crème de la crème€¦ · • introduce rhombus • rombo • discuss experiences with kites the...

For additional at-home activities, see the I Build! I Create! PATT Mat.

Theme 6

Week 1 Construction Terms

Week 2 Tools and Machines

Week 3 I Can Build

Week 4 I Can Create

I Build! I Create!

Dear Family,During the next four weeks, we will learn about construction

terminology, machines, and tools. Children will explore the tools

used by many different professionals including the tools that they

use in preschool. They will explore artist’s tools, carpenter’s tools,

gardener’s tools, and scientist’s tools. They will learn about simple

machines and begin to use tools for measurement. But most

importantly, they will use their imaginations as they use the tools

to build and create.

Our character education focus will be on developing the concepts of cooperation and intentionality.

LiteracyWhat fun to consider and compare the building styles of the Three Little Pigs. Help your child retell the story and then sing this simple story summary.

Three Pigs by Pam Schiller

Tune: “Five Little Ducks”One little pig went to find his wayOver the hill not far away.He built a home of flimsy straw,But his house had a fatal flaw.

The next little pig went to find his wayOver the hill not far away.He built a home of fragile sticks.He should have used his brother’s bricks.

The third little pig went to find his wayOver the hill not far away.He built a home of sturdy bricks,And he was safe from the wolf’s mean tricks.

MathChildren will continue counting, sorting, patterning, and graphing during this theme, but we will also focus on identifying geometric shapes. We will talk about sides and corners and angles. For example, your child will be comparing different four-sided figures and determining which ones are squares and which ones are rectangles.

You may want to prepare a shape meal. Cut the foods into circles, squares, triangles, or rectangles. Discuss the shapes and enjoy eating them.

● Try a circle lunch of carrot coins, round cracker stacks layered with cheese, banana slices, and salami.

● Enjoy a square breakfast of French toast (trim bread into squares before cooking) with a pat of butter and melon cubes.

Notes

FSPK_Letters_English.indd 35 6/7/11 8:12 AM

©2010 Frog Street Press, Inc. Family Connections CD

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FSPK

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Con

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PA

TT M

at

Date Teacher

Literacy Math

• Unite- Sing "If You're Clever and You

Know It"(p.184) This week we will be

learning about words that describe

colors, shapes, sizes, and positions.

• Calming- Invite the children to

perform Balloon.

•Connect - Implement the Absent

Child and Welcome Back Rituals.

Play "My School Family" (.p.180).

Commit- Implement the Safe Keeper

and Daily Commitment Rituals.

• Morning Message- Cindy Circle and

Suzy Square like to sing.

Moving and

Learning

Cooperative Musical Circle • Círculos

musicales de colaboración game

Spanish Vocabularyángulo, círculo, comparación, colaboración, geométrico, hexágono, octágono, óvalo, posición, rectángulo, rombo, figuras, inclinado, espacial, cuadrado, trapecio,

triángulo

• Unite- Sing "Open, Shut Them"

(p.187) Today we will discuss words

that tell where something is located or

should be placed.

• Calming- Review Kite Breathing

(p.168)



Have children find a partner and

perform "Here's the Bunny!" (p.168)



• Morning Message- I can put together

two rectangles and make a new

shape.

“Little Ants” • “Hormiguitas” action

song

“Hands and Fingers” • “Manos y

dedos” action song

• Form shapes with bodies

• Match oral shape name to pattern

block

Centers

• Creativity Station-Make shape

patterns with stencils

• Language and Literacy-Retell a story

with props

• Pretend and Learn-Arrange pretend

cookies on trays

Day 3 Day 5Day 4Day 2

Greeting Circle

“Three Straight Sides” • “Tres lados

rectos” ball-rolling song

“Rainbow Dancers” • “Bailarines de

colores” ribbon dance

•Unite-Teach the song "Three Straight

Sides" (p.192) Today we will be

learning about triangles

• Calming- Ask for three volunteers.

Position the volunteers in a triangle.

Have the remainder of the class form

groups of three and position their

bodies into a triangle. Have the

groups inhale as they raise their arms,

collapsing their triangle, and then

exhale, and then exhale as they lower

their arms and fall back into the

position of a triangle.



Review "Three Nice Mice" (p.170).



• Morning Message- Trixie Triangle

and Rudy Rectangle are friends.

• Unite-Sing "Twinkle,Twinkle Little

Star" change the words from diamond

to rhombus (p. 193) Today we will be

learning about the rhombus and

trapezoid. •

Calming- Implement Kite Breathing

(p.168)





• Morning Message-Renee Rhombus

has four equal side.

Day 1LESSON

COMPONENTS

• Introduce the prefix tri-

• Compare and describe attribute

buttons

Centers

• Fine Motor-Form shapes with

chenille wires

• Play Button Change-O

.

• Identify colors in photographs

• Create lists of familiar color objects

Centers

• Language and Literacy-Make a fruit

salad

• Creativity Station-Create a tissue

paper collage

• Develop purpose for directional

words

• Follow directions that require

understanding position words

Centers

• ABC-Spell names with magnetic

letters

• Gross Motor Area-Toss beanbags in

box

• Creativity Station-Draw on folded

paper

Literacy (Oral

Language,

Phonics,

Handwriting, Read

Aloud)

• Learn a finger play about circles

• Introduce idea circle stands for unity

Centers

• Creativity Station-Trace circles

• Library and Listening-Listen to a

story

TechnologyABC and XYZ; Reading Buddy

• Unite-Sing "If You're Clever and You

Know It" (p.184) Today we will learn

about hexagons and octagons.

• Calming-Invite children to select a

calming strategy to implement.



