theme 2 my family and friends • mi familia y mis …...my family and friends • mi familia y mis...

EXCEL217 © 2018 Frog Street Press, LLC Theme 2: My Family and Friends • Mi familia y mis amigos 5

Theme 2

My Family and Friends • Mi familia y mis amigos

Families come in all shapes and sizes but no matter the shape or the size, families take care of each other. This week children will explore the many ways families may be defined.

Week 1Families • Familias

Wonderful Word of the Week

© 2018 Frog Street Press, Inc. ISBN9781632374844 Excel Pre-K Vocabulary Cards

fabulosa


fabulous

Definition: very good, marvelous

Introduce and discuss the Wonderful Word of the Week

during Greeting Circle each day. Review the word

at the end of the day during Closing Circle.

fabulous fabulosa

Week at a Glance

Theme 2, Week 1: Families • Familias

Greeting Circle

Unite: “Where Is Mother?” • “¿Dónde está mi madre?,” “Five Little Ducks” • “Cinco patitos,” “The Alphabet Song” • “La canción del abecedario”Calm: Review calming strategies. Post icons in Safe Place. Connect: Absent Child Ritual • Ritual para el niño ausente, Welcome Back Ritual, “Georgie Porgie” • “Tatito Luchito” Commit: Introduce School Family Chant • Cántico de la familia escolar, Safekeeper Ritual • El ritual para sentirse seguro, Commitment Poster, and Commitment Ritual.

Moving & Learning 1- Farmer in the Dell 2- Duck, Duck, Duckling 3- The Numeral Dance

Literacy Lesson Attends to letter shapes, recognizing curves and straight linesDevelops awareness that the alphabet has a specific order

Word of the Week fabulous • fabulosa

Practice Centers Pretend and Learn: role-play household jobs, set the table for a family mealLanguage and Literacy Center: role-play family conversations with stick puppets, retell the story of Silly NellieSensory Table: use tongs to place rings on floating ducks, write letters in sand trays

Writer’s Corner: copy Vocabulary Cards with magnetic lettersCreativity Station: paint family pictures, paint animal familiesMath Center: build cube towers to match number of family members, practice one-to-one correspondence

Day 1 Day 2 Day 3 Day 4 Day 5

Morning Message I have a family. Tengo una familia.

English: f, m Spanish: f, m

Families are fabulous. Las familias son fabulosas.

English: Ff, m Spanish: f, m

Fathers care for their families. Los padres se preocupan

por sus familias. English: c, Ff, m, t Spanish: f, m, p

Mothers care for their families. Las madres se preocupan

por sus familias.English: c, f, Mm, t Spanish: c, f, m

Each family is unique. Cada familia es única.

English: c, Ee, f, m Spanish: Cc, f, m

Read Aloud #1 Cristina and the FrogCristina y la rana

Little RedGorrita Roja

My Aunt VioletMi tía Violeta

Skidamarink¡Es amor!

A to Z Ps and QsBuenos modales de la A a la Z

Read Aloud #2 Cristina and the FrogCristina y la rana

Meet My GrandparentsConocer a los abuelos

Meet My GrandparentsConocer a los abuelos

Silly NellieNelly, la pavita tonta

The Numeral DanceEl baile de los números

Math & Science One-to-One How Many? Counting Count and Keep Track Counting Sequence


Week 1: Families • Familias

Getting Ready

Program Resources Gather and Prepare

Literature• Cristina and the Frog • Cristina y la rana• Little Red • Gorrita Roja• Skidamarink • ¡Es amor!• Going Down Frog Street A to Z• Abeceloco• A to Z Ps and Qs • Buenos modales de la A a la Z• The Numeral Dance • El baile de los números• Meet My Grandparents • Conocer a los abuelos• “The Three Bears” • “Los tres osos” Story Folder• “My Aunt Violet” • “Mi tía Violeta” Story Folder• “Silly Nellie” • “Nelly, la pavita tonta” Story Folder

Music Collections• Songs of You and Me • Canciones de ti y de mí • Songs of Little Creatures • Canciones de animalitos • Moving to Math • Camino a las Matemáticas • Songs of Learning Fun • Canciones para aprender con diversión

Rebus Posters• How to Paint at the Easel • Cómo pintar en un caballete• How to Set the Table • Cómo poner la mesa

Vocabulary Cards• fabulous • fabulosa• family • familia• father • padre• mother • madre• grandmother • abuela• grandfather • abuelo

Photo Activity Cards• #72 (Muscovy ducks • pato criollo)• #94 (family • familia)

Other Cards• Compound Word Card (birdcage)• Letter Cards: C, c, E, e, F, f, M, m, T, t, Y, y; A, a, C, c, E, e, F, f, H, h,

I, i, M, m, N, n, O, o, P, p, R, r, S, s• Strategy Card L

Manipulatives• connecting cubes• chain links• frog counters• magnetic letters

Other• Fanny Frog• Welcome Guide

Gather• Conscious Discipline props:

Safekeeper Box Kindness Tree

• container for magnetic letters• family photos for each child (Family Connections, Theme 1,

Week 4)• home materials: dress-up clothes, baby items, food items,

aprons, socks, pretend cleaning supplies, toy tools, brooms and rakes (Pretend and Learn Center)

• marbles• paper for easel painting • plates, cups, placemats, napkins, eating utensils, tray• pocket chart• sand in trays• scarf• shallow box lid• special box (Math & Science, Day 3)• stick puppet supplies: craft sticks, fabric scraps, wiggle eyes,

ribbon • tempera paint and paintbrushes• ten rubber ducks, small tongs, shower curtain rings or plastic

bracelets• tray

Prepare• Print from online portal Family Connections:

Theme Letter (p. 40, 41) PATT Mat (p. 42, 43) Pebble Bag (p. 44, 45) small box request (p. 46, 47) Georgie Porgie (p. 106, 107)

• Prepare using directions in Welcome Guide: Commitment Poster (p. 32) Calming Strategies Poster (p. 29) Numeral Necklaces (p. 97)

• Cut hearts for children to add to Kindness Tree.

• Put ten pebbles in a resealable plastic bag for each child (Closing Circle, Day 1).

• Alphabet Picture Card Books: Print the Alphabet Letter Books (Family Connections, p. 50-75, 76-105). Cut the pages apart and staple together a set of all alphabet letters in order to create a book from A to Z for each child to take home.

• Decade Numeral Cards: Write the numerals 0-29 on 4" x 6" index cards for Math & Science, Day 5. Write digits 0 to 9 in black ink, digits 10 to 19 in red ink, and digits 20 to 29 in blue ink.

