Date Teacher Literacy Math English Vocabulary Spanish Vocabulary igual, caldo, corona, diferente, lana, mitad, liebre, lesión, desconcertar, parte, radiante, banquito, brillo, entero, heridas Day 1 Day 2 Day 3 Day 5 LESSON COMPONENTS Day 4 Greeting Circle • Building community p. 22 Unite: Welcome each child by name and invite the children to sing "Nursery Rhyme Rap" (Leaping Literacy CD #14-Appendix p. 181) Tell children that nursery rhymes are short, rhyming poems or songs. Today they will focus on a Mother Goose rhyme, "Humpty Dumpty" Connect: Fanny Frog Rituals - Use Fanny Frog to send well wishes to those friends who are absent. Recite "Humpty Dumpty" (Appendix p. 185) and then the cooperative version (Appendix p.171). Ask about the difference in the rhyme. Have children identify a rhyme were people are helpful. Commit: Safer Keeper Rituals - Remind children that our classroom is a Safe Place. Commitment Box - Use Commitment Sticks - Ask children to work with others to solve a problem today just like the queen's horses and king's men did in "Humpty Dumpty". • Morning Message- Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall. • Review the morning message- How do the two sentences look the same. Include Uppercase letters and punctuation. • Ask the children if they see any words that rhyme. • Challenge children to think of other words that rhyme with wall & fall. • Review letter sounds for A-F. • Building community p. 28 Unite: Welcome each child by name and invite the children to sing "Nursery Rhyme Rap" (Leaping Literacy CD #14- Appendix p. 181) Recite "Sana, Sana" (Appendix p.186) in Spanish. Ask children about wounds they have had and how their family members take care of their wounds. Tell children that they will continue learning about nursery rhymes. Connect: Fanny Frog Rituals - Use Fanny Frog to send well wishes to those friends who are absent. Invite children to sing and perform movements to "Twinkle, Twinkle, Little Star" (Appendix p. 178) with partners. Commit: Safer Keeper Rituals - Remind children that our classroom is a Safe Place. Commitment Box - Use Commitment Sticks - Ask children to make a commitment for the day. • Morning Message- Jack and Jill went up the hill. • Review the morning message and have children identify the rhyming words. (Strategy Card D-Rhyming) • Challenge children to name other words that rhyme Jill and hill. • Review letter sounds A-F • Building community p. 34 Unite: Welcome each child by name and invite the children to sing "Nursery Rhyme Rap" (Leaping Literacy CD #14- Appendix p. 181). Tell children that they will continue learning about nursery rhymes. Today they will focus on a rhyme that is believed to be African American, "Miss Mary Mack". Connect: Fanny Frog Rituals - Use Fanny Frog to send well wishes to those friends who are absent. Tell children that there are several nursery rhymes that use the name Mary . Teach children "Mary Had a Little Lamb" (Appendix p. 170) . Commit: Safer Keeper Rituals - Remind children that our classroom is a Safe Place. Commitment Box - Use Commitment Sticks - Ask children to make a commitment for the day. • Morning Message- Miss Mary Mack wears black. • Review the morning message and have children identify the rhyming words. • What words rhyme with Mack and black? • Display letter cards-A-F and a-f • Building community p. 40 Unite: Welcome each child by name and invite the children to sing "Nursery Rhyme Rap" (Leaping Literacy CD #14- Appendix p. 181). Tell children that they will continue learning about nursery rhymes. Today they will focus on a Japanese rhyme called "The Kite". Connect: Fanny Frog Rituals - Use Fanny Frog to send well wishes to those friends who are absent. Play "My School Family" (It Starts in the Heart CD #6-Appendix p. 175) . Encourage children to work with a partner. Instruct them to change partners each time they hear boom, boom, boom. Commit: Safer Keeper Rituals - Remind children that our classroom is a Safe Place. Commitment Box - Use Commitment Sticks - Ask children to make a commitment for the day. • Morning Message- Kites are rising in the sky. • Review morning message. • Discuss the meaning of "rising". What words rhyme with sky? • Display letter cards A-F and a-f • Building community p. 46 Unite: Welcome each child by name and invite the children to sing "Nursery Rhyme Rap" (Leaping Literacy CD #14- Appendix p. 181). Tell children that they will continue learning about nursery rhymes. Today they will focus on rhymes about animals. Connect: Fanny Frog Rituals - Use Fanny Frog to send well wishes to those friends who are absent. Invite children to sing and move to "Get Ready" (It Starts in the Heart CD #2-Appendix p. 174) . Explain that the activities in this song help our brains be able to focus and concentrate. Commit: Safer Keeper Rituals - Remind children that our classroom is a Safe Place. Commitment Box - Use Commitment Sticks - Ask children to make a commitment for the day. • Morning Message- Three little kittens lost their mittens. • Review morning message. • Identify the rhyming words. What other words rhyme with kittens and mittens ? • Display letter cards and ask volunteers to name the letters. Moving and Learning CM- p. 22 “Stars and Stripes Forever” with musical eggs OUT/GYM- p. 21 Play Please Don’t Let the Ball Fall (Appenx p. 193) CM/GYM p. p. 28 “Ring around the Rosie” singing game (Appenx p. 183) OUT-p. 21 Provide first-aid props. Turn bicycles into emergency vehicles. CM-p. 34 “Miss Mary Mack” clapping game Feelin Froggy CD or (Appendx p. 180) Out/Gym-p. 28 Encourage children to Jump the Fence (Appendx p. 193). CM/GYM- Dance with streamers to music. OUT-Invite children to fly kites CM-"Who has the Mitten?" (played Doggie, Doggie Where's Your Bone?) GYM- play Drop the Mitten (Appendx p. 193). OUT- play "Find the Mitten" p. 193 Lesson Plans for Stories and Rhymes • Cuentos y rimas - Nursery Rhymes (Week 1) January 15-19, 2018 Transitional Kindergarten culture, cultura Wonderful Word Technology Writer's Corner Character Education Commitment, Compromiso Loyalty, Lealtad Counting, Whole-Part Relationship Letter Knowledge English-Aa, Bb, Cc, Dd, Ee, Ff Spanish-Aa, Bb, Cc, Dd, Ee, Ff Phonological Awareness (Rhyming) alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds
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Spanish Vocabularyaudiencia, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versión
Day 1 Day 2 Day 3
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
Conscious Discipline-
p. 76 Invite children to choose a
calming strategy and show their friends
how to do it. (USE VIDEO CAMERA
WHILE DOING THIS EXERCISE)
Conscious Discipline-
p. 70 Repeat the "Huff and Puff"
calming strategy. (Appendix p.168)
Discuss how different cultures have
different traditional tales.
P.A.T.H.S. - Lesson #21 "Sharing and
Caring II" - Point out during the day
which types of things are for sharing
and which things are not. Discuss how
they feel about sharing. Sing "The
More We Get Together".
Coconut Theatre-
Letters Sound out the letters of the
week. Sing the ABC song.
Focus & Develop p. 84
Display the Henny Penny story props.
Challenge children to create a rhyming
name using their name similar to the
story character names.
Virtues and Values-
Introduce the concepts- Commitment
and Loyalty. Create word webs and
have children brainstorm ways to keep
commitments and be loyal.
P.A.T.H.S. - Lesson #21 "Sharing and
Caring II" - Send home the PATHS Kid
for Today prent letter. Find ways to
involve parents in the compliment
process. Friendship Walk.
Character
Education
Consious Discipline-
p. 58 Invite Children to choose a
calming strategy.
P.A.T.H.S. - Lesson #21 "Sharing and
Caring II" - Use the turtle and dog
puppets to introduce the lesson. Sing
"Five Friends Song". Do the Matching
Character Cards.
Conscious Discipline-
p. 64 Teach children "Huff and Puff"
calming strategy. (Appendix p.168) Tell
them they are going to pretend they
are like wolves like the one in the
story. (USE VIDEO CAMERA WHILE
DOING THIS EXERCISE)
“Little Red Hen” • “La gallinita roja”
story folder
• Describe characters
• Consider Little Red Hen’s decision to
eat alone
“Henny Penny” • “La gallina Tina” story
folder
• Discuss story events
“The Gingerbread Boy” • “El muñequito
de jengibre” story folder
• Discuss fox’s trick
• Identify characters in the story
Weekly Centers
*Pretend and Learn-Make Alphabet
Soup for Little Miss Muffet using the
magnetic letters for Gg and Ll.
