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Unit Themes:u Transportationu Springu Birds

Unit 13 u March Spring

Table of ContentsUnit Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Week one Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Monday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Tuesday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Wednesday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Thursday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Friday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144

Week TWo Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Monday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

Tuesday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Wednesday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Thursday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Friday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Week Three Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

Monday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Tuesday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Wednesday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

Thursday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

Friday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188

121

122 March | Spring

March

Unit 13 Focus

Target Objectives/Assessment

1 . Name the four seasons of the year. 2 . Tell why birds migrate to avoid cold weather. 3 . Name two activities that people do in the spring. 4 . Name two things that animals do in the spring. 5 . Name two animal babies born in the spring.

Objetivos/Evaluación 1 . Nombra las cuatro estaciones del año. 2 . Di por qué los pájaros emigran para evitar el clima

frío. 3 . Nombra dos actividades que hace la gente en la

primavera. 4 . Nombra dos cosas que hacen los animales en la

primavera. 5 . Nombra dos animalitos que nacen en la primavera.

Spring

Before You BeginIf needed, refer to the Video Guidebook regarding Classroom Management and additional suggestions for Learning Centers.

1 . Review the children’s portfolios to determine needs and focus instruction.

2 . Change the small group memberships on the Rotation Chart.

3 . Adjust the Daily Schedule to extend periods of small group instruction now that transitions are easier.

4 . Add jobs to the Helper Chart, and delegate more responsibilities to the children.

5 . Change activities and materials in Learning Centers to coordinate with themes.

Grouping for Instruction1 . Preview lesson plans to decide how to teach each

activity.2 . Most activities are introduced and practiced with the

whole group, and then extended to small groups at the Teaching Table, Work Table, or in Learning Centers.

3 . Present these activities at the Teaching Table to closely monitor children’s learning and provide corrective feedback: Vocabulary Development, Phonological Awareness, Pre-Writing, Literacy and Written Expression, and Math.

4 . Some activities that encourage children to write stories may be presented to the whole group, but should be completed at the Teaching Table or at a Work Table with supervision.

Teaching Tips: Week One1 . Discuss how to start over or begin again when

something did not work. 2 . Model how to start over by verbalizing feelings to a

friend.3 . Demonstrate how to self-talk and reorganize, calm

yourself, and try again.4 . Practice self-talk while rethinking situations so children

hear you analyze what you tried that worked and did not work, and plan another strategy.

5 . Model and role play how to talk aloud to clarify thinking and determine what approach will be effective as a solution.

Teaching Tips: Week Two1 . Monitor pacing of yourself, instruction, and

expectations about children’s development. Set realistic goals and allow time to accomplish them.

2 . Explain how you will assess progress to children. Modify expectations, plans, and activities if needed.

3 . Demonstrate how to set a goal. Encourage children to set a personal goal to be happy.

4 . Model how to use problem-solving strategies and make good choices.

5 . Demonstrate how to plan and then execute a decision after gathering data and analyzing information.

Teaching Tips: Week Three1 . Model how to use healthy personal habits for washing

hands, wiping noses, and taking care of hair and fingernails.

2 . Demonstrate how to clean, file, and polish nails. Polish nails with cuticle oil and rub gently into skin.

3 . List the reasons people need to take care of their health. Encourage children to think about ways to help themselves.

4 . Make a chart that lists rules for how to care of oneself and others. Have children illustrate it. Make copies to send home.

5 . Teach children how to honor the importance of personal care and care for others.

Unit Focus 123

Unit VocabularyNaming Words: Springgarden, gardensjardín, jardinesindoors, insideadentro, dentrooutdoors, outsideal aire libre, afueraseason, seasonsestación, estacionesspringprimaveraspringtimeprimavera

