeats as the class chants: “Juan, Juan. Who do you see?” Juan looks to
his left and replies, “I see Tamika looking at me.”
Literacy: Introduce the story, My Friends/ Mis Amigos, as suggested in the story time activity outlined on p. 154/155 of the Scholastic
Theme 1 Teacher.
Before: Point to the girl on the cover of the book and read the title aloud. Gather suggestions from the children as to who the girl’s
friends might be. Discuss and act out unfamiliar vocabulary—e.g., nap, hide, etc.—introduced in the story.
During: Track the text as you read the story. As the children learn the repetitive sentence frame—“I learned to____” / ” ___me enseño a
___”—encourage them to join in. Then pause and have them locate the friend on the page.
After: Invite children to compare their predictions about who the girl’s friends are to the friends they met in the story. Invite volunteers to
describe their favorite friend in the story and why that character might be a fun friend.
Scientist
Magnetic
Magnet
Friend
Questions
Illustrator
Author
Científico
Magnético
Imán
Amigo(a)
Preguntas
Ilustrador(a)
Autor(a)
Class Book:
Use the template shown below to construct the class
book adaptation of Brown Bear, Brown Bear. The
reproducible black line is located on pp. 38-39of this
document.
Writing:
Class Book (Adaptation of Brown Bear, Brown Bear): Use the page template referenced in the Organizational/ Instructional
Management Suggestions column to the right. The children practice being authors and illustrators as they complete their assigned
page entry. Compile all of the completed pages into a class book.
Math:
Read Aloud: Read a book about shapes. (See listing of suggestions in the Organizational/ Instructional Management Suggestions
column to the right). Before reading the book, plan questions for stopping points in the book to discuss concepts /vocabulary and check
for comprehension. During the read aloud, help the students make text to self-connections about the book.
Art Center: Place a variety of color shape cutouts at the art center. Instruct the children to glue the cutouts on paper to make a shape
collage or a representation of something in the classroom or the environment.
Science:
Circle Time: Introduce the Learning About Science/ Aprender sobre ciencias circle time activity outlined on p. 168/169 of the Scholastic
Theme 1 Teacher Guide. Use the Science Poster 2 from the Scholastic Resource kit to lead the children in a discussion about what a
scientist is and does. Introduce an additional tool to the science center—the magnet wand. Model and and discuss how to use this new
instrument before allowing the children to explore the magnet in small groups and during center time
Small Groups/ Centers: Invite small groups to work together as scientists. Give the group a variety of magnet and nonmagnetic
objects—e.g., ball, block, metal toy car, safety scissors, bear counters, etc. Have the children test each object to find out which ones
stick/ do not stick. Encourage the children to sort the collection into two groups—magnetic/ nonmagnetic.
Debrief: Have the groups of children take turns reporting their magnet findings to the whole group.
Social Studies:
Small Group: Conduct the Ways to Solve a Problem/ Maneras de resolver un problema portion of the story time activity outlined on the
bottom of p. 168/169 of the Scholastic Theme 1 Teacher Guide. (Note: The first portion of the activity was introduced earlier in the day
during the literacy focus.)
Shape books For Math Read-Aloud:
Who’s Got the Button? /¿Quién tiene el botón?
(DLM)
A Day with Shapes by Monica Heinze
Shapesville by Andy Mills
Shapes, Shapes, Shapes by Tara Hoban
So Many Circles, So Many Squares by Tara
Hoban
Who Am I? by Leo Dillon
Circles and Squares Everywhere by Max Grover
My Shapes/Mis Formas by Rebecca Emberley
Shapes/Las Formas by KD Publishing
Amigos by Alma Flor Ada (English and Spanish)
I See Shapes/Veo Formas by Marcia Fries
Formas y figuras by Natalia Rivera
Círculo + cuadrado by Jill Hartley
Figuras by Luana Mitten
Las formas de la ciudad by Elena Martin
Haciendo Formas by Susan Ring
Los colores y las figuras by Gladys Rosa
Mendoza
page 28
Oral Language:
Morning Meeting: Today’s talking question could be, “What is your favorite kind of cookie?” ¿Cuál es tu galleta favorita?