0 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19

20 21 22 23 24 25 26 27 28 29

Theme 2: My Family and Friends • Mi familia y mis amigos EXCEL217 © 2018 Frog Street Press, LLC8


Greeting Circle

Materials• Vocabulary Card:

(fabulous • fabulosa)• Photo Activity Card:

#94 (family • familia)• Calming Strategies Poster (Welcome

Guide, p. 29)• Safekeeper Box• Commitment Poster (Welcome

Guide, p. 32)• Fanny Frog• “The Alphabet Song” • “La canción

del abecedario” (Songs of Learning Fun • Canciones para aprender con diversion)

• “Five Little Ducks” • “Cinco patitos” (Songs of Little Creatures • Canciones de animalitos)

UniteTell children that they will be learning about their fabulous families this week. Point out that families play together, work together, and take care of each other. Families are fabulous! Choose one family song to sing together each morning.

• ”Where Is Mother?” • “¿Dónde está mi madre?” Discuss the family members mentioned in the song.

• “Five Little Ducks” • “Cinco patitos” Sing this song on Day 4 when you talk about animal families. Repeat the verse, losing one more duck each time until you are left with one duck. Then on the last verse, have Mama Duck call and the five little ducks come swimming back. Invite children to tell how the duck family and their families are the same and different.

• “The Alphabet Song” • “La canción del abecedario”After presenting the Weekly Literacy Lesson, remind children of the idea that the alphabet is a family of letters.

LEARNING GOALSIs able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary I.B.2.c. Assumes various roles and responsibilities as part of a classroom community I.C.2.Shows competence in initiating social interactions I.C.3. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal I.C.4.

Where Is Mother?Tune: “Where Is Thumbkin?”

Where is Mother? (hands behind back) Where is Mother? Here I am. Here I am. (bring out right thumb, then left) How are you today, sir? (bend right thumb) Very well, I thank you. (bend left thumb) Run away. Run away. (put right thumb behind back, then left thumb behind back)

Where is Father? (index finger) Where is Sister? (middle finger) Where is Brother? (ring finger) Where is Baby? (pinky) Where are all of them?

¿Dónde está mi madre?

¿Dónde está mi madre? ¿Dónde está mi madre? Aquí estoy. Aquí estoy ¿Cómo estás ahora? Bien y muchas gracias Y se va, y se va¿Dónde está mi padre? ¿Dónde está mi hermana? ¿Dónde está mi hermano? ¿Dónde está el bebito? ¿Dónde están todos?

Five Little Ducks (Songs of Little Creatures)

Five little ducks went out one day, Over the hills and far away. Papa duck called with a “Quack, quack, quack.” Four little ducks came swimming back.

Cinco patitos (Canciones de animalitos)

Cinco patitos se fueron a nadar, por las montañas y más allá, el papá los llamó con un ¡cua, cua, cua! y cuatro patitos regresaron sin tardar.



Greeting Circle

Calm• Review the four calming strategies that you have introduced: S.T.A.R., Balloon, Drain, and Pretzel.

Display the Calming Strategies Poster and have children demonstrate a strategy when you show the matching icon. Explain that you will post the icons for these strategies in the Safe Place. Children can use the pictures to remind themselves of strategies for calming down.

• Invite a child to choose one of the four calming strategies each day and lead the class in practicing.

Connect• Absent Child Ritual

Use Fanny Frog to implement the Absent Child Ritual • Ritual para el niño ausente. If no children are absent, give a cheer.

• Welcome Back RitualUse Fanny Frog to assist with the Welcome Back Ritual. When children return to class after being away, greet them with a special welcome back message and a kiss from Fanny Frog. Say: You were gone and you were missed. Where would you like your welcome-back kiss? No viniste y te extrañamos. ¿Dónde quieres que te demos tu beso de bienvenida?

• Georgie Porgie • Tatito LuchitoEncourage children to select a partner. Teach the words and demonstrate the actions with a partner. Discuss gifts, like a smile, that we can give to others that don’t cost anything (hugs, high fives, winks, pats, thumbs-up). Ask: What gifts can you give your fabulous family? ¿Qué regalos le puedes dar a tu familia fabulosa? What gifts can you give your friends? ¿Qué regalos les puedes dar a tus amigos? Select new partners each time children play this game. Change Georgie Porgie’s name to “Margie Pargie” or “Jorgito Luisito” or “Evan Bevan” or “Krishe Trishie.”

La canción del abecedario (Canciones para aprender con diversión)

A, B, C, D, E, F, G, H, I, J, K, L, LL, M, N, Ñ, O, P, Q, R, S, T, U, V, doble V, X, Con Y griega y Z terminamos A ver si podemos hacerlo al revés Zeta, Y griega, X doble V V, U, T, S, R, Q, P, O, Ñ, N, M, LL, L, K, J, I, H, G, F E, D, C, B y A que es la primera y empezamos otra vez.

The Alphabet Song(Songs of Learning Fun)

A-B-C-D-E-F-G H-I-J-K-L-M- N-O-P, Q-R-S, T-U-V, W-X-Y-Z Now I know my ABCs. Next time sing them backwards with me. Z-Y-X-W-V-U-T, S-R-Q-P-O-N- M, L-K-J, I-H-G, F-E-D, C-B-A Now I’ve said my ZYXs. Bet that’s not what you expected!



Greeting Circle

Commit• School Family Chant • Cántico de la familia escolar

Introduce the School Family Chant. Hold the Safekeeper Box with children’s photos or name cards inside as you recite the chant. Tell children this activity is called the Safekeeper Ritual • El ritual para sentirse seguro. Encourage children to join you. Say: We are a fabulous family! ¡Somos una familia fabulosa!

School Family ChantIn our School Family, we commit to using kind words, helping hands, our big voices, and listening ears to help keep the classroom safe.

Cántico de la familia escolar En nuestra Familia Escolar, nos comprometemos a usar palabras amables, manos serviciales, nuestras voces grandes y oídos que escuchan para ayudar a que nuestro salón de clase sea un lugar seguro.

• Commitment PosterIntroduce the Commitment Poster. Discuss the icons for each commitment. Explain to children that they will use this poster to choose a commitment for the day. Demonstrate placing their clothespin on the poster by the icon that represents their choice. Display the icons for commitments. Invite children to give examples of each. This will be called the Daily Commitment Ritual.

Give examples of positive behaviors you have noticed or ask children to provide examples.