Naming Words: Plantsbloom, blossom, flower, flowersflorecer, flor, flor, floreschemicals, vitaminsquímicos, vitaminasdirt, soilsuelo, tierrafertilizer, plant foodfertizante, alimento para plantasfoliage, greeneryfollaje, plantas verdesgrass, treescésped, árbolesleaf, leaves, stem, stalkhoja, hojas, tallo, talloplant, plants, seed, seeds, bulb, bulbsplanta, plantas, semilla, semillas, bulbo,

bulboroot, budraíz, brote

Naming Words: Animalsanimal, animalsanimal, animalesbaby, babies, offspringbebé, bebés, prolebird, nest, caterpillar, wormpájaro, nido, oruga, gusanoeggs, hatchlingshuevos, pajarito recién salido del cascarónhibernationhibernacióninsect, bugs, bees, butterfliesinsecto, bichos, abejas, mariposasmammal, mammalsmamífero, mamíferosmigrationmigraciónnames of baby animals and adult animalsnombres de animalitos y animales adultosreptile, reptiles, snake, snakesreptil, reptiles, culebra, culebras

Naming Words: Weathercloud, cloudsnube, nubeshailstormgranizadahurricane, tornado, tropical stormhuracán, tornado, tormenta de los trópicos

ice, snow, melthielo, nieve, derretirJunejuniomap, globe, equatormapa, globo, ecuadorMarchmarzomoisture, waterhumedad, aguaNorthern Hemisphere, Southern

Hemispherehemisferio norte, hemisferio suurrain gaugepluviómetrorain, rainy, raindroplluvia, lluvioso, gota de lluviarainstormtormenta de lluviaspring, winter, fall, summerprimavera, invierno, otoño, veranostorm, thunder, lightning, windtormenta, trueno, relámpago, vientosun, sunshine, sunlight, sun rayssol, luz del sol, luz del sol, rayos del soltemperaturetemperaturathermometertermómetrothunderstormtormentaweather, weather reporttiempo, boletín meteorológico

Describing Wordsbeautiful, prettyhermoso, bonitobig, large, little, smallgrande, grande, pequeño, pequeñobusyocupadocolorfullleno de colorcool, cooler, warm, warmerfresco, más fresco, caluroso, más calurosodormantdurmienteearly, latetemprano, tardehappy, happiercontento, más contentohelpful, carefulútil, cuidadosohot, hottercaliente, más calientelight, darkclaro, oscuronames of color wordstodas las palabras de los coloresnew, old, oldernuevo, viejo, más viejoquick, quickly, fast, slowrápido, rápidamente, rápido, lentotall, short, thick, thinalto, bajo, grueso, delgadowindy, rainy, sunny, cloudyventoso, lluvioso, soleado, nublado

Action Wordsblow, blows, blowing, blewsoplar, sopla, soplando, soplóbud, buds, budding, buddedbrotar, brota, brotando, brotódig, digs, digging, dugexcavar, excava, excavando, excavóeat, eats, eating, atecomer, come, comiendo, comiógrow, grows, growing, growncrecer, crece, creciendo, crecidohatch, hatches, hatching, hatchedincubar, incuba, incubando, incubómove, moves, moving, movedmover, mueve, moviendo, movióplant, plants, planting, plantedplantar, planta, plantando, plantórain, rains, raining, rainedllover, llueve, lloviendo, lloviórake, rakes, raking, rakedrastrillar, rastrilla, rastrillando, rastrillóscatter, scatters, scattering, scatteredesparcir, esparce, esparciendo, esparciósee, sees, seeing, sawver, ve, viendo, vioshine, shines, shining, shonebrillar, brilla, brillando, brillósleep, sleeps, sleeping, sleptdormir, duerme, durmiendo, durmiósprout, sprouts, sprouting, sproutedbrotar, brota, brotando, brotóstore, stores, storing, storedguardar, guarda, guardando, guardówatch, watches, watching, watchedmirar, mira, mirando, mirówater, waters, watering, wateredregar, riega, regando, regówork, works, working, workedtrabajar, trabaja, trabajando, trabajó

124 March | Spring

Bulletin Board Suggestions1 . handprint Tree . Have children use pastel or spring

paint colors to use handprints to create an outdoor scene with trees and flowers.

2 . animal Families and Our Families . Have each child draw a family portrait and “write” or dictate the names of the people in the picture. Then have each child choose a favorite animal and draw an animal family. Ask children to “write” or dictate sentences about how the families are alike and different.

3 . Sponge Paint Mural . Let children use sponges to create a spring scene filled with beautiful flowers, trees, grass, and animals. You may wish to spray the mural lightly with air freshener or add perfume to the paint to produce springtime smells. (Note: Check children’s health records for allergies before any activity with food, pets, or plants.)