• Pretend and Learn-Invite children to
pretend they live with the troll
• Pretend and Learn-Pretend that Little
Red is carrying a basket of magnetic
letters to her Grandmother’s home
• Pretend and Learn-Invite children to
plant and harvest wheat
• Pretend and Learn-Invite children to
make acorn soup
• Construction-Reenact the story of
Henny Penny using plastic farm
animals
Phonics, Fine
Motor Skills &
Handwriting
Literacy (Focus
and Development)
Coconut Theatre-
Letters Gg,Hh, Ii, Jj, Kk, Ll
Vocabulary Concepts - hen, dog
Focus & Develop p. 60
Tell children the story of "The Three
Bears" was written a long, long, long
time ago. Ask them if they remember
how the story ends. Where does the
story take place? What kind of sounds
can you hear from the story?
Coconut Theatre-
Letters G and H pocket letters and
pictures
Focus & Develop p. 66
-How do we know when something is
real or make believe? Give examples.
Display Photo Activity Card #127 - Use
the photo and information on back of
card to introduce and discuss facts
about pigs.
Phonics Book
Sight Words
Handwriting
Cononut Theatre-
Letters- K and L
Vocabulary Concepts- cat, goose
Focus & Develop p. 78
• Display the "Little Red Hen" story
props.
• Display vocabulary cards hen, dog,
cat, and goose. Discuss the letters in
each animal name.
Literacy (Oral
Language, Read
Aloud)
“The Three Bears" • “Los tres osos”
story folder
• Describe characters
• Describe how the part of Papa Bear
is always different from the part of
Baby Bear (Baby's soup is gone, chair
is broken, bed is occupied)
“The Three Pigs” • “Los tres cerditos”
(Developmental Storybook)
• T alk about the pigs used for building
materials for their homes.
• Compare real and make believe pigs
• Consider characters’ commitments
"The Boy Who Cried Wolf” • "El pastor
mentiroso" (Appendix p.209)
• Ask children why it is important to tell
the truth.
• Have children put their hands above
their ears to look like wolf ears every
time they hear the word wolf in the
story.
Coconut Theatre-
Letters I and J pocket letter and
pictures.
Focus & Develop p. 72
Talk about wolves and how they walk
and look. Display Photo Activity Card
#131 - Show children the photo of the
wolf. Use the information on the back
of card to discuss the wolves.
Phonics Book
Sight Words
Handwriting
Phonics Book
Sight Words
Handwriting
Phonics Book
Sight Words
Handwriting
Phonics Book
Sight Words
Handwriting
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
Learning Goals
• Is able to increase or decrease
intensity of emotions more consistently,
although adult guidance is sometimes
necessary
• Demonstrates empathy and caring for
others
• Provides appropriate information for
various situations
• Shows interest in books
• Demonstrates receptive vocabulary
(three to four thousand words)
• Uses category labels to understand
how words and objects relate to each
other
• Demonstrates use of location words
• Is aware of where own body is in
space, respects personal boundaries
• Demonstrates receptive vocabulary
(three to four thousand words)
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Asks and answers appropriate
questions about the book
• Is able to use language for different
purposes
• Names at least 20 upper and 20
lowercase letters
• Recognizes and compares weights of
objects or people
• Describes attributes
Closing Circle
• Reflecting on the day p. 63
• Check on Commitments- How did you
show your commitment today?
• Kindness Tree
• Family Connection- Send a note
home asking for a paper towel tube.
Each child will use one next week.
• Reflecting on the day p. 69
• Check on Commitments How did you
show your commitment today?
• Kindness Tree
• Family Connection- Invite children to
find out the building materials used to
build their houses.