Georgie PorgieGeorgie Porgie, pudding and pie (move shoulders up and down) Gave his friend a big high five! (give a gentle high five to partner) With his friend he loved to play. (hold hands up, palms out, wiggle fingers and touch partner’s wiggling fingers) A gift of a smile he gave each day (put hands beside smiling face and blow a smile to partner)

Tatito Luchito Tatito Luchito, un salto y un brinco Le dijo a su amigo: ¡ven dame esos cinco! Con este amigo le encanta jugar Le regala una sonrisa y se van a pasear

Kind Words

Big Voice

Listening Ears

Helping Hands

Our Commitments


This week children will:

• separate a normally spoken four-word sentence into individual words.

• confirm word segmentation as they watch you write the message one word at a time.

• understand that written messages stand for ideas that can be read or spoken.

The presentation of the message is an important part of an intentional sequence of instruction. The repetition in the way the message is presented is purposeful. Notice that this week children help to complete the thought each day.

Follow this routine to present the daily message:

1. Say the sentence. Invite children to repeat the sentence.

2. Say the words slowly, pausing between each word. Tap your knees for each word. Count the words. Have children count the number of words.

3. Write the sentence one word at a time. Point to each word as you read it. Encourage children to say words with you.

4. Display the focus Letter Cards one at a time. Invite a volunteer to point to the letter in a word and say the name of the letter with you. Encourage children to say the letter name to a neighbor. Show upper- and lowercase cards of the same letter (if applicable) and challenge children to notice differences.

5. By the end of the week, invite children to say the name of the letter when shown the card and circle it in the message.


Morning Message

Materials• chart paper or a whiteboard

designated as the Morning Message board

• markers• Letter Cards: c, E, e, F, f, M,

m, t; C, c, f, m, p

LEARNING GOALSNames at least 20 upper- and at least 20 lowercase letters III.C.1.Separates a normally spoken four-word sentence into individual words III.B.1.

Día 1: Tengo una familia. (f, m) Día 2: Las familias son fabulosas. (f, m)Día 3: Los padres se preocupan por sus familias. (f, m, p) Día 4: Las madres se preocupan por sus familias. (c, f, m) Día 5: Cada familia es única. (C, c, f, m)

Day 1: I have a family. (f, m) Day 2: Families are fabulous. (F, f, m)Day 3: Fathers care for their families. (c, F, f, m, t)Day 4: Mothers care for their families. (c, f, M, m, t) Day 5: Each family is unique. (c, E, e, f, m)

The Morning Message is designed to teach foundational literacy skills in phonological awareness, print concepts, and alphabet knowledge. This short activity is designed to take about five minutes each morning.



Literacy Lesson

Materials• Abeceloco• Going Down Frog Street A to Z • chart paper• lines drawn on three separate

sheets of paper (1-curved line, 2-straight lines, and 3-curved and straight lines)

• magnetic letters in container

Focus • Show page 56 of Going Down Frog Street A to Z or page 28 of Abeceloco. Point out the

alphabet poster. Explain that the word family can also mean groups of letters, numbers, and words. Objects can be called a family because they have something in common.

• Turn the pages of the alphabet book. Point out that all the letters are in the book because they are part of the alphabet family. Point to the bold letters on the top of each page as you read the book. Encourage children to notice that the letters follow a specific (alphabetical • alfabéticamente) order, and that is the same order as the letters on the poster and classroom Letter Wall.

Develop • Pass a container of magnetic letters around. Invite children to each take one letter from

the container and move their finger around the shape. Talk about how readers tell one letter from another. Invite two children to stand up and display their magnetic letters. Ask: How are letters different? ¿En qué se diferencian las letras?

• Support children as they explain that letters have different shapes. Some have curved lines. Hold up a piece of paper with curved lines on it. Some have straight lines. Hold up paper with straight lines on it. Some letters have both curved and straight lines. Hold up paper with both curved line and straight lines.

• Invite children to sort the magnetic letters by the kind of lines used to write them.

• Take a moment to celebrate the sorting. Explain to children that you are proud of their work. Acknowledge that letter sorting requires both concentration (focus) and determination (perseverance).

Practice• Show the ABC book that you read at the beginning of this lesson. Remind children that

the letters follow a certain order in the book and on the Letter Wall. Point to the letters on the wall as you say them to confirm this alphabetical order. Invite children to choose magnetic letters and to carefully compare the straight and curved lines in the letter on the wall and their letter to confirm the match. Moving the finger over the printed letter and around the magnetic letter will reinforce the shape.

Scaffold: Challenge children who are ready to put the magnetic letters in alphabetical order by matching them to letters on the Letter Wall. Note: Focus on just a few letters to limit the length of the lesson, if necessary. Some children will not be ready to place all the letters in order. Try using the letters A, B, C, D, E, F or M, N, O, P, Q, R.

LEARNING GOALSNames at least 20 upper- and at least 20 lowercase letters III.C.1.Sustains attention to personally chosen or routine tasks until they are completed. I.B.3.a

Note: This lesson will reference the Letter Wall in the classroom.

Vocabularyalphabet family familia del alfabeto alphabetical alfabéticamente

curved straight and curvedstraight

SMALLGROUP



Moving and Learning

Farmer in the DellMaterials: “Farmer in the Dell” • “Vicente en el pajar.” (Songs of You and Me • Canciones de ti y de mí)

Children stand in a circle with “the farmer” in the center. The children on the edge walk clockwise around the farmer as the first verse plays. The farmer chooses a child to join him in the center of the circle as his wife. The game continues with the wife choosing a child, the child choosing a nurse, the nurse choosing a cat, and so on. The group in the center grows larger as more family members are chosen. Play the game several times so everyone has a chance to be one of those called to the center of the circle. Discuss the members of the farmer’s family. Ask: Do you think the cat is a family member? ¿Creen que el gato es un miembro de la familia? Are your pets members of your family? ¿Son sus mascotas miembros de la familia? Is the nurse a family member? ¿Es la enfermera un miembro de la familia?

Duck, Duck, DucklingPlay Duck, Duck, Duckling • Pato, pato, patito as you would play Duck, Duck, Goose. Children sit in a circle. One child, IT, walks around outside of the circle, tapping each player lightly on the head and saying “duck.” Eventually IT taps a player and says “duckling” instead of “duck.” The tapped player gets up and chases IT around the outside of the circle. IT tries to reach the empty spot in the circle, where the duckling was previously sitting, and sit down before being tagged by the duckling. The duckling becomes the new IT. If IT is tagged before sitting down, the duckling takes the spot again and IT continues walking and tapping. Change the game to other mother animals and their babies, Goose, Goose, Gosling • Ganso, ganso, gansito, Pig, Pig, Piglet • Cerdo, cerdo, cerdito, or Cat, Cat, Kitten • Gato, gato, gatito.