Learning Center SuggestionsMaterials are not all required and some may be substituted.

1 . Science center . Collect signs of spring, such as a bird’s nest, leaves, seeds, sprouting seedlings, flowers, plant cuttings, soil samples, and a toy microscope.

2 . Baby animal center . Invite children to bring stuffed animals. Add books, clipboards, colored pencils, a medical kit, and empty containers for food or water. Add a plastic kennel, crate, or a small box.

3 . home center Spring cleaning . Add rags, empty cleanser containers, a spray bottle with water, paper towels, a dusting brush, paintbrushes and pails, tools that might be used for repairing a house, a broom, a dustpan, and a mop.

4 . Floral/Gardening center . Add plastic or silk flowers, vases, pots, tools, gloves, a sun hat, magazines for ordering seeds and plants, old sunglasses and visors, and a watering can.

5 . Yard Work . Collect a plastic lawn mower, a wheelbarrow, a gardening shovel, a rake, and a hoe. Add seed packages, silk flowers, plastic pots, and a piece of water hose. Add rubber boots, work gloves, old work clothing, hats or visors, old sunglasses, and sunscreen containers.

Books for SpringLiteratureYou may want to use Alexander and the Wind-Up Mouse by Leo Lionni with this unit. This book is included as part of the We Can! Early Childhood Curriculum Kit.

author StudyGo to the library and check out books by Eric Carle, Lois Ehlert, Denise Fleming, Keith Baker, Ruth Heller, Ezra Jack Keats, and Leo Lionni. Read stories and discuss what the author is trying to tell the reader. Compare characters, settings, illustrations, and events from one book to another. Chart favorites and compare how the authors’ stories and illustrations are alike and different. Use art materials to re-create illustrations in the stories. Watercolors, colored chalk, and torn paper art make fun re-creations of the illustrations in these books.Note: This is a review for some authors and books, so encourage children to “read along.”

Thematic Big BooksTeaching Tips for using these books are included on the inside cover of each book.

My Big Book About the Four SeasonsMi Libro Grande Sobre Las Cuatro EstacionesMy Big Book About Colors, Shapes, Numbers, and

CountingMi Libro Grande Sobre Colores, Formas, y Números

de Contar

Pre-WritingI Can Draw Big Books demonstrate how to use the pre-writing strokes for drawing pictures.

I Can Draw Things That Grow!¡Yo Puedo Dibujar Cosas Que Crecen!

Instructional Materials for SpringPatternsPatterns 79–83 are intended for children to use with this unit and will need to be copied. The full-size patterns are in the Teacher Resource Materials: Blackline Masters.

NewslettersSend the PEP Talk newsletter home with children on Monday of the first week of the unit. Send home the We Can Talk newsletter on Friday of the last week of September. Full-size newsletters are in the Teacher Resource Materials: Blackline Masters.

Monthly Skills checklistUse the Monthly Skills Checklist at the end of each unit to assess progress on the target objectives for the unit. Full-size checklists are in the Teacher Resource Materials: Blackline Masters.

TechnologyUse The Learning Zoo: Games and Activities to practice language skills, learn to recognize colors, shapes, and numbers, and use pre-writing strokes to create designs and color. These skills are presented in Letter Sounds & Strokes.

american Sign Language Use ASL to manage behaviors and clearly communicate expectations by acting

out word meanings with expression.

Music cD/cassetteUse We Can Sing English and Spanish for transitions, creative movement, singing, and listening while working in small groups. The songs help develop phonological awareness, rhythm, rhyme, and recognition of colors and numbers.

211

We can! Patterns • Unit: Spring

Pattern 81 Story Web

Red de un cuento

AmbientePersonajes

Idea principal

ProblemaSolución o final

210


Pattern 80 Student illustrates poem.Poem A Green Frog

A Green FrogOn the edge of a pond on a great big log,Sat patiently waiting a speckled green frog.He winked and he blinked, and he rolledeach eye,Then SNAP went the frog at a little green fly.

Unit Focus 125

213


Pattern 83 Butterfly

butt

erfly

mar

ipos

a

209


Pattern 79 Student illustrates poem.

Poem Springtime

Springtime

The air is warm and the sky is blue,

The leaves are green because they’re new.

