Counting Items in Labeling Groups of 1, 2, and 3 s1

Essential Questions: Lesson Focus: Date: Week 16 Teachers What families celebrate? Celebrations! Nov. Dec. 14th– 18th, 2015 Week 5 of Third six weeks Olga Lucia Orozco & What other cultures Celebrate? Reyna Soberanes

Vocabulary Language and Literacy Social Emotional Math: Listening Comprehension Skills Social Development Development • II.B.1 Child is able to use • I.B.2.a Child begins to understand • V.A.3 Child counts 1-10 items, • II.A.3 Child shows understanding • VII.A.3 Child organizes their language for different difference and connection between with one count per item. • of the new language being spoken life around events, time, and II.D.1 Child uses a purposes. (A) Requests help • feelings and behaviors. (A) V.A.4 Child demonstrates that by English-speaking teachers and routines. (A) Identifies wide variety of words from a teacher to get a ball the order of the counting common events and routines Expresses emotions that are peers. to label and describe that went over the congruent with situations sequence is always the same, (snack time, story time). IDP(21-22-24-27-31-32-33-34-35-36-) people, places, things, playground fence. (disappointment when plans are regardless of what is counted. IDP(22-25-26-27-30-31-33-34-35- (ELL). (A) Follows a set of routines and actions. (C) Uses IDP(22-26-33-34-35) changed; happiness and pride at IDP(22-23-27-29-31-33-34-35-36) 36-37-38) for activities and can make sense words to mastering a challenging task). Technology of what is happening. communicate how he IDP(22-25-26-27-28-29-30-31-32- X.A.1. Child opens and IDP(21-22-25-26-27-30-31-32-33-34- is feeling. 33-34-) navigates through software 35-36-) • I.B.2.c Child is able to increase or programs designed to enhance decrease intensity of emotions development of appropriate more consistently, although adult concepts. IDP(21-22-24-25-26-27- guidance is sometimes necessary. 28-29-30-31-32-33-34-35-36-37-38) (B) Responds positively to adult guidance in using calming strategies (suggestions to separate self from frustrating situation; takes a deep breath; etc.). IDP(22-25-26-27-28-29-30-33-34- 36)

English Celebrations, family, relationship, pilgrims, native, giving thanks, adaptations, Vocabulary Spanish Celebraciones, familia, relaciones, colonos, nativos, agradecer, adaptaciones. Vocabulary LESSON Monday Tuesday Wednesday Thursday Friday COMPONENTS Individual Individual Greeting Individual Greeting Individual Greeting Individual Greeting Individual Greeting Greeting Hello song, Days of the week Hello song, Days of the week Hola song, Dias de la Hello song, Days of the week song, Hello song, Days of the week song, Months of the year song, Months of the year song, semana, Meses del Año, Hoy Months of the year song, Today is song, Months of the year Morning song, Today is Sunday song. Today is Sunday song. es Domingo song Sunday song. song, Today is Sunday song. Activities Pledge US & TX Pledge US & TX Pledge US & TX Pledge US & TX Pledge US & TX Writing Name Transition to Breakfast Transition to Breakfast Transition to Breakfast let’s Transition to Breakfast let’s Transition to Breakfast let’s send hugs to…(Absent, sick, Calendar Let’s send hugs to… Let’s send hugs to…(Absent, send hugs to…(Absent, sick, send hugs to…(Absent, (Absent, sick, and family sick, and family members) and family members) and family members) sick, and family members) Time: 8:00 – members) Calendar/ Calendar/ Classroom Calendar/ Classroom Calendar/ Classroom Calendar/ Classroom 8:30 Classroom helpers/Weather helpers/Weather helpers/Weather helpers/Weather News Day-Week Washing hands, helpers/Weather News Day-Week News Day-Week News Day-Week Routines and Procedures potty as needed News Day-Week Routines and Procedures Routines and Procedures Routines and Procedures Routines and CLI Assessment CLI Assessment CLI Assessment CLI Assessment Procedures CLI Assessment Time: 8:30-9:00 Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Teacher and Co-teacher sit Teacher and Co-teacher sit at Teacher and Co-teacher sit at Brushing teeth at the tables with the Teacher and Co-teacher sit at the tables with the students and Teacher and Co-teacher sit at the the tables with the students Washing hands students and talk about Daily the tables with the students and talk about Daily routines and tables with the students and talk and talk about Daily routines Transition after routines and talk about Daily routines and procedures/students own about Daily routines and and procedures/students procedures/students own own interest themes. breakfast: procedures/students own interest themes. procedures/students own interest interest themes. LA Journals interest themes. themes.