Invite children to greet six people with

a high five and say the word hexagon

each time. Commit-

Implement the Safe Keeper and Daily

Commitment Rituals.

• Morning Message-Oscar the

Octagon has eight sides.

Lesson Plans for I Build! I Create! • Construction Terms (Week 1)2/5/2018 Ms. Kari

geometric, geométricoWonderful Word

Vocabulary and Alliteration

Character

Education

Cooperation, Colaboración

Intentionality, Intencionalidad

Letter

Knowledge

English-R, r, T, t, I, i

Spanish-R, r, T, t, I, iGeometry and Spatial Sense

English Vocabularyangle, circle, comparison, cooperation, geometric, hexagon, octagon, oval, position, rectangle, rhombus, shapes, slanted, spatial, square, trapezoid, triangle

Day 3 Day 5Day 4Day 2Day 1LESSON

COMPONENTS

• Gross Motor Area-Play a beanbag

tossing game using various laminated

triangles

• Construction Center-Build only

with triangular and rectangular blocks


tossing game using a laminated

hexagon and an octagon

• Construction Center-Build only with

rectangular blocks


tossing game using all of the shapes

• Construction Center-Add large and

small boxes for building

“Tillie the Triangle” • “Tita el

Triángulo” prop story

• Associate shapes with common

foods

• Recognize letter T

Can You See the Shapes? • ¿Ves las

figuras?

• Review geometric shapes

• Find triangles on clothing

• Writer's Corner-Do rubbings of

shapes

• Introduce the terms angle, obtuse,

and acute

• Make right angles with AngLegs

Centers

• Math-Sort cards by shapes

• Gross Motor-Make shadow angles

Math- Work in math book on grouping

items

• Introduce term quadrilateral

• Construct models of rhombi and

trapezoids

Centers

• Math-Construct models of angles

• Contruction-Arrange blocks to match

blueprint

Math-Guess and check show the

children a cup have them guess how

many blocks will fit then check if they

were correct

• Reflecting on the day

• Check on Commitments

• Kindness Tree

• Family Connection

PATHS- Read "Twiggles learns to do

the turtle" talk about how we use

problem solving to make good

choices Character Eduation

Cooperation- Playa cooperative game

have the children sit in a circle abd

pass items around the circle talk

about how it takes cooperation to get

the item around the circle

Weekly Learning

Centers


figuras?

• Discuss role of author and illustrator

• Introduce circle and square

The Button Story • El cuento del

botón

• Discuss story illustrations

• Begin writing a story

Phonics-Play letter bingo

• Writer's Corner-Play tic-tac-toe

Math and Science

• Make models of squares and circles

• Find squares and circles in

classroom

Centers

• Science-Experiment with straw

rollers

• Creativity Station-Print with jar lids

Math- review more and less show the

children a picture give then directons

on how to draw a group of items using

the words more or less

Cooperation- Sing "The more we get

togther" introduce the virtue

cooperation read "Big Pumpkin" talk

about how it took cooperation to gert

the pumpkin out of the ground


tossing game using a laminated circle

and a square

• Construction Center-Build only with

square and circular blocks

• Gross Motor Area-Describe the

location of their beanbags in

relationship to their target (on top of,

beside, below, above, near, far)

• Construction Center-Build garages

Manners-Review manners lesson on

VIP introductions

• Counts the sides on shapes

• Create models of octagons and

hexagons

Centers

• Writer's Corner-Trace shape stencils

• Math-Copy fish with pattern blocks

Math- Review guess and check in

math book

• Identify the numeral 0

• Place blocks following spatial

directions

Centers

• Gross Motor Area-Race cardboard

rings

• Creativty Station-Glue shape cutouts

into design

Math-Review chapter 5 ordering,

grouping and recognizing numbers to

20

“Song of the Kites” (Cultural Rhymes •

Rimas culturales flip book)

• Introduce rhombus • rombo

• Discuss experiences with kites

The Button Story • El cuento del

botón

• Continue writing story

Phonics- High frequency words.

Phonics book.

• Writer's Corner-Write color words


figuras?

• Review geometric shapes

• Introduce hexagon and rhombus

“Smart Cookie’s Creative Cookies” •

“Las galletas creativas de Galletita

Lista” story folder

• Identify problem solving in story

• Recall story details

• Writer's Corner-Trace shape

stencils

Hands and Fingers • Manos y dedos

• Predict story content

• Supply position words in context

Twinkle, the Little Star • Chispita la

estrellita

• Note spatial words


Phonics-Review high-frequency

words. Phonics book.

• Writer's Corner-Have children

practice marking an X in, outside on

top of, below and beside a circle

PATHS-Provide a snack for the

children in different flavors make a

chart of which flavor choices the

children like best

• Invite children to play parachute

games

that focus on spatial and positional

vocabulary

Closing Circle• Reflecting on the day


• Kindness Tree


Outdoor Learning

• Invite children to play with Frisbees

and

Hula-hoops. Point out that both items

are

circular. Have children stand in a

square.

Ask a volunteer to count the sides and

• Have the children stand in a

rectangle.

Ask volunteers to identify the long

sides, short sides, and angles. Count

the

sides. Have children look for

rectangles

• Provide colored sheets of

cellophane.