The Numeral DanceMaterials: Numeral Necklaces 1-9 (Welcome Guide, p. 97), “The Numeral Dance” • “El baile de los números” (Moving to Math • Camino a las Matemáticas)

Explain to children that one definition of family is a group with a common purpose. Say: Numerals are a family. They are symbols used to represent numbers. Los números son una familia. Son símbolos que se usan para representar una cantidad. Invite children to do “The Numeral Dance” • “El baile de los números.” Divide the class into two or three groups. Give each group a set of Numeral Necklaces. Have each child wear a necklace. Invite children to identify the numeral on their necklace. Direct children to listen to the lyrics of the song. Invite them to perform an action when their numeral is called. You may want to practice the actions before performing them with the song. At the end of the song, everyone does every action!

Music and movement activities should be an integral part of your daily routine. Choose one or more of the activities on this page each day.

Action Guideone – wiggle

two – tap

three – twist

four – float and soar

five – spin

six – slide

seven – snap

eight – shake

nine – shimmy

LEARNING GOALSShows understanding by responding appropriately. II.A.1. Regulates own behavior with occasional reminders or assistance from teacher. I.B.1.c.



Weekly Practice Centers

Materials• home materials (variety of

dress-up clothes, cookware, baby items, food items, aprons, socks, polishing rags, toy tools, brooms)

• plates, cups, placemats, eating utensils

• How to Set the Table • Cómo poner la mesa Rebus Poster

Materials• paper, pencils, markers,

magnetic letters, blank cards

• Vocabulary Cards: Days 1-3: family • familia mother • madre father • padre Days 4-5: grandmother • abuela grandfather • abuelo

Materials• stick puppet supplies

(tongue depressors, markers, fabric scraps, wiggle eyes, ribbon)

• “Silly Nellie” • “Nelly, la pavita tonta” Story Folder

Days 1-3: Encourage children to pretend to perform household jobs, such as cooking, washing dishes, folding laundry (matching socks), fixing broken toys, sweeping, and dusting. Invite children to reflect on their play. Ask: Why is it important for families to share the work in the home? ¿Por qué es importante que las familias compartan el trabajo de la casa? What do you do to help at home? ¿Cómo ayudan ustedes en la casa?

Days 4-5: Display the Rebus Poster. Invite children to plan for a special family meal. Ask: How many people are coming to your party? ¿Cuántas personas van a venir a tu fiesta? How many plates, cups, napkins, and spoons will you need? ¿Cuántos platos, vasos, servilletas y cucharitas vas a necesitar? Encourage children to set the table for the meal.

Days 1-3: Display the Vocabulary Cards. Invite children to use magnetic letters to copy the words. Challenge children to identify the letters they know in each word they copy.

Scaffold: Encourage children who are ready to use a pencil or marker to write the letters.

Days 4-5: Display the Vocabulary Cards. Many children have special names for their grandparents. Ask children what they call their grandmother or grandfather and write it on a card for them. Encourage children to use magnetic letters and writing tools to copy the words. Place the Vocabulary Cards on the Letter Wall when the center is changed.

Days 1-3: Encourage children to create family stick puppets by drawing facial features and adding hair on tongue depressors. Label puppets on the back of the stick. Invite children to use their stick puppets as they perform a dialogue between two family members or role-play family experiences.

Days 4-5: Display the props from the “Silly Nelly” • “Nelly, la pavita tonta” Story Folder. Encourage children to retell the story using the props. Invite them to think how Silly Nelly is like a family member they know.


family



Weekly Practice Centers

Materials• How to Paint at the Easel •

Cómo pintar en un caballete Rebus Poster

• paper, tempera paint, paintbrushes

Materials• ten rubber ducks• shower curtain rings or

plastic wristbands• small tongs• sand in trays• pocket chart• Letter Cards: C, c, E, e, F, f,

M, m, T, t, Y, y; A, a, C, c, E, e, F, f, H, h, I, i, M, m, N, n, O, o, P, p, R, r, S, s

Materials• family photos (Closing

Circle, Theme 1, Week 4) • connecting cubes• “The Three Bears” • “Los tres

osos” Story Folder

Days 1-3: Display the Rebus Poster and review it with children. Invite them to paint pictures of families. With permission, transcribe names of family members on paintings. Encourage children to add extended family members.

Days 4-5: Invite children to paint animal families. Encourage them to name the parent and the baby in the painting.

Days 1-3: Encourage children to pretend they are parent ducks trying to feed each of their ten ducklings. Challenge children to pretend to feed a duckling and then to use the tongs to pick up a shower curtain ring or plastic wristband and place it on the duckling’s neck. Ask: How did this strategy work for helping you keep track of which ducks had been fed? ¿Cómo funciona esta estrategia para ayudar a llevar el control de cuántos patos han sido alimentados?

Days 4-5: Display the Letter Cards in a pocket chart. Encourage children to write letters in the sand with their fingers. Scaffold: Challenge children who are ready to write their names in the sand.

Days 1-3: Invite children to construct a cube tower that shows how many people are in their immediate family. Use children’s family photos as visuals. Ask: Who lives in your home? ¿Quién vive en tu casa? Check children’s tower by pointing to or handing them a cube from it for each family member they name.

Days 4-5: Encourage children to retell the story using story props from “The Three Bears” • “Los tres osos” Story Folder. Point out that the bears are a family. Invite children to practice one-to-one correspondence by matching the correct chair and bed to each bear.ABCmouse® for Schools

Playlist: Theme 2, Week 1



Read-Alouds

Cristina and the Frog • Cristina y la rana

BeforeAsk children if they have read a story about a princess and a frog before. Have them share what they know about frogs and what they know about princesses. Define prince • príncipe and princess • princesa.

DuringAs you read the story, pause on page 5. Tell children that when Cristina’s mother reads the story about the princess and frog, Cristina decides to find a frog. Ask: What do you think she plans to do with the frog? ¿Qué piensa hacer Cristina con el sapo? After reading pages 6-7, pause to ask: What does Cristina want the frog to become? ¿En qué quiere Cristina que se convierta el sapo? Read pages 8 and 9. Invite children to discuss what her mother is doing. Encourage children to look closely at the illustration to see if there are any clues about what her mother is knitting. Read pages 10 through 13. Invite children to guess what her father is making by looking closely at the illustration. Invite children to guess what her father’s hobby is and have them talk about the hobbies their parents enjoy. Stop reading after you reach page 13.

