Related Resources: a Teacher S Guide to Opening Centers, Heritage Tree Parent Handout s4

Curriculum Planning Form “Learning Rules & Routines” (week 1)

Center/Classroom: Teachers: Week of: (A) General Information Study/Topic - BIG IDEAS this week: Key vocabulary: Children will learn about their classroom environment and routines. 1. clean up/limpiar We will focus on learning to Take Care of Ourselves, Take Care of 2. times of the day/schedule – choice time, lunch time, etc./horario del día – hora de juego libre, Others, and Take Care of Our Things. Children more familiar with the hora de almuerzo, hora de siesta. Etc... learning environment and routines will be encouraged to assist newer 3. bathroom (I need to use the bathroom)/baño (yo necesito usar el baño) or more timid children. 4. water/drink (I want a drink. Would you like a drink?) agua/beber ( quiero beber agua. ¿Quieres beber agua?) 5. food/comida (I’m hungry. Do you want to eat? tengo hambre. ?Quieres comer?) 6. rules/reglas

Friday “To Do” - Review Planned Read-Alouds; read books through at least once. List: - Review Small Group Activity guides and gather/create materials. - Review and gather materials for transition activities. - Label all shelves and containers with pictures and words in English & home languages before introducing materials or placing in centers - Gather/create materials for centers and circle time. - Throughout the week, take photos of children demonstrating classroom rules (to create rules chart by end of week) and working in interest areas (to augment labels for next week). - Second Step (SS)-Week-

Support for Teacher/Assistant will read the same story in English and Spanish as often as possible, one language at a time. For example: Read the entire book in English Dual Language or Spanish with no interpreting. Pointing to the pictures or using flannel board pieces. Bilingual teachers should speak to children in their home language as Learners: often as possible. All labels should be in English and Spanish, using the color BLACK for English and the color BLUE for Spanish. Any other languages spoken by the children in the classroom should be included as often as possible.

Family/ At home encourage your child to show family members how they take care of self by washing their hands. Also, children can teach family members how to Community have a family style meal at home. A family style meal is sitting down together eating a meal and everyone serving themselves. Involvement: Children will be coming home with notes to show how they were following the classroom rules. Celebrate with your child! Take a picture of each child’s family for their child’s cubby and/or for display.

TEACHERS: Review this lesson plan thoroughly in advance. If you make any modifications (only if needed for your children), these must be approved by Education Manager/Supervisor. You also need to complete the Individualized Learning Plan. Last updated: 06/08/2016 (B) Materials to Enhance Children’s Play Blocks Dramatic Play Toys and Games Unit blocks (3-4 different shapes), Cardboard blocks, Cups, plates, utensils, tablecloth, play food, dress- Colored teddy bears, tongs, duplos, magna tiles, animals or people, informational book with illustrations up clothes and accessories for boys and girls, baby pegged puzzles, wooden framed puzzles, nesting of simple buildings and structures, paper and colored dolls (ethnicities of children in class), doll clothes, cups, pegs & pegboards, lotto, collection of buttons, pencils, photos of bridges or buildings. writing materials and pads, 2 telephones, small clipboard with paper and pencil, and telephone book. number/counting books.

Art Library/Writing Discovery/Science Finger or tempera paint (2 colors), paintbrushes, This week’s small group books, books about school, Collection of natural materials (leaves, rocks, sticks, palette for paints, cardboard, smocks, collage materials, families, friendships, alphabet and numbers, etc), plant, balance scale, magnifying glass, mirrors, glue sticks, crayons, colored pencils, cardstock, pipe flannel board and pieces, unlined paper, letter books with a variety of textures, small clipboards, cleaners, chalk, paper, playdough (1 color), dough tools, stamps, envelopes, pens, pencils. paper, colored pencils, and magazines. cutter.

Sand and Water Music and Movement Computers Pails, shovels, molds, cups of different sizes, spoons, Scarves, tambourines, maracas, Second Step CD, Two computers, four chairs, mouse, timer, sign-up funnels, clear bottles, smocks, towel, child sized dust IMIL CD, and Kids In Motion CD. list. pan and broom.

