gard 2 week 40 nurturing earth - crème de la...
TRANSCRIPT
ChangesTheme 9
Dear Family,What a difference a year makes! In the next four weeks, children will look at how they have changed over the past nine months—their height, their weight, their knowledge, and their behavior. They will learn about changes around them that are beyond their control—seasons, weather, day and night. They will examine the power they have to cause change and the responsibility they have to monitor change in their environment. Join with us in celebrating this year of change as we begin to prepare children for the changes the next year will bring.
Week 1 Changes in and Around Me
Week 2 Earth Changes
Week 3 Nurturing Earth
Week 4 Before and Now
Our character education focus will be on developing the concepts of patience and pride.
LiteracyChildren have been learning to hear rhyming words. Play this game to practice this skill. Pause before the final word in the last stanza and invite your child to supply the word.
Say and RhymeTune: “Mary Had a Little Lamb”
Rhyming words are lots of fun,Lots of fun, lots of fun.Rhyming words are easy to do.Join in and try a few.
When you say bread, I touch my head,Touch my head, touch my head.When you say bread, I touch my head.Rhyming words—bread and (head)!
When you say go, I touch my toeTouch my toe, touch my toe.When you say go, I touch my toeRhyming words—go and ___!
When you say bee, I touch my kneeTouch my knee, touch my knee.When you say bee, I touch my kneeRhyming words—bee and ___!
Rhyming words are lots of fun,Lots of fun, lots of fun.Rhyming words are easy to do.And now we know a few.
Make up additional verses: dear/ear; hose/nose; sigh/eye
MathAs we look back to see how far children have come this year, it is natural to introduce the calendar as a way to keep track of time and note important upcoming events. Provide an easily accessible calendar (on the refrigerator or bedroom door) so that your child can note (with pride) accomplishments and learn that waiting for an upcoming special day requires patience.
Notes
For additional at-home activities, see the Changes PATT Mat.
Lectoescritura
Si desean más actividades para hacer en la casa, vean el Tapete de Apoyo PATT de “Cambios”.
Matematicas
Semana 1 Cambios en mí y en lo que me rodea
Semana 2 La Tierra cambia
Semana 3 La Tierra nos nutre
Semana 4 Antes y después
CambiosTema 9
Estimadas familias:¡Qué tal diferencia en un año! En las próximas cuatro semanas los niños verán lo mucho que ha cambiado su estatura, su peso, sus conocimientos y su comportamiento en los nueve meses pasados. Van a aprender sobre los cambios en las cosas que los rodean y que están fuera de su control: las estaciones, el clima, el día y la noche. También examinarán el poder que tienen para producir un cambio en su medio ambiente. Celebre con nosotros este año de cambios mientras empezamos a preparar a los niños para los cambios que les traerá el próximo año.
Nuestro enfoque en la educación del carácter estará dirigido a desarrollar los conceptos de paciencia y orgullo.
Los niños han estado aprendiendo a escuchar palabras que riman. Este juego les permitirá practicar esa destreza. Hagan una pausa antes de la palabra final en el último párrafo e inviten a sus hijos a decir la palabra.
Una palabra, una rimaMelodía: “Mary Had a Little Lamb”
Las palabras que riman son pura diversión,Son pura diversión, son pura diversión.Las palabras que riman son fáciles de hacer.Verás que podrás aprender.
Cuando dices pereza, me toco la cabeza,me toco la cabeza, me toco la cabeza.Cuando dices pereza, me toco la cabeza.La rima: ¡pereza y ____!
Cuando dices enredo, me toco un dedome toco un dedo, me toco un dedo.Cuando dices enredo, me toco un dedoLa rima: enredo y ___!
Cuando dices silla, me toco la rodilla,me toco la rodilla, me toco la rodilla.Cuando dices silla, me toco la rodillaLa rima, ¡silla y ___!
Las palabras que riman son pura diversión,Son pura diversión, son pura diversiónLas palabras que riman son fáciles de hacer.y hoy algunas pudimos aprender.
Añadan más versos: reja/oreja; mente/frente; rojo/ojo
Al mirar atrás y ver lo mucho que han avanzado los niños este año es natural que les presentemos el calendario como una manera de llevar el control del tiempo y anotar eventos futuros importantes. Pongan al alcance de sus niños un calendario (en el refrigerador o en la puerta de su cuarto) para que anoten sus logros (con orgullo) y para que aprendan a esperar con paciencia un día especial que ya viene.
Notas
Chan
ges
Paren
ts Ar
e Tea
cher
s T
oo
Them
e 9
Mat
hTh
eme
Job
Lite
racy
Outd
oors
Calm
ing
Stra
tegy
Obs
erve
the
chan
ges t
hat h
appe
n to
seed
s. Ch
oose
the
kind
of s
eed
you
wan
t to
plan
t. D
o yo
u w
ant fl
ower
s or v
eget
able
s? W
ill th
e po
t be
in th
e su
n or
in th
e sh
ade?
Hav
e an
adu
lt he
lp y
ou re
ad se
ed p
acka
ges a
nd a
sk q
uest
ions
to
hel
p yo
u de
cide
. Whe
n yo
u ha
ve c
hose
n th
e se
eds,
plac
e ro
cks o
r pie
ces o
f a b
roke
n po
t int
o th
e bo
ttom
of t
he p
ot y
ou w
ill u
se.
!is
will
hel
p th
e w
ater
dra
in p
rope
rly. F
ill th
e po
t with
soil.
Pla
nt th
e se
eds a
ccor
ding
to th
e in
stru
ctio
ns o
n th
e se
ed p
acka
ge. T
end
the
seed
s. N
otic
e th
e ch
ange
s. En
joy
the
harv
est.
Crea
te a
Bef
ore
and
Now
boo
k of
you
r ow
n.
!in
k of
som
ethi
ng th
at y
ou d
o w
ell.
!in
k ab
out h
ow y
ou u
sed
to d
o th
at sa
me
thin
g.
Dra
w a
pic
ture
to sh
ow th
e “b
efor
e” a
nd
anot
her t
o sh
ow th
e “n
ow.”
Add
wor
ds th
at te
ll ab
out y
our p
ictu
re o
r hav
e an
adu
lt he
lp y
ou
with
the
wor
ds. A
dd o
ther
pag
es. R
ead
your
bo
ok p
roud
ly.
Do
you
rem
embe
r the
thin
g th
at w
as a
bout
the
sam
e siz
e yo
u w
ere
at th
e be
ginn
ing
of th
e ye
ar? F
ind
it an
d co
mpa
re y
ours
elf t
o it
agai
n. H
ave
you
grow
n ta
ller?
Hav
e yo
u gr
own
in o
ther
way
s too
? Do
the
clot
hes a
nd sh
oes t
hat y
ou w
ore
in th
e fa
ll st
ill fi
t you
no
w? B
egin
a M
easu
re M
y W
orld
jour
nal a
nd re
cord
so
me
of y
our o
bser
vatio
ns. !
ink
abou
t how
you
will
ch
ange
in th
e ne
xt y
ear.
Teac
h so
meo
ne in
you
r fam
ily h
ow
to g
et ri
d of
stre
ss w
ith th
e Bu
nny
Brea
thin
g ca
lmin
g st
rate
gy.