• Demonstrates empathy and caring for
others
• Produces a word that rhymes with a
given word
• Shows understanding by responding
appropriately
• Shows interest in books
• Demonstrates an understanding that
others have perspectives and feelings
that are different from her own
• Demonstrates receptive vocabulary
(three to four thousand words)
• Demonstrates use of location words
• Asks and answers appropriate
questions about the book
• Begins to have meaningful friends
• Participates in classroom music
activities
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Asks and answers appropriate
questions about the book
• Describes, observes, and
investigates properties and
characteristics of common objects
• Recognizes how much can be placed
within an object
• Investigates and describes sources of
energy including light, heat, and
electricity
• Shows competence in initiating social
interactions
• Is able to increase or decrease intensity
of emotions more consistently, although
adult guidance is sometimes necessary
• Participates in classroom music activities
• Asks and answers appropriate questions
about the book
• Retells or reenacts a story after it is read
aloud
• Produces a word that rhymes with a given
word
• Uses the verbal ordinal terms
• Recognizes and creates patterns
• Reflecting on the day p. 75
• Check on Commitments
• Kindness Tree
• Family Connection- Have children
choose one fact about real wolves that
they will share with their families.
• Reflecting on the day p. 81
• Check on Commitments
• Kindness Tree
• Family Connection-Encourage
children to share a report about their
baking experience with their families.
• Reflecting on the day p. 87
• Check on Commitments
• Kindness Tree-count how many acts
of kindness were done this week
• Family Connection- Encourage
children to teach someone at home the
animal greeting they created with their
partner this morning.
Date Teacher
Literacy Math
Commitment, Compromiso
Loyalty, Lealtad
Letter
Knowledge
English-Mm, Nn, Oo, Pp, Qq, Rr
Span.-Mm, Nn, Ññ, Oo, Pp, Qq, RrNumber and Operation
English Vocabularyadd, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take
away
Lesson Plans for Stories and Rhymes • Cuentos y rimas - Fairytales (Week 3) January 29-February 2,
2018 Transitional Kindergarten
magic, mágicoWonderful Word TechnologyWords, Words, Words; Extra Reading Buddy
• Building community p. 118
Unite: Welcome each child by name
and invite the children to sing "This Little
Elf" (Appendix p. 179) Ask children what
they know about elves. Point out that
elves are often portrayed as helpful. Tell
children that today they will continue to
learn about fairytales. The story today is
the "The Shoemaker and the Elves".
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Explain that in
the story today they will hear about some
elves that are helpful. We help each
other every day in our classroom.
Celebrate being helpful by singing "That
Was Helpful" (It Starts in the Heart CD -
Appendix p176)
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.• Morning Message- Can an elf make a shoe?
• Say the morning message and have children
produce words that rhyme with shoe (glue, too,
new ) and make (bake, cake, lake).
• Write sentence.
• Display the letter cards. Ask children to name
the letters.
Phonological Awareness—rhyming words
Character
Education
CM-p. 112 Tell the children that a tiny
pea is going to play a big role in our
story today. Play "Who’s Got the Pea?"
(Appendix p. 195)
OUT/GYM- p. 93 Draw a hopscotch
grid. Encourage children to use the
princess’s pea (a pebble) as a marker
• Building community p. 94
Unite: Welcome each child by name
and invite the children to sing "Five
Speckled Frogs" (Moving to Math CD-
Appendix p. 181) Tell children that today
they will hear about a prince who was
turned into a frog. Explain that this week
they will learn about fairytales. Fairytales
are full of magic.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Ask children
about their experience teaching family
members the animal greeting. Challenge
children to work with a partner to create
a frog greeting using safe touches and
making eye contact.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Today we will read
about a frog prince.
• Say the morning message and have
children produce words that rhyme with
frog (dog, hog, log).
• Write the sentence. Display the letter
cards for the week. Ask them to name the
letters.
• Building community p. 101
Unite: Welcome each child by name
and invite the children to sing "A
Stomping Giant" (Appendix p. 178) Ask
children what they remember about
"Jack and the Beanstalk" from their
study of giants. Tell them they will
continue to learn about fairytales today
and they will revisit "Jack and the
Beanstalk".
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent.Review the
words and actions to "Jack Be Noodle"
(Appendix p170). Ask children to find
partner.Repeat three times focusing on
different body parts. Commit: Safer Keeper Rituals- Remind children
that our classroom is a Safe Place.
Commitment Box - Use Commitment Sticks -
Ask children to make a commitment for the day.
Remind the children of the promise the princess
in yesterday's story made to the frog.
• Morning Message- Jack climbed the beanstalk
more than once.