9:00-9:10 Same and Different Number matching with Counting items in Number matching with Numbers, groups, Brain Gym Numbers (one, two, pictures. labeling groups of pictures. and dot pictures for Teachers and Students do three) Materials: 1, 2, and 3 Materials: a routine of exercises to Materials: 1-3 improve the brain Materials: Song Poster Count and Play, Song Poster Count and Play, disposition to learn Song Poster 15 : Count and Materials: Song Poster Count and and CD; a set of dinosaur and CD; tag board cut in the Math Play, and CD; Discussion Song Poster 15 : Count and Play, and CD; A tag board dominoes. shape of numbers 1, 2, and three. Time: 9:10- book pages 22-23; several Play, and CD; Jumbo packet card for each child with After singing the song, The Each with one, two or three dots labels for 1,2,3. cube and number domino 9:30 one, two or three pictures teacher will introduce the or stickers; three counters per After singing the song, display dot cards (1-3)for pockets. on it. A set of tag boards for dominoes to the students child. the discussion book pages. After singing the song, TT the teacher and three teddy showing that dominoes have Encourage TS to talk about the will say: I will start writing bear counters for each two parts, the students will After singing the song, the tag picture. Remind TS that our a number. Watch carefully, child. count each part with the other board numbers will be displayed song this week is about ducks. and tell me as soon as you After singing the song, will part covered, they will need to and presented. Ducks are birds. Can you see know what number it is. be asked about how many show with their fingers how Then, the students will be asked any birds in this picture? What Write a number and ask TS pictures his card has. Then many dinosaurs are in each to count their counters and to kinds? (Penguins, parrots) to say what number it is. they will be asked to match part . point to the number which what creatures can you see Invite TS to explain how their cards with the same Then each child will receive a shows three. that are not birds? they know it is that number. number of teddy bear domino and will be asked to Repeated for numbers one and Read the rhyme. Ask, how Write numbers 1,2, and 3 counters. Then, the put it on the floor with two. many elephants are at the few times . students will group for guidance to match the other Then the teacher will show a tag zoo? Then invite TS to trace the number of pictures in their already set. board number and the students Invite responses. Then say< number with you, hold the cards. will match that number with the Let’s count to check. Have a cut out number and invite The class will focus in teddy bear counter. child to point to the elephants, TS to trace it and say what helping the students in Then, the number will be showed one at a time as the class number is it. Repeat and number recognition and in and the students will guess the counts aloud. Repeat for each invite TS to draw numbers improving their ability to number displayed as fast as they group of animals in the in the air using their fingers. compare different groups can. picture. This will give TS of elements and to tell if practice in counting to five. they have the same or different numbers. Gross Motor Play Ground Play Ground Play Ground Play Ground Play Ground Development Students play Students play Students play Students play Students play Time: 9:30-9:50 supervised/interact with supervised/interact with supervised/interact with supervised/interact with teacher supervised/interact with Drinking water teacher & co-teacher teacher & co-teacher teacher & co-teacher & co-teacher teacher & co-teacher and washing Routines and Procedures Routines and hands after Routines and Routines and Routines and Procedures recess Procedures Procedures Procedures

Language Arts Letter : J Letter : J Letter : J Letter : J Letter : J 9:55--10:15 Prior knowledge: Prior knowledge: Brainstorming Prior knowledge: Brainstorming Prior knowledge: Brainstorming Prior knowledge: Brainstorming words starting words starting with J. words starting with J. words starting with J. Brainstorming words starting with J. Materials: Materials: Materials: with J. Materials: Materials: Cancionero, La Jirafa Cancionero, La Jirafa Cancionero, La Jirafa Cancionero, La Jirafa Cancionero, La Jirafa After reading and discussing After reading and discussing the After reading and discussing the After reading and discussing the After reading and discussing the song, singing the song, and