Have children create colored shadows

on the playground



• Kindness Tree




• Kindness Tree




• Kindness Tree


• Take a walk around the school,

looking

for street signs. Make a list of shapes

the

children find

Day 3 Day 5Day 4Day 2Day 1LESSON

COMPONENTS

• Is able to increase or decrease

intensity of emotions more

consistently, although adult guidance

is sometimes necessary

• Demonstrates use of location words

• Produces a word that begins with the

same sound as a given pair of words

• Uses category labels to understand

how words and objects relate to each

other

• Asks and answers appropriate

questions about the book

• Recognizes at least 20 letter sounds

• Shows understanding by responding

appropriately

• Shows understanding by following

two-step oral directions, and usually

follows three-step directions

• Names common shapes

• Creates shapes

• Coordinates sequence of

movements to perform tasks

• Participates in classroom music

activities

Learning Goals

• Increasingly interacts and

communicates with peers to initiate

pretend play scenarios that share a

common plan and goal




• Uses a wide variety of words to label

and describe people, places, things,

and actions

• Combines ideas for complex

sentences


• Demonstrates understanding of

terms used in the instructional

language of the classroom

• Shows competence in initiating

social interactions

• Names at least 20 upper- and at

least 20 lowercase letters

• Creates shapes


• Describes attributes

• Uses art as a form of creative self-

expression and representation

• Identifies equal and unequal sets

• Is aware of where own body is in

space, respects personal boundaries



pretend-play scenarios that share a



• Shows interest in books




• Uses category labels to understand

how words and objects relate to each

other

• Provides appropriate information for

various situations

• Retells or reenacts a story after it is

read aloud


• Creates shapes


• Describes, observes, and

investigates properties and

characteristics of common objects


social interactions

• Demonstrates receptive vocabulary

(three to four thousand words)




various situations



and actions

• Uses books and other written

materials to engage in prereading

behaviors

• Demonstrates understanding of

terms used in the instructional

language of the classroom



and actions• Names common shapes

• Creates shapes

• Recognizes and compares heights or

lengths of people or objects


appropriately

• Initiates problem-solving strategies and

seeks adult help when necessary






consistently although adult guidance



social interactions



and actions



• Shows initiative in independent

situations and persists in attempting to

solve problems



• Shows understanding by following

two-step oral directions, and usually

follows three-step directions

• Creates shapes

• Demonstrates understanding that

when counting, the items can be

chosen in any order


• Identifies and creates common

features in her immediate

environment

• Collects data and organizes it in a

1. Locate the take-hom

e storybook on the Family Connections CD

. The first page of the file on the CD is the optional cover.

When you have printed the cover, cut the page lengthw

ise and discard the directions.

2. The next tw

o pages of the file on the CD are the eight pages of the story. If your printer allow

s you to print two-sided, do just

that. If you can only print one-sided, print the two pages.

3. Reproduce the story on one tw

o-sided page. If you printed on two pages from

the CD, select the option on your copy m

achine that allow

s you to output one two-sided copy from

two one-sided pages.

4. Cut the pages in half lengthw

ise and fold in half (hamburger fold) aligning the pages in num

erical order.

5. Lay the cover behind the folded inside pages and staple.

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Pulley Breathing© Becky Bailey

This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.

● Pretend you are pulling and releasing a pulley rope that is tied to a heavy load.

● Inhale slowly as you p-u-l-l the rope down, and exhale completely as you release the rope.

● Repeat five or six times.


























Date Teacher

Literacy Math Measurement, Counting Non-standard Units

English Vocabulary

Oral Language and Phonological

Awareness (alliteration, compound words)

Character

Education


Intentionality, Intencionalidad Technology

Letter

Knowledge

English - D, d, S, s, L, l

Spanish - D, d, S, s, L, l

Lesson Plans for I Build! I Create! • Tools and Machines (Week 2)Ms. Kari

machinery, maquinariaWonderful Word Sounds and Rhymes; Writer's Corner; Tux Paint

.

Tools That Help Me • Herramientas

que me ayudan

• Introduce Table of Contents

• Discuss tools used by those with

special needs

Shubert’s New Friend

• Discuss tolerance and acceptance of

differences

• List how to help friends with special

needs.

“Bake a Cake” • “Preparar un pastel”

action story

• Act out a story

• Distinguish between tools and

ingredients

“Make Tortillas” • “Preparar tortillas”

action story


• Compare the way tortillas and cake

“The Shoemaker and the Elves” • “El

zapatero y los duendes” story folder

• Learn about a shoemaker’s tools

• Compare a poem and a story

“My Grandmother’s Garden” • “El

jardín de mi abuelita” listening story

• Identify garden tools

• Discuss the value of garden tools

Machines Large and Small •

Máquinas grandes y pequeñas

• Introduce machines that move things

• Discuss opposites

“The Great Enormous Rock” • “Una

piedra

enorme” story folder

• Change a story by introducing a new

element

• Match tools to a purpose.

Machines Large and Small •

Máquinas grandes y pequeñas

• Introduce tools that dig

• Compare shovels and front-end

loader

“Little Red Hen” • “La gallinita roja”

story folder

• Identify tools used in story

• Label wheelbarrow as compound

word

“Push, Pull, Swing” action song Tug-of-Peace game

• Read a story about helping hands

• Identify tools in the story

Centers

• Construction-Practice hammering

• Creativity Station-Draw someone

using a tool

• Library and Listening-Retell a story

with story props

.

• Introduce simple machines

• Develop concept—machines make

work easier

Centers

• Fine Motor-Make a collage

• Library and Listening-Listen to a story

• Language and Literacy-Retell a story

in a new way

• Introduce alliteration

• Discuss front-end loader

Centers

• Language and Literacy-Change a

familiar story


LESSON

COMPONENTS

Literacy (Oral

Language,

Phonics,

Handwriting, Read

Aloud)

• Develop kitchen tool vocabulary

• Discuss the value of tools

Centers

• Sensory Table-Explore kitchen tools

• Language and Literacy-Match

concrete tools to shadows

Greeting Circle

• Unite- Sing "Someone's in the

Kitchen with Dinah"(p.190) This week

we will learn how tools and machines

help with creating and constructing.

