Counting Items In, Labeling Groups of 1, 2, and 3

Essential Questions: Lesson Focus: Date: Week 17 Teachers How weather changes my environment? Winter Jan. 4th-8th, 2016 Week 1 of Fourth six Olga Lucia Orozco & weeks 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(22-26-33-34-35-37) 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 Greeting 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, semana, Meses del Año, Hoy Months of the year song, Today is song, Months of the year Morning 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 Writing Name 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…(Absent, send hugs to…(Absent, sick, send hugs to…(Absent, sick, and family members) and family members) and family members) sick, and family members) Time: 8:00 – Calendar/ Classroom Calendar/ Classroom Calendar/ Classroom Calendar/ Classroom 8:30 helpers/Weather helpers/Weather helpers/Weather helpers/Weather News Day-Week Washing hands, News Day-Week News Day-Week News Day-Week Routines and Procedures potty as needed Routines and Procedures Routines and Procedures Routines and Procedures CLI Assessment CLI Assessment CLI Assessment CLI Assessment

Time: 8:30-9:00 Breakfast Breakfast Breakfast Breakfast Breakfast Teacher and Co-teacher sit at Teacher and Co-teacher sit at Teacher and Co-teacher sit at the Teacher and Co-teacher sit at Brushing teeth the tables with the students and the tables with the students and tables with the students and talk the tables with the students Washing hands talk about Daily routines and talk about Daily routines and about Daily routines and and talk about Daily routines Transition after procedures/students own procedures/students own procedures/students own interest and procedures/students breakfast: interest themes. interest themes. themes. own interest themes. LA Journals

9:00-9:10 Make the number Counting items in, Beginning to form Numbers, groups, Brain Gym Materials: labeling groups of numbers. and dot pictures for Teachers and Students do Song Poster 16 : Three Little 1, 2, and 3 Materials: a routine of exercises to 1-3 improve the brain Ducks, and CD; Materials: Song Poster 16 : Three Little disposition to learn Materials: After asking the students Song Poster 16: Three Little Ducks, and CD; Math Song Poster 16: Three Little about their predictions on the Ducks, and CD; Discussion Jumbo pocket cube and number Ducks, and CD; Jumbo Time: 9:10- poster s we will sing the song. book pages 22-23; several domino dot cards (1-3) for packet cube and number 9:30 Then we will discuss about labels for 1, 2, 3. packets. domino dot cards (1-3) for what the song is about and in After singing the song, display After singing the song, we will pockets. groups of four they will act out the discussion book pages. play “say the number” tossing After singing the song, TT the song, and the rest of the Encourage TS to talk about the the cube and asking TS how will say: I will start writing group will use their fingers to picture. Remind TS that our many dots (or number) are a number. Watch carefully, show each number while they song this week is about ducks. there. In groups of two, the and tell me as soon as you count. Ducks are birds. Can you see students will take turns to toss know what number it is. any birds in this picture? What the cube and say the number. kinds? (Penguins, parrots) Write a number and ask TS what creatures can you see to say what number it is. that are not birds? Invite TS to explain how Read the rhyme. Ask, how they know it is that number. many elephants are at the Write numbers 1, 2, and 3 zoo? few times. Invite responses. Then say< Then invite TS to trace the Let’s count to check. Have a number with you, hold the child to point to the elephants, cut out number and invite one at a time as the class TS to trace it and say what counts aloud. Repeat for each number is it. Repeat and group of animals in the invite TS to draw numbers picture. This will give TS in the air using their fingers. practice in counting to five

Gross Motor Play Ground Play Ground Play Ground Play Ground Development Students play Students play Students play Students play Time: 9:30-9:50 supervised/interact with supervised/interact with supervised/interact with teacher supervised/interact with Drinking water teacher & co-teacher teacher & co-teacher & co-teacher teacher & co-teacher and washing Routines and Procedures Routines and hands after Routines and Routines and Procedures recess Procedures Procedures