AfterHave children predict what will come next in the story. Tell them you will finish reading this story at the next Read-Aloud time.

Cristina and the Frog • Cristina y la ranaMaterials: chart paper

BeforeTake a picture walk through pages 2 through 13 to review the previous Read-Aloud lesson. Invite children to predict what might happen next in this story.

DuringRead the rest of the book.

AfterAsk children if their predictions were correct. Ask: What did Cristina want the frog to become? ¿En qué quiere Cristina que se convierta el sapo? Have children describe the surprise Cristina’s father showed her. List the members of Cristina’s family on chart paper. Encourage children to describe how each family member felt about the arrival of her new sister. Invite them to look at the illustrations on pages 30-31 and talk about how we change as we grow older. Ask them if Cristina’s wish came true.

LEARNING GOALSUses a wide variety of words to label and describe people, places, things, and actions II.D.1.Asks and answers appropriate questions about the book III.D.3.

Day 1

Day 1

Vocabularyprincess princesaprince príncipeknitting tejerhobby pasatiempobooster asiento de chair niño para el automóvil

Vocabularychange cambiargrow crecersister hermana



Math & Science

Materials• connecting cubes• family photo or drawing• chart paper• markers• plates• cups• napkins• spoons

One-to-One

Focus• Read “I’m a Family Helper” • “Yo ayudo

en mi casa.” Review the concept of helpfulness and being helpful. Ask: What does it mean to be helpful? ¿Qué significa ser amable? Ask children about things they do to help in their family.

• Display a large photo (or drawing) of your immediate family.

• Tell children that you are planning a family party at your house. You need to figure out how many plates you will need to set the table. Ask: How could I figure out how many I need? ¿Cómo puedo darme cuenta de cuántos platos necesito?

Develop• After listening to children’s suggestions,

demonstrate how you might use a strategy called one-to-one correspondence. Take one connecting cube and match it to a family member on your picture or photo. Continue to model this one-to-one matching strategy for each member of your family as you make a representative tower with the cubes.

• Count the number of people in your family portrait. Then, count the number of cubes in the tower, emphasizing the last counting word, for example, one, two, three, four, five • uno, dos, tres, cuatro, cinco. Point out how the last number you said after counting the people in the picture is the same number you landed on after counting the cubes in the tower: There are five people in my family and five cubes in this tower. En mi familia hay cinco personas y en esta torre hay cinco cubos. This tower represents how many people are in my family. Esta torre representa el número de personas que hay en mi familia.

• Demonstrate how you can use the cubes in the tower to help you know how many plates, cups, napkins, and spoons you will need for each family member. Take your tower apart and match the cubes to five plates. Say: One cube for one plate and one plate for one cube. Un cubo para un plato y un plato para un cubo.

Practice• Ask children to help you make a set of corresponding plates, cups, napkins and spoons

for each member of your family. As each child counts out a corresponding table item, match it with a connecting cube from the tower.

Use your hand to guide a child touching or moving objects if she has difficulty matching the rote one-to-one counting with the objects. This will help the child focus on implementing just one task instead of coordinating two tasks at the same time.

SPECIAL NEEDS ADAPTATIONS

LEARNING GOALSKnows that objects or parts of an object can be counted V.A.1.Counts one to ten items, with one count per item V.A.3.Counts up to ten items, and demonstrates that the last count indicates how many items were counted V.A.5.

Day 1

Day 1

Vocabularycount contarsame number as tantos comorepresent representar

I’m a Family HelperPam Schiller

I set the table every night. I learned to do it right. One place for mom, one for me, And Daddy’s place makes three. I pick my toys up every day. I put everything away. My cars, my blocks, my books All go into their nooks. A family helper is what I am. You can be one, too. Mommy says I’m quite a ham When it comes to jobs I do.

Yo ayudo en mi casaEmilia Rivas

Todas las noches yo pongo la mesa lo hago con cariño y no me da pereza. Un lugar para mamá, un lugar para mí y el lugar para papá que es justo por aquí. Todos los días guardo mis juguetes, mis cubos, mis canicas y mis cohetes mis libros, mis bloques, mis carritos todo lo dejo ordenado y limpiecito. Si yo lo hago, tú lo puedes hacer, es muy divertido y fácil de aprender. Mi mamá dice que yo soy un encanto Porque la quiero mucho y ¡porque la ayudo tanto!

SMALLGROUP



Read-Alouds

Little Red • Gorrita RojaMaterials: chart paper

BeforeDiscuss and provide examples of vocabulary words. Explain that sensations • sensaciones are our bodies’ reaction to things like the feeling of cold when we touch ice or the feeling of excitement when a friend is coming over to play.

DuringRead the story.

AfterDiscuss how Little Red and her mother wanted to send Grandmother a basket of food so that she would know that she was loved and that they cared about her. It was a “wish you well” gesture. Little Red’s mother placed soup, fruit, and bread in the basket. Ask: What would you put in a basket for your grandmother? ¿Qué pondrían en una canasta para sus abuelitas? Record responses on chart paper.

Meet My Grandparents • Conocer a los abuelosMaterials: chart paper

BeforeDisplay the cover of the book. Read the title, pointing to each word. Have children predict the relationship between the two people in the photograph and determine what they are doing. Turn to the table of contents. Explain that this section of the book tells us where to find information. Demonstrate by pointing to the words Meeting Grandfathers • Conociendo a los abuelos. Tell children that this information is located on page 4. Turn to page 4. Explain that this part of the book is about a grandfather who came to the United States from Cuba.

DuringAsk children to listen carefully and look closely at the photographs as you read the book. Remind them that both the words and the photographs provide information. Provide examples of things seen in the photographs but not mentioned in the text (color of clothing, time of day). Read and discuss pages 4 through 13.

AfterReview the different names the grandfathers • los abuelos are called. Have children share the names they call their grandfathers. Record their answers on chart paper. Count the number of different names.

LEARNING GOALSIdentifies similarities and differences in characteristics of families. VII.A.2.Provides appropriate information for various situations II.B.3.

Day 2

Day 2

Vocabularyimmediately inmediatamentesweet powder talco dulcesensations sensacionesanxiously ansioso

Vocabularytable of contents índicepage number número de páginamaps mapasgrandfathers abuelos



Math & Science

Materials• “The Three Bears” • “Los

tres osos” Story Folder• connecting cubes• scarf• tray How Many?