Hol
d on
e ha
nd u
p w
ith tw
o fin
gers
st
andi
ng ta
ll lik
e a
peac
e sig
n to
re
pres
ent t
he b
unny
. !e
tall
finge
rs
are
the
ears
and
the
balle
d ha
nd is
the
bunn
y bo
dy.
Scru
nch
up y
our n
ose
and
take
thre
e sh
ort b
reat
hs. A
s you
do
this,
hav
e th
e bu
nny’s
ear
s go
up a
nd d
own
with
the
brea
thin
g.
Hol
d yo
ur b
reat
h fo
r thr
ee se
cond
s and
th
en e
xhal
e slo
wly,
mov
ing
(hop
ping
) yo
ur h
and
acro
ss y
our b
ody
as if
the
bunn
y is
hopp
ing
away
. Try
to e
xhal
e as
lo
ng a
s the
bun
ny is
hop
ping
.
Lear
n th
is rh
yme
and
reci
te it
with
prid
e.
You
have
arr
ived
!
Whe
n I W
as O
ne
Whe
n I w
as o
ne, I
was
so sm
all
(hol
d up
one
fing
er)
I cou
ld n
ot sp
eak
a w
ord
at a
ll.
(shak
e he
ad)
Whe
n I w
as tw
o, I
lear
ned
to ta
lk,
(hol
d up
two
finge
rs)
I lea
rned
to si
ng, I
lear
ned
to w
alk.
(p
oint
to m
outh
and
feet
)W
hen
I was
thre
e, I
lear
ned
abou
t me.
(h
old
up th
ree
finge
rs)
And
whe
n I t
urne
d fo
ur, I
lear
ned
mor
e.
(hol
d up
four
fing
ers)
Now
I’m
five
, (pa
use)
and
I’ve
arr
ived
! (h
old
up fi
ve fi
nger
s)
©20
10 F
rog
Stre
et P
ress
, Inc
. Fa
mily
Con
nect
ions
CD
PA
TT M
at
Cambi
os
Los Pa
dres
Tam
bién
Son
Maes
tros
(PA
TT p
or s
us
sigl
as e
n in
glés
)
Tape
te d
e ap
oyo
Tema
9
Tare
a de
l te
ma
Lect
oesc
ritu
raAl ai
re lib
reEs
trat
egia c
alman
te
Mat
emea
tica
s¿R
ecue
rdas
la c
osa
que
med
ía c
asi i
gual
que
tú
cuan
do e
mpe
zast
e el
año
? Bú
scal
a y
vuel
ve a
co
mpa
rarla
con
tigo.
¿H
as c
reci
do?
¿Has
cre
cido
ta
mbi
én d
e ot
ras m
aner
as?
¿Tod
avía
te q
ueda
n la
ro
pa y
los z
apat
os q
ue u
sast
e en
el o
toño
? Em
piez
a a
escr
ibir,
con
la a
yuda
de
un m
iem
bro
de tu
fam
ilia,
un
“Dia
rio p
ara
med
ir m
i mun
do” y
ano
ta a
lgun
as
de tu
s obs
erva
cion
es. P
iens
a en
cóm
o va
s a c
ambi
ar
el p
róxi
mo
año.
Obs
erva
los c
ambi
os q
ue le
s suc
eden
a la
s se
mill
as. E
scog
e el
tipo
de
sem
illa
que
dese
as
plan
tar.
¿Qui
eres
pla
ntar
flor
es o
ver
dura
s?
¿Deb
e es
tar l
a m
acet
a en
la so
mbr
a o
en e
l So
l? P
ide
a un
adu
lto q
ue te
lea
los p
aque
tes
de se
mill
as y
haz
las p
regu
ntas
que
te p
erm
itan
deci
dir q
ué se
mbr
arás
. Cua
ndo
haya
s esc
ogid
o la
s sem
illas
, col
oca
unas
pie
dras
o u
nos
peda
cito
s de
cerá
mic
a ro
ta e
n el
fond
o de
la
mac
eta
que
vas a
usa
r. E
sto
ayud
ará
a qu
e el
ag
ua d
rene
apr
opia
dam
ente
. Lle
na la
mac
eta
con
tierr
a. P
lant
a la
s sem
illas
sigu
iend
o la
s in
stru
ccio
nes d
el p
aque
te. C
uida
las s
emill
as.
Obs
erva
los c
ambi
os. D
isfru
ta d
e la
cos
echa
.
Prep
ara
tú so
lo u
n cu
ader
no d
e An
tes y
aho
ra.
Pien
sa e
n al
go q
ue h
aces
bie
n. P
iens
a en
cóm
o lo
hac
ías a
ntes
. Haz
un
dibu
jo p
ara
mos
trar
el
“ant
es” y
otr
o pa
ra m
ostr
ar e
l “ah
ora”
. Aña
de
pala
bras
par
a de
scrib
ir tu
dib
ujo
o pi
de a
un
adul
to q
ue te
ayu
de c
on la
s pal
abra
s. A
ñade
m
ás p
ágin
as. L
ee tu
cua
dern
o co
n or
gullo
.
Ense
ña a
alg
uien
de
tu fa
mili
a a
libra
rse
del
estr
és c
on la
est
rate
gia
La re
spira
ción
del
co
nejit
o.Le
vant
a un
a m
ano
con
dos d
edos
es
tirad
os c
omo
el sí
mbo
lo d
e la
paz
, pa
ra re
pres
enta
r al c
onej
o. L
os d
edos
es
tirad
os so
n la
s ore
jas y
la m
ano
en
puño
es e
l cue
rpo
del c
onej
o.
Arr
uga
la n
ariz
y re
spira
rápi
dam
ente
tr
es v
eces
. Mie
ntra
s hac
es e
sto,
haz
que
la
s ore
jas d
el c
onej
o su
ben
y ba
jen
con
cada
resp
iraci
ón.
Reté
n la
resp
iraci
ón p
or tr
es se
gund
os
y lu
ego
exha
la le
ntam
ente
, mov
iend
o la
man
o (a
salto
s) de
arr
iba
a ab
ajo
cruz
ando
tu c
uerp
o co
mo
si el
con
ejito
se
est
uvie
ra a
leja
ndo
salta
ndo.
Tra
ta d
e ex
hala
r dur
ante
todo
el t
iem
po e
n qu
e el
co
nejit
o es
té sa
ltand
o.
Apr
ende
est
a rim
a y
recí
tala
con
org
ullo
. ¡H
as ll
egad
o!Cu
ando
tení
a un
año
Cuan
do te
nía
un a
ño y
o er
a ta
n ch
iqui
to,
(ens
eña
un d
edo)
que
no c
amin
aba
ni h
abla
ba n
i un
poqu
ito.
(sac
ude
la c
abez
a)Cu
ando
cum
plí d
os, a
pren
dí a
hab
lar,
(ens
eña
dos d
edos
)ap
rend
í a c
anta
r y a
cam
inar
.
(seña
la tu
boc
a y
tus p
ies)
Lueg
o cu
mpl
í tre
s y m
e co
nocí
,
(ens
eña
tres
ded
os)
y al
cum
plir
los c
uatr
o pe
nsé
más
en
mí
(ens
eña
cuat
ro d
edos
)A
hora
teng
o ci
nco
y he
lleg
ado
aquí
.