• Say the morning message and have children
produce words that rhyme with Jack or Juan .
• Write the sentence. Point out that beanstalk is
a compound word.
• Display letter cards for the week and ask them
to name the letters.
• Building community p. 106
Unite: Welcome each child by name
and invite the children to sing
"Dragon Chase" (Appendix p. 193)
Tell children that today they will
review what they have learned about
giants and dragons and learn about
more fairytales.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to
those friends who are absent.
Commit: Safer Keeper Rituals-
Remind children that our classroom
is a Safe Place.
Commitment Box - Use
Commitment Sticks - Ask children
to make a commitment for the day.
• Morning Message- Once upon a
time in Dragon Land dragons ruled.
• Say the morning message and
have children produce words that
rhyme with time (dime, lime, mime,
rime). • Write the sentence. Exlplain why the
words Dragon and Land begin with
uppercase letters. .
• Display the letter cards. Ask them to
name the letters.
Moving and
Learning
CM/GYM p. 94 Explain that in today's
story a frog retrieves a princess's ball
from a pond. They are going to play a
game that involves retrieving the
princess's ball.
Princess Ball Roll game (Appendix p.
195)
OUT/GYM-Teach the children how to
play Leap Frog & set them up to do
Frog Jumps (Appendix p. 193).
CM/GYM-p. 100 Practice giant
movements—walk, jump, hop and
dance like a giant.
OUT/GYM- Play Grab the Goose
(p.193)
CM-p. 106 Create dragon and giant
shadows Use a flashlight. Have
children create flying dragons and
stomping giants by moving between
the light source and a wall.
OUT/GYM- Invite children to play
Duck, Duck, Goose (Appendix p. 193)
• Building community p. 112
Unite: Welcome each child by name
and invite the children to sing "Are
You Sleeping" (Appendix p. 178) Tell
children that today's fairytale is about
sleepy princess who sleeps on 20
mattrresses.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to
those friends who are absent.
Introduce "Wee Willie Winkie"
(Appendix p171). Teach the words
first and then demonstrate the
actions with a partner.
Commit: Safer Keeper Rituals-
Remind children that our classroom
is a Safe Place.
Commitment Box - Use
Commitment Sticks - Ask children
to make a commitment for the day.
• Morning Message- The princess
slept on the pea.
• Say the morning message and have
children produce words that rhyme with
pea (see,bee, free, he, me, tea) .
• Write the sentence.
• Display the letter cards. Ask children
to name the letters.
Day 5LESSON
COMPONENTS
CM- Invite children to play "Boot, Boot,
Shoe" as they would "Duck, Duck,
Goose" (Appendix p193)
OUT/GYM -Teach the children how to
play Leap Frog & set them up to do
Frog Jumps (Appendix p. 193).
Greeting Circle
Spanish Vocabularysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario,
convocado, quitar
Day 1 Day 2 Day 3 Day 4
Day 5LESSON
COMPONENTSDay 1 Day 2 Day 3 Day 4
• Construction-Design and build a
maze for Bunny Foo Foo’s mice
• Creativity Station-Show them how to
make mice from their fingerprints
Pretend and Learn- Fairytale Dress up
clothes
• Construction-Build a bed for the
princess so she doesn’t have to sleep
on so many mattresses
Pretend and Learn- Fairytale Puppets
• Creativity Station-Create pebble
prints
Conscious Discipline- p. 100 Breath
like a giant with big gulps of air and
slow exhales. (USE THE VIDEO
CAMERA FOR THIS EXERCISE)
Manners and Etiquette - p. 19
Meeting New People - Introductions -
Lesson 1 p. 27
Conscious Discipline- p.106 Have
children demonstrate how a dragon
might stretch when he wakes up in the
morning- Read Once Upon a Time in
Dragon Land (Listening Story & CD)
P.A.T.H.S - Lesson #22 "Twiggle's
Special Day" - Sing "What Friends Do"
Conscious Discipline-p. 112 Breath
like a sleeping prince or princess-
Read Shubert Series book. (USE THE
VIDEO CAMERA FOR THIS EXERCISE)
Manners and Etiquette - p. 19
Meeting New People - Introductions -
Lesson 1 p. 27
Conscious Discipline- p. 118 Review
"Wonder Woman" (Appendix p. 172)
Virtues and Values- Commitment
and Loyalty. Discuss dependability
with children. When you make a
commitment you are making a
promise to do something. Go through
scenarios with children and have them
decide if that person was being
dependable and keeping their
commitment.