song, singing the song, and song, singing the song, and song, singing the song, and reviewing the song, singing the song, and reviewing objects in the ABC reviewing objects in the ABC Tub reviewing objects in the ABC Tub objects in the ABC Tub starting with reviewing objects in the ABC Tub starting with letter J, starting with letter J, students starting with letter J, students letter J students will Write letter J Tub starting with letter J, students will Trace letter J will find letter Jin a rhyme chart. will trace letter J on their on the board! Share writing: Letter J over a textured letter. bilingual pair’s back and will share Thinking Map what they have learned about the letter of the week. Time: 10:15- Table 2: Letter J Table 2: Letter J Table 3: Letter J Bilingual leaning Centers Bilingual leaning 10:35 Table 3: Number 14 Table 3: Number 14 Table 1: Number 14 Bilingual pairs interact on different Centers Small Groups M- Table 1: Art:Santa Table 1: Art:Santa Table 2: Art:Santa centers to develop/enhance Bilingual pairs interact on T-W language/social skills and different centers to knowledge develop/enhance Bilingual Art: Christmas tree made with Learning Centers language/social skills and recycled materials! knowledge Th-F Learning- Learning/Socialization Learning/Socialization Learning/Socialization Learning/Socialization Learning/Socialization Socialization Centers Centers Centers Centers Centers Centers Teachers interact with the Teachers interact with the Teachers interact with the Teachers interact with the Teachers interact with the Time: 10:35- students while pretended students while pretended play students while pretended play students while pretended play students while pretended play 11:30 play Students play on different centers to develop/enhance social skills Lunch Balanced Food Balanced Food Balanced Food Balanced Food Balanced Food Time: 11:30- and Fruit and Fruit and Fruit and Fruit and Fruit 11:55 Teacher and Co-teacher sit Teacher and Co-teacher sit at Teacher and Co-teacher sit at Teacher and Co-teacher sit at the Teacher and Co-teacher sit Washing hands at the tables with the the tables with the students the tables with the students tables with the students and talk at the tables with the Potty as needed students and talk about and talk about Daily routines and talk about Daily routines about Daily routines and students and talk about Daily routines and and procedures/students own and procedures/students own procedures/students own interest Daily routines and procedures/students own interest themes. interest themes. themes. procedures/students own interest themes. interest themes. Science / Social Celebraciones Other Cultures ¿Qué es Kwanzaa? ¿Que son la Navidad y el Dia El Expreso Polar Studies By Samantha Berger & ¿Qué es Hanukkah? By Isabel Campoy & Alma de Reyes? By Chris Van Allsburg Time: 11:55- Daniel Moreton By Alma Flor Ada & Isabel Flor Ada Por Alma Flor Ada & Isabel Bilingual Pair discussion Bilingual Pair 12:10 Campoy Bilingual Pair Discussion Campoy Journals Discussion Bilingual Pair Discussion Journals Bilingual Pair Discussion Journals Journals Journals Time: 12-10- Activity Center Activity Center Activity Center Activity Center Activity Center 12:30 Students play & Interact Students play & Interact Students play & Interact Students play & Interact Gross Motor with teacher and co- with teacher and co- with teacher and co- with teacher and co- Development teacher teacher teacher teacher SS/Sc Journals SS/Sc Journals SS/Sc Journals SS/Sc Journals SS/Sc Journals SS/Sc Journals Time: 12:35- Potty as needed Potty as needed Potty as needed Potty as needed Potty as needed 12:50 Cots down Nap Nap: 1:05-2:05 Nap: 1:05-2:05 Nap: 1:05-2:05 Nap: 1:05-2:05 Nap: 1:05-2:05 Time:12:50- Manipulative time Manipulative time Manipulative time Manipulative time Manipulative time 1:50

Cots Up Teachers supervise and Teachers supervise and Teachers supervise and Teachers supervise and interact Teachers supervise and Washing hands interact with the students interact with the students interact with the students with the students interact with the students Time:1:50- 2:00 Potty as needed Potty as needed Potty as needed Potty as needed Potty as needed Family Style Cereal bar and juice. Pineapple, crackers, and water. Corn & chicken salad and juice. Yogurt, animal crackers, and Graham crackers and juice. Snack Time: Teacher and Co-teacher sit at Teacher and Co-teacher sit at the Teacher and Co-teacher sit at the water. Teacher and Co-teacher sit at the tables with the students. tables with the students. tables with the students. Teacher and Co-teacher sit at the the tables with the students. 