Lesson Plans for Stories and Rhymes • Cuentos y rimas - Nursery Rhymes (Week 1) Date Teacher Jan 3-6, 2017 Crème Prep Character Commitment, Compromiso Writer's Corner Wonderful Word culture, cultura Technology Education Loyalty, Lealtad Letter English-Aa, Bb, Cc, Dd, Ee, Ff Literacy Phonological Awareness (Rhyming) Math Counting, Whole-Part Relationship Knowledge Spanish-Aa, Bb, Cc, Dd, Ee, Ff alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds English Vocabulary

igual, caldo, corona, diferente, lana, mitad, liebre, lesión, desconcertar, parte, radiante, banquito, brillo, entero, heridas Spanish Vocabulary

LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Unite: Nursery Rhyme Rap p.181. tell • Unite: Nursery Rhyme Rap and , recire • Unite: Nursery Rhyme Rap: Miss Mary • Unite: Nursery Rhyme Rap and The • Unite: Nursery Rhyme Rap: children that nursery rhymes are short "Sana, Sana" and "Heal, Heal" p.186. Mack. Tell the children they will contimue Kite-Japanese. tell children they will Cucararita Martina (180) Tell rhyming poems or songs. This week they • Disengage the stress response- Invite to learn about nursery rhymes. Today they continue to learn about nursery children they will continue learning will be learning about nursery rhymes. children to choose a calming stratagy and will focus on a rhyme that is believed to rhymes. about nursery rhymes. today they Today they will forcus on a Mother Goose preform it. be African American, "Miss Mary Mack" • Disengage the stress response- tell are going to focus on rhymes about nursery rhyme "Humpty Dumpty". •Connect: Implement the absent child p.181. children they are going to pretend their animals. • Disengage the stress response- Invite ritual, and the welcome back ritual. • Disengage the stress response- Invite hands are kites. their arms will be the • Disengage the stress response- children to choose a calming stratagy and Invite children to sing and perform the children to choose a calming stratagy and string of the kites, and they will use Encourage children to get down into preform it. movments to "Twinkle, Twinkle, Little preform it. their breath as the air for thwe kites. crawling position and move like •Connect : Implement the absent child Star" with partners p.178. •Connect: Implement the absent child • Connect: Implement the absent child kittens. Encourage them to arch their ritual, and the welcome back ritual. • Morning Message: Jack and Jill went up ritual, and the welcome back ritual. ritual, and the welcome back ritual. back like a cat and then release the Recite the original version of "Humpty the hill. Teach "Mary Had a Little Lamb" & have Play song "My School Family" p. 175. arch so that their tummies are Dumpty" and then the cooperative Identify rhyming words and do letter cards children act out rhyme with a friend Encourage childre nto work with a almost touching the floor. Greeting Circle version. Discuss differences. Commit: Implement the safe keeper • Morning Message: Miss Mary Mack partner. • Connect: Implement the absent • Morning Message: Humpty Dumpty sat ritual. and the daily commitment ritual. wears Black. Identify rhyming words • Morning Message: Kites are rising in child ritual, and the welcome back on a wall. Humpty Dumpty had a great • Calendar/Weather Commit: Implement the safe keeper the sky. (Meaning of Rise) ritual. Invite children to sing and fall. ritual. and the daily commitment ritual. Commit: Implement the safe keeper move to "Get Ready" p.174. Review Commit: Implement the safe keeper • Calendar/Weather ritual. and the daily commitment ritual. the words and the movements. ritual. and the daily commitment ritual. • Calendar/Weather • Morning Message: Three little Ask children to make a commitment to kittens lost their mittens. Make work with others to solve problems today. nonsense words that rhyme with • Calendar/Weather kittens. Commit: Implement the safe keeper ritual. and the daily commitment ritual. • Calendar/Weather

Moving and “Stars and Stripes Forever” with musical “Ring around the Rosie” • “Ronda de las “Miss Mary Mack” clapping game Dance with streamers to music Drop the Mitten • Deja caer el mitón eggs rositas” singing game game Learning