Introduce the Felt Board: Allow the children to play a sight game using felt shapes. Place one object on the board and say its name.
Continue placing objects on the board and saying their names until you reach 4 objects. Then allow the children to close their eyes while
you take one object away. Can they remember which object is now missing? Use the cup of tongue depressors to call upon the children.
Literacy:
Read Aloud: Refer to the Mouse’s First Day of School/ El primer día de escuela de Ratón story time activity described on p. 178/179 of
the Scholastic Theme 1 Teacher Guide.
o
Before: Display the cover of the book, Mouse’s First Day of School/ El primer día de escuela de Ratón and read the title. Ask the
children how thy think Mouse will enjoy his first day. Talk about the story words—e.g., cuddly—by using examples of things that the
adjectives could describe.
o
During: As you read, encourage the children to ask and answer questions about things found in the school that Mouse visits, and
how they compare to the things in their classroom.
o
After: Provide each child with a downloadable Mouse Cutout, a 1-inch wide steip of paper, yarn, and tape. Have the children color
the cutout and attach it to the strip of paper to make a mouse finger puppet. Next, have the children cut a 2-inch piece of yarn and
attach it to the mouse’s back with tape. Invite the children to take their mice on a tour of the classroom, introducing and telling the
puppet all about Centers.
Small Group: Conduct the Phonological Awareness small group activity outlined on p. 185/167 of the Scholastic Theme 1 Teacher
Guide. Have the children listen as you say a sentence—e.g., “I am your teacher”/ “Yo soy tu maestro (a).” Then, tap each word as you
repeat the sentence, lifting one finger for each word.

“I (tap one) am (tap two) your (tap three) teacher (tap four)”

Writing:
Block Center: Add pencils, markers, clipboards and paper to the block center. Teach the children how to make “blueprint” sketches of
their buildings. Emphasize 2-dimensional shapes—e.g., square, triangles, rectangles.
Dramatic Play Center: Add pencils, markers and clipboard to the dramatic play center. Allow the children to make grocery lists, write
letters, take food orders, etc.
Shared Writing (I Can Chart): Discuss one of the centers that has been opened since the first week of school. Make an “I Can” chart
for this center using the children’s dictated words. Add pictures of the children modeling what can be done at this center.
Math:
Circle Time: Conduct the Length and Height With Mouse/ Longitud y altura con Ratón circle time activity outlined on p. 182/183 of the
Scholastic Theme 1 Teacher Guide. Continue using Math Mat 3 to guide the children as they compare height and length.
Transition to Centers: Randomly give each child a Shape Card (See the attachment on pp. 40-41of this document.) Choose a child to
put his shape in the middle of the circle. Ask who has a matching shape. Ask that child how he or she knows that the two shapes are
the same size and same shape (congruent/ congruente). Continue until all of the children have had a turn.
Congruent
Higher
Lower
Sentence
Word
Congruente
Más alto(a)
Más Bajo(a)
Frase
Palabra
Teacher Tips (Adding writing utensils to centers):
An effective way to promote literacy and increase
children’s writing is to make wiring utensils available at
every center. It is important to remember that the use of
these materials will need to be modeled by the teacher.
Students should understand the proper usage, care, and
storage of the materials before they are allowed to use
them.
Portfolio Assessment:
Keep samples of student work throughout the year
for assessment and to illustrate growth. Refer to the
Stages of Emergent Writing on p. 4 of the 1st Nine
Weeks Assessment Rubric as you determine each
child’s progress in relation to PK Guideline IV.A.1—
The child intentionally uses scribbling/ writing to
convey meaning.
Storage: Designate a place in the classroom to hold
student portfolios. Be sure to collect work to go in
the portfolio. This week would be a good time to
take a journal sample and an art sample.
Journal Entries: Designate another place in the
room to hold the student journal pieces. Each week
the students will make one entry each day. On
Friday the journal pages will be stapled together and
placed into there folders. The journal entries will
show growth over time and should be kept and
shown at the spring conference.
Flags of the World (Art Center)
Refer to pp. 60-61 of this document for copy of the flag
cards to place in the art center:
Science:
Centers: Continue to monitor and supervise children as they use various equipment/ tools (e.g., rulers, balance scale, hand lens,
magnet wand, etc.) for making scientific observations.