2:00 – 2:15 tables with the students. Time: 2:15-2:30 Conceptual Conceptual Conceptual Conceptual Conceptual Good bye Refinement/Review Refinement/Review Refinement/Review Refinement/Review Refinement/Review rituals Good bye rituals Good bye rituals Good bye rituals Good bye rituals Good bye rituals Dismissal Third Six Weeks Language & Literacy Learning Goals Listening Comprehension • II.A.1 Child shows understanding by responding appropriately. (C) Makes comments related to the topic being discussed. (F) Follows verbal directions. • II.A.2 Child shows understanding by following two-step oral directions and usually follows three-step directions. (A) Follows directions given by the teacher to "Please put your things away, and then sit down on the carpet." • II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL). (B) Responds to consistent and simplified language when instructed in literacy activities and assignments. • II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL). (D) Responds to questions by using the following to represent answers: popsicle sticks (with green/red ends); white socks vs. colored socks; yes-no cards; thumbs- up thumbs down; beanbag; beach ball. • II.B.4 Child demonstrates knowledge of verbal conversational rules. (A) Participates in a conversation with a peer or adult, taking turns talking and not interrupting. • II.B.5 Child demonstrates knowledge of nonverbal conversational rules. (D) Talks to the people in her vicinity, at the table or beside her on the carpet. Vocabulary and Sentence Skills • II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. (B) Relates experiences from a field trip, using specific words to describe what she saw and did, such as naming the tools the firefighter uses and how the siren sounded. • II.D.3 Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words, many more than he or she uses. (B) Demonstrates understanding of new words by using the new word appropriately ("The rock sank, but the boat floats.") • II.D.4 Child uses a large speaking vocabulary, adding several new words daily. (E) Uses new words in retelling/acting out a story read by the teacher. • II.D.6 Child increases listening vocabulary and begins to develop vocabulary of objects names and common phrases in English (ELL). (C) Responds appropriately to simple instructions given by the teacher (follows two consecutive instructions, or chooses two flowers from the tray and draws pictures of them). (F) Retells a story in his own words. • II.E.2 Child uses regular and irregular plurals, regular past tense, person and possessive pronouns, and subject verb agreement. (B) Says "went" although a younger classmate says "goed." (C) Identifies the work that is hers, using "my" and "mine" and those that belong to friends, using "his" or "hers." • II.E.4 Child combines more than one idea using complex sentences. (A) Describes what happened when she put the last block on the tower and it fell. Reading/Phonological Awareness and Comprehension Skills • III.A.2 Child uses books and other written materials to engage in pre-reading behaviors. (B) Holds a book right-side-up and turns the pages one at a time in a way that will not damage the book. (C) Imitates reading behaviors (repeating what is remembered; pointing to words; moving top to bottom and left to right; return sweep) on charts, lists, big books, etc. • III.A.3 Child asks to be read to or asks the meaning of written text. (B) Asks what is said on posters or charts throughout the classroom or school. (E) Understands that print carries a message. • III.B.2 Child combines words to make a compound word. (A) Creates a new word by putting two words together to make compound words ( dog + house = doghouse; Spanish example: lava+ manos = lavamanos) (B) Uses picture cards to create compound words. • III.B.4 Child combines syllables into words. (A) Claps with the teacher as they say children's names together, segmenting the parts. (B) Combines two syllables together to say a word (pa + per = paper; Spanish example: li + bro = libro). (D) Claps the syllables in her own names and classmates' names. • III.B.6 Child can produce a word that rhymes with a given word. (B) Gives the pairs of words from a nursery rhyme that rhyme. (D) Identifies two objects out of a rhyming basket that rhyme. • III.D. 1 Child retells or reenacts a story after it is read aloud. (A) Participates in acting out a story she is