• Analyze and produce rhyming words • Work with rhyming words • Identify straight lines in alphabet letters • Learn parts of a kite- Ask if they have • Analyze the rhyming words mitten Display different size balls and ask them Display band-aids and brown paper. Ask Describe attributes of different buttons. ever used a kite and kitten- discuss the likeness and to describe how they are the same and how family members treat injuries. remind • Compare Japanese symbols and differences between mittens and Literacy (Oral how they are different them about Jack and Jill and how they Centers alphabet letters gloves use brown paper • ABC-Shape M or B with play dough • Retell the story of the three little Language, Phonics, Centers • Language and Literacy-Sort buttons by Centers kittens Handwriting, Read • Language and Literacy-Match objects to Centers attributes • ABC-Shape letters with string or yarn create rhyming pairs • ABC-Write with cotton swabs and paint • Library and Listening-Listen to and clap • Language and Literacy-Match Centers Aloud) • Library and Listening- Match pairs of • Language and Literacy-Match rhyming with chant rhyming words • ABC-Match magnetic letters to sounds word cards • Writer's Corner-Paint Japanese letters in alphabet book • ABC-Match alphabet letters • Library and Listening-Listen to and retell symbols • Library and Listening-Retell “Three ”Itsy Bitsy Spider” Little Kittens” • “Tres lindos gatitos” LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS “This Is the House that Jack Built” • “Ésta Going Down Frog Street A to Z or “Hey Diddle Diddle” • Hey mentironsín Mysterious Movers • Fuerzas es la casa que Juan construyó” listening Abeceloco (Nursery Rhyme • Cuentos infantiles flip misteriosas “Cucú” • “Ribbit, Ribbit” (Cultural story (p. 196) • Enjoy an alphabet story chart) • Extend vocabulary Rhymes flip book) • Describe characters • Identify uppercase letters A, B, C, D, E, • Distinguish between real and pretend • Role-play action verbs • Hear a traditional Latin American • Explore cause-and-effect relationships F • Produce rhyming words rhyme Twinkle, the Little Star • Chispita la • Produce rhyming words “Peter, Peter, Pumpkin Eater” • “Daniel, “Jack and Jill” • “Juan y Josefina” “Little Miss Muffet” or “Arroz con leche” estrellita Daniel” (Nursery Rhyme • Cuentos (Nursery Rhyme • Cuentos infantiles flip (Nursery Rhyme • Cuentos infantiles flip • Extend vocabulary “There Was an Old Woman” infantiles flip chart) chart) chart) • Recognize that author is telling a (Nursery Rhyme • Cuentos infantiles • Identify and produce rhyming words • Use illustrations to predict story action • Extend vocabulary story flip chart) • Compare Jack’s house to Peter’s • Introduce new vocabulary words • Compare two stories pumpkin • Identify rhyming words in story

Introduce the letter or words of the week. * Create the letter of the week with Wikki Chrildren use playdoough to pinch, Handwriting Books used to teach the Journal writings and drawings. Create these letters with craft sticks or Stix • Create "Mat Man" with wood squeeze, roll, pound, and press to create letter of the week. -Listen to: "Sentence Song" on with wood pieces pieces. Identifiy each piece: Big line, little letters of the week or letters in their •Listen to: Get Set for School Sing Rock, Rap, Tap, & Learn CD #7 Handwriting line, big curve, & little curve. Use Rock, names. Along CD Sing "Where Do You Start Rap, Tap, & Learn CD #23 " Mat Man Your Letters?" Rock" • Creativity Station-Use stencils to draw • Creativity Station-Discuss safety and • Creativity Station-Paint with black • Creativity Station-Make kites • Creativity Station-Trace hands and an egg shape make a poster tempera paint or draw with white chalk on • Pretend and Learn-Test the wind design mittens • Pretend and Learn-Build a wall with • Pretend and Learn-Pretend to treat black construction paper direction outside using bubbles • Pretend and Learn-Discuss the role Weekly Learning blocks and explore items that balance injuries with brown paper strips • Pretend and Learn-Discuss the elephant • Science-Set up a kite stand to sell of mittens and hold ice cubes with Centers • Science-Balance a plastic egg on a wall • Science-Place a pretend first-aid kit in that jumped the fence and provide items kites and without them built from blocks the center and pretend to bandage to toss in the air and watch drop • Science-Provide mittens to match wounds • Science-Provide black clothing for children to explore