Your feet go skipping, the birds all sing,

The whole world is happy because it is spring.

212We can! Patterns • Unit: Spring

Pattern 82 Dice Game

ASL

We can!

101

Temas Del MesPrimavera …nos gustan las cosas en la primavera¡La primavera trae nuevos comienzos!

Discutiremos como las plantas y los animales

cambian cuando la temperatura empieza acalentar. Exploraremos diferentes actividades

que pasan en la primavera y observaremos

cómo el clima cambia.ayúdenos a aprender…• Demuestre cómo responder en caso de emergencia

cuando se va la luz.• Reduzca nuestro temor a las tormentas al explicar el

cómo y el por qué ocurren los cambios en la

temperatura.• Lea los informes del tiempo o vea las noticias locales

con nosotros para aprender sobre el clima.

• Ayúdenos a escoger ropa adecuada para las condiciones

del tiempo.Los pájaros…nosenseñan• Cómo viven los pájaros y cómo ayudan a

las personas al comer insectos.• Cómo preservar los hogares de los

animales y los pájaros.

1 . Vaya de paseo por lanaturaleza y discuta loscambios en el medio ambientedurante la primavera.2 . Discuta maneras que laspersonas y los animalescambian durante laprimavera.3 . Observe las diferentestexturas y materiales que se usan para hacer la ropaque usamos cuando eltiempo está cálido.

4 . Haga limpieza de primavera…limpie y organice los

armarios.

¡Los padres ayudan alos niños a aprenderplanear y organizar!• Discuta por qué planear y organizar son habilidades

importantes.• Diga en voz alta lo que está pensando para que ellos

desarrollen estrategias de planeación.• Haga listas y repase la lista para explicar lo que está

haciendo, planeando, y como organiza sus acciones.

• Enumere las cosas en la lista por orden de importancia

o lo que se hará primero, segundo, tercero, etc.

• Tache las cosas que ha hecho de la lista y diga al niño/a

cómo esto le ayuda a recordar lo que hace.

• Haga una lista de comestibles y permita que los niños

tachen los artículos que han encontrado en la tienda.

• Hable sobre cómo se agrupan los artículos en la tienda

para ayudarnos a encontrarlas rápidamente.

• Explique por qué los artículos van juntos.

• Localice los limpiadores y los químicos en la tienda.

Discuta las precauciones de seguridad al usar

limpiadores y químicos. Busque símbolos de veneno en

las etiquetas.• Al final del día, hable sobre los acontecimientos y lo

que han logrado.• ¡Esté orgullosa/o de su trabajo!• Haga una lista para el día siguiente.

Padres y educadores se asocian y hablan

marzo

autores que estudiaremoseste mesDenise Flelming, ruth heller , Ezra Jack

Keats, Lio Lionni, y repasar Eric carle y

Lois Ehlert .

Enséñenos cómo hacer limpieza de primavera y

organizar nuestros armarios, cuartos, juguetes,

etc .

100

We can!

This Month’s ThemesSpring . . . We like things in spring

Spring brings new beginnings! We will discuss howplants and animals change when the air tempera-ture begins to warm . We will explore different

activities that happen in spring and observe how theweather changes.

help us learn . . .• Demonstrate how to respond to an emergency

when there is a power failure.• Reduce our fears about storms by explaining howand why weather changes.• Read the weather reports or watch the local news

with us so that we can learn about the weather.• Help us choose clothing appropriate to weather

conditions.

Birds teach us . . .• How they live and how they help people by eating insects.• How to preserve animal and bird habitats.

1 . Go for a nature walk and discuss changes in theenvironment during spring.2 . Discuss ways that people and animals change in

spring.3 . Observe different textures and materials used for

clothing that are worn in warm temperatures.4 . Spring clean . . . clean out closets and organize!

Parents help childrenlearn to plan andorganize!• Discuss why planning and organizing are impor-tant skills.

• Say aloud what you are thinking in your head sothey develop strategies for planning.• Make lists and go over the list to explain what you

are doing, planning, and how you are organizingyour actions.

• Number the things on your list according to whatis most important or what will be done first,second, third, etc.• Check things off of your list and tell children how

that helps you remember what to do.• Make a grocery list and allow children to mark offitems as they are found in the store.• Talk about how items are grouped in the store to

help you find them quickly.• Explain why items “go together.”• Locate chemicals and cleansers at the store.Discuss safety precautions using cleansers andchemicals. Find poison symbols on the labels.