(ens
eña
cinco
ded
os)
©20
10 F
rog
Stre
et P
ress
, Inc
. Fa
mily
Con
nect
ions
CD
PA
TT M
at
Important Message
Important Message
Important Message
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©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
Mensaje importante
Mensaje importante
Mensaje importante
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©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
©2010 Frog Street Press, Inc. Family Connections CD Butter!y Breathing
Butterfly 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.
Inhale and exhale slowly as you lift and lower your fragile, brand-new butter!y wings (arms).
Butterfly 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.
Inhale and exhale slowly as you lift and lower your fragile, brand-new butter!y wings (arms).
Butterfly 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.
Inhale and exhale slowly as you lift and lower your fragile, brand-new butter!y wings (arms).
Butterfly 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.
Inhale and exhale slowly as you lift and lower your fragile, brand-new butter!y wings (arms).
Butterfly 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.
Inhale and exhale slowly as you lift and lower your fragile, brand-new butter!y wings (arms).
Butterfly 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.
Inhale and exhale slowly as you lift and lower your fragile, brand-new butter!y wings (arms).
©2010 Frog Street Press, Inc. Family Connections CD Butter!y Breathing
La respiración de la mariposa© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Inhalen y exhalen lentamente mientras levantan y bajan sus nuevas y frágiles alas de mariposa (los brazos).
La respiración de la mariposa© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Inhalen y exhalen lentamente mientras levantan y bajan sus nuevas y frágiles alas de mariposa (los brazos).
La respiración de la mariposa© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Inhalen y exhalen lentamente mientras levantan y bajan sus nuevas y frágiles alas de mariposa (los brazos).
La respiración de la mariposa© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Inhalen y exhalen lentamente mientras levantan y bajan sus nuevas y frágiles alas de mariposa (los brazos).
La respiración de la mariposa© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Inhalen y exhalen lentamente mientras levantan y bajan sus nuevas y frágiles alas de mariposa (los brazos).
La respiración de la mariposa© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Inhalen y exhalen lentamente mientras levantan y bajan sus nuevas y frágiles alas de mariposa (los brazos).
©2010 Frog Street Press, Inc. Family Connections CD Thumb Tracking
Thumb Tracking© 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.
Extend your arm in front of you at eye level about an elbow’s length away from your body. Make a thumbs-up gesture. Hold your head still while tracing a sideways "gure eight with your thumb. Start by going up, to the right, down, left, up, left, down, right, and back up to center. Vary this activity by moving your thumb in a circle, in a square, and by making an X.
Thumb Tracking© 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.
Extend your arm in front of you at eye level about an elbow’s length away from your body. Make a thumbs-up gesture. Hold your head still while tracing a sideways "gure eight with your thumb. Start by going up, to the right, down, left, up, left, down, right, and back up to center. Vary this activity by moving your thumb in a circle, in a square, and by making an X.
Thumb Tracking© 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.
Extend your arm in front of you at eye level about an elbow’s length away from your body. Make a thumbs-up gesture. Hold your head still while tracing a sideways "gure eight with your thumb. Start by going up, to the right, down, left, up, left, down, right, and back up to center. Vary this activity by moving your thumb in a circle, in a square, and by making an X.
Thumb Tracking© 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.
Extend your arm in front of you at eye level about an elbow’s length away from your body. Make a thumbs-up gesture. Hold your head still while tracing a sideways "gure eight with your thumb. Start by going up, to the right, down, left, up, left, down, right, and back up to center. Vary this activity by moving your thumb in a circle, in a square, and by making an X.
©2010 Frog Street Press, Inc. Family Connections CD Thumb Tracking
Siguiendo al pulgar© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Extiendan un brazo frente a ustedes, al nivel de los ojos, aproximadamente a un codo de distancia del cuerpo. Hagan el gesto de levantar el pulgar. Mantengan la cabeza "ja mientras trazan el número ocho de costado con el pulgar. Empiecen hacia arriba, luego a la derecha, abajo, a la izquierda, arriba, a la izquierda, abajo a la derecha y otra vez en medio. Hagan variaciones formando un círculo, un cuadrado y dibujando una X.
Siguiendo al pulgar© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Extiendan un brazo frente a ustedes, al nivel de los ojos, aproximadamente a un codo de distancia del cuerpo. Hagan el gesto de levantar el pulgar. Mantengan la cabeza "ja mientras trazan el número ocho de costado con el pulgar. Empiecen hacia arriba, luego a la derecha, abajo, a la izquierda, arriba, a la izquierda, abajo a la derecha y otra vez en medio. Hagan variaciones formando un círculo, un cuadrado y dibujando una X.
Siguiendo al pulgar© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Extiendan un brazo frente a ustedes, al nivel de los ojos, aproximadamente a un codo de distancia del cuerpo. Hagan el gesto de levantar el pulgar. Mantengan la cabeza "ja mientras trazan el número ocho de costado con el pulgar. Empiecen hacia arriba, luego a la derecha, abajo, a la izquierda, arriba, a la izquierda, abajo a la derecha y otra vez en medio. Hagan variaciones formando un círculo, un cuadrado y dibujando una X.
Siguiendo al pulgar© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
Extiendan un brazo frente a ustedes, al nivel de los ojos, aproximadamente a un codo de distancia del cuerpo. Hagan el gesto de levantar el pulgar. Mantengan la cabeza "ja mientras trazan el número ocho de costado con el pulgar. Empiecen hacia arriba, luego a la derecha, abajo, a la izquierda, arriba, a la izquierda, abajo a la derecha y otra vez en medio. Hagan variaciones formando un círculo, un cuadrado y dibujando una X.
Important Message
Important Message
Important Message
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Mensaje importante
Mensaje importante
Mensaje importante
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©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
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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.
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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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w to
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©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
Please Bring....Please Bring....
Please Bring....Please Bring....
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©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
Sírvanse traer....Sírvanse traer....
Sírvanse traer....Sírvanse traer....
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©2010 Frog Street Press, Inc. Family Connections CD Humpty Dumpty
Humpty Dumpty © Becky Bailey
This little rhyme helps children connect with each other. You may want to use it to rea!rm that the family needs to work together. It is one of Becky Bailey’s Conscious Discipline activities.
Humpty Dumpty sat on a wall.
(One partner makes a wall and the second places his Humpty Dumpty !sts on the wall.)
Humpty Dumpty had a great fall.
(Wall partner catches the hands of the Humpty Dumpty partner.)
All the queen’s horses and all the king’s men,
(Wall partner massages Humpty’s arms just below elbows.)
Could put Humpty together again.
(Wall partner raises Humpty’s hands, makes them into one !st, and covers the !st with his hands.)
Cooperative Humpty Dumpty
Sit in a circle with your family and hold hands. Family members let their hands drop when Humpty Dumpty falls. When the queen’s horses help, they place their right hands on their neighbor’s shoulders. When the king’s men help, they place their left hands on their neighbor’s shoulders. When Humpty Dumpty is together again, the entire family stands. Family members must work cooperatively to stand without using their hands.
Humpty Dumpty © Becky Bailey
This little rhyme helps children connect with each other. You may want to use it to rea!rm that the family needs to work together. It is one of Becky Bailey’s Conscious Discipline activities.
Humpty Dumpty sat on a wall.
(One partner makes a wall and the second places his Humpty Dumpty !sts on the wall.)
Humpty Dumpty had a great fall.