Social Studies:
Circle Time: Conduct the Class Pledge / Promesa de la clase activity outlined on p. 180/181 of the Scholastic Theme 1 Teacher Guide.
Art Center: Show the children flags of countries around the world. See the Organizational/ Instructional Management Suggestions
for sample state and foreign flags. (Note: the cards for this activity are appended to pp. 60-61 of the 1st 20 Days of Instruction document.)
Integrate mathematics by allowing the children to glue shape cutouts onto a rectangular sheet of paper so as to design their own flag.
Flags from other
countries
U.S. State Flags
page 29
Oral Language:
Morning Meeting: Today’s talking question could be, “What is one thing that you want to tell us about today?” “¿Qué es algo que nos
quieres decir acerca el día de hoy?”
Introduce the Felt Board: Allow the children to play a sight game using felt shapes. Place one object on the board and say its name.
Continue placing objects on the board and saying their names until you reach 4 objects. Then allow the children to close their eyes while
you take one object away. Can they remember which object is now missing? Use the cup of tongue depressors to call upon the children.
Literacy: Conduct the My Name/ Mi nombre circle time activity outlined on p. 194/195 of the Scholastic Theme 1 Teacher Guide.
Get Ready to Write: Gather the children around you and write their names on chart paper. As you write each name, classify them by
first letter. Count the number of children whose name begin with each letter included on the chart.
Name Chart/ Graph
Ana
Alison
Alejandro
Aa
Briana
David
Deandre
Gallego
Gilberto
Griselda
Bb
Dd
Gg
Kiesha
Melvin
Moris
Rebecca
Rochelle
Roberto
Riley
Samantha
Selena
Sutton
Timothy
Tomás
Xavier
Kk
Mm
Rr
Ss
Tt
Xx
Writing:
Citizen
Country
Job
Name
Straight
Curved
Line
Hand lens
Ciudano
País
Trabajo
Nombre
Recta
Curva
Línea
lupa
Math Read Aloud (Harold and the Purple Crayon)
Go to the following YouTube website address and show
(or download )a sample read aloud of Harold and the
Purple Crayon:
http://www.youtube.com/watch?v=G8yqeDDQPok&fe
ature=related
Sensory/ Writing Center: Add shaving cream to the art center by spraying the shaving cream and a small spoonful of washable paint
onto finger-paint paper. Allow the children to make designs in the paper until they find one they like and then hang it up to dry. Be sure
they use their name labels and write their names on their papers before they begin.
Math:
Read Aloud: Do the action rhyme “With a Crayon in My Hand”/ “Con un crayon en mi mano” with the children. See the Organizational/
Instructional Management Suggestions column to the right for a copy of the verse in English and Spanish. If you have a copy
available, read Harold and the Purple Crayon by Crockett Jonson or another book that describes lines. Draw a straight line on a wipe
board or in their air. Challenge the children to make a straight line with their arms. Repeat with curved lines.
Art Center: Encourage the children to use a purple crayon to trace around the edges of various straight sided and curved shape stencils.
Ask the children to describe the attributes and lines of the shapes they trace.
Science:
Small Group (Cooking Center): Conduct the Exploring Apples activity described in the Make Learning Bigger section at the bottom of
p. 190 of the Scholastic Theme 1 Teacher Guide. Ask the children to be like scientists and share their questions about apples. Then,
provide whole and half apples for children to examine close-up with magnifying glasses. Have them share their discoveries. Dictate the
children’s contributions on chart paper. The Spanish counterpart lesson has the children exploring water instead of the cooking activity,
Water Table: Allow the children to practice using turkey basters to fill empty containers with water. Encourage the children to describe
the properties of water—transparent, odorless, wet, cold, etc.
Social Studies:
Story Time/ Read Aloud: Introduce the Being a Good Citizen/ Ser buenos ciudanos circle time activity as suggested on p. 192/193 of
o
Before: Revisit the book, The Pledge of Allegiance/ Promesa del lealtad. Ask the children to identify the cover of the book and the
where to begin reading.
o
During: Remind the children that the Pledge of Allegiance is a promise to be a good citizen—a person who lives in a country and
helps take care of it.
o
After: Discuss how the children can be good citizens in the classroom. Review the Ways to Share routine if necessary. Dictate
children’s responses on chart paper.