• At the end of the day, talk about your progress andachievements.• Be proud of the work!• Make a “To Do” list for the next day.

Parents and Educators Partner (PEP) and Talk

March

author Study This MonthDenise Fleming, ruth heller, Ezra JackKeats, Lio Lionni, and review Eric carleand Lois Ehlert .

Show us how to spring clean and organize ourclosets, rooms, toys, etc .

Week Three u Lesson Plans

march

Spring

Monday Tuesday

oral Language Naming Words action Words

Literacy and Written expression

Poem: A Green Frog, Pattern 80. Copy poem on chart paper and read daily.author Study. Choose story from suggested list of authors. Discuss if the story is fact or fiction.

Differences. Read a book about activities in spring. Have children raise their hand when they hear Describing Words that identify differences.

Math Estimation. Have children grab a handful of counting objects, drop them into a bowl, and estimate how many. Have children count the objects and compare their guesses.u Support instruction with We Can Sing

English and Spanish.

clouds in a row. Have children make paper clouds and rank their clouds by height and length. Help children measure and compare.u Support instruction with The Learning Zoo.

social studies Integrates Personal and Social Development

Springtime for Farmers. Discuss how farmers prepare their fields to plant crops that become food for people and animals.u Support instruction with My Big Book

About The Four Seasons.

Integrates Personal and Social Development

Farm crops. Discuss what happens with crops that farmers grow and talk about where the food at the grocery store comes from. Discuss why farmers are important community helpers.

Vocabulary development

Word Endings. Demonstrate how word endings make plurals (e.g., book, books) and change verb tenses (e.g., walks, walking, walked ).

antonyms. Discuss antonyms, or opposites. Say a word, and have children name an antonym.

ASL ASL

science, Health, and safety

Spring rains and Thunder. Explain how thunder develops, and have children make “thunder” by blowing up and popping paper sacks.

Thunderclouds. Discuss how thunderstorms affect light and temperature. Have children paint pictures of thunderclouds and lightning.

170 March | Spring

Phonological awareness and Pre-Writing

activities using Letter Sounds & Strokesu Review letter sounds using vocabulary

words on the back of Letter Cards.u Use LSS Flash Cards and ASL manual

alphabet to fingerspell children’s names and CVC words (e.g., cat).

Pre-Writing Strokesu Use pre-writing strokes to complete

Directed Drawings.u Use the I Can Draw Big Book.

activities using Building Early Literacy and Language Skills. Today’s Temperature Telling Task, p. 327. Children rhyme, blend, and segment, or pull apart, words.activities using Letter Sounds & Strokesu Encourage children to play I Spy using LSS

Flash Cards.u Use pre-writing strokes to draw shapes

and print letters and numbers.

Fine arts and Physical development

Creative Movementheart healthy

Poemshappy children in the Springtime

FingerplaysPlanting Seeds

MusicThe robins are Singing

artPaper Plate Suns

Poemshappy children in the SpringtimePlanting Pantomime

FingerplaysPlanting SeedsFive Little Peas

MusicThe robins are SingingSkip in the Spring

artcupcake Flowers

Wednesday THursday Friday


Spring Is here! Use Naming and Action Words to describe seasonal spring changes. Discuss how farmers depend on rain to water their crops. Discuss how a cold front affects crops.


Who Is a rancher? Discuss the plants and animals that ranchers raise, and tell how spring rains affect ranchers. Explain why ranchers are important community helpers.


Food From Farms. Discuss the types of foods we get from animals on farms, including dairy, beef, pork, poultry, and eggs.

Let’s Be Farmers! Have children role play different activities that a farmer does in the spring.

rancher Stories. Have children use Describing Words with Naming and Action Words to tell stories about farmers and ranchers.

Segmenting. Help children isolate sounds and syllables in vocabulary words by saying the words slowly and stretching out the sounds. Help children sound out words and try to phonetically spell them.