• Calming- Invite the children to

perform Belly Breathing (p.168)

• Connect- Implement Absent Child

and Welcome Back Rituals. Play "I

Wish You Well" (p.179)

Commit- Implement Safe Keeper and

Daily Commitment Rituals.

• Morning Message- List some kitchen

tools you like to use.

Moving and

Learning

“Peanut Butter and Jelly” • “Manteguilla

de cacahuate y mermelada” action

song

• Unite- Sing "Where is A?" (p 192)

Today we will focus on tools and

machines that are helpful for people

with special needs.

Calming Strategy: Practice calming

strategies that will work for someone

who is restricted to a wheelchair.

Connect: Implement Absent Child and

Welcome Back Rituals. Sing "That

Was Helpful" (P.176).



• Morning Message: Hearing aids

make sounds louder.

.

Day 4

• Unite- Sing "Johnny Works with One

Hammer"(p.184) Today we will learn

about work tools.

Calming Strategy: Choose a calming

strategy ( P.168).


Welcome Back Rituals. Review

"Georgie Porgie" (p 172)



• Morning Message: Saws and

screwdrivers are tools.

• Unite- Sing "My Little Red Wagon"

Today we will be learning about

machines that make work easier.

Calming Strategy: Teach children

Pulley Breathing (P.168).


Welcome Back Rituals. Review " Row,

Row, Row the Boat" (P.170). Sing

"Bye-bye, Crankies" (p 173)



• Morning Message: Which tools push

and pull?

“Push, Pull, Swing” song and

pantomime

I Spy • Yo veo game

• Unite- Teach children "Front-End

Loader" (p 182). Today we will learn

about diggers and drillers.

Calming Strategy: Demonstrate using

a pretend shovel.


Welcome Back Rituals. Invite children

to help create an Automated Machine

Greeting (P.172). Commit-

Implement Safe Keeper and Daily

Commitment Rituals.

• Morning Message: Which tools dig

and drill?

tools, machinery, constructing, funnel, more, less, same, hammer, scissors, shovel, bulldoze, graders, move, push, pull, lift, inclined plane, pulley

Spanish Vocabularyherramientas, maquinaria, construir, embudo, más, menos, lo mismo, martillo, tijeras, pala, excavadora, niveladora, mover, empujar, jalar, levantar, plano inclinado,

polea

Day 1 Day 2 Day 3

• Introduce tools for individuals with

special needs

• Demonstrate some of the tools

Centers

• Math-Measure classroom openings

• Sensory Table-Explore tools that help

with vision

• Science-Demonstrate magnifying

sound

Day 5

LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5

• Look on the playground and around

the outside of the school for handicap

accessible modifications (ramps,

railings, door exits, height of water

fountains).



• Kindness Tree


• Provide funnels, colanders, and

strainers for sand play.

• Encourage children to use chalk to

create sidewalk art. Ask if the chalk is

a tool.

• Discuss playground equipment in

terms of tools and machines.

• Find a spot on the playground where

children can dig. Provide digging tools

(shovels, hand shovels) and invite

children to dig. Encourage them to pay

close attention to things that are

unearthed.



• Kindness Tree


Outdoor Learning

Character

Education

Intentionality- Display the word card

use PAC # 13 talk about how the

grandmother is intentional in the care

of her flowers

• PATHS - use the "Do the Turtle

Sequence Card" to talk about

appropriate times to use the turtle talk

about the "safe place"

Manners- Review the lesson on the 5

uses of a napkin

Math and Science

• Compare tablespoon and teaspoon

• Understand that a big spoonful is

greater than a small spoonful

Centers

• Sensory Table-Practice counting

spoonfuls

• Science-Discuss tool safety rules

Math-Use counting cubes to measure

various items in the class

• Introduce the tape measure

• Solve a measurement problem

Centers

• Creativity Station-Print a pattern

• Math-Measure yarn with connecting

cubes

• Categorize tools by the way they

move

• Investigate pulleys

Centers

• Sensory Table-Compare textured

surfaces when drawing

• Science-Sort tools



• Kindness Tree




• Kindness Tree




• Kindness Tree


• Construct and measure ramps

• Organize data from survey

Centers

• Science-Construct and test ramps

• Math-Compare high and low inclines

Safety

• Model calling 911 in an emergency

Cooperation- have the children work

together to make a classroom quilt

• Confirm units of measurement must

be the same size

Centers

• Sensory Table-Measure with

connecting cubes

• Math-Measure with AngLegs

• Pretend and Learn-Use an eggbeater

to create bubbles in a bucket of soapy

water

• Science-Experiment with rocks and

erosion

• Fine Motor-Provide nuts and bolts or

locks and keys for children to

manipulate

• Pretend and Learn-Explore a toolbox

of toy tools

• Science-Experiment with movement

• Fine Motor-Encourage children to

dismantle nonfunctioning working

clocks, watches, and music boxes

Weekly Learning

Centers

• Pretend and Learn-Make cookies

with play dough

• Science-Experiment with sand and

funnels

• Fine Motor-Sweep pebbles into a

scoop with a pastry brush

• Pretend and Learn-Pretend to be the

Little Red Hen baking her bread

• Science-Experiment with building and

using a ramp

• Fine Motor-Explore with sand and a

variety of digging tools

• Pretend and Learn-Provide drawing

paper and marking pens. Invite

children to print name cards or exit

signs using large letters for children

who are visually impaired.