• Construction-Construct a cage for the
golden goose
• Fine Motor-Play Is the Giant Asleep?
• Creativity Station-Provide green paint
and invite children to paint beanstalks
• Construction-Build a bench for the
shoemaker
• Fine Motor-Encourage children to
lace shoes
• Creativity Station-Invite children to
design a pair of shoes
“The Shoemaker and the Elves” • “El
zapatero y los duendes” story folder
• Identify and compare parts of shoes
• Develop concept of consumer
“The Sweet Mother Who Lives in a
Shoe” • “La señora que vive en un
zapato” listening story
• Compare nursery rhymes
“The Princess and the Pea” • “La
princesa y el guisante” story folder
• Identify characters in story
• Ask the children how the queen
tested the young lady to be sure she
was a princess.
The Frog Prince • El príncipe sapo
• Ask one of the children tto retell the
story.
• Compare princesses
Character
Education
Conscious Discipline- p. 94 Swim
like frogs in slow motion. As they move
their arms from in front of their bodies
to beside their bodies, have them lift
head and inhale. Practice swimming
inhalilng and exhaling-
P.A.T.H.S - Lesson #22 "Twiggle's
Special Day" - Use the turtle puppet to
introduce this lesson. Invite the PATHS
Kid for Today up to help you with the
storybook.
Literacy (Oral
Language, Read
Aloud)
The Frog Prince • El príncipe sapo
• Discuss main characters
• Introduce fairytale elements
Reagan’s Journal (Appendix p. 161)
• Develop vocabulary
• Discuss family celebration
The Frog Prince • El príncipe sapo
• Discuss story setting
• Notice Frog’s actions reveal his
character
• Ask children to name the room in the
palace that they saw.
“Jack and the Beanstalk” • Juan y los
frijoles mágicos” story folder
• Discuss story setting
• Compare castles in two stories
“Odon, the Giant” • “Odón, el gigante"
listening story
• Discuss onomatopoeia - words that
"describe" sounds (moo, swish, creak,
splash)
• Read the story and have children
buzz for the mosquito.
“Kilum” • “Kilum” listening story
• Develop vocabulary
• Compare make-believe world to real
world
Weekly Learning
Centers
• Construction-Build small bed for the
frog so he doesn’t have to sleep on the
princess’s pillow
• Fine Motor-Encourage children to sort
frogs by size
Coconut Theater-
Letters- Q, R
Vocabulary Concepts princess,
mattress, fairytale, real, test
Focus and Develop p. 114
• Reenact queen’s mattress test
• Suggest alternate (more accurate)
tests
Photo Activity Card #134
Coconut Theater-
Letters M-R & m-r
Vocabulary Concepts- review the
vocabulary words
Focus and Develop p. 120
• Think about how shoes protect feet
• Categorize shoes by use and material
used in making them
• Identify parts of the shoes
Fine Motor Skills &
Handwriting
Literacy (Focus
and Development)
Coconut Theater-
Letters- M,m,N,n,O,o,P,p,Q,q,R,r
Vocabulary Concepts- magic,
fairytale
Focus and Develop p. 96
Identify fairytale elements in story
• Identify rhyming words
Coconut Theater-
Letters M, N Photo Pockets: Ff and
frog
Vocabulary Concepts- princess,
prince
Focus and Develop p. 102
• Retell “Jack and the Beanstalk” in a
story circle
Coconut Theater
Letters- O, P Photo Pockets: Ss
Vocabulary Concepts- magic,
fairytale
Focus and Develop p. 108 Compare
fairytales
• Identify real and make-believe
elements in the story
Sight Words- had, has, her, him, his,
how
Phonics: Phonics Workbook
Handwriting:HWT Workbook
Journal- Days of the week
Weekly Reader: "Bill Will"
Sight Words- had, has, her, him, his,
how
Phonics: Phonics Workbook
Handwriting: Write your sight words.