Use the duck puppet to introduce this Manners Play “Twiggle Hot Potato.” Send home the PATHS Kid for lesson. Meeting new people and Introductions Discuss the appropriate times to do Today parent letter. Dr 18-1 to Dr 18-6 turtle. Find ways to involve parents in the Character Education compliment process.

• Reflecting on the Day • Reflecting on the Day • Reflecting on the Day • Reflecting on the Day • Reflecting on the Day What shape is Humpty Dumpty? How How will you use Boo Boo cream? Why What's your favorite part of Miss Mary What are the parts of a kite? •What rhyme did you like best? Why Closing Circle are eggs and ball alike and different? do you think Jack fell? Mack? Read Miss Fanny Frog • Demonstrate Kite do we wear mittens? • Practice Humpty Dumpty and share • Check home 1st aid kits. • Send home copy of Miss Fanny Frog • Explain gravity to your parents • Kindness Trees rhyme with family • Kindness Trees • Kindness Trees • Kindness Trees • Kindness Trees • Play Please Don’t Let the Ball Fall • No • Provide first-aid props. Turn bicycles • Encourage children to Jump the Fence • • Invite children to fly the kites made in • Play Find the Mitten • Busquen el Outdoor Learning dejen que la pelota caiga (p. 193). into emergency vehicles. Saltar la cerca (p. 193). the Creativity Station. mitón (p. 193). LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Demonstrates empathy and caring for •Is able to increase or decrease intensity • Increasingly interacts and communicates • Increasingly interacts and • Assumes various roles and others of emotions more consistently, although with peers to initiate pretend-play communicates with peers to initiate responsibilities as part of a • Produces a word that rhymes with a adult guidance is sometimes necessary scenarios that share a common plan and pretend-play scenarios that share a classroom community given word • Practices good habits of personal health goal common plan and goal • Increasingly interacts and • Responds to different musical styles and hygiene • Responds to different musical styles • Begins to understand difference and communicates with peers to initiate through movement and play • Participates in classroom music through movement and play connection between feelings and pretend-play scenarios that share a • Uses information learned from books by activities • Produces a word that rhymes with a behaviors common plan and goal describing, relating, categorizing, or • Retells or reenacts a story after it is read given word • Produces a word that rhymes with a • Creates or recreates stories, comparing and contrasting aloud • Demonstrates receptive vocabulary given word moods, or experiences through • Uses a wide variety of words to label • Uses a wide variety of words to label (three to four thousand words) • Shows interest in books dramatic representations and describe people, places, things, and and describe people, places, things, and • Uses information learned from books by • Seeks to understand print • Asks and answers appropriate actions actions describing, relating, categorizing, or • Uses a wide variety of words to label questions about the book • Names at least 20 upper- and at least • Names at least 20 upperand at least 20 comparing and contrasting and describe people, places, things, • Produces a word that rhymes with 20 lowercase letters lowercase letters • Produces a word that begins with the and actions a given word • Recognizes at least 20 letter sounds • Produces a word that rhymes with a same sound as a given pair of words • Identifies similarities among people • Uses information learned from Learning Goals • Knows that objects or parts of an object given word • Names at least 20 upper- and at least 20 like himself and classmates, as well as books by describing, relating, can be counted • Knows that objects or parts of an object lowercase letters between himself and people from other categorizing, or comparing and • Recognizes and compares heights or can be counted • Shows understanding by following two- cultures contrasting lengths of people or objects • Recognizes and compares heights or step oral directions, and usually follows • Knows that objects or parts of an • Knows that objects or parts of an • Sorts objects that are the same and lengths of people or objects three-step directions object, can be counted object can be counted different into groups and uses language • Recognizes how much can be placed • Knows that objects or parts of an object • Counts up to ten items, and • Demonstrates understanding that • Describes, observes, and investigates within an object can be counted demonstrates that the last count when counting, the items can be properties and characteristics of common • Uses a variety of art materials and • Counts one to ten items, with one count indicates how many items were chosen in any order objects activities for sensory experience and per item counted • Verbally identifies, without • Investigates and describes position and exploration • Demonstrates that the order of the • Describes, observes, and counting, the number of objects from motion of objects • Demonstrates coordination and balance counting sequence is always the same investigates properties and one through five • Describes attributes in isolation • Describes, observes, and investigates characteristics of common objects • Initiates problem-solving strategies properties and characteristics of common • Investigates and describes position and seeks adult help when objects and motion of objects necessary Lesson Plans for Stories and Rhymes • Cuentos y rimas - Traditional Tales (Week 2) Date Teacher Jan. 9-13, 2017 Crème Prep Character Commitment, Compromiso Reading Buddy; Sounds and Rhymes Wonderful Word traditional, tradicional Technology Education Loyalty, Lealtad Letter English-Gg, Hh, Ii, Jj, Kk, Ll Literacy Comprehension and Dramatic Expression Math Measurement, Ordering by Attributes Knowledge Spanish-Gg, Hh, Ii, Jj, Kk, Ll audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version English Vocabulary