Center: Children draw pictures of themselves practicing some form of good citizenship based on the class chart created in the above.
With a Crayon in My
Hand
With a crayon in my hand,
Everything’s at my
command.
Thoughts race through
my mind,
And my hand is close
behind.
I can make my lines real
straight
Or I can make a crazy 8.
I can draw them up and
down
Or color them red and
brown.
I’ll draw polka-dotted ants
And elephants in training
pants,
Dinosaurs with bandaged
knees,
And monkeys hanging in
orange trees.
Here’s a crayon that’s just
for you,
Now let’s see what you
can do!
Con un crayon en la
mano
Con un creyon en la
mano,
Estoy al mando de todo.
Pensamientos corren por
mi mente
Y mis dedos siguen su
carrera.
Puedo hacer líneas rectas
O hacer un ocho loco.
Los puedo dibujar desde
arriba hacia abajo
O colorearlos de café o
de rojo.
Dibujaré hormigas con
lunares
Y elefantes con pañales,
Dinosaurios con las
rodillas vendadas
Y monos que se
columpian en
losnaranjales.
Éste es un crayon que tú
puedes tener.
Ahora, a ver lo que
puedes hacer
page 30
Oral Language:
Attendance Chart: Take attendance as the children respond to the following question displayed on a graph: How do you feel today?
¿Cómo te sientes hoy? Have the children select among three options—happy, sad, not sure. Make a graph on chart paper. Tally the
number of people who responded to each choice. Total the numbers to determine the general mood of the class.
Morning Meeting: Today’s talking question could be, “What is one thing that you want to tell us about today?” “¿Qué es algo que nos
quieres decir acerca el día de hoy?”
Literacy:
Read Aloud: Conduct the We Are All Friends/ Todos somos amigos story time activity described on p. 201/203 of the Scholastic Theme
1 Teacher Guide.
o
Before: Revisit the book, Friends at School/ Amigos de la escuela. Draw the children’s attention to the cover of the book and ask
them to tell what the friends are doing in each picture, and compare that to the things they do with their friends at school. Recall
with the children some of the activities from the story
o
During: As you read, invite volunteers to tell if the pictures were taken inside or outside of the classroom.
o
After: Display a rebus/ recipe for the Moo-Shake drink described in the We Are All Friends/ Todos somos amigos story time activity.
Follow the recipe as you make the shake. Allow the children to sample if they wish.
Writing:
Class Shape Book: Make a “We See Shapes” book for the class library. Display the photos that you took during the Shape walk on Day
16. Write down the people and the shapes that are in the pictures, under each picture. For Example: Maria, Jose and Elena saw a
rectangle on the playground. Judy, Aricelli and Dominic saw a triangle under the slide.
Math:
Circle Time: Introduce the Long and Short Blocks/ bloques largos y cortos circle time activity outlined on p. 204/205 of the Scholastic
Theme 1 Teacher Guide.
Math Center: Allow the children to making pattern block pictures. Refer to the continuum below to determine which shape assembly
level is best representative of each child’s construction. :
Pre-composer: Manipulates
shapes as individual parts, but
is unable to combine them to
compose a larger shape.
Piece Assembler: Can make
pictures, but each shape usually
represents on unique part (e.g.,
and arm or leg).
Picture Maker: Can put shapes
together to make a part (e.g.,
multiple shapes to make an
arm), but uses trial and error.
Shape Composer: Combines
shapes to make new shapes by
focusing on angles as well as
side lengths.
Science:
Small Group/ Centers: Introduce and model the proper handling of mirrors. Discuss ways to use mirrors. Connect to the social studies
lesson by allowing the children to make faces in a mirror to demonstrate the vocabulary introduced in “Many Faces of Me” action story.
Social Studies:
Facial Expression Vocabulary: Invite the children to act out “The Many Faces of Me”/ “Las muchas caras de mi persona” action story.