Focus• Use the Story Folder characters to tell the story of “The Three Bears” • “Los tres osos”

stressing the one-to-one correspondence of the bears to items in their home.

• Ask: If you were Goldilocks, would you know how many people lived in the bears’ house? Si ustedes fueran Ricitos de Oro, ¿sabrían cuántas personas vivían en la casa de los osos? How many of each thing (bowls, chairs, beds) did Goldilocks see? ¿Cuántas cosas de cada tipo, como platos, sillones, camas, vio la niña? Would you have to count those items, or can you know by looking (eyeballing) without having to count? ¿Tienen que contar las cosas o pueden saberlo de un vistazo, sin contar?

Develop• Show children two cubes. Ask: How many do you see? ¿Cuántos cubos ven? How did you

know there are two cubes? ¿Cómo saben que hay dos cubos? Did you count them or could you tell without counting? ¿Los contaron o lo dijeron sin contar?

• Show children eight cubes. Ask: How many do you see? ¿Cuántos cubos ven? Why can’t you tell how many are in this set? ¿Por qué ahora no pueden decir cuántos cubos hay en el grupo? Explain that a set with a few items is sometimes easy to identify (eyeball) without having to count each object in the group one by one, while sets with several items must be counted.

• See if children are able to recognize without counting up to four items. Have children hide their eyes. Lay four cubes on the floor under a scarf. Have children open their eyes. Remove the scarf for three seconds and then cover the items and ask how many cubes are under the scarf. Continue placing cubes under the scarf in different arrangements and checking children’s ability to answer: How many cubes do you see now? ¿Cuántos cubos ven ahora? Use two, three, and four cubes in different arrangements. Focus children on naming the quantity with automaticity (without counting). This is called subitizing.

Practice• Display a tray of connecting cubes. Tell children to pretend they are Goldilocks and that

they must take enough cubes so that each bear will have just one. Invite children to take the number of cubes they think is correct. Ask: How many cubes should you take? ¿Cuántos cubos deben recoger? Were you able to take three cubes without counting? ¿Pudieron recoger tres cubos sin contar?

Some children use their fingers to show how many items they see. For example, when asked to quantify a set of three items, a child might raise three fingers instead of saying three or counting each object one by one. Help children connect this informal strategy for identifying small quantities to the counting process by matching each of their fingers to one of the items in the set.


Help children subitize by displaying five sets of different-colored cubes each in quantities of 2 (2 red, 2 blue, 2 green, 2 yellow, 2 brown). Count each set with them. Apply TPR Strategy. Give children simple directions: Point to the two yellow cubes; point to the two green cubes. Repeat with a set of 3 cubes and a set of 4 cubes. Finally, give children a set of 8 cubes and instruct them to: Pick up two cubes; pick up three cubes; pick up four cubes.

ENGLISH LANGUAGE LEARNERS

LEARNING GOALSKnows that objects, or parts of an object, can be counted V.A.1.Verbally identifies, without counting, the number of objects from one to five V.A.8.Identifies and creates common features in her immediate environment VII.C.1.

Day 2

Day 2

Vocabularynumber númeroset conjuntosubitizing subitizar

SMALLGROUP



Read-Alouds

“My Aunt Violet” • “Mi tía Violeta” Story FolderMaterials: Compound Word Card (birdcage), chart paper

BeforeDiscuss extended family members (relatives • familiares). Provide a list of people who fit into the group (aunts, uncles, cousins, grandparents • tías, tíos, primos, abuelos). Encourage children to share activities they like to do when relatives come to visit. Tell children that this story is about Aunt Violet who comes for a visit.

DuringPresent the story using the story props.

AfterInvite children to list on chart paper all of the things the child and Aunt Violet collected in the wagon. Ask: What caused the wagon to be crowded? ¿Por qué la carretilla se estaba llenando? For English-speaking children: Hold out your right hand and say bird. Hold out your left hand and say cage. Slide your hands next to one another and say birdcage. Tell children that birdcage is a compound word (two words that come together to make one new word). Display the Compound Word Card for birdcage. Find other compound words in the story (sidewalk, grasshopper, pocketbook, fishbowl, football, driveway, buttercup, sunflower) and write them on chart paper.

Meet My Grandparents • Conocer a los abuelosMaterials: chart paper list from Day 2

BeforeDisplay the book. Invite a volunteer to tell something they learned from the first reading of the book on Day 2. Turn to the table of contents and point to the words Meeting Grandmothers. Point out that this part of the story begins on page 14. Turn to page 14 and ask a volunteer to point to the page number. Explain that we will meet grandmothers today just like when we met grandfathers.

DuringRead pages 14 through 23.

AfterReview the names grandmothers are called and ask children to share names they call their grandmothers. Add these names to the list of grandfather names on the chart you created on Day 2. Explain that all of the grandmothers and grandfathers in this book came from countries far away. Now they live in America (United States).

LEARNING GOALSUses a wide variety of words to label and describe people, places, things, and actions II.D.1.Combines words to make a compound word III.B.2.

Day 3

Day 3

Vocabularyextended family clan familiarrelatives familiares

Vocabularygrandmothers abuelasmaps mapasAmerica Estados Unidos



Math & Science

Materials• family picture• chain links• special box

Counting

Focus• Display the portrait of your family from “One-to-One” (Day 1, p. 17). Explain that other

members of your extended family (aunts, uncles, cousins) usually come for special occasions, such as Thanksgiving. Ask: How can I figure out how many people I will need to prepare for if extended family members are coming? ¿Cómo me puedo dar cuenta de para cuántas personas tengo que hacer preparativos si vienen miembros del clan familiar? Will there be many people or just a few? ¿Serán muchas personas o sólo unas pocas?

Develop• Invite a volunteer to take some of the chain links to represent “a few.” Invite another child

to take a handful of chain links to represent “many.” Remind children that in yesterday’s lesson they learned how they can sometimes identify a small number of items without counting. Explain that when there are many items or people in a group, they must count to figure out how many. Say: The last number you say when you count the set tells you how many there are altogether. El último número que dices cuando cuentas el conjunto te indica cuántas cosas hay en total.

• Have the first child lay his few links on the floor. Have the second child lay her many links on the floor. Ask: Which set will I need to count? ¿Qué grupo debo contar? Count the links in the larger set. Ask children how many links are in the larger set.

• Explain that each day you need to know how many children will be in class so you can be prepared with the right amount of materials for everyone. Say: I have a strategy I can use to remember how many of you are in class even when you are not here. Tengo una estrategia que puedo usar para recordar cuántos de ustedes hay en la clase, incluso cuando no están aquí.