• Science-More exploration with a

ramp

• Fine Motor-Identify objects using only

sense of touch

LESSON


• Seeks to understand print






• Knows that objects or parts of an object

can be counted

• Counts up to ten items and demonstrates

that the last count indicates how many

items were counted

• Recognizes and compares heights or

lengths of people or objects

• Demonstrates an understanding and

tolerance for unique characteristics of

others

• Demonstrates an understanding that

others have perspectives and feelings

that are different from her own



• Uses information learned from books

by describing, relating, categorizing, or

comparing and contrasting


Learning Goals

• Begins to understand difference and

connection between feelings and

behaviors

• Demonstrates empathy and caring

for others





and actions




• Is able to increase or decrease intensity of

emotions more consistently, although adult

guidance is sometimes necessary

• Increasingly interacts and communicates with

peers to initiate pretend-play scenarios that share

a common plan and goal

• Produces a word that begins with the same

sound as a given pair of words

• Uses information learned from books by

describing, relating, categorizing, or comparing

and contrasting

• Asks and answers appropriate questions about

the book

• Uses a wide variety of words to label and

describe people, places, things, and actions

• Begins to understand difference and

connection between feelings and

behaviors

• Demonstrates empathy and caring for

others




describing, relating, categorizing, or


• Uses category labels to understand how

words and objects relate to each other

©2010 Frog Street Press, Inc. Family Connections CD Calming Affirmations

Calming Affirmations © Becky Bailey

Repeating these affirmations when feeling upset may help your child relax and regain composure. Your child always has a choice. Choosing to calm down before acting when he or she is upset is a smart and helpful choice.I am safe. I am calm. I can handle this.











Date Teacher

Literacy Math Classifying, Data Analysis

English Vocabulary

Sentence Structure, Vocabulary, Oral Language

Character

Education


Intentionality, Intencionalidad Technology

Letter

Knowledge

English-C, c, N, n, B, b

Spanish-C, c, N, n, B, b

Lesson Plans for I Build! I Create! • I Can Build (Week 3)02/19/18-02/23/18 Ms. Kari

construct , construirWonderful Word Words, Words, Words; Reading Buddy; Tux Paint

“The Giants of the City” • “Los gigantes

de la ciudad” listening story

• List structures in city

• Introduce idea of building friendships

The Do-Nothing Machine • La

máquina de no hacer nada

• Identify building materials

• Name the machine

Phonic-Site word Review play a game

of site word bingo

This Way to Pre-K • Camino a Pre-

Kinder

• Introduce title page, author,

photographer

• Compare book with classroom

The Do-Nothing Machine • La

máquina de no hacer nada

• Introduce vocabulary in context

• Compare tools in book with

classroom tools

Phonic- Work on letter Yy in phonic

book

Homes for Everyone • Casas de todos

clases

• Compare theme project to structures

• Introduce composition

Giants Made by People • Gigantes

hechos por el hombre

• Identify purposes of structures

• Introduce model and intentionality

Phonic- Work on letter Yy in phonic

book

“Reagan’s Journal” • “El diario de

Reagan”

• Connect experiences with journal

entry

• Think about solving construction

problems

“The Baby Bluebird Story” • “El cuento

del pajarito bebé azul” fold-and-cut

story

• Enjoy a creative story experience

• Discuss paper constructions

Phonic- Add letter Y to phonic picture

word journal

“Jack the Builder” • “Juan el

constructor”

(Nursery Rhyme • Cuentos de

Infantiles flip chart)

• Analyze sentence construction

• Identify rhyming words

“Animal Habitats and Homes” • "Los

hábitats y las casas de los animales”

story folder

• Discuss terms—habitats and homes

• Describe raw materials used to build

homes

Phonic- Read the phonics book story

for letter Y.

Drum to marching music Dance with streamers

• Brainstorm uses for a box

Centers

• Creativity Station-Create something

from a box

• Pretend and Learn-Wrap a box

• Math-Stack graduated boxes

• Explore different kinds of paper

• Answer what if questions

Centers

• Writer's Corner-Make paper dolls

• Creativity Station-Paint a picture

• Fine Motor-Construct paper chains

• Build long sentences

• Write a story for a wordless book

Centers

• Library and Listening-Tell a story

• Writer's Corner-Draw or write in

journal

• Language and Literacy-Construct

sentences with word cards

LESSON

COMPONENTS

Literacy (Oral

Language,

Phonics,

Handwriting, Read

Aloud)

• Discuss building projects

• Introduce construct or construir

Centers

• Writer's Corner-Form letters with

blocks

• Construction-Build a home

• Library and Listening-Listen to a book

Greeting Circle

• Building community- Sing "Stack the

Blocks" (p 188) This week we will

continue learning about construction.

Today we will learn about constructing

things with blocks.

• Morning Message- I can build with

blocks.

Calming strategy: Encourage the

children to choose a calming strategy.

Connect- Implement Absent Child and

Welcome Back Rituals. Play "It Starts

In The Heart" Commit-


Commitment Rituals.

Moving and

LearningCreate a music ensemble

• Building community- Sing "Hello

Friend" (p183)

• Morning Message- Now we can build

friendships with our classmates.

Calming Strategy: Choose a calming

strategy that can implement with a

friend.


Welcome Back Rituals. Sing "Caring

Friends" (p172) Commit-


Commitment Rituals.

Day 4

• Building community- Teach the

children "Rectangles and Squares"

(p188) Today we will learn about things

wwe can make with boxes.

• Morning Message- Building with

boxes can be fun.

Calming Strategy: Invite children to

choose a strategy.


Welcome Back Rituals.



• Building community-Sing " When

Sammy Put the Paper on the Wall"(p

193) Today we will learn about

constructing thins with paper and odd

materials like pumpkin shells.

• Morning Message- What can we

build now with newspaper?

Calming Strategy: Encourage children

to choose a calming strategy and

perform it.


Welcome Back Rituals. Review "Peter,

Peter" (p170) Commit-


Commitment Rituals. Invite children to

dance to "Shubert Shuffle".