audiencia, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versión Spanish Vocabulary

LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Unite-Introduce the theme • Unite- Sing "Three Pigs" (p. 181). • Unite- Sing "Through the Woods" (p. • Unite- Sing "Caring Friends" (p. • Unite- Sing "I'm a Little Acorn Brown" Teach "Three Bears' Rap" (p. 179). tell the children that they will continue 183). Tell children that today they will 174). Ask children about the things (p. 180). Tell children they will Tell children that this week the ywill to learn about traditional tales. today learn about another story about a wolf. they help friends do. Tell children that continue learning about traditional begin learning about some of their they will focus on two more stories This time the wolf will try to trick a little they will continue to learn about tales. the story they will hear about favorite stories. they will be learning about three animals: "Three Little girl named Red. traditional tsales. Today they will learn today is about a silly chicken who about traditional tales. theseare Pigs", and "The Three Billy Goats • Disengage the Stress response- about "Little Red Hen" and her mistakes a acorn for a piece of the stories that have been around a lond Gruff". Repeat the "Huff and Puff" calming unhelpful friends. sky. time. •Disengage the Stress response- strategy (p 168). •Disengage the Stress response- • Disengage the Stress response- •Disengage the Stress response- Teach the children "Huff and Puff" • Connect-Implement the Absent Child Encourage children to choose a When we are upset we don't make Invite children to choose a calming calming strategy (p 168). Tell children Ritual and the Welcome Back Ritual. calming strategy and perform it. thoughtful decisions. strategy to perform. that today they are going to pretend Play I Wish You Well. • Connect-Implement the Absent Child • Connect-Implement the Absent Child • Connect-Implement the Absent Child they are wolves like the one in the •Commit- IImplement the Safe Keeper Ritual and the Welcome Back Ritual. Ritual and the Welcome Back Ritual. Ritual and the Welcome Back Ritual. story of the Three Little Pigs. Ritual and the Daily Commitment Play "People to People" p.177. review •Commit- IImplement the Safe Keeper Introduce "Here is the Beehive" p. • Connect-Implement the Absent Child Ritual. the actions prior to singig the sing. Ritual and the Daily Commitment Greeting Circle 170. Teach the words and then the Ritual and the Welcome Back Ritual. •Kindness Tree Encourage children to give examples Ritual. movements. Invite children to participate in "Three • Morning Message: Little Red sat on of being a friend. p 178. •Kindness Tree •Commit- Implement the Safe Keeper Blind Mice" p. 175. Point out that this the high bed. • Gorrita Roja se sento en •Commit- IImplement the Safe Keeper • Morning Message: Henny Penny and Ritual and the Daily Commitment story is about three animals just like la cama alta. Ritual and the Daily Commitment Goosey Loosey went to find the king. • Ritual. Challenge children to notice the other stories we have heard about. •Calendar/Weather Ritual. Henny Penny y Goosey Loosey fueron two kind acts today. •Commit- Implement the Safe Keeper • Kindness Tree a buscar al rey. • Morning Message: The three bears Ritual and the Daily Commitment • Morning Message: Little Red Hen •Calendar/Weather sat on chairs. • Los tres osos se Ritual. can count to ten. • La gallinita Roja sentaron en sillas. •Kindness Tree puede contar hasta diez. •Calendar/Weather • Morning Message: Who huffs and •Calendar/Weather puffs and blows houses down? • Quien sopla y resopla hasta derrumbar las casas. •Calendar/Weather