Listen and Follow Directions. Read Jack and the Beanstalk. Have children fold paper and create four boxes to draw objects.

animal riddles. Have each child draw an animal picture and then fold paper in half to hide the picture. Have each child describe his or her picture to the class, and have the class try to guess the name of the animal being described.

how to Grow Flowers. Have children name and illustrate the steps for planting seeds and growing flowers.

Draw a Flower Game. Divide children into two teams. Have teams answer simple math questions. For each correct answer, the team receives a petal for their flower.u Support instruction with We Can Sing


Number Thumbprints. Have children use inkpads and create thumbprints to make sets that represent numbers 1–6. Count orally 1–5, 1–10.u Match sets of objects with number words

and plastic numerals.u Support instruction with The Learning Zoo.

Volume measurement. Let children use funnels and scoops to measure rice and fill containers that are cups, pints, and quarts. Discuss how foods are packaged by weight or volume.u Support instruction with We Can Sing


Storm Safety. Discuss and demonstrate how to use safety precautions during a thunderstorm with lightning.

rainbows. Discuss how rainbows are formed. Have children use watercolors to paint rainbows.

Eating right. Discuss how to maintain healthy eating habits. Let children taste vegetables that grow in gardens.

Creative Movementrope Obstacle course

PoemsPlanting Pantomime

FingerplaysOnce I Saw an anthill

MusicSkip in the SpringWe are Little Flowers

artcolor Book

Creative Movementanimal movements

Fingerplaysroly-Poly

MusicIt Is raining

artFingerprint Butterflies

Creative MovementWeather Effects

PoemsFuzzy Little caterpillar

Fingerplaysroly-Poly

MusicIt Is raining

artDirected Drawings

action Words Describing Words Describing Words

activities using Letter Sounds & Strokesu Match LSS Flash Cards with plastic

magnetic letters, and chant each letter sound.

u Have children combine pre-writing strokes and illustrate or write their own creative story. Use Quick Reference Card.

u Use the I Can Draw Big Book for additional practice.

activities using Letter Sounds & Strokesu Use LSS Memory Cards to play a game

similar to Go Fish.u Use pre-writing strokes to print letters and

numerals in shaving cream or finger paint.

activities using Letter Sounds & Strokes. Have children lay on their backs on the floor, repeat the chant, and make a letter on the ceiling using a flashlight.Pre-Writing Strokes. Use the I Can Draw Big Book for ideas for Directed Drawings. Allow children to locate an illustration from the Big Book and state step-by-step directions telling how to draw the picture or object.

ASL ASL ASL

Lesson Plans 171

u The We Can! materials are identified at the point of use and in the Unit Focus. Additional materials are identified in the Shopping List for Spring on page 230.

u Plan a time to review and compare animal families, their habits, and environments. Complete We Can Talk newsletter and send home copies today.

u Preview and select vocabulary words for Oral Language.u Choose activities for whole and small group instruction

using information on page 122 of the Unit Focus.

marchWeek Three u Spring

Daily Key ObjectiveThe child will name baby animals that are born in spring.

188 March | Spring

Vocabulary Developmentu Choose Describing Words from the Unit Focus to

introduce in English and Spanish vocabulary, using pictures to clarify concepts.

u Use TPR (Total Physical Response) Activity and New Words to review Action Words.

u Model word segmenting and clapping sounds and syllables for children.

math/Science/artu Discuss volume in terms of cups (Hable sobre el

volumen en términos de tazas), pints (pintas),

quarts (cuarto de galón), half-gallons (medio galón), or gallons (galones). Discuss how foods are packaged by weight (Hable sobre cómo empacan los alimentos por peso) or volume (o volumen).

u Use pictures to illustrate healthy eating habits.u Orally describe what each child is doing with art.

Things To DoVocabulary: Get picture and word cards of Action Words and Describing Words.

Science: Get pictures that illustrate healthy eating habits.

Modifications for English Language Learners

Friday

See pages 233–240 for additional ELL support.

Select words from the following category for today’s Oral Language instruction.

Describing Words

See Spring Unit Focus, page 123, for a complete list of suggested words for each category.

Oral Language

ASL Use American Sign Language (ASL) to support language development.

Use the Rotation Chart to guide children through activities.