Play a musical adding-on game Follow musical directions for greeting

friends

• Building community- Sing the song

"The Green Grass Grew All Around"

(p184) Today we will learn about

constructing sentences.

• Morning Message- I can build.

Calming Strategy: Practice the S.T.A.R

strategy.





assemble, build, caring, category, cleverness, concrete, construction, cooperation, deeds, foundation, friend, habitats, homes, intentions, loquacious, model, raw

materials, sort, structure

Spanish Vocabularyensamblar, construir, cuidado, categoría, inteligencia, concreto, construcción, colaboración, acciones, cimiento, amigo, hábitats, casas, intenciones, locuaz, modelo,

materia prima, clasificar, estructura

Day 1 Day 2 Day 3

• Develop a word web about friends

• Discuss letters in friend and

amigo(a)

Centers

• Writer's Corner-Trace letters using

gel bag

• Creativity Station-Create Photo

Activity Cards

• Fine Motor-Play tic-tac-toe

Day 5

LESSON


• Play cooperative games (p. 197) with

the parachute.



• Kindness Tree


• Provide indoor blocks for outdoor

building.

• Encourage children to build box

towers and knock them down with

balls.

• Add paper bag blocks to the

cardboard boxes for building.

• Provide markers for children to

decorate and label their outdoor

buildings.



• Kindness Tree


Outdoor Learning

Character

Education

PATHS- Sing "Five in the Bed" talk

about how this would make you feel

comfortable or uncomfortable

Play the cooperative game what's in

the box , talk to the children about how

they have to work together to figure

out what's in the box

Manners- Review address and the

uses of the telephone Lesson 6

Math and Science

• Sort blocks by size and geometric

categories

Centers

• Creativity Station-Create a patterned

pathway

• Math-Sort blocks by use

Math- Give the children a basket of

items have them use cubes to

measurie the items

• Introduce geometric vocabulary

• Compare shapes of box faces

Centers

• Fine Motor-Build a machine

• Math-Construct shapes with

connecting cubes

Math- Work in math book on

measuring on pages 135-138

• Build five-cube arrangements

• Compare and sort by rules

Centers

• Science-Explore ways to connect

paper

• Math-Build unique five-cube

arrangements

Math- Give the children items have

them measure the items with various

tool ETC> cubes, Paper clips



• Kindness Tree




• Kindness Tree




• Kindness Tree


• Sort by attributes old and new

• Graph data collected

Centers

• Science-Observe effects of aging

(banana)

• Math-Observe effects of aging

(coins)

Math-Reivew how to maesure using

non -standard units of measuring give

the children choices and then check

which answer is correct

PATHS - Read "Beach day " By Karen

Roosa have the children pretend to be

at the beach and have them express

how they feel

Talk about the words caring and

friendship , Have the children make

friendship bracelets and trade with a

friend

• Create name trains

• Compare and sort trains

Centers

• Library and Listening-Identify words

in sentences

• Math-Sort name trains

.Math-Show the children different

paths to get to the same place the

children measure anf find out the

shortest path to their destination

• Construction-Build using small boxes

• Creativity Station-Decorate paper to

use as wrapping paper for boxes

• Fine Motor-Have box races

• Construction-Make rainbow makers

• Creativity Station-Make tissue paper

collages

• Fine Motor-Show children how to fold

paper airplane

Science- Make papermache have the

children construct a shape out of

paper mache.

Weekly Learning

Centers

• Construction-Have stacking races

• Creativity Station-Decorate boxes

covered in plastic wrap

• Fine Motor-Build with smaller blocks

• Construction-Build sentences with

word blocks

• Creativity Station-Make a collage

using environmental print

• Fine Motor-Work with name puzzles

• Construction-Build a house to share

with a friend

• Creativity Station-Paint a group mural

• Fine Motor-String beads for

friendship bracelets

LESSON


• Uses sentences with more than one

phrase

• Assumes various roles and

responsibilities as part of a classroom

community

• Uses some appropriate writing

conventions when writing or giving

dictation


sentences






and actions

• Sorts objects that are the same and

different into groups, and uses

language to describe how the groups

are similar and different

• Identifies equal and unequal sets


graphic representation


sentences


various situations

• Demonstrates empathy and caring for

others

• Participates in classroom music activities

• Names at least 20 upper- and at least 20

lowercase letters

• Uses a large speaking vocabulary,

adding several new words daily



dictation




• Begins to have meaningful friends


describe people, places, things, and

actions


• Sorts objects that are the same and

different into groups and uses language to

describe how the groups are similar and

different



• Coordinates sequence of movements to

perform tasks

• Initiates problem solving strategies and


• Increasingly interacts and communicates

with peers to initiate pretend-play

scenarios that share a


Learning Goals

• Is aware of own feelings most of the

time


for others


least 20 lowercase letters• Demonstrates receptive vocabulary (three to

four thousand words)


the book

• Combines sentences that give detail, stays on

topic, and clearly communicates





and contrasting

• Combines syllables into words

• Slides, flips, and turns shapes to demonstrate

that the shapes remain the same


• Sorts objects that are the same and different

into groups and uses language to describe how

the groups are similar and different

• Assumes various roles and responsibilities as

part of a classroom community


peers to initiate pretend-play scenarios that

share a common plan and goal


appropriately

• Is aware of own feelings most of the time

• Produces a word that begins with the same

sound as a given pair of words


lowercase letters



and contrasting

• Uses a large speaking vocabulary, adding

several new words daily

• Shows initiative in independent situations and

persists in attempting to solve problems



• Initiates problem-solving strategies and seeks

adult help when necessary

• Describes, observes, and investigates

properties and characteristics of common objects






• Demonstrates an understanding that others

have

perspectives and feelings that are different from

her own

• Shows initiative in independent situations

and persists in attempting to solve problems

• Initiates problem-solving strategies and seeks

adult help when necessary


peers to initiate pretend-play scenarios that share

a common plan and goal

• Demonstrates empathy and caring for others


lowercase letters

• Demonstrates receptive vocabulary (three to

four thousand words)