(Wall partner catches the hands of the Humpty Dumpty partner.)
All the queen’s horses and all the king’s men,
(Wall partner massages Humpty’s arms just below elbows.)
Could put Humpty together again.
(Wall partner raises Humpty’s hands, makes them into one !st, and covers the !st with his hands.)
Cooperative Humpty Dumpty
Sit in a circle with your family and hold hands. Family members let their hands drop when Humpty Dumpty falls. When the queen’s horses help, they place their right hands on their neighbor’s shoulders. When the king’s men help, they place their left hands on their neighbor’s shoulders. When Humpty Dumpty is together again, the entire family stands. Family members must work cooperatively to stand without using their hands.
©2010 Frog Street Press, Inc. Family Connections CD Humpty Dumpty
El Sr. Huevito © Becky Bailey
Esta rimita ayuda a los niños a conectarse entre sí. Ustedes podrían usarla para reafirmar que la familia debe trabajar unida. Ésta es una de las actividades de la Disciplina Conciente de la Dra. Becky Bailey.
El Sr. Huevito a un muro se subió,
(Una persona hace una pared y la otra persona pone sus puños de Sr. Huevito sobre la pared)
el Sr. Huevito se cayó y se rompió.
(la persona que hace la pared atrapa las manos que se están cayendo)
Más la reina y sus caballos y el rey y sus caballeros,
(la persona de la pared le da unos masajes a los brazos del huevito, debajo de los codos)
lo arreglaron y lo dejaron como nuevo.
(la persona de la pared levanta las manos del Sr. Huevito, las hace puños y las cubre con sus manos)
El Sr. Huevito en colaboraciónLa familia se sienta formando un círculo y se toman de las manos. Todos dejan caer las manos cuando el Sr. Huevito se cae. Cuando los caballos de la reina ayudan, ponen la mano derecha en el hombro del vecino. Cuando los caballeros del rey ayudan, ponen la mano izquierda sobre el hombro del vecino. Cuando el Sr. Huevito queda como nuevo, toda la familia se pone de pie. Los miembros de la familia deben ayudarse a ponerse de pie sin usar las manos.
El Sr. Huevito © Becky Bailey
Esta rimita ayuda a los niños a conectarse entre sí. Ustedes podrían usarla para reafirmar que la familia debe trabajar unida. Ésta es una de las actividades de la Disciplina Conciente de la Dra. Becky Bailey.
El Sr. Huevito a un muro se subió,
(Una persona hace una pared y la otra persona pone sus puños de Sr. Huevito sobre la pared)
el Sr. Huevito se cayó y se rompió.
(la persona que hace la pared atrapa las manos que se están cayendo)
Más la reina y sus caballos y el rey y sus caballeros,
(la persona de la pared le da unos masajes a los brazos del huevito, debajo de los codos)
lo arreglaron y lo dejaron como nuevo.
(la persona de la pared levanta las manos del Sr. Huevito, las hace puños y las cubre con sus manos)
El Sr. Huevito en colaboraciónLa familia se sienta formando un círculo y se toman de las manos. Todos dejan caer las manos cuando el Sr. Huevito se cae. Cuando los caballos de la reina ayudan, ponen la mano derecha en el hombro del vecino. Cuando los caballeros del rey ayudan, ponen la mano izquierda sobre el hombro del vecino. Cuando el Sr. Huevito queda como nuevo, toda la familia se pone de pie. Los miembros de la familia deben ayudarse a ponerse de pie sin usar las manos.
“Shake a Hand” action song
• Focus on the letter USing "The Seeds Grow" (p 192).
• Focus on the letter Y. Use a yellow marker to draw things that begin with a Y• Letter Cards: U, u, Y, y
“Tiny Seeds” • “Semillitas” action rhyme
“Five Silly Monkeys” • “Cinco monos tontos” song and pantomime
• Focus on the letter DVocabulary Card: frog
Math: Geometry and Spatial Sense
Phonological Awareness
Sleeping, Sleeping • Durmiendo, durmiendo game
• Vocabulary Cardmature•Focus on the letter V
Thursday Friday
“Watch Them Grow” song
• Focus on the letter RVocabulary Card: patient
Greeting Circle
WednesdayBUILDING COMMUNITY •UNITE:Sing "Change" p 184.•DISENGAGE THE STRESS RESPONSE:Review the calming strategy Crisscross p 172.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Yesterday begins with Y. • Ayer empieza con la letra A.
BUILDING COMMUNITY •UNITE:Sing "Change" p 184.•DISENGAGE THE STRESS RESPONSE:Play Look at Me (p 177).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Retrieve begins with R.• Recuperar empieza con la letra R.
BUILDING COMMUNITY •UNITE:Introduce the theme.Sing "Change" p 184.•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Balloon (p170).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Challenge children to notice two kind acts today.• Morning Message: Visit begins with V.• Visita empieza con la letra V,
Literacy: Oral Language, Writing
TuesdayMonday
Letter English - R, r, D, d, V, v, U, u, Y, yKnowledge: Spanish - B, b, R, r, N, n, P, p, D, d
Class: Gard 2
BUILDING COMMUNITY •UNITE: Sing "A Piece of String" p 183.•DISENGAGE THE STRESS RESPONSE:Play S.T.A.R. Song (p179).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Unhappy begins with U. • Infeliz empieza con la letra I.
Technology: Sounds and Rhyme
BUILDING COMMUNITY •UNITE:Sing "Roly-Poly Caterpillar" p 190.•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Balloon (p170).•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Dilly and Dally start with D. • Dilly y Dally empiezan con la letra D.
Lesson Plan for Changes • Cambios - Changes In and Around Me • Cambios en mi y en mi alrededor (Week 38) Date: May 22-26, 2017
English Vocabulary: changes, exchange, extraordinary, finished, gills , life cycle, lungs, mature, patient, retrieve, rho mbus, seeds, stages, tadpole, trade, transformation , trapezoid, yesterday
LESSON COMPONENTS
Character Patience and PrideEducation: Paciencia y Orgullo
Spanish Vocabulary: cambio, intercambio, extraordinario, terminado, bra nquias, ciclo de vida, pulmones, maduro, recuperar, rombo, semillas, fases, renacuajo, hacer un cambio , transformación, trapecio, paciente, ayer
Wonderful Word: mature, maduro
Moving and Learning
Crème de la Crème 1
Thursday FridayWednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY
TuesdayMondayBUILDING COMMUNITY BUILDING COMMUNITY
LESSON COMPONENTS
• Reflecting on the day: What did you learn about change today?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Encourage children to tell their families about an exchange they feel are ready to make.
• Reflecting on the day: What did you learn about change today?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send home note to have children wear pajamas next Tuesday.
The Do-Nothing Machine • La máquina de no hacer nada• Note how character transforms materials• Photo Activity Card 134
Reagan’s Journal • El diario de Reagan (p. 160)• Share haircut experiences• Consider how haircuts change appearances
The Gift • El regalo• Note changes in main character• Relate change to children’s experiences
Sing "This is the Song that Never Ends"•Discuss what changes when things end (the day ends, lunch ends, etc.)