Moving and “Goldilocks” • “Ricitos de oro” Walk-on “One Pink Piglet” • “Un cerdito rosado” What Time Is It, Mr. Wolf? • Sr. Lobo, “New Chicken Dance” “Henny Penny” • “La gallina Tina” Learning Nursery Rhyme action song ¿qué hora es? game dance

Vocabulary Cards hen-gallina • Compare real and make-believe pigs- • Compare two versions of Little Red • Identify story characters of the Little • Analyze rhyming character names dog-perro review the difference between real Riding Hood- use a venn diagram Red Hen • Create sound effects for retelling of and make-believe- give examples • Determine most significant differences • Create story pyramid- summary of a the story • Reenact the story of the three bears story with emphasis on sound effects- Centers Centers Display hen, dog, cat, goose vocab Centers Literacy (Oral summarize the story • Writer's Corner-Label pictures as • Creativity Station-Sequence story cards- discuss letters in each name, • Creativity Story-Paint a story setting Lanaguage, fiction or factual events which is the longest? • Language and Literacy-Change story Phonics, Read Centers • Science-Conduct “blowing” test • Language and Literacy-Create a new by eliminating a character • Pretend and Learn-Dress up as • Creativity Station-Paint pink pigs version of a story Centers Aloud) three bears and Goldilocks • ABC-Find alphabet letters in • ABC-Match magnetic letters to letter character names cards • Creativity Station-Create a new story character • Language and Literacy-Retell a story LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS Three Bears’ Rap • El rap de los tres “Three Billy Goats Gruff” • “Los tres Little Red • Gorrita Roja “Henny Penny” • “La gallina Tina” story osos chivos” (Developmental Storybook ) • Discuss wolves “Little Red Hen” • “La gallinita roja” folder • Describe setting • Discuss character motivation • Identify factual and fictional story folder • Identify rhyme in character names • Compares Papa Bear and Baby Bear • Think of alternative endings information • Describe the setting • Discuss story problems • Consider Little Red Hen’s decision to “The Three Bears” • “Los tres osos” “The Three Pigs” • “Los tres cerditos” “The Boy Who Cried Wolf” • “El pastor eat alone “The Gingerbread Boy” • “El story folder (Developmental Storybook ) mentiroso” listening story muñequito de jengibre” story folder • Compare two versions of the same • Discuss attributes of building • Listen for the word wolf in a story “Little Red” • “Gorrita Roja” story folder • Discuss fox’s trick story materials • Identify lesson (moral) • Compare characters • Compare Foxy Loxy to this fox • Consider characters’ commitments • Identify factual and fictional • Describe how Little Red uses her information senses .

Introduce letters of the week. Use Wikk Stix to form letters of the Make letters on Magnet Boards HWT Book HWT Book Handwriting week.