• Count children. Give each child a chain link. Say: One link for each child and one child for each link. Un eslabón para cada niño y un niño para cada eslabón. Count children again. Take the links from them and count the chain links. The numbers are the same. If I keep the links, I know how many children are in class even when you go home and I can’t see you.

Practice• Give each child a chain link again. Invite children to count with you as you hand a link to

each child. Now take the links back, making a chain and counting again. Emphasize the last counting word: There are _____ in our class. En nuestra clase hay _____ personas. Explain that you will place the class chain in a special box and that you will use it every day to help you remember that the number of children who come to school will be the same as the number of children who return home.

For children who struggle to maintain one-to-one correspondence as they are counting, provide some type of organizer with individual compartments (ice cube tray, egg carton). These containers will help the child concentrate on touching or moving each object as she says the corresponding counting word.


Make a number line for English language learners to reference as they count so that they can associate the numeral, which might be more familiar, with the corresponding counting word.


LEARNING GOALSUses words to rote count from 1 to 30 V.A.2.Counts one to ten items, with one count per item V.A.3.Counts up to ten items, and demonstrates that the last count indicates how many items were counted V.A.5.

Day 3

Day 3

Vocabularycount contarmany muchosfew pocos

SMALLGROUP



Read-Alouds

Skidamarink • ¡Es amor!

BeforeDisplay the book. Read the book title. Discuss letters that children recognize.

DuringRead through the story.

AfterLook through the pictures in the book. Discuss the parent and baby animals on each page.

“Silly Nellie” • “Nelly, la pavita tonta” Story Folder

BeforeTell children that you have a funny story to tell them about a turkey family.

DuringPresent the story using the story props.

AfterAsk: Which part of the story do you think is the funniest? ¿Qué parte del cuento creen que es la más divertida? Nellie is an unusual turkey. What is unusual about Nellie? Nelly es una pavita diferente. ¿Qué tiene de diferente Nelly? Explain that when you think someone has “hung the moon,” you think they are particularly amazing and wonderful. Explain that Silly Nellie’s daddy thinks she is wonderful!

LEARNING GOALSUses a wide variety of words to label and describe people, places, things, and actions II.D.1.Identifies and describes the characteristics of organisms VI.B.1.Asks and answers appropriate questions about the book III.D.3.

Day 4

Day 4

Vocabularymother madrebaby bebé

Vocabularyfragile frágilstriped a rayasdotted de lunares

Mother Animals Baby Animals

front cover elephant • elefante calf • elefantitotitle page cat • gato kitten • gatitop. 2 horse • caballo foal • potrillo, caballitop. 3 rabbit • conejo kit or bunny • conejitop. 4 bear • oso cub • oseznop. 5 dolphin • delfín calf or pup • cría de delfínp. 6 penguin • pingüino chick • cría de pingüinop. 7 kangaroo • canguro joey • cría de cangurop. 8 hen • gallina pullets • pollitop. 9 crocodile • cocodrilo hatchling • cría de cocodrilop. 10 armadillo • armadillo pup • cría de armadillop. 11 raccoon • mapache cub • cría de mapachep. 12 seahorse • caballito de mar baby or foal • cría de caballito de marback cover monkey • mono infant • monito



Math & Science

Materials• Photo Activity Card:

#72 (Muscovy ducks • pato criollo)

• frog counters• marbles• shallow box lid• chart paper

Count and Keep Track

Focus• Display the Photo Activity Card. Discuss the characteristics

of the ducks shown in the picture. Remind children that words that describe something are attributes. Ask: Have you seen this type of bird? ¿Han visto este tipo de ave? What is it called? ¿Cómo se llama? What sounds does it make? ¿Qué sonidos hace?

Develop• Encourage children to describe and compare the ducks shown in the photo. Ask: How are

the ducks alike? ¿En qué se parecen los patos? How are they different? ¿En qué se diferencian? Which of these ducks might be the mother? ¿Cuál de los patos podría ser la madre? What makes you think so? ¿Por qué creen eso? Explain that baby ducks are called ducklings and that they have webbed feet, which causes them to waddle. Encourage children to compare their feet to duck feet. Briefly discuss the difference between the two types of feet.

• Invite children to stand and practice waddling. As they move about, pretend to count them. Appear frustrated not to be able to keep track of how many you counted. Ask children to sit down. Challenge children to suggest ways a mother duck can make sure that she has all of her ducklings. Record children’s responses on chart paper.

• Model some of children’s suggested strategies with a set of frog counters. Introduce the term “keeping track” • “mantener el control” as an important strategy for counting. Point out that ducklings often walk in a straight line behind their mother. Ask: Does this make her job easier? ¿Hace esto que su trabajo sea más fácil?

Practice• Place several marbles in a shallow box lid. Roll them around. Ask children to count the

marbles. When they determine that they can’t count the marbles, suggest they select a strategy from their list of ways to keep track of large sets of items and give it a try.

Some children may need explicit strategies or graphic organizers to help them keep track of large counts. For instance, a line drawn down the middle of a piece of paper could serve as a visual demarcation to designate two spaces—one for objects that have been tagged and the other for those which have not.


In order to encourage phonemic play with the English language, invite children to practice the sounds English speakers use to imitate animal voices. For example, a chick chirps peep, peep in English but says pío, pío, in Spanish. In Chinese, chicks say ji, ji. Build connections to and appreciation of non-English speakers’ home languages and cultures.


LEARNING GOALSCounts one to ten items, with one count per item V.A.3.Demonstrates understanding that when counting, the items can be chosen in any order V.A.6.Identifies and describes the characteristics of organisms VI.B.1.

Day 4

Day 4

Vocabularykeeping track mantener el controlducklings patitoswaddle chapotearattributes atributos

© 2018 Frog Street Press, LLC ISBN9781632375858 Excel Photo Activity Cards

SMALLGROUP



Read-Alouds

A to Z Ps and Qs • Buenos modales de la A a la Z

BeforeDisplay the book. Read the title. Tell children that the title comes from a saying, “mind your Ps and Qs” which means to use good manners. This alphabet book has a suggestion for each letter of the alphabet about ways to be polite. Remind children that the alphabet is a family of letters. Before reading the entire book, point out pages that show suggestions for showing kindness to family members (p. 5 mom, 23 mom, 41 grandpa, 43 brother).

DuringRead the book.

AfterInvite children to talk about ways we show good manners to others. For alphabet activities, see Strategy Card L.