•Sort through crayons to find those not useable•Get Set for School CD "Rain song" (24)
• Manipulate the play dough ball to change it's shape•Get Set for School CD "Rain song" (24)
Cristina and the Frog • Cristina y la rana• Listen for an exchange Cristina wants to make• Introduce change as result of exchange
The Frog Prince • El príncipe sapo• Listen for exchanges the princess makes
Cognitive Development/Fine
Motor SkillsHandwriting without
Tears
• Mix paints to create a new color•Get Set for School CD "Rain song" (24)
• Construction-Add one or two new items to the block area• Creativity Station-Mix paints to create a new color
• Fine Motor-Provide clean trash materials for children to sort into recyclables
• Construction-Build a small building using the rectangular blocks and then replace each rectangular block with two square blocks
• Fine Motor-Use hands and fingers to make shadow puppets• Construction-Build freely with blocks• Creativity Station-Transform paper into anything the child chooses
• Build a do-nothing machine •Get Set for School CD "Rain song" (24)
Language Development
Dance! • ¡A bailar!• Develop idea of extraordinary• Relate story to personal experience
Cristina and the Frog • Cristina y la rana• Listen for changes in character’s life
A Chance for Esperanza • La oportunidad de Esperanza• Note changes turtle goes through• Relate patience to characters' experience
Animal Lives • La vida de los animales• Read about changes in animals
Closing Circle
Character Education/Social
Emotional Development
Weekly Learning Centers
STEM
• Construction-Build a pond for frogs using blue paper• Creativity Station-Cut easel paper into the shape of butterfly wings. Encourage children to paint the wings.
• Make bubble-wrap frog eggs •Get Set for School CD "Rain song" (24)
• Check predictions and note change in frozen liquid• Act out the life cycle of butterfly
• Reflecting on the day: What does it mean when we say things change when we transform them?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send home note and encourage children to show someone at home how to do Butterfly Breathing
"Diego's Fifth Birthday" story folder• Discuss the changes that occur when we have a birthday
Sing "Make New Friends" (p 187).• Learn how old and new friends are important
• Discuss emotions
• Reflecting on the day: What do birthdays celebrate?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Encourage children to ask their families to list three changes they have noticed since the beginning of the year.
Fanny Frog's Fantastic Poems and Rhymes: "My Father is a Shoemaker".• Discuss changes workers who have a trade make (painter, mechanic, shoemaker, etc.)
• Re-create pattern block combinations• How to Make a CO2 Sandwich Naked Eggs Flying Potatoes p 45
• Mix colors• Introduce human life cycle
• Reflecting on the day: What have you learned about change this week?• Perform the Daily Commitment Check• Kindness Tree• Family Connection: Send home note and encourage children to show someone at home how to do Thumb Tracking.
• Create pattern block hexagons•Balance a scale with cubes and frogs
• Discuss patience and pride
• Make Play Dough• Transform large yarn circles into different shapes
Crème de la Crème 2
Thursday FridayWednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY
TuesdayMondayBUILDING COMMUNITY BUILDING COMMUNITY
LESSON COMPONENTS
• Is aware of own feelings most of the time• Produces the correct sounds for at least 10 letters• Uses a large speaking vocabulary, adding several new words daily • Asks and answers appropriate questions about the book• Describes and sequences life cycles of organisms• Uses language to describe concepts associated with the passing of time• Seeks to understand print
• Shows reasonable opinion of his own abilities and limitations• Demonstrates empathy and caring for others• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Shows awareness of areas of competence and describes self positively in what he is able to do• Is aware of own feelings most of the time• Creates shapes• Discusses the roles and responsibilities of community workers
• Demonstrates empathy and caring for others• Produces the correct sounds for at least ten letters• Asks and answers appropriate questions about the book• Uses a large speaking vocabulary, adding several new words daily• Combines sentences that give detail, stays on topic, and clearly communicates• Uses some appropriate writing conventions when writing or giving dictation• Provides appropriate information for various situations• Uses language to describe concepts associated with the passing of time
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Responds to different musical styles through movement and play• Uses a large speaking vocabulary, adding several new words daily• Uses a wide variety of words to label and describe people, places, things, and actions• Counts 1 to 10 items, with one count per item
• Begins to understand difference and connection between feelings and behaviors• 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• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses a large speaking vocabulary, adding several new words daily• Describes and sequences life cycles of organisms
• Invite children to play ball. Have them exchange their ball for beanbags. Ask how this changes their games.
• Encourage children to clean up the playground. Point out that when they have finished their cleanup, they will have transformed the playground.
• Encourage children to try one new thing (climbing, sliding, swinging). Challenge them to look around the playground for new things (flower blooming, bird nest, emerging leaves, litter).
Learning Goals
Outdoor Learning
• Invite children to plant milkweed. It will draw butterflies to the yard.
• Encourage children to look around the playground for things that are missing (a flower, an insect).
Crème de la Crème 3
“Spring Is Here” action song
Math: Patterns
O
Thursday Friday
“What’s the Weather?” rhythm story
Literacy: Phonological Awareness, Oral Language
Tuesday
Sally Go Round the Moon • Sally le da una vuelta a la Luna gameMoving and Learning
Greeting Circle
WednesdayBUILDING COMMUNITY •UNITE:Teach the children "Happy Faces" (p 186).•DISENGAGE THE STRESS RESPONSE:Teach the calming strategy Sunbeam p 171.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: In the nighttime I __________. • Cuando es de noche yo ____________.•Calendar/Weather
BUILDING COMMUNITY •UNITE:Teach the children "When I’m Chilly" (p 197)•DISENGAGE THE STRESS RESPONSE:Introduce the calming strategy Snowflake Blowing (p171)•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: In the winter I __________.• En el invierno yo ______________.•Calendar/Weather
H
Freeze • Inmóvil game
Monday
Letter English - Letter ReviewKnowledge: Spanish - Letter Review
Class: Gard 2
BUILDING COMMUNITY •UNITE:Teach the children "Falling Leaves Song" (p 185).•DISENGAGE THE STRESS RESPONSE:Introduce the calming strategy Dandelion Blowing (p170).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: In the spring I __________. • En la primavera yo _____________.•Calendar/Weather
Technology: ABC and XYZ; Writer's Corner
BUILDING COMMUNITY •UNITE:Teach the children "The Weather Song."•DISENGAGE THE STRESS RESPONSE:Introduce a variation of Drain (p 170).•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: On a rainy day I ___________. • En un dia lluvioso yo ________________.