Create a poster advertising the zoo
Journal- Words that end in "ill"
Weekly Reader: "Bill Will"
Sight Words- had, has, her, him, his,
how
Phonics: Phonics Workbook
Handwriting: HWT Workbook
Journal- Months of the Year
Weekly Reader: "Bill Will"
Sight Words- had, has, her, him, his,
how
Phonics: Phonics Picture Cards
Handwriting: Draw pictures of items
that are special to your family. These
are considered "keepsakes".
HWT Workbook
Journal- Learn to Write the Date
Weekly Reader: "Bill Will"
Sight Words- had, has, her, him, his,
how
Phonics: Write beginning and ending
sounds.
Handwriting: Sight Word Spelling
Test
Journal-Children's Expressive Writing
Weekly Reader: "Bill Will"
Day 5LESSON
COMPONENTSDay 1 Day 2 Day 3 Day 4
Learning Goals
• Is aware of where own body is in
space; respects personal boundaries
• Shows competence in initiating social
interactions
• Coordinates sequence of movements
to perform tasks
• Uses a wide variety of words to label
and describe people, places, things,
and actions• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Asks and answers appropriate questions
about the book
• Demonstrates receptive vocabulary (three
to four thousand words)
• Shows interest in books
• Produces a word that rhymes with a given
word
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Uses concrete models or makes a verbal
word problem for adding up to 5 objects
• Uses concrete models or makes a verbal
word problem for subtracting 1 to
5 objects from a set
• Identifies and describes the
characteristics of organisms
• Combines sentences that give detail,
stays on topic, and clearly communicates
• Assumes various roles and
responsibilities as part of a classroom
community
• Coordinates sequence of movements to
perform tasks
• Deletes a word from a compound word
• Uses category labels to understand how
words and objects relate to each other
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Uses some appropriate writing
conventions when writing or giving dictation
• Retells or reenacts a story after it is read
aloud
• Creates or re-creates stories, moods, or
experiences through dramatic
representations
• Provides appropriate information for
various situations
• Demonstrates understanding that when
counting, the item can be chosen in any
order
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Collects data and organizes it in a graphic
representation
• Identifies good habits of nutrition and
exercise
• Uses a wide variety of words to label and
describe people, places, things, and
actions
• Is aware of where own body is in space;
respects personal boundaries
• Increasingly interacts and communicates with
peers to initiate pretend-play scenarios that
share a common plan and goal
• Investigates and describes sources of energy
including light, heat, and electricity
• Uses category labels to understand how words
and objects relate to each other
• Perceives differences between similar-
sounding words
• Asks and answers appropriate questions about
the book
• Demonstrates receptive vocabulary (three to
four thousand words)
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Seeks to understand print
• Counts up to ten items and demonstrates that
the last count indicates how many items were
counted
• Verbally identifies, without counting, the number
of objects from 1 to 5
• Uses concrete models or makes a verbal word
problem for adding up to five objects
• Uses art as a form of creative self-expression
and representation
• Creates or re-creates stories, moods, or
experiences through dramatic
representations
• Retells or reenacts a story after it is read aloud
• Is able to increase or decrease
intensity of emotions more consistently,
although adult guidance is sometimes
necessary
• Demonstrates empathy and caring for
others
• Produces a word that rhymes with a
given word
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Retells or reenacts a story after it is
read aloud
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Combines sentences that give detail,
stays on topic, and clearly
communicates
• Uses a large speaking vocabulary,
adding several new words daily
• Uses words to rote count from 1 to 30
• Counts 1 to 10 items, with one count
per item
• Demonstrates use of location words
• Identifies equal and unequal
Closing Circle
• Reflecting on the day p. 99
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day p. 117
• Check on Commitments
• Kindness Tree How many hearts are
on our tree- did we meet our goal of
kind acts?
• Family Connection- Encourage
children to retell the story of the
"Princess and the Pea" to their families
• Reflecting on the day p. 123
• Check on Commitments
• Kindness Tree
• Family Connection-Send home parent
note about "Wonderful Woman"
(Family Connections CD)
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Assumes various roles and
responsibilities as part of a classroom
community
• Names at least 20 upper- and at least
20 lowercase letters
• Participates in activities to help them
become aware of what it means to be
a consumer• Uses a large speaking vocabulary, adding