familiar with, either in circle time or in a small group. (B) Retells and sequences the main events of a story. (D) Reads using the pictures in the books to recall the words of his favorite stories. • III.D.3 child asks and answers appropriate questions about the book. (E) Actively participates while being read to by predicting what might happen next in a story. Alphabet Knowledge and Skills • III.C.1 Child names at least 20 upper and at least 20 lower case letters. (A) Names letters on name cards, posters, books, and signs around the room. (B) Participates in circle time alphabet identification games ("If Your Name Starts With"; name cheers). Writing Skills • IV.A.1 Child intentionally uses scribbles/writing to convey meaning. (C) Writes a few letters or mock letters as a caption under a drawing. • IV.C.1 Child independently writes some letters on request (not necessarily well-formed). (A) Writes his name with letters, may not be well-formed and could miss some letters. (not necessarily well-formed). (D) Makes a birthday wish list. • IV.D.1 Child uses some appropriate writing conventions when writing or giving dictation. (A) Scribbles a list starting at the top of the page. Math Counting Skills • V.A.1 Child knows that objects or parts of an object can be counted. (B) Says that the number of polka dots in a picture can be counted. • V.A.4 Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted. (A) Demonstrates the counting sequence when counting does not change (When counting a set of 3 bears, counts 1, 2, 3....Then when counting 3 monkeys, counts 1, 2, 3...). (D) Sings a counting song without support, for example, "1 little, 2 little, 3 little children." • V.A.5 Child counts up to 10 items and demonstrates that the last count indicates how many items were counted. (C) Counts the number of balls on the playground. (E) Counts fingers and says "I have 5 fingers." • V.A.7 Child uses the verbal ordinal terms. (A) Uses ordinal numbers (first, second, third, fourth, fifth) to count objects.(B) Tells a friend, "You're first in line. I'm second. John is fourth."(C) Identifies in games who was in first place, second place, etc. (D) Uses ordinal numbers to describe the order of what happened in a short story, including the "next" and "last" event in the story. • V.A.8 Child verbally identifies without counting, the number of objects 1 to 5. (E) Looks at a page in a story and says the number of dots, animals, or objects on the page. • V.A.9 Child recognizes one-digit numerals, 0-9. (A) Says the number name for numerals from 0 to 9 that are written on paper, cards, game pieces. (C) Separates cards that have printed numerals from other cards with printed letters. Adding To/ Taking Away Skills • V.B.1 Child uses concrete models or makes a verbal word problem for adding up to 5 objects. (B) Shows 1 finger, then adds 3 more. (E) Says how they used adding one more object to solve a problem. • V.B.2 Child uses concrete models or makes verbal word problems for subtracting 1-5. (B) Shows 4 fingers, then takes away 1 finger to show 3 are left. • V.B.3 Child uses informal strategies to share or divide up to 10 items equally. (C) Demonstrates sharing up to 10 items with a friend. Geometry and Spatial Sense Skills • V.C.1 Child names common shapes. (F) Identifies common solids informally as balls, boxes, cans, and cones, then possibly using more formal language sphere, cubes, cones. • V.C.2 Child creates shapes. (E) Puts together or breaks apart solids to make real world objects and other solids (a sphere and a cone make an ice cream cone). • V.C.3 Child demonstrates use of location words. (E) Acts out stories, poems, and nursery rhymes using positional words. • V.C.4 Child slides, flips, and turns shapes to demonstrate that the shapes remain the same. (B) Slides a triangle from one place to another and says that the triangle is the same ("Look, my triangle is the same here and here."). Measurement Skills • V.D.2 Child recognizes how much can be placed within an object. (A) Compares the amount of space occupied by objects (places a small block on top of a longer block to determine which occupies more space). (C) Compares capacity of containers by size (fills 2 or more different sized containers - cup, quart, etc.