Lesson Plan for Changes • Cambios - Earth Changes • La Tierra cambia (Week 39) Date: May 29-June 2, 2017
LESSON COMPONENTS
Character Patience and PrideEducation: Paciencia y Orgullo
English Vocabulary: afternoon, astronomy, evening, fall, hail, heat e xhaustion, morning, pattern core, shadows, sleet, s now, spring, summer, sunscreen, temperature, thermo meter, thunderstorm, twilight, weather, winter
Spanish Vocabulary: tarde, astronomía, noche, otoño, granizo, agotamien to por el calor, mañana, regla del patrón, sombras, aguanieve, nieve, primavera, verano, filtro solar, temperatura, termómetro, tormenta eléctrica, crepúsculo, clima, invierno
Wonderful Word: astronomy, astronomía
Crème de la Crème 1
Thursday FridayTuesday WednesdayBUILDING COMMUNITY BUILDING COMMUNITY H
MondayBUILDING COMMUNITY BUILDING COMMUNITY
LESSON COMPONENTS
• Photo Pockets and Pocket PhotosM with moon; Ll with luna
“The Corn Seed” • Semillita de maiz” story folder• Introduce vocabulary• Discuss story setting• Have children participate in the story•Photo Activity card 70
• “Days of the Week” ( Fanny Frog’s Fantastic Poems and Rhymes ) or “El mismo Sol” (Salta, saltarín)• Review the sound of z• Vocabulary Cardsstar, moon, sunPoem Look in the Sky"
“Days of the Week” ( Fanny Frog’s Fantastic Poems and Rhymes ) or “El mismo Sol” (Salta, saltarín )• Participate in action poem• Discuss idea of sharing sun“Evan’s Moon” • “La Luna de Evan” listening story• Discuss the moon• Relate story to children’s experience•Photo Pocket: Mm and moon
• Paint a picture with a mixture of half water, half glue and then sprinkle their picture with moon dust• Get Set for School CD"Toe Song" (11)
• Creativity Station-Paint with ice sticks (p.168) as a paintbrush or with puff paint (p. 169)• Get Set for School CD"Toe Song" (11)
• Spell and make a rhyme with astronomy, thunderstorm, temperature, thermometer
Reagan’s Journal • El diario de Reagan• Make observations about the photograph• Discuss winter and summer experiences
Photo Activity Cards 13, 70
Cognitive Development/Fine
Motor Skills Handwriting without
Tears
D
A • Creativity Station-Draw daytime and nighttime pictures• Language and Literacy-Order sequence cards
• Compare summer and winter clothing• Introduce concepts of seasons and temperature change• Library and Listening-Consider how senses provide clues to seasons
• Designate photo as spring or fall• Discuss spring and fall activities• Writer's Corner-Write and draw about seasons• Library and Listening-Retell story with story props• Language and Literacy-Play insect concentration
• Creativity Station-Create a fall collage using colored tissue paper• Get Set for School CD"Toe Song" (11)
Language Development
Phoniological Awareness
L
I Once Upon a Time in Dragon Land • Había una vez en Dragolandia• Discuss thunder• Read to find story’s explanation
• Vocabulary Cardsastronomy, moonlight, sunlight• Venn Diagram day and night activities
Character Education/Social
Studies
Weekly Learning Centers
STEM
• Identify onomatopoeia weather words• Provide sound effects for story• Gross Motor-Step on prism’s rainbows
• Creativity Station-Trace shadows on butcher paper• Get Set for School CD"Toe Song" (11)
• Make shadow patterns with flashlight/ Go on a “shadow hunt “
Sun Safety • Do we need protection from the moon?
Discuss Hibernation• Read Hibernation Station• Discuss why some animals hibernate
Read "Springtime Magic" (p. 18 on Fanny Frog's Poems nd Rhymes) •Discuss the spring season•Review patience. We must be patient as we wait for flowers to grow.
Y • Make your own rainbow by shining flashlight through clear glass bowl
• Introduce pattern of seasons and months of year• Create a birthday graph
Review the concept of Pride. Discuss things we do at school that make us feel proud.
• Create repetitions of season cube core
Crème de la Crème 2
Thursday FridayTuesday WednesdayBUILDING COMMUNITY BUILDING COMMUNITY H
MondayBUILDING COMMUNITY BUILDING COMMUNITY
LESSON COMPONENTS
• Begins to have meaningful friends• Participates in classroom music activities• Uses sentences with more than one phrase• Combines syllables into words• Asks and answers appropriate questions about the book• Combines sentences that give detail, stays on topic, and clearly communicates• Describes attributes• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by responding appropriately
• Organizes their life around events, time, and routines• Increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal• Combines words to make a compound word• Recognizes and creates patterns• Identifies, observes, and discusses objects in the sky• Investigates and describes sources of energy including light, heat, and electricity• Investigates and describes position and motion of objects
• Independently writes letters on request• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Uses sentences with more than one phrase• Asks and answers appropriate questions about the book• Collects data and organizes it in a graphic representation• Uses language to describe concepts associated with the passing of time• Recognizes and creates patterns
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Observes and describes what happens during changes in the earth and sky• Demonstrates knowledge of verbal conversational rules• Uses language to describe concepts associated with the passing of time• Recognizes and creates patterns• Identifies, observes, and discusses objects in the sky
• Reflecting on the day: What did you learn today about changes that happen in summer and winter?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to help family members calculate their age in season.
• Fluff the parachute to capture plenty of air underneath so you can form an umbrella. Have children take turns running under the umbrella to escape the spring showers.
• Play Fall Ball • Pelota de otoño (p. 206). Point out that fall is football season. Provide a football for children to explore. Ask children to compare throwing and catching a football to throwing and catching a rubber ball.
Learning Goals
Closing Circle
Outdoor Learning
• Reflecting on the day: Name signs of fall and signs of spring.• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Invite children to pretend to be clouds and float home.
• Make ice blocks (p. 168). Encourage children to enjoy watching the tunnels as they develop. Measure the length of time it takes the ice block to melt.
• Reflecting on the day: Did wearing pajamas to school change anything for you?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to share with their families what they have learned about the movement of the earth.
• Encourage children to watch the changing clouds. Challenge them to find animal shapes in the clouds.
• Reflecting on the day: What have you learned about weather changes today?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send a note home asking for a copy of a baby photo and a copy of a current school photo.
Crème de la Crème 3
LESSON COMPONENTS
Character Patience and PrideEducation: Paciencia y Orgullo
Spanish Vocabulary: comparar, consciente, conservar, dividir, ecosistem a, en peligro de extinción, ecologísta, hábitat, mi tad, imaginaciones, recursos naturales, proteger, r eciclar, renovar, marca de, conteo, derrochador, fauna y flora
Wonderful Word: environmentalist, ambientalista
Moving and Learning
Letter Letter names and sounds ofKnowledge: vocabulary words.
Class: Gard 2
BUILDING COMMUNITY •UNITE:Sing "The Earth Is Our Home" (p 184).•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Drain (p 170).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Things I Enjoy in Nature. • Cosas que disfruto en la naturaleza.
Technology: Reading Buddy; Words, Words, Words
BUILDING COMMUNITY •UNITE:Sing "We Got the Whole World in Our Hands" (p 196).•DISENGAGE THE STRESS RESPONSE:•Introduce the calming strategy Bicycle Pedaling (p 170).•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Things I Enjoy in Nature. • Cosas que disfruto en la naturaleza.
Lesson Plan for Changes • Cambios - Nurturing Earth • La Tierra nos alimenta (Week 40) Date June 5-9, 2017
English Vocabulary: compare, conscientious, conserve, divide, ecosyst em, endangered, environmentalist, habitat, half, im aginations, natural resources, protect, recycle, re new, tally mark, wasteful, wildlife
Greeting Circle
WednesdayBUILDING COMMUNITY •UNITE:Teach the children "The Earth Is Our Home" (p 184).•DISENGAGE THE STRESS RESPONSE:Review the calming strategy Bunny Breathing (p170).•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Things I Enjoy in Nature. • Cosas que disfruto en la naturaleza.•Ca
BUILDING COMMUNITY •UNITE:Teach the children "We Got the Whole World in Our Hands" (p 196).•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy S. T. A. R. (p 171).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Things I Enjoy in Nature. • Cosas que disfruto en la naturaleza.