• Fine Motor-Invite children to spoon • Fine Motor-Play pick-up sticks (Pig • Fine Motor-Challenge children to tie • Fine Motor-Invite children to pretend • Fine Motor-Have children take their porridge (ice-cream salt) from a pot Two’s house) up a stuffed animal wolf with ribbons they are rolling dough for bread shoes off and try to pick up acorns or into • Pretend and Learn-Invite children to • Pretend and Learn-Pretend that Little • Pretend and Learn-Invite children to marbles with their toes Weekly Learning small, medium, and large bowls pretend they live with the troll Red is carrying a basket of magnetic plant and harvest wheat • Pretend and Learn-Invite children to • Pretend and Learn-Make Alphabet • Construction-Build a home that the letters to her Grandmother’s home • Construction-Build a farm make acorn soup Centers Soup for Little Miss Muffet using the wolf can’t blow down • Construction-Build a jail cell for the • Construction-Reenact the story of magnetic letters Gg through Ll. wolf Henny Penny using plastic farm • Construction-Build a bed for baby animals bear

Use the Twiggle puppet to create an Virtues & Values Manners Coffee-Filter Butterflies Send home the PATHS Kid for Today example of the feeling “calm” or Commitment, Loyalty, & Patience Second Rule Of Introduction Relaxing to Music parent letter. Character “relaxed.” Blue Folder Activities Uses of the Napkin Relaxing to Music Education Ph 19-1 to Ph 19-3 Conscious Discipline: Pretend hands Appropriate meeting and exiting Emotion-Sharing Session 3 are kites. Arms are strings. Use Conversations breath to create air. Holding Utensils •What was your favorite activity today? • What have you learned about pigs • Which wolf do you think is more •Which part of the stories today did • Ask them to demonstrate the animal • Send note home asking for a paper today? frightening, the one in the three little you find most interesting and why? greeting they created during the Closing Circle towel tube • Invite children to find out the building pigs or the one in the little red? •Encourage children to share a report Greeting Circle materials used to build their houses. • Have children choose one fact about about their baking experience with •Encourage children to teach real wolves that they wil share with their their families someone at home the animal greeting families