- places them from the largest to the smallest or the smallest to the largest). • V.D.3 Child informally recognizes and compares weights of objects or people. (B) Uses hands to compare weight of objects (holds pumpkins of various sizes and says which is heavier or lighter). • V.D.4 Child uses language to describe concepts associated with the passing of time. (C) Associates time language to describe events of the day ("in the morning"; "after snack"; "tomorrow"; and "yesterday"). Classification and Spatial Sense • V.E.2 Child collects data and organizes it in a graphic representation. (A) Places concrete objects or picture representations on a floor graph (uses an apple or orange to show his favorite fruit). • V.E.3 Child recognizes and creates patterns. (A) Identifies repeating patterns in nature. Science Winter Weather • VI.A.3 Child uses simple measuring devices to learn about objects. (D) Observes and describes temperature of materials including outdoor air temperature (colder/warmer/ hotter). • VI.B.3 Child recognizes, observes, and discusses the relationship of organisms to their environments. (D) Discusses how seasons affect his daily life (clothes he wears or activities he plays). Nutrition • VI.B.3 Child recognizes, observes and discusses the relationship of organisms to their environments. (A) Discusses how animals and humans depend on plants (birds eat seeds, cows eat grass, humans eat vegetables). • VI.D.3 child identifies good habits of nutrition and exercise. (A) Identifies and discusses nutritious healthy snacks.. (B) Participates in preparing healthy nutritious snacks.. (C) Discusses the fact that some substances are not good for the body. (D) Demonstrates an understanding that foods can be grouped as "go" (good to eat) and "slow" (sometimes foods), and "whoa" foods (least healthy). (E) Demonstrates and discusses the need for exercise and rest to stay healthy Health & Safety HS1 Health • (H1.3) Begins to understand the need for exercise and rest HS2 Safety • (HS2.3) Knows how to seek help in an emergency • (HS2.4) Knows how to cross a street safely • (HS2.5) Recognizes the symbol for poison • (HS2.7) Begins to recognize the danger of poisonous substances, including drugs Physical Development Gross Motor • IX.A.1 Child demonstrates coordination and balance in isolation. (A) Maintains balance while walking on a balance beam or standing on one foot. • IX.A.2 Child coordinates sequence of movements to perform tasks. (B) Moves body into position to catch or kick a ball. Fine Motor • IX.B.2 Child shows increasing control of tasks that require eye-hand coordination. (B) Accomplishes self-help tasks (buttoning, zipping, and snapping). Technology Third Six Weeks: The student is expected to... • X.A.2 Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD-ROM. (B) Uses terminology to describe work on computer. • X.A.3 Child operates voice/sound recorders and touch screens. (A) Uses voice/sound recording and touch screen devices appropriately. Social Studies Cultures • VII.A.1 Child identifies similarities and differences in characteristics of people. (D) Identifies similarities among people like herself/himself and classmates as well as among people from other cultures. • VII.A.1 Child identifies similarities and differences in characteristics of people. (E) Respects people from other cultures. • VII.C.1 Child identifies and creates common features in her immediate environment. (D) Brings items representing family heritage from home for show and tell. • VII.D.4 The child identifies similarities among people like herself/himself and classmates as well as among people from other cultures. (A) Explains and demonstrates family celebrations (draws and writes about family holidays and celebrations.) • VII.D.4 The child identifies similarities among people like himself and classmates as well as among herself/himself and people from other cultures. (B) Participates in class discussions of family customs and traditions (Cinco de Mayo, Chinese New Year, etc.). Weather as a NEED • VII.B.1 Child demonstrates that all people need food, clothing, and shelter. (C) Looks at books of different clothing and makes a journal entry picture of clothes he wore to school that day. Nutrition as a NEED (B) Looks at books of different kinds of food and makes a journal entry of pictures of foods she ate for dinner. • VII.B.2 Child participates in activities to help them become aware of what it means to be a consumer. (A) Participate in buying items found in the store/restaurant in the pretend play center ("I had enough money to buy two apples, but not 3). Fine Arts Art • VIII.A.2 Child uses art as a form of creative self-expression and representation. (B) Describes own work ("This is me riding my bike"). • VIII.A. 3 Child demonstrates interest in and shows appreciation for the creative work