Language Arts Letter : G Letter : G Letter : G Letter : G 9:55--10:15 Prior knowledge: Brainstorming Prior knowledge: Brainstorming Prior knowledge: Brainstorming Prior knowledge: words starting with G. words starting with G. words starting with G. Brainstorming words starting Materials: Materials: Materials: with G. Cancionero, El Gusano Cancionero, El Gusano Cancionero, El Gusano Materials: After reading and discussing the After reading and discussing the After reading and discussing the Cancionero, El Gusano song, singing the song, and song, singing the song, and song, singing the song, and reviewing After reading and discussing reviewing objects in the ABC Tub reviewing objects in the ABC Tub objects in the ABC Tub starting with the song, singing the song, and starting with letter G, students starting with letter G, students letter G students will Write letter G reviewing objects in the ABC will find letter G in a rhyme chart. will trace letter G on their on the board! Tub starting with letter G, bilingual pair’s back and will share Share writing: Letter G what they have learned about the Thinking Map letter of the week. Time: 10:15- Table 2: Letter G Table 3: Letter G Table 2: Letter G Bilingual leaning 10:35 Table 3: #s Review 1-6 Table 1: #s Review 1-6 Table 3: #s Review 1-6 Centers Small Groups M- Table 1: Art: Snowmen Table 2: Art: Snowmen Table 1: Art: Snowmen Bilingual pairs interact on T-W different centers to Bilingual develop/enhance Learning Centers language/social skills and knowledge Th-F Learning- Learning/Socialization Learning/Socialization Learning/Socialization Learning/Socialization Socialization Centers Centers Centers Centers Centers Teachers interact with the Teachers interact with the Teachers interact with the Teachers interact with the Time: 10:35- students while pretended play students while pretended play students while pretended play students while pretended Students play on different centers play 11:30 to develop/enhance social skills