• Encourage children to play with • Invite children to play Mr. Troll, May • Encourage children to play What Time • Vary the game of Duck, Duck, • Invite children to play a traditional small, medium, and large balls I? • Sr. Duende, ¿puedo…? (p. 193) Is It, Mr. Wolf? • ¿Sr. Lobo, qué hora Goose by changing the goose to a Mexican game, La gallinita ciega • Outdoor Learning es? (p. 194) hen—Duck, Duck, Hen (p. 193) The Blind Hen (p. 193) LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Is able to increase or decrease • Is aware of where own body is in • Produces a word that rhymes with a • Begins to have meaningful friends • Shows competence in initiating intensity of emotions more space, respects personal boundaries given word • Participates in classroom music social interactions consistently, although adult guidance • Increasingly interacts and • Names at least 20 upper- and at least activities • Is able to increase or decrease is sometimes necessary communicates with peers to initiate 20 lowercase letters • Names at least 20 upper- and at intensity of emotions more • Demonstrates empathy and caring pretend-play scenarios that share a • Uses a wide variety of words to label least 20 lowercase letters consistently, although adult guidance for others common plan and goal and describe people, places, things, • Uses a wide variety of words to label is sometimes necessary • Provides appropriate information for • Demonstrates receptive vocabulary and actions and describe people, places, things, • Participates in classroom music various situations (three to four thousand words) • Shows understanding by responding and actions activities • Shows interest in books • Retells or reenacts a story after it is appropriately • Uses information learned from books • Uses information learned from books • Uses information learned from books read aloud • Shows interest in books by describing, relating, categorizing, by describing, relating, categorizing, by describing, relating,categorizing, or • Uses information learned from books • Uses information learned from books or comparing and contrasting orcomparing and contrasting comparing and contrasting by describing, relating, categorizing, by describing, relating, categorizing, or • Asks and answers appropriate • Asks and answers appropriate • Demonstrates receptive vocabulary or comparing and contrasting comparing and contrasting questions about the book questions about the book (three to four thousand words) • Asks and answers appropriate • Demonstrates an understanding that • Combines sentences that give detail, • Demonstrates receptive vocabulary • Uses category labels to understand questions about the book others have perspectives and feelings stays on topic, and clearly (three to four thousand words) how words and objects relate to each • Is able to use language for different that are different from her own communicates • Retells or reenacts a story after it is Learning Goals other purposes • Demonstrates receptive vocabulary • Engages in voting as a method for read aloud • Retells or reenacts a story after it is • Demonstrates understanding of (three to four thousand words) group decision making • Creates or re-creates stories, read aloud terms used in the instructional • Demonstrates use of location words • Uses the verbal ordinal terms moods, or experiences through • Creates or recreates stories, moods, language of the classroom • Recognizes and compares heights or • Identifies equal and unequal sets dramatic or experiences through dramatic • Names at least 20 upper and 20 lengths of people or objects • Collects data and organizes it in a representations representations lowercase letters • Sorts objects that are the same and graphic representation • Produces a word that rhymes with a • Recognizes and compares heights • Uses the verbal ordinal terms different into groups and uses language • Describes, observes, and given word or lengths of people or objects • Child demonstrates use of location to describe how the groups are similar investigates properties and • Uses the verbal ordinal terms • Describes, observes, and • Recognizes and compares weights and different characteristics of common objects • Uses concrete models or makes a investigates properties and of objects or people • Identifies good habits of nutrition and • Recognizes how much can be verbal word problem for adding up to characteristics of common objects. • Describes attributes exercise placed within an object five objects • Asks and answers appropriate • Investigates and describes sources • Recognizes and creates patterns questions about the book of energy including light, heat, and electricity Lesson Plan for Stories and Rhymes • Cuentos y rimas - Fairytales • Cuentos de hadas Date Teacher Jan. 16-20, 2017 Crème Prep Character Commitment and Loyalty Wonderful Word magic, mágico Technology Words, Words, Words; Extra Reading Buddy Education Compromiso y Lealtad English - Mm, Nn, Oo, Pp, Qq, Rr Letter Literacy Phonological Awareness—rhyming words Spanish - Mm, Nn, Ññ, Oo, Pp, Qq, Math Number and Operation Knowledge Rr add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take English Vocabulary away sumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, Spanish Vocabulary convocado, quitar LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS •Unite- Introduce the theme • Unite- Sing "A Stomping Giant" p •Unite- Teach "The Dragón Chase" p • Unite- Sing "Are You Sleeping" p •Unite- Sing "This Little Elf" p 179. Sing "Five Little Speckled 178. Ask children what they remember 193. Tell the children that today they will 178. Tell children that today's story is Ask children what they know about Frogs" p 181. Tell the children that about "Jack and The Beanstalk" from review what they have learned about about a sleepy princess who sleeps elves. Point out that elves are often today they will hear a story about a their study of giants. Tell them that giants and dragons and learn about fairy on 20 mattresses. portrayed ashelpful. Tell the children prince who was turned into a frog. thay will continue to learn about fairy tales. • Disengage The Stress Response- that today they will continue to learn Explain that this week they will learn tails today and they will revisit "Jack • Disengage The Stress Response- Breathe like a sleeping princess about fairytales.The story today is about fairy tales. Fairy tales are full of and the Beanstalk". Encourage children to demonstrate how or prince. "The Shoemaker and The Elves". magic. • Disengage The Stress Response- a dragon might stretch when he wakes • Connect- Implement the Absent •Review Wonderful Woman (p 172). •Disengage The Stress Response- Encourage children to breathe up in the morning. Child Ritual and Welcome Back • Connect- Implement the Absent Demonstrate and then invite the like a giant. • Connect- Implement the Absent Child Ritual. Introduce Wee Willie Winkie (p Child Ritual and Welcome Back children to swim like frogs in slow • Connect- Implement the Absent Ritual and Welcome Back Ritual. 171). teach children the words first Ritual. Explain that in the story today motion. Child Ritual and Welcome Back • Commit-Implement the Safe Keeper then demonstrate the actions with a they will hear about elves that are Greeting Circle • Connect- Implement the Absent Ritual. Review the words to "Jack Be Ritual and the Daily Commitment Ritual. partner. helpful. Child Ritual and Welcome Back Noodle" p. 170. •Kindness Tree • Commit-Implement the Safe Keeper • Commit-Implement the Safe Keeper Ritual. • Commit-Implement the Safe Keeper • Morning Message: Once upon a time in Ritual and the Daily Commitment Ritual and the Daily Commitment •Commit- Implement the Safe Keeper Ritual and the Daily Commitment Dragón Land dragons ruled. • Hace Ritual. Ritual. Ritual and the Daily Commitment Ritual. mucho tiempo en Dragolandia los •Kindness Tree •Kindness Tree Ritual. Challenge children to notice •Kindness Tree dragones gobernaban. • Morning Message: The princess • Morning Message: Can an elf make two kind acts today. • Morning Message: Jack climbed the •Calendar/Weather slept on the pea. • La princesa durmio a shoe? • Puede un duende hacer un • Morning Message: Today we beanstalk more than once.• Jack sobre un guisante. zapato? will read about a frog prince. • escalo la planta de frijol mas de una •Calendar/Weather •Calendar/Weather Hoy vamos a leer acerca de un vez. príncipe sapo. •Calendar/Weather •Calendar/Weather