of others. (D) Comments on pictures in books. • VIII.A.3 Child demonstrates interest in and shows appreciation for the creative work of others. (E) Explores art from a variety of cultures. Music • VIII.B.1 Child participates in classroom music activities. (C) Joins in with familiar finger plays ("Eency Weensy Spider"). • VIII.B.1 Child participates in classroom music activities. (D) Plays the classroom musical instruments (uses instruments to help retell a story, uses instruments to represent a character in a story.) • VIII.B.1 Child participates in classroom music activities. (H) Sings/plays songs from different cultures. Dramatic Play • VIII.B.2 Child responds to different musical styles through movement and play. (A) Uses props (scarves, streamers) to create movements to music. Personal & Social Development Classroom • I.A.1 Child is aware of where own body is in space, respects personal boundaries. (A) Is able to stay in designated personal space without intruding upon others' (stays in own seat at lunch table without kicking feet or leaning against neighboring children). • I.A.1 Child is aware of where own body is in space, respects personal boundaries. (B) Can move around the classroom without stepping on materials or disrupting others' activities. • I.B.1.b Child takes care of and manages classroom materials. (B) Cleans up and puts materials away in appropriate places (places a puzzle back into its labeled spot). • I.B.1.c Child regulates his own behavior with occasional reminders or assistance from teacher. (C) Waits for her turn (waits patiently at the water fountain for a classmate to finish drinking; selects another learning center when the learning center of her first choice is full). • I.B.3.a Child sustains attention to personally chosen or routine tasks until they are completed. (A) Selects an activity or book to look at and completes it before selecting a different activity. • I.B.3.b Child remains focused on engaging group activities for about 20 minutes at a time. (A) Listens attentively to stories and instructions during circle times. • I.C.1 Child uses positive relationships as modeled by his teacher for her own pro-social behaviors. (G) Respects teacher's authority (accepts limits and rules set by teacher). • I.C.2 Child assumes various roles and responsibilities as part of a classroom community. (A) Cares for classroom materials appropriately.. (B) Recognizes that classroom materials belong to everyone. (E) Takes turns with materials and in activities.. (H) Enjoys seeing own work and self-representations displayed in the classroom (artwork on the wall; name and picture on charts and cubbies). Classmates • I.C.2 Child assumes various roles and responsibilities as part of a classroom community. (D) Respects other's work spaces and time with shared materials. • I.C.3 Child shows competence in initiating social interactions. (A) Participates spontaneously in a variety of group activities, tasks, and play. • I.C.3 Child shows competence in initiating social interactions. (B) Actively seeks out play partners and appropriately invites them to play (starts a game with classmates on the playground). • I.C.4 Child increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal. (A) Shares space and materials with other children comfortably. • I.C.4 Child increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal. (B) Follows the lead of others (enters a center and adapts to the ongoing play of others). • I.C.6 Child demonstrates empathy and caring for others. (C) demonstrates concern for a classmate (comforts a classmate who is crying; slows down to walk with a classmate with a physical disability).

Transition Expectations song Growing with Math songs ; Cancionero Songs/ 5 senses song (Spanish and English) Learning Hello Song/ Colors song /El Osito/ Los elefantes/Head, shoulders, knees, and toes Opportunities Hola Amigo/ Hello Friend/ABC English and Spanish songs Canción de los nombres/ Dan St Romain songs.

Codes: PM Progress Monitoring PG Parent Goal T Table

Student Music: Different instruments Music: Different instruments in Music: Different instruments in Music: Different instruments in the Music: Different instruments Interest in the classroom and pod to the class-room and pod to help the classroom and pod to help classroom and pod to help in the classroom and pod to help students expressing students expressing through students expressing through students expressing through help students expressing Integration through music. music. music. music. through music.