The Numeral Dance • El baile de los números

BeforeDisplay the book cover. Tell children that this book is about the dance they practiced during Moving and Learning this week. Have volunteers demonstrate shimmying, spinning, twisting, sliding, and floating.

DuringRead the book.

AfterAsk: Which move do you think is most fun—shimmying, soaring, or floating? ¿Cuál movimiento creen que es más divertido, danzar, volar o flotar? How many numerals are in the dance? ¿Cuántos números hay en la canción? How are the numerals a family? ¿Por qué los números son una familia?

LEARNING GOALSDevelops warm relationships with teachers I.C.1.Uses a wide variety of words to label and describe people, places, things, and actions II.D.1.Recognizes one-digit numerals 0 through 9 V.A.9.

Day 5

Day 5

Vocabularymom mamágrandpa abuelobrother hijomanners modalespolite cortésalphabet familia family del alfabeto

Vocabularynumeral familia de family numeralesshimmy vibrarwiggle menearsnap chasquearslide deslizarsetwist torcerse float flotarsoar volarspin girar

Apply TPR strategy. Demonstrate slide, soar, spin, twist, wiggle, and shimmy as you encourage children to copy your moves prior to reading the book. This activity will engage children physically, helping to ensure understanding of the vocabulary.



0 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19

20 21 22 23 24 25 26 27 28 29


Math & Science

Materials• pocket chart (optional)• Decade Numeral Cards

(p. 7)

Counting Sequence

Focus• Display Decade Numeral Cards 0 to 29 arranged by decades in rows of ten (making a 3 by

10 matrix) on a large pocket chart or on the carpet. Highlight the special arrangement and color-coding pattern of the numerals in each row. Explain that each numeral represents a symbol for the words people say as they count.

• Ask: Why do you think I arranged the cards the way I did on the chart/ carpet? ¿Por qué creen que ordené las tarjetas de la manera en que lo hice en la gráfica/carpeta? Why do you think I wrote the numbers in each row with a special color? ¿Por qué creen que escribí los números de cada fila con un color especial? How are the numbers in each row alike and different? ¿En qué se parecen y en qué se diferencian los números de cada fila?

Develop• Remind children that when they count they say different number words but in a

consistent, unchanging order. Point to each numeral on the chart or matrix as you emphasize its order in the counting sequence: One always comes first, followed by two, then three, and so on. Uno siempre viene primero, lo sigue dos, luego tres y así sucesivamente. If children do not notice the repeating pattern formed by the numerals in each decade, point out how the first numeral in each consecutive row always begins with the same digit, for example, a ‘1’ denoting the teens in the second row, and a ‘2’ indicating the twenties in the third row.

• Discuss the predictable order of the number system: Since there are so many things to count and so many numbers to say, numerals are grouped together by likenesses into special families called decades so that people can remember what number comes next as they count. Ya que hay tantas cosas para contar y tantos números que decir, los numerales se agrupan de diez en diez para que las personas puedan recordar qué numero sigue cuando cuentan. Note: Children are not expected to master reading of numerals in this lesson. They should begin to see how numerals look the same and different.

• Invite children to stand and lead them in a special dance through each decade as they rote count from 1 to 29. March through the single digits, tiptoe through the teens, and twirl through the twenties. (Be sure to explain why people do not recite zero as they count: You never say zero because it tells people there is nothing in a set to count. Nunca digan cero porque esto les indica a las personas que no hay nada para contar en un grupo.

When displaying numerals on a number line, consider making visual enhancements to specific digits to emphasize the implicit patterns and relationships of the number system. For example, make the numerals in one decade all the same color and italicize or highlight the first digit in double-digit numbers (10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32...)


Remembering the 11 through 19 counting sequence in English is tricky because this particular decade follows no coherent pattern. Eleven and twelve have no similarity to other teen numbers, and thirteen and fifteen do not say their single digit name (three-teen and five-teen). To help children be mindful of these peculiarities, the lesson instructs children to tiptoe (signifying that they need to be cautious) as they count through the teens.


LEARNING GOALSUses words to rote count from 1 to 30 V.A.2.Demonstrates that the order of the counting sequence is always the same regardless of what is counted V.A.4.Recognizes one-digit numerals, 0 through 9 V.A.9.

Day 5

Day 5

Vocabularydecade décadaorder orden

SMALLGROUP



Closing Circle

Materials: Family Connections: Theme Letter (p. 40, 41), PATT Mat (p. 42, 43), Pebble Bag (p. 44, 45); resealable plastic bag with ten pebbles for each child

• Ask: What did you learn about families today? ¿Qué aprendieron hoy sobre las familias?

Family Connection: Send home an explanation with ten small pebbles in a resealable plastic bag. Children will match one pebble to each member of their family and toss the rest of the pebbles in the trash. When they return to school, there should be one pebble for each family member in the bag. Have children return bags the next day. Send home the My Family and Friends • Mi familia y mis amigos Theme Letter and PATT Mat.

Materials: small box request (Family Connections, p. 46, 47)

• Ask: How might Goldilocks know how many family members lived in the cottage? ¿Cómo podría saber Ricitos de Oro cuántos miembros de la familia vivían en la cabaña?

Family Connection: Send home note requesting each child bring a box from home (shoebox or box that size) to create a little house. Box will be used during Week Two.

• Ask: What is an extended family? ¿Qué es un clan familiar?

Materials: Alphabet Picture Card Books (p. 7)

• Remind children that the alphabet is a family of letters. Invite children to reflect on how letters are alike and how they are different.

Family Connection: Send home an Alphabet Picture Card Book with each child. Children can practice recognizing the letters with their families.

Materials: Georgie Porgie (Family Connections, p. 106, 107)

• Ask: What is a family? ¿Qué es una familia? What makes your family fabulous? ¿Qué hace que tu familia sea fabulosa? In what way are families alike? ¿De qué manera las familias se parecen? How might families be different? ¿De qué maneras podrían las familias ser diferentes?

Family Connection: Invite children to teach their families Georgie Porgie • Tatito Luchito.

Day 1

Day 2

Day 3

Day 4

Day 5

At the end of each day, always ask children to reflect on their Daily Commitments. Encourage children to describe specifically how they met their commitments. Also, Invite the Kindness Recorder to count hearts on the Kindness Tree and make a report of kind actions.

This week, ask one or two children each day to share their family photos. Kind Words

Big Voice

Listening Ears

Helping Hands

Our Commitments

theme 2 my family and friends • mi familia y mis …...my family and friends • mi familia y mis...

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