Pre-Writingu Use the I Can Draw Big

Book for ideas for Directed Drawings. Allow children to locate an illustration from the book and follow the step-by-step directions to make that object.


activities using Letter Sounds & Strokesu Have children lie on their

backs on the floor. Hold up an LSS Flash Card and make the ASL hand sign and letter sound. Then repeat the chant while printing the letter. Have children repeat the chant and make the letter on the ceiling using a flashlight. Then play shadow tag with flashlights.

Phonological Awareness

Week Three | Friday 189

Segmenting. Say each vocabulary word slowly, helping children to listen and hear individual word parts. Then say the word quickly, putting all parts together. Help children identify beginning and ending sounds. Then help children clap and count syllables. Stretch a word, saying it sound by sound, and have children try to guess how to spell the word. Have children say the letters in their names in the correct order (e.g., S-a-m).

Vocabulary DevelopmentVocabulary Development

Social StudiesIntegrates Personal and Social DevelopmentFood From Farms. Discuss how some farms raise dairy cows that begin to produce milk when they have calves. Then the cows are milked twice a day using milking machines. The milk is stored and kept very cold. Then the milk is sold to a company that puts milk in cartons that travel by trucks to a grocery store where

people pay money to buy the milk. The milk is also used in other foods (e.g., ice cream, sour cream, yogurt, cheese, and cottage cheese). These foods are called dairy products. The meat people eat comes from animals raised on farms. Many people eat beef, or cow’s meat, and pork, or pig’s meat, and poultry, or chicken meat. Help children name foods they eat that contain meat, milk, and milk products.

Send home We can Talk Newsletter today.

how to Grow Flowers. Read a book about plants by Ruth Heller or Lois Ehlert. Ask children to dictate the steps for planting seeds and growing flowers. Write their steps

on chart paper. Have children illustrate their directions, demonstrating what to do first, second, third, and so on.

Literacy and Written Expression

190 March | Spring


Science, Health, and Safety

Eating right. Discuss healthy eating habits. Let children taste vegetables that grow in gardens, such as carrots, lettuce, beans, peas, or peppers. Have children vote on and chart favorites. Note: Check children’s health records for allergies before any activity with food, pets, or plants.

Friday (cont’d)

Volume measurement. Let children use funnels and scoops to measure rice and fill containers that are cups, pints, and quarts. Help them examine old food containers and read the labels to determine if they are pints, quarts, half-gallons, or gallons. Discuss how foods are packaged by weight or volume.u Support instruction with We Can Sing


Math

Choose one or more activities to enrich daily instruction.

Fine Arts and Physical DevelopmentArtDirected Drawings. Have children use pre-writing strokes to create these drawings.

Umbrellau Draw a large rainbow.u Draw a line across to connect the bottom of the

rainbow (a scallop, if possible).u Draw a straight line down for a handle (touch,

pull down).u Draw an oval at the bottom of the handle (up and

around).u Draw a triangle inside the top of the umbrella.u Draw a line down the middle.

Floweru Draw a circle for the middle of the flower (up

and around).u Draw ovals for petals around the circle.u Draw two parallel lines down for the stem (touch,

pull down).u Draw two triangles for leaves.

Snailu Draw a rectangle, slightly slanted or leaning over.u Draw a large circle for the body (up and around).u Draw a smaller circle inside the large circle (up

and around).u Draw a small circle in the middle (up and

around).u Add an eye and antennae.

poEMSFuzzy Little caterpillar(Have children follow the actions in this poem.)A fuzzy little caterpillar under a leaf crept.’Round and ’round he spun a cocoon.And for a very long time, he slept.That fuzzy little caterpillar slowly wakening with a sigh,Discovered that he had wings and was a beautiful butterfly!He fluttered his wings and said, “My, oh my.”

u Record observations on mailing labels and attach to children’s portfolios.

u Observe as children engage in dramatic play or re-create stories or experiences.

u Observe to determine if children use a variety of materials to create original designs.

Week Three | Friday 191


FingErpLAySroly-PolySee page 187.

MuSicIt Is raining. See page 187.

crEAtivE MovEMEntWeather Effects. Let children pretend to be plants or animals outside in various weather conditions, such as when it rains, sleets, or snows or is windy, too hot, too cold, or freezing. Play music with various tempos and encourage children to respond.u Use a blanket or an old bed sheet as a trampoline.

Have children hold edges of the sheet and work together to bounce beanbags in the air.

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