and contrasting


the book

• Produces a word that rhymes with a given word

• Combines ideas for complex sentences

• Verbally identifies, without counting, the number

of objects from 1 to 5

• Slides, flips, and turns shapes to demonstrate

that the shapes remain the same





properties and characteristics of common objects

• Provides appropriate information for various

situations

Date Teacher

Literacy Math

• Building community- Sing "I Can Be a

Pretzel" (p171) Today we will learn

about creating sculptures from dough

and clay and collages from fabric and

paper. Calming

Strategy- Perform Pretzel (p171)

• Morning Message- It is fun to sculpt

and mold play dough.


Welcome Back Rituals. Play "People

to People" (p175) Commit-


Commitment Rituals.

LESSON

COMPONENTS

Greeting Circle

Day 1 Day 2 Day 3

Literacy (Oral

Language,

Phonics,

Handwriting, Read

Aloud)

• Create a chart of dance moves

• Participate in telling the story

Centers


• Gross Motor Area-Make up new

dance moves

• Writer's Corner- Have the hcildren

write the types of movemnetsd they

used when danicng the numeral dance

Moving and

Learning

“Put Your Little Foot” • “Pasitos” dance

• Discuss the power of words

• Introduce onomatopoeia, alliteration,

and rhyming words

Centers

• Writer's Corner- Have the children

use gel bags to trace numerals

• Language and Literacy-Match

rhyming items

• Library and Listening-Identify

powerful words in a story

Dance! • ¡A bailar!

• Make story predictions

• Contrast ordinary and extraordinary

“The Runaway Cookie Parade” • “Las

galletitas que se escaparon”

participation story

• Develop action word vocabulary

• Participate in telling a story

Phonic- Phonic book letter Zz

Skidamarink • ¡Es amor!

• Discuss meaning of love

• Introduce inspire

“The Surprise” • “La sorpresa” chalk

and prop story

• Describe illustrations

• Make inferences

Phonic- Read the story "Zack the lazy

Zebra"

Twinkle, the Little Star • Chispita la

estrellita

• Create a prop for story

• Play the role of Twinkle

Three Bears’ Rap • El rap de los tres

osos

• Introduce collage as style of

illustration

• Compare collages to other

illustrations

Phonic-Phonic book work on letter Zz

Nature’s Giants • Gigantes de la

naturaleza

• Recognize descriptions as creations

• Discuss inspiration for descriptions

Fanny Frog’s Fantastic Poems and

Rhymes • Salta, saltarín

• Experience poetry

• Introduce elements of poetry

Phonic- work on letter Zz picture word

journal

Pantomime “Body Talk in Rhyme” Follow directions to “Shake Your

Reader Ribbons”

Day 5

• Building community- Sing

"Skidamarink" Today we will be

creating books.

• Morning Message-Please make a

book from the paper in the center.


Welcome Back Rituals. Review "Get

Ready" (p 173) Commit-


Commitment Rituals.

Calming Strategy- Teach Gratitude

Attitude (p 168)

Day 4

• Building community- Sing along with

"Lizzie Leaping Lizard" (p185) Today

we will learn about creating words to

communicate.

• Morning Message- Pencils and

markers are tools for writing.


Welcome Back Rituals. Review the

song "Welcome" (p 174)



Calming Strategy- Perform one of the

strategies from this week.

• Compare illustrations in different

books

• Introduce idea of intentionality

Centers

• Writer's Corner-Create an illustration

• Creativity Station-Paint with different

brushes

• Fine Motor-Fingerpaint

.

• Discuss sculptures

• Describe clay sculptures

Centers

• Writer's Corner-Describe sculptures

• ABC-Shape letters with clay

• Creativity Station-Create clay

sculpture or collage

.

Lesson Plans for I Build! I Create! • I Can Create (Week 4)02/26/18-03/02/18 Ms. Kari

inspiration, inspiraciónWonderful Word TechnologyFrog Street Math; Reading Buddy; Tux Paint

• Develop concept of gratitude

• Write and draw a cooperative book

Centers

• Writer's Corner-Complete pages for

book

• Library and Listening-Listen to and

retell story

• Language and Literacy-Read

wordless book

Character

Education


Intentionality, Intencionalidad

Letter

Knowledge

English-M, m, P, p, F, f

Spanish-M, m, P, p, F, f

alliteration, attribute, collages, convey, create, extraordinary, flatten, grateful, gratitude, images, imaginative, inspired , intentionality , numeral, pentagon, quadrilateral,

sculpture, strategy

Identifying and Labeling SetsOral Language, Phonological Awareness

English Vocabulary

Animal Friends • Amigos animales

• Identify characters in wordless book

• Dictate a story for the book

This Way to Pre-K • Camino a Pre-

Kinder

• Develop story walk chart

• Retell story using chart

Phonic- review site words "iword sort"

Spanish Vocabularyaliteración, atributo, collages, transmitir, crear, extraordinario, aplanar, agradecido, imágenes, imaginativo, inspirado , intención , numeral, pentágono , cuadrilátero,

escultura, gratitud, estrategia

Dance with streamers Play Freeze • Inmóvil

• Building community- Sing "This Old

Man Is Rockin' On" (p192) This week

we will continue learning about

constructing and creating. Today we

will focus on music, singing, and

dancing.

• Morning Message- I can make up

and perform fancy dances!