BUILDING COMMUNITY •UNITE:Introduce the theme.Sing "I Love Mountains" (p 187).•DISENGAGE THE STRESS RESPONSE:•Practice the calming strategy Butterfly Breathing (p 170).•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Challenge children to notice two kind acts today.• Morning Message: Things I Enjoy in NatureI enjoy ________.• Cosas que disfruto en la naturalezaDisfruto _______________.
Literacy: Vocabulary, Oral Language
TuesdayMonday
Math: Data Analysis, Number and Operations
Phonological Awareness
•Vocabulary Cardsenvironmentalist, recycle, reuse• Introduce Wonderful Word of the Week
• Sing the "Alphabet Song."• Vocabulary Card: environmentalist
Thursday Friday
• Clap the syllables for recycle• Reinforce vocabulary• Play thinking game
• Vocabulary Cards: recycle, reuse
• Reinforce vocabulary• Play thinking game
•Recycle, reuse•Vocabulary Cardsenvironmentalist, recycle, reuse• "I'm a Lillte Garbage Truck" (p 185)
•Create a word web of conservation of water, energy, and air.
• Discuss zoo animals and the letters they begin with
•Create a word web of conservation of water, energy, and air.
•Discuss the sounds of nature
Crème de la Crème 1
LESSON COMPONENTS
BUILDING COMMUNITY BUILDING COMMUNITY
WednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY
TuesdayMonday Thursday Friday
• Reflecting on the day: What can we do to help animals?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Display the posters that children have made where families can see them.
•Discuss pride in our country
• Organize data in three labeled columns• Tally entries in columns
• Using a flashlight and a box of rocks, shells, and stones, have children sort into “shiny” and “dull” groups
• Reflecting on the day: What do you enjoy about nature?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send home a note and encourage children to tell family members about how to do Humpty Dumpty.
• Create a link pattern necklace• Record pattern created
• Choose an earth-friendly habit to feel proud about
• Rearrange cubes into different color combinations• Record all possible color combinations for a given set
• Sort plastic recyclables
• Reflecting on the day: What did you learn about conservation today?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to share their commitment for becoming a better conservator with their families.
• Read Animals Habitats and Homes.• Discuss endangered animals
• Sing "I'm a Little Garbage Truck" (p. 185)• Discuss the importance of a garbage man (use page 5 in the Neighborhood Helpers book)
• Name and discuss earth’s resources
• Gross Motor-Build an obstacle course using empty boxes• Fine Motor-Using tweezers, pick up "litter" from around a pretend house and place in litter bag• Construction-Use recyclable materials as building accessories
• Paint flowers
Closing Circle
Character Education/Social
Emotional Development
Weekly Learning Centers
STEM
Nature’s Giants • Gigantes de la naturaleza• Acknowledge nature’s beauty• Develop robust vocabulary• Relate to children's experiences• Photo Activity Cards 26, 32
“Things I Enjoy in Nature” • “Cosas que me encantan de la naturaleza” chart
The Do-Nothing Machine • La máquina de no hacer nada• List reused or recycled resources• Notice details in illustration
“My Aunt Violet” • “Mi tía Violeta” story folder• Discuss ways to reuse resources• Recall story details
Cristina and the Frog • Cristina y la rana• Read for a specific purpose• Predict character’s actions
Cognitive Development/Fine
Motor Skills Handwriting without
Tears
• Do rubbings of leaves and bark
• Gross Motor-With a partner, gently toss stars into a container• Fine Motor-Construct leaf bracelets• Construction-Add small branches with leaves for environment accessories to the blocks
• Gross Motor-Jump like a kangaroo and mark jumps with a beanbag• Fine Motor-Use animal cookie cutters to cut animals from play dough• Construction-Build a zoo and include plastic and rubber zoo animals
• Gross Motor-Toss wads of used paper balls into a box and discuss ways to reuse paper• Fine Motor-Provide twist-ties and encourage children to make something with them• Construction-Construct tents
• Gross Motor-Create a bucket brigade with pretend water• Fine Motor-Fold paper fans• Construction-Build a town around a river made of paper and discuss how to keep riverbanks and rivers safe from pollution
• Paint with watercolors
Language Development
Charlie Chipmunk’s Thoughtful Choices •Las decisiones consideradas de Carlitos• Introduce vocabulary• Consider being a conscientious conservator
Welcome to Zippity Zoo • Bienvenidos al zoológico de Zippity• Recognize zoos as places to learn about animals• Answer questions about zoos
• Photo Activity Cards 33, 97
• Use animal cookie cutters to cut animals from play dough
• Make a collage from recycled newspaper and magazines
• Reflecting on the day: What will you tell your family about recycling and reusing?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Challenge children to find something at home that they can can reuse in a new way.
• Reflecting on the day: What things in nature pique your curiosity?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Invite children to ask family members about their favorite nature wonders.
Crème de la Crème 2
LESSON COMPONENTS
BUILDING COMMUNITY BUILDING COMMUNITY
WednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY
TuesdayMonday Thursday FridayInvite children to make bird feeders from pinecones. Have children move away from the feeders and wait to see who comes to visit.
• Take a walk around the school. Find a small bush and do the white-sheet shake (p. 169).
Learning Goals
Outdoor Learning
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Uses category labels to understand how words and objects relate to each other• Names at least 20 upper- and at least 20 lowercase letters• Combines ideas for complex sentences• Uses a large speaking vocabulary, adding several new words daily• Demonstrates the importance of caring for our environment and our planet• Initiates problem-solving strategies and seeks adult help when necessary
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others• Assumes various roles and responsibilities as part of a classroom community• Demonstrates interest in and shows appreciation for the creative work of others• Uses a wide variety of words to label and describe people, places, things, and actions
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Independently writes letters on request• Uses a large speaking vocabulary, adding several new words daily• Asks and answers appropriate questions about the book• Recognizes, observes, and discusses the relationship of organisms to their environments
• Begins to have meaningful friends• Combines ideas for complex sentences• Demonstrates the importance of caring for our environment and our planet• Participates in activities to help them become aware of what it means to be a consumer• Uses category labels to understand how words and objects relate to each other• Asks and answers appropriate questions about the book• Initiates problem-solving strategies and seeks adult help when necessary• Shows understanding by responding appropriately
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Provides appropriate information for various situations• Uses a large speaking vocabulary, adding several new words daily• Demonstrates the importance of caring for our environment and our planet• Investigates and describes sources of energy including light, heat, and electricity• Uses category labels to understand how words and objects relate to each other• Recognizes one-digit numerals 0 through 9
• Place a container outdoors to catchrainwater. Water indoor plants withthe water collected.
• Provide trash bags or smaller litter bags and encourage children to pick up litter on the playground or around the school.
• Provide crayons, markers, and paper on clipboards. Invite children to draw nature pictures.
Crème de la Crème 3
Lesson Plan for Changes • Cambios - Before and Now • Antes y ahora (Week 41)
“Warm Up Chant” with Thomas Moore
Greeting Circle
WednesdayBUILDING COMMUNITY •UNITE:Sing "My Hands on My Head" (p 189).•DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.