Lunch Balanced Food Balanced Food Balanced Food Balanced Food Time: 11:30- and Fruit and Fruit and Fruit and Fruit 11:55 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 the tables with the students the tables with the students tables with the students and talk at the tables with the Potty as needed and talk about Daily routines and talk about Daily routines about Daily routines and students and talk about and procedures/students own and procedures/students own procedures/students own interest Daily routines and interest themes. interest themes. themes. procedures/students own interest themes. Science / Social The four seasons Changing seasons The Jacket I wear in the Un día de Nieve Studies By Melvin Berger By Alison Adams snow By Ezra Jack Keats Time: 11:55- Bilingual Pair Discussion Bilingual Pair Discussion By Shirley Neitzel Bilingual Pair discussion 12:10 Journals Journals Bilingual Pair Discussion Journals Journals Time: 12-10- Activity Center Activity Center Activity Center Activity Center 12:30 Students play & Interact Students play & Interact Students play & Interact Gross Motor with teacher and co- with teacher and co- with teacher and co- Development teacher teacher teacher 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 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 Time:12:50- Manipulative time Manipulative time Manipulative time Manipulative time 1:50 Cots Up Teachers supervise and Teachers supervise and Teachers supervise and interact Teachers supervise and Washing hands 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 Family Style Cheese stick, animal crackers, Apples, goldfish, and water. Granola bar and juice. Oranges, cheese cubes, and Snack Time: and water. 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. Teacher and Co-teacher sit at 2:00 – 2:15 tables with the students. the tables with the students. Time: 2:15-2:30 Conceptual Conceptual Conceptual Conceptual Good bye Refinement/Review Refinement/Review Refinement/Review Refinement/Review rituals Good bye rituals Good bye rituals Good bye rituals Good bye rituals Dismissal Fourth Six Language & Literacy Weeks Fourth Six Weeks: The student is expected to... Listening Comprehension Skills Learning Goals • II.A.1 Child shows understanding by responding appropriately. (E) Follows a change in the morning activity schedule as described by the teacher. • II.A.2 Child shows understanding by following two-step oral directions and usually follows three-step directions. (B) Responds to instructions given to the whole class ("Please get your jackets, put them on, and get in line."). • II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL). (C) Turns to a partner and repeats instructions- Think, Turn, and Talk. Speaking Skills • II.B.1 Child is able to use language for different purposes. (D) Participates in a discussion about magnets, making predictions about what things the magnet will attract. • II.B.2 Child engages in conversations in appropriate ways. (C) Initiates or terminates conversations appropriately. (D) Engages in appropriate greeting and departing conversations. • II.C.1 Child's speech is understood by both the teacher and other adults in the school. (C) Communicates in a way that others understand what is being said without constantly having to ask "What did you say?" • II.C.2 Child perceives differences between similar sounding words. (A) Follows directions without confusion over the words heard. (B) Points to the appropriate pictures when prompted (when shown a picture of a goat and a coat, points to the picture that matches the word spoken). • II.C.3 Child investigates and demonstrates growing understanding of the sounds and intonation of the English language (ELL). (D) Uses phonograms (cat, hat, sat, mat, fat pat) when playing with rhymes. Vocabulary and Sentence Skills • II.D.1 Child uses a wide variety of words to describe people, places, things and actions. (G) Tells a classroom visitor about his experiences with the materials in the science center, using appropriate terminology. • II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom. (D) Points to the appropriate pictures or objects when prompted. • 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. (E) Uses new words when engaged in child initiated play. • II.D.5 Child uses category labels to understand how the words/objects relate to each other. (C) Identifies which objects are in a specific category and which are not. • II.D.6 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English (ELL). (E) Sequences story picture cards. • II.E.2 Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. (A) Uses the correct tense when describing something he did yesterday or last week. • II.E.3 Child uses sentences with more than one phrase. (A) Talks with a friend as they play using sentences with more than one phrase ("Let's go to the store and get milk for the baby.") (C) Describes a family event, combining phrases to show sequence ("We went to the grocery store and then drove back home.") • II.E.4 Child combines more than one idea using complex sentences. (B) Tells a friend what to do when taking an order for pizza in a pretend restaurant. Reading/ Phonological Awareness and Comprehension Skills • III.A.3 Child asks to be read to or asks the meaning of written text. (D) Asks the meaning of the writing on a food container. • III.B.1 Child separates a normally spoken four word sentence into individual words. (A) Repeats a sentence spoken by the teacher, stepping forward as the word he is assigned is spoken in the sentence. • III.B.2 Child combines words to make a compound word. (C) Makes compound words by responding with a second part after the teacher has provided the first part. D) Names the two words that are said in a compound word when prompted by the teacher. • III.B.3 Child deletes a word from a compound word. (A) Takes compound words apart by deleting either the first or second part and stating the word that is left (sunflower - sun = flower; in Spanish, arcoiris - arco = iris). • III.B.4 Child combines syllables into words. (C) Provides second syllable of theme-related objects when the teacher says the first syllable, then entire word (teacher says "buck", child says "et" = "bucket"). • III.B. 5 Child can delete a syllable from a word. (B) Chooses a theme-related object (with from one to three syllables) and deletes the initial or final syllable from that word. (C) Participates in word games that focus on playing with syllables. • III.B.6 Child can produce a word that rhymes with a given word. (F) Participates in word play games that focus on making rhyming words ( "Willoughby, Walloughby, Woo" in Spanish: tio, mio, sio). • III.D.1 Child retells or reenacts a story after it is read aloud. (F) Tells what might happen next if the story continued. (G) Role plays or pantomimes stories. • III.D.2 Child uses information learned from books by describing, relating, categorizing or comparing and contrasting. (C) Describes the reason for sorting airplanes and helicopters separately from boats or cars. • III.D.3 Child asks and answers appropriate questions about the book. (D) Makes comments about the characters or actions within a story. Alphabet Knowledge and Skills • III.C.3 Child produces the correct sounds for at least 10 letters. (A) Makes the sounds in her first name as she attempts to write the letters. (B) Produces the correct sound when shown the first letter of her name. (C) Makes the correct letter sound while pointing to a letter in a book or on a poster. Writing Skills • IV.A.1 Child intentionally uses scribbles/writing to convey meaning. (A) Signs name on sign-in sheets, art work, graphs, letters, lists, etc.. (B) Uses letter-like shapes when taking an order at a restaurant during dramatic play. (D) Makes letters in shaving cream. (E) Builds a block structure to represent the house of the three bears from a story and asks the teacher for help writing "keep out." • IV.B.1 Child independently uses letters or symbols to make words or parts of words. (B) Labels a picture with shapes