Calming strategy: Play "Look At Me "

p.(174)


Welcome Back Rituals. Invite chidlren

to dance jto "Shubert Shuffle" (p178)



• Building community- Sing "Look

What I Create" (p185) Today we will

learn about creating drawings and

paintings.

• Morning Message- I create fantastic

paintings and murals.

Calming Strategy: Introduce the

calming strategy Painter's Reach

(p169)





LESSON

COMPONENTSDay 1 Day 2 Day 3 Day 5Day 4

Weekly Learning

Centers

• Fine Motor-Create various hues of

green by mixing food coloring

• Creativity Station-Draw with various

mediums

• Construction-Decorate paper bag

blocks with markers

• Fine Motor-Practice the directions of

the How to Care for Books • Cómo

cuidar los libros rebus poster using

books

• Creativity Station-Illustrate pretend

books

• Construction-Add a few small books

to the center. Encourage children to

build bookshelves for the books.

Social Skills

• Share children’s We are Grateful •

Estamos agradecidos books

• Introduce numerals 1 through 9

• Analyze shape attributes of numerals

Centers

• Writer's Corner-Trace numerals on

gel bags

• Gross Motor Area-Hop along number

line

Math- Use cubes to measure capacity

of cups

Virtue- Discuss intentonality talk about

how artist use this to pre-plan drawings

show the chldren picture and have

then plan what they are inspired to

draw by these pictures

• Fine Motor-Make play dough

creations using buttons, lace and

beads

• Creativity Station-Make torn-paper

collages

• Construction-Build statues with

blocks or stuff paper bags to create a

sculpture

• Fine Motor-Use markers to copy

short sentences

• Creativity Station-Paint a design

using the child's name

• Construction-Build towns and then

create signage for streets and

buildings

• Fine Motor-Make music using ways

other than instruments

• Creativity Station-Draw or paint

covers for their musical instruments

• Construction-Make musical

instruments

PATH- Define the feeling excited talk

about facial features associated with

this feeling

PATH- Have the children gather in

group have them play the game "

Excited Feelings"

Manners - review telephone skills

remind the children that a telephone is

not a toy

• Introduce forming a mental picture for

quantification

• Play Finger Flash • Muestra con los

dedos

Centers

• Sensory Table-Make wet sand prints

to match number in set

• Math-Make handprint counting

boards

• Review introduced polygon shapes

• Introduce hexagon and pentagon

Centers

• Sensory Table-Create number

sculptures

• Math-Make five-pattern-block picture

Math-Introudce measuring capacity

.

• Introduce tally marks

• Review quantification strategies

Centers

• Creativity Station-Create a button-

counting book

• Library and Listening-Browse through

counting books

Math-Usa a scale to compare wieght

of objects

Math and Science

• Practice identifying the number of

objects without counting

• Introduce strategies for determining

number of objects in a set

Centers

• Creativity Station-Create and count

thumbprint frogs

• Math-Practice counting out sets

Math-Work on measuring shapes with

paper clips



• Kindness Tree


Outdoor Learning

• Invite children to use chalk to draw

pictures on the sidewalk, or attach

easel paper to the fence (or take

easels outdoors) and encourage

children to paint an outdoor scene.

• Turn a strip of masking tape

backwards and place it on children’s

arms to make a bracelet. Encourage

children to create a bracelet using

items they find outdoors (leaves, bark,

twigs, pebbles).

• Provide colorful sheets of cellophane

and challenge children to create

colorful shadows.

• Invite children to write the story for a

wordless book outdoors.



• Kindness Tree




• Kindness Tree




• Kindness Tree


Character

Education

• Take rhythm band instruments

outdoors.

Invite children to have a parade.

Closing CircleTime:



• Kindness Tree


LESSON

COMPONENTSDay 1 Day 2 Day 3 Day 5Day 4

• Is aware of own feelings most of the

time


for others





and actions


sentences


read aloud


various situations• Combines sentences that give detail,

stays on topic, and clearly communicates



items were counted

• Recognizes one-digit numerals 0 through

9



• Assumes various roles and

responsibilities as part of a classroom

community

• Uses books and other written materials

to engage in prereading behaviors


Learning Goals



consistently, although adult guidance



for others






read aloud






dictation• Coordinates sequence of movements to

perform tasks



items were counted

• Verbally identifies, without counting, the

number of objects from 1 to 5


9

• Responds to different musical styles

through movement and play







• Uses a variety of art materials and

activities for sensory experience and

exploration

• Demonstrates interest in and shows

appreciation for the creative work of

others


questions about the book• Shows understanding by responding

appropriately




• Combines words to make a compound

word

• Counts one to ten items, with one count

per item

• Verbally identifies, without counting, the

number of objects from 1 to 5


9

• Uses art as a form of creative self-

expression and representation

• Is able to increase or decrease intensity

of emotions more consistently, although

adult guidance is sometimes necessary

• Increasingly interacts and communicates

with peers to initiate pretend-play

scenarios that share a common plan and

goal



• Retells or reenacts a story after it is read

aloud


describe people, places, things, and

actions

• Demonstrates interest in and shows

appreciation for the creative work of others



• Independently writes letters on request



items were counted


9

• Creates shapes

• Investigates and describes sources of

energy including light, heat, and electricity


properties and characteristics of common

objects

• Initiates problem-solving strategies and






• Demonstrates knowledge of

nonverbal conversational rules





and actions





• Recognizes at least 20 letter sounds• Produces a word that begins with the


• Demonstrates that the order of the

counting sequence is always the same

regardless of what is counted


9




• Perceives differences between similar-

sounding words


appropriately

crème de la crème€¦ · • introduce rhombus • rombo • discuss experiences with kites the...

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