Outdoors Cooking Sand box with buckets and shovels, water table, play structure, balls, colored paper and chalk, variety of books, foam blocks, drinking water, and 3 classroom rules poster. (C) Group Experiences Monday Tuesday Wednesday Thursday Friday Arrival Arrival: Arrival: Puzzles, paper with Arrival: Puzzles, paper and Arrival: Puzzles, dark Puzzles, paper crayons, nesting cups. colored pencils, magna tiles. paper with chalk, pegs with crayons, & pegboards. Opening Circle nesting cups. Morning Circle: Play Morning Circle: Play “School “School Family” & Family” & Welcome Song – Morning Circle: Play Movement Morning Circle: Welcome Song – Second Second Step CD #1. Help “School Family” & Play “School Step CD #1. Help children children share their names. Welcome Song – Relaxation Family” & share their names. Second Step CD #1. Welcome Song Review the first few routines of Help children share – Second Step Review the first few daily schedule now and their names. Transitions CD #1. Help routines of daily schedule throughout the day. children share now and throughout the Review the first few Closing Circle their names. day: What Comes Next? Review rules using puppets, sign routines of daily Use a prop or puppet. language, and/or song. Chart schedule now and Review the children’s responses: How can throughout the day. first few Review rules – using we take care of ourselves? How routines of puppets, sign language, can we take care of others? Review rules using daily schedule and/or song. Chart Review the tangible puppets, sign now and children’s responses: How acknowledgement system. language, and/or throughout the can we take care of song. day: What ourselves? How can we Transition: Willaby Wallaby Woo Comes Next? take care of others inject children’s name replacing Transition: Dismiss Use a prop or beginning sound with W (eg. “ children by tossing a puppet. Introduce Tangible Willaby Wallaby Wackie, an bean bag or walking Acknowledgement System. elephant sat on (pause and let across a balance beam Discuss rules – children guess and insert Does anyone Review hand washing themselves(Jackie”) have rules at procedure with visual cues home? What and hand motions. Have Music/Movement: Icky Sticky Music/Movement: are they? Why children guess what comes Bubblegum, Mix It All Up (IMIL) Icky Sticky Bubblegum, do we have next. #5 Mix It All Up (IMIL) #5 rules? Introduce the Transition: “Higgity Biggity Relaxation: Review the balloon Relaxation: Review Take Care Bumble Bee, can you say and drain breathes. Teach the the balloon, drain, and Rules using your name for me?” pretzel breathing technique. pretzel breathes. puppets, sign (student gives name) “Let’s Stretch from side to side, Teach the star language, clap it!” (clap syllables in forward and back, cross the breathing technique. Monday Tuesday Wednesday Thursday Friday and/or song. child’s name – dismiss after midline. Show visual cards. Show visual cards. Take pictures you say a child’s name) of children Transition: Dismiss children by Transition: Willaby demonstrating Music/Movement: Swing throwing a ball or beanbag to Wallaby Woo inject the rules and Sway (IMIL) #7, Animal each child – say child’s first children’s name throughout the Action 1 with visual cues. name as you throw the ball. replacing beginning day. sound with W (eg. “ Relaxation: Teach the drain Closing Circle: Review the Willaby Wallaby Introduce breathing technique. classroom rules with puppets, Wackie, an elephant Tangible Stretch to the ceiling and sign and/or song. Recognize sat on (pause and let Acknowledgem down to the floor. Show examples you saw of children children guess and ent System. visual cards. following the rules. Sing your insert favorite goodbye song. themselves(Jackie”) Review hand Transition: Dismiss children washing by tossing a bean bag or Use the Second Step “The Clean Closing Circle: Review procedure walking across a balance Up Song” during clean-up the classroom rules with visual beam transitions throughout the day. with puppets, sign cues and hand and/or song. motions. Have Closing Circle: Review the Recognize examples children guess classroom rules with you saw of children what comes puppets, sign and/or song. following the rules. next. Reintroduce tangible Prepare children for acknowledgement system their next day of Transition: and recognize examples school. Sing your “Higgity Biggity you saw of children favorite goodbye Bumble Bee, following the rules. Sing song. can you say your favorite goodbye your name for song. Use the Second Step me?” (student “The Clean Up Song” gives name) Use the Second Step “The during clean-up “Let’s clap it!” Clean Up Song” during transitions throughout (clap syllables clean-up transitions the day. in child’s name throughout the day. – dismiss after you say a child’s name)

Music/Movem ent: Swing and Sway (IMIL) #7, Animal Action Monday Tuesday Wednesday Thursday Friday 1 with visual cues.

Relaxation: Teach the drain breathing technique. Stretch to the ceiling and down to the floor. Show visual cards.

Transition: Dismiss children by something they’re wearing or a special physical attribute.