LESSON COMPONENTS
Character Patience and PrideEducation: Paciencia y Orgullo
“Rock ‘n’ Roll Patty Cake” action song
Monday
Date June 12-16, 2017
English Vocabulary: accomplishments, achieve, before, buddies, calmne ss, capacity, celebrate, classmates, companions, de veloped, height, kindergarten, kindergartener, leng th, measuremonths of the year, proud, sign language, weight
Spanish Vocabulary: logros, lograr, antes, amigos, calma, capacidad, c elebrar, compañeros de clase, desarrollado, Kinderg arden, estudiante de Kindergarden, longitud, medir, meses del año, orgulloso, lenguaje de señas, peso
Wonderful Word: kindergartener, estudiante de kindergarden
Moving and Learning
“Hand and Fingers” • “Manos y dedos” action song
Class: Gard 2
“Let Me See You Boogaloo” dance
Literacy: Oral Language, Self-Concept
Tuesday
Technology: Math-Frogs on a Log; Tux Paint
Math: Counting and Comparing, Measurement
Thursday FridayBUILDING COMMUNITY •UNITE:Sing "We've Finished a Year of Pre-K" (p 195).•DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.
Letter Alphabet, Letters in WordsKnowledge:
BUILDING COMMUNITY •UNITE:Sing "Rise and Shine" (p 189).•DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.
“It Makes Me Jump” action song
BUILDING COMMUNITY •UNITE:Introduce the theme.Sing "Head, Shoulders, Knees, and Toes" (p 186). •DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Challenge children to notice two kind acts today.• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.Disfruto _______________.
BUILDING COMMUNITY •UNITE: Sing "Hello Friend" (p 186).•DISENGAGE THE STRESS RESPONSE:Choose two calming strategies to review.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Before I ________, but now I ______.• Antes yo ______________, pero ahora yo _________________.
Crème de la Crème 1
WednesdayBUILDING COMMUNITY
LESSON COMPONENTS Monday Tuesday Thursday Friday
BUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY
• Make wish you well cards for next year’s class
• Compare different-sized squares• Build “growing” cup towers
• Measure weight using balance scale
• Analyze data on chart• Make cube towers to represent data• Measure partner’s height
•Sequence and number cardsBaby to Adult sequence cards
• Introduce calendarAssign children to do an “inventory” of all of the math manipulatives
• Compare beginning and year-end drawings, stories• Celebrate accomplishments
• Review practices that helped create the School Family
•Discuss ways to help a friend
Character Education/Social
Emotional Development
“I Like School” • “Me gusta la escuela” story folder• Extend story for next year’s class• Discuss favorite memories of school
STEM
• Trace around hands to make a friend hand collage
Phonological Awareness
•Have students to spell accomplishments, kindergarten,
Cognitive Development/Fine
Motoir SkillsHandwriting without
Tears
Language Development
•Sing "The ABC's Song." •Vocabulary Cardskindergartener• Create and fill in chart• List things to accomplish in the future
• Review appropriate way to handle books• Read class-created books
“I Can, Can You?” • “Yo puedo hacerlo, ¿puedes hacerlo tú?” story folder“Diego’s Fifth Birthday” • “Diego cumple 5 años” story folder• Listen for specific details• Answer questions about story
Shubert’s Helpful Day• Discuss ways to help a friend•Photo Activity Cards 109-113
• Gross Motor-Children mark how far they can jump• Fine Motor-Trace around hands to make a friend hand collage• Construction-Children stack paper bag blocks to their height
Before and Now • Antes y ahora• Listen for accomplishments in story• List personal school accomplishments•Photo Activity Cards 107-108
• Gross Motor-Toss beanbags into a box from a throw line• Fine Motor-Shape letters with play dough• Construction-Form letters and numerals with the blocks
• Form letters and numerals with the blocksFather's Day Project
•Rhyming Picture Cards• Sing “Say and Rhyme”
• Play tic-tac-toe with a friend or to sort the manipulatives in the Fine Motor Center for an end-of-the-year clean up.
• Gross Motor-Tiptoe balance challenge• Fine Motor-Children take turns giving each other hand massages using Cranky Cream• Construction-Place two identical sets of blocks in a basket. Invite children to sit back-to-back and build. When they are finished, have them compare their structures.
• Gross Motor-Walk, crawl, hop, and jump a masking tape line• Fine Motor-Use pipettes to mix colors in the color mixing trays• Construction-Determine how many blocks it takes lying end-to-end to span from one side of the center to the other
•Place two identical sets of blocks in a basket. Invite children to sit back-to-back and build. When they are finished, have them compare their structures.
• Use pipettes to mix colors in the colormixing traysFather's Day Project
Before and Now • Antes y ahora• Discuss physical changes this year• Note changes in storyMatch baby photos to school photos
Weekly Learning Centers
• Gross Motor-Children work in pairs to create letter shapes with their bodies.• Fine Motor-Play tic-tac-toe with a friend or to sort the manipulatives in the Fine Motor Center for an end-of-the-year clean up• Construction-Place the blocks in order on the shelf for the end of the year
•Discuss words playmate, classmate, companion, buddy
Crème de la Crème 2
WednesdayBUILDING COMMUNITY
LESSON COMPONENTS Monday Tuesday Thursday Friday
BUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY • Reflecting on the day: What will you tell your family about school?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage the children to talk with someone at home about some of their favorite memories of their School Family.
• Reflecting on the day: What does School Family mean to you?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send Shubert models home with children and encourage them to explain to their families some of the lesson they have learned from Shubert.
Learning Goals
Closing Circle
Outdoor Learning
• Is aware of own feelings most of the time• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Combines sentences that give detail, stays on topic, and clearly communicates• Asks and answers appropriate questions about the book• Shows awareness of areas of competence and describes self positively in what he is able to do• Regulates his own behavior with occasional reminders or assistance from teacher• Shows reasonable opinion of his own abilities and limitations
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Organizes their life around events, time, and routines• Recognizes and compares heights or lengths of people or objects• Identifies and creates common features in her immediate environment
• Encourage children to chase bubbles.
• Reflecting on the day: Name something that you have grown big enough to do.• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to share their feeling of pride about their accomplishments with their family members.
• Reflecting on the day: What is your favorite thing you learned this year?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to sing "The Alphabet Song" with their families.
• Invite children to play Keep Away • Que no la atrapen (p. 206).
• Reflecting on the day: What is your favorite memory of Pre-K?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send a note of appreciation home to families.
• Begins to have meaningful friends• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a wide variety of words to label and describe people, places, things, and actions• Is aware of own feelings most of the time• Asks and answers appropriate questions about the book• Demonstrates knowledge of nonverbal conversational rules• Collects data and organizes it in a graphic representation
• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Independently writes letters on request• Demonstrates an understanding and tolerance for unique characteristics of others• Uses language to describe concepts associated with the passing of time• Shows competence in initiating social interactions• Engages in conversations in appropriate ways• Develops warm relationships with teachers
• Assumes various roles and responsibilities as part of a classroom community• Participates in classroom music activities• Names at least 20 upper- and at least 20 lowercase letters• Retells or reenacts a story after it is read aloud• Uses some appropriate writing conventions when writing or giving dictation• Matches language to social contexts
• Invite children to play cooperative parachute games (p. 206).
• Encourage children to play Shadow Tag • Atrapa la sombra (p. 207).
• Provide chalk and encourage children to draw on the sidewalk. Have them tell a friend about their drawing.
Crème de la Crème 3