which are letter-like in form. (C) Writes spontaneous letters they know, such as in their names. (D) Engages in "write the room," copying letters from posters, charts, letter walls, books, etc. found around the room. • IV.B.2 Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or well-formed letters. (B) Labels a building in the construction center using her name. (D) Writes first name. • IV.D.1 Child uses some appropriate writing conventions when writing or giving dictation. (G) Scribbles or writes more or less in a horizontal line. Math Counting Skills • V.A.1 Child knows that objects or parts of an object can be counted. (A) Places objects to be counted in a row and begins counting. • Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted. (A) Counts 8 plastic cows and says, "I have 8 cows." Adding To/Taking Away Skills • V.B.1 Child uses concrete models or makes a verbal word problem for adding up to 5 objects. (C) Shows joining (adds) 1 more cube to a set (up to 5). • V.B.3 Child uses informal strategies to share or divide up to 10 items equally. (D) Uses language associated with fair-sharing "one for me," "one for you." Geometry and Spatial Sense Skills • V.C.1 Child names common shapes. (D) Describes attributes of shapes using his own language. • V.C.2 Child creates shapes. (A) Puts together shapes to make real-world objects and other shapes (using a square and triangle to make a house.) • V.C.3 Child demonstrates use of location words. (A) Uses "near" and "far" to describe places on the playground and in the classroom. Measurement Skills • V.D.2 Child recognizes how much can be placed within an object.(D) Arranges tea cups in the dramatic play center from smallest to largest or largest to smallest. • V.D.3. Child informally recognizes and compares weights of objects or people. (A) Uses a rocker balance or seesaw scale to determine heavy and light objects or objects of equal weight. • V.D.4 Child uses language to describe concepts associated with the passing of time. (B) Talks with friends about what happened yesterday, what is happening today, and what might happen tomorrow. Classification and Pattern Skills • V.E.1 Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different. (A) Puts all the cars in a box and all the trucks in a different box and says why. • V.E.2 Child collects data and organizes it in a graphic representation. (D) Uses mathematical language to describe data (more, less, same, longer, shorter, etc.). • V.E.3 Child recognizes and creates patterns. (C) Contributes pictures for the pattern class book (cuts out pictures for the pattern class book). Science Motion • VI.A. 1 Child describes, observes, and investigates properties and characteristics of common objects. (E) Describes and compares the effects magnets have on other objects (attract to some things but not to others). • VI.A.2 Child investigates and describes position and motion of objects. (A) Observes, measures, describes and demonstrates the various ways objects can move (straight, zigzag, round and round, fast, slow). • VI.A.2 Child investigates and describes position and motion of objects. (B) Investigates and states conclusions after moving a variety of toy vehicles on different surfaces. Shadows • VI.C.3 Child observes and describes what happens during changes in the earth and sky. (E) Observe shadows and describes the relationship between the shadow and a light source (sun, flashlight, lamp). • VI.C.3 child observes and describes what happens during changes in the earth and sky. (F) Investigates and draws conclusions about shadows. Health & Safety HS1 Health • (H1.4) Refines use of eating utensils • (H1.5) Begins to recognize and select healthy foods HS2 Safety • (HS2.7) Recognizes the danger of poisonous substances, including drugs Physical Development Gross Motor • IX.A.1 Child demonstrates coordination and balance in isolation. (E) Moves and stops with control over speed and direction (moves back and forth, side to side). • IX.A.2 Child coordinates sequence of movements to perform tasks. (A) Moves within a space of defined boundaries, changing body configuration to accommodate the space (moving through an obstacle course). Fine Motor • IX.B.2 Child shows increasing control of tasks that require eye-hand coordination. (E) Draws recognizable pictures and shapes. Technology • X.A.4 Child uses software applications to create and express own ideas. (A) Creates writings and drawings using software. Social Studies Calendar • VII.A.3 Child organizes their life around events, time, and routines. (B) Categorizes time intervals using words today, tomorrow, next time). (C) Connects past events to current events (linking yesterday's activity with what will happen today). Community Workers • VII.B.2 Child participates in activities to help them become aware of what it means to be a consumer. (A) Participates in buying items found in the store/restaurant in the pretend play center (I had enough money to buy 2 apples, but not 3). (B) Shares experiences with the other children detailing shopping experiences with their family. • VII.B.3 Child discusses the roles and responsibilities of community workers. (C) Identifies community helpers (police officers, firefighters, paramedics, bus drivers, etc.). (D) Pretends to be different community helpers during play. (E) Participates in the creation of class books about school and community helpers. • VII.C.1 Identifies common features of the local landscape (houses, buildings, streets). Fine Arts Art • VIII.A.2 Child uses art as a form of creative self-expression and representation. (D) Creates drawings and paintings that gradually become more realistic and detailed. • VIII.A.2. Child uses art as a form of creative self-expression and representation.(E) Uses a variety of materials to create art forms. Music • VIII.B.2 Child responds to different musical styles through movement and play. (C) distinguishes between different types of music (loud/soft, fast/slow, happy/sad, etc.). Dramatic Play • VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations. (A) Dramatizes a story read aloud (a familiar fairy tale). (B) Engages in dramatic play with classmates (plays the part of different characters in familiar books). (C) Creates props to dramatize a story read aloud or represent mood. (F) Uses voice to represent sound to act out characters in a story (high and low pitches). Personal & Social Development Words • I.A.2 Child shows awareness of areas of competence and describes self positively in what he is able to do. (C)Describes self using specific competencies ("I can buckle my shoes." "I'm good at drawing.") • I.A.3 Child shows reasonable opinion of his own abilities and limitations. (B) Requests help from adults when appropriate. (C) Declines help politely when not needed ("No thanks, I can do it myself."). • I.B.2.a Child begins to understand difference and connection between feelings and behaviors. (B) Uses words to express feelings about specific events ("It makes me mad when you take my toy!" "I Love to paint!"). • I.C.1 Child uses positive relationships as modeled by his teacher for her own pro-social behaviors. (B)Coordinates eye contact with communication (looks at teacher or peer during communicative exchanges). (D) Takes multiple turns during a conversation. • I.C.5 Child initiates problem-solving strategies and seeks adult help when necessary. (B) Asks an adult or peer for help when needed ("Will you push me on the swing?"). (C) Asks the teacher for help in resolving a conflict with a classmate after attempting to solve the problem herself ("Mary won't give me a turn on the swing!") • I.C.7 Child begins to have meaningful friends. (A) Talks with the friend to plan their play (planning to play house in the pretend learning center). (C) Talks about the friend. • I.D.1 Child demonstrates an understanding that others have specific characteristics. (A) Describes others using specific characteristics ("Mrs. Smith wears glasses." "Calvin is the tallest child in the class.").

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.