Closing Circle: Review the classroom rules with puppets, sign and/or song. Reintroduce tangible acknowledgem ent system and recognize examples you saw of children following the rules. Sing your favorite goodbye song. Monday Tuesday Wednesday Thursday Friday

Use the Second Step “The Clean Up Song” during clean-up transitions throughout the day.

Read-Alouds Group 1: Group 1: I Went Walking Group 1:The Kissing Hand Group 1: Respect and Froggy Goes to Take Care of Things – School Group 2: Froggy Goes to Group 2: Respect and Take Care only read pages 1-9. School of Things – only read pages 1-9. Ask questions from Group 2: I Ask questions from page 32 as page 32 as you read. Went Walking. you read. Group 2: The Kissing Hand Small-Group Activity Group 1: Intro Group 1: Intro to Group 1: Exploring paint (refer Group 1: Exploring to Dramatic Sand/Water & Discovery to Small Group Activity guide) TS Markers, draw a Play (refer to (refer to Small Group Gold Objectives9a,S9a,14a picture, talk about Small Group Activity guide) TS Gold how we take care of Activity Objectives11d, 22 Group 2: Adding to the Art Area our markers. TS Gold guide)TS Gold – Playdough (refer to Small Objectives- Objectives1b, Group 2: Intro to Art (refer Group Activity guide) TS Gold 1b,3a,19a,s19a 3a, 9a, S9a, 14b to Small Group Activity Objectives10a,s10a, 14a guide) TS Gold About halfway through small Group 2: Exploring Group 2: Intro Objectives10a,s10a,14a group time SWITCH groups Markers, draw a to About halfway through picture, talk about Library/Writing small group time SWITCH During Free Exploration: Open how we take care of (refer to Small groups blocks, toys & games, dramatic our markers. TS Gold Group Activity play, library & writing, sand & Objectives- guide) TS Gold During Free Exploration: water, discovery, and art areas 1b,3a,19a,s19a Objectives1b, Open blocks, toys & games, (including playdough and paint). 3a, 9a, S9a, 19a, dramatic play, library & During Free s19a writing, sand & water, Model appropriate play and Exploration: Open discovery, and art areas. reference 3 rules, giving specific blocks, toys & games, About halfway feedback during their play. Have dramatic play, library through small Model appropriate play and children practice cleaning up. & writing, sand & group time reference 3 rules, giving Use tangible acknowledgement water, discovery, and SWITCH specific feedback during system. art areas (including Monday Tuesday Wednesday Thursday Friday groups their play. Have children playdough and paint). practice cleaning up. Use During Free tangible acknowledgement Model appropriate Exploration: system. play and reference 3 Open blocks, rules, giving specific toys & games, feedback during their dramatic play, play. Have children library & practice cleaning up. writing areas. Use tangible acknowledgement Model system. appropriate play and reference 3 rules, giving specific feedback during their play. Have children practice cleaning up. Use tangible acknowledgem ent system. Special Activities

Tangible Acknowledgement System Inclement Weather Plan Emergency Drills Outside Head Start Body Start: Play catch with someone. Teach children to follow the ball with their eyes and then move their hands, arms, and body to meet the ball. Monday Tuesday Wednesday Thursday Friday

*Observe & document gross motor manipulative skills. Individual Child Planning Form

Teachers: Classroom: Week of:

School Readiness Why Chosen? CHECK Goal Focus Strategy/Activity when (IFSP, Domain(s) Focus TS GOLD implement observation/assessment NOTE: Children with similar needs may benefit from differentiated ed Objective(s) instruction (e.g. during small-group activity). You can use the “Small , family input conference Group” column at right to make notes about possible groupings. goal, etc.)

C o g n . Child’s / Focus Date Name G e n Soc-Emotional . Physical

K n o w l e d g e

3. IFSP Child Planning

Child’s School Focus TS IFSP GOAL Strategy/Activity P C Readiness GOLD o H NOTE: Children with similar needs may benefit from Name Objective(s) s EC Goal Focus differentiated instruction (e.g. during small-group activity). You Domain(s) s K can use the “Small Group” column at right to make notes about i w possible groupings. b he l n e im s pl m e a m ll en - te g d r o u p ? Approaches Soc-Emotional to Learning

*Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals.

*For speech goals the what/who would be: Directed by the Speech Language Therapist

*If you have additional goals, highlight the last row for that child, right click with mouse, scroll to Insert rows, scroll to insert row below. Do this as many times as needed.