The words to the story are located in the Organizational/ Instructional Management Suggestions column to the right.
Small Group/ Centers: Allow the children to construct their own American flag as suggested in the circle time activity on p. 206/207 of
Rebus
Feelings
Short
Long
Jeroglífico
Sentimientos
Corto(a)
Largo(a)
The Many Faces of Me/
Las muchas caras de mi persona
My mother says I wear many faces
Mi madre dice que you so muchas caras.
When I am happy, I look like this.
Cuando estoy content, yo me veo así.
(Turn around and smile.)
When I am mad, I look like this.
Cuando estoy enojado, yo me veo así.
(Turn around and look angry.)
When I am sad, I look like this.
Cuando estoy triste, yo me veo así.
(Turn around and look sad.)
When I am confused, I look like this.
Cuando estoy confundido, yo me veo así.
(Turn around and look confused.)
When I daydream, I look like this.
Cuando sueňo despierto, yo me veo así.
(Turn around and look pensive.)
When my grandmother comes to visit, I look like this.
Cuando mi abuelita nos visita, yo me veo así.
(Turn opposite direction and smile.)
When my brother knocks down my sand castle, I look
like this.
Cuando mi hermano destruye mis castillos de arena,
yo me veo así.
(Turn around and look angry.)
When I can’t have a second helping of ice cream, I
look like this.
Cuando mi mama no me permite comer un helado, yo
me veo así.
(Turn around and look sad.)
When I can’t find my shoes, I look like this.
Cuando no puedo encontrar mis zapatos, yo me veo
así.
(Turn around and look confused.)
When I think about staying at home, I look like this.
Cuando pienso en quedarme en la casa, yo me veo
así.
(Turn around and look pensive.)
How many faces do you have?
Cuantas caras tienes tú?
Take pictures of the children
showing each of the facial
expressions introduced in the
action story highlighted above.
.
page 31
0-5 Finger Counting Cards
0
2
4
1
S
3
2 6
5
4 5
1
page 32


 




BIG
small 





page 33
UPPER
case
lower
case
M N
m
n
O
X
o
x
C
T
c
t
A
S
a
s
page 34
GRANDE 
MAYÚSCULA
pequeño 
minúsuscula
page 35
Insert
Student’s
Photo Here
Star of the Day
_______________ is our Star of the Day!
_______________ likes to eat___________.
_______________‘s favorite color is___________.
_______________ is____-years old.
page 36
Photo
Ejemplo del cartelón
_______________ es nuestro estudiante de estrella!
A_______________ le gusta comer_________.
El color favorite de _______________ es________.
_______________ tiene____años.
page 37
_______, _______, Who do you see?
I see _________ looking at me.
page 38
_______, _______, ¿A quién ves ahí?
Yo veo a _________ que me mira a mí.
page 39
Shape Cards (Set # 1)
Laminate on card stock and cut apart into individual cards.
(See the Day 16 Shape Walk Activity on page 27.)
page 40
Shape Cards (Set #2)
Laminate on card stock and cut apart into individual cards.
(See the Day 16 Shape Walk Activity on page 27.)
page 41
Brown Bat, Brown Bat
A book about shapes
Brown bat, brown bat,
What do you see?
I see a mountain of triangles all around me.
Red light, red light,
What do you see?
I see a street of rectangles all around me.
Yellow bee, yellow bee,
What do you see?
I see a garden of circles all around me.
Grey whale, grey whale,
What do you see?
I see a sea of shapes all around me.
Murciélago Café, Murciélago Café
Un libro de las formas
Murciélago café, Murciélago café,
¿Qué es lo que miras?
Yo miro una montaña llena de triángulos
alrededor de mi.
Luz roja, luz roja,
Miro una calle llena de rectángulos alrededor
de mi.
Abeja amarilla, abeja amarilla,
Miro un jardín lleno de círculos alrededor de
mi.
Ballena gris, ballena gris,
Miro un mar lleno de formas alrededor de mi.
Taiwan
England
Brazil
Djibouti (African Continent)
page 60
Texas
New Mexico
Colorado
Arkansas
page 61

First 20 Days Of Instruction (Pre-K)

Transcription

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