Moving and Princess Ball Roll • La bola de la Practice giant Create dragon and giant Who’s Got the Pea? • ¿Quién Boot, Boot, Shoe • Botas, botas, Learning princesa game movements—walk, jump, hop shadows tiene el guisante? Game zapato game

• Identify fairytale elements in story • Retell “Jack and the Beanstalk” in a • Compare fairytales • Reenact queen’s mattress test • Think about how shoes protect feet • Identify rhyming words story circle • Identify real and make-believe elements • Suggest alternate (more accurate) • Categorize shoes by use and • Photo Activity Card #134 • Photo Activity Card #118 in the story tests material used in making them

Centers Centers Centers Centers Centers Literacy (Oral • ABC-Sort words by ending letter • ABC-Match upper- and lowercase • ABC-Copy the word dragon • Creativity Station-Design a bedcover • Pretend and Learn-Sort and display Lanaguage, • Library and Listening-Listen to a letters • Library and Listening-Listen to story • Library and Listening-Listen to a shoes in store Phonics, Read story • Library and Listening-Retell story • Language and Literacy-Retell story with story • Creativity Station-Draw a picture of a • Sensory Table-Retrieve magnetic with story props sound effects • Language and Literacy-Retell story shoe house Aloud) letters and match to letter cards • Language and Literacy-Sequence with story props • Language and Literacy-Retell story story events with story props LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS The Frog Prince • El príncipe sapo The Frog Prince • El príncipe sapo “Odon, the Giant” • “Odón, el gigante" “The Princess and the Pea” • “La “The Shoemaker and the Elves” • “El • Discuss main characters • Discuss story setting listening story princesa y el guisante” story folder zapatero y los duendes” story folder • Introduce fairytale elements • Notice Frog’s actions reveal his • Discuss onomatopoeia • Identify characters in story • Identify and compare parts of shoes character • Identify onomatopoeia words • Develop vocabulary • Develop concept of consumer Reagan’s Journal • El diario de Reagan “Jack and the Beanstalk” • Juan y los “Kilum” • “Kilum” listening story The Frog Prince • El príncipe sapo “The Sweet Mother Who Lives in a • Develop vocabulary frijoles mágicos” story folder • Develop vocabulary • Discuss how word choice affects Shoe” • “La señora que vive en un • Discuss family celebration • Discuss story setting • Compare make-believe world to real story zapato” listening story • Compare castles in two stories world • Compare princesses • Compare nursery rhymes

Introduce letters of the week. Use Wikk Stix to form letters of the Make letters on Magnet Boards HWT Book HWT Book Handwriting week.

• Construction-Build small bed for the • Construction-Construct a cage for • Construction-Design and build a maze • Construction-Build a bed for the • Construction-Build a bench for the frog so he doesn’t have to sleep on the golden goose for Bunny Foo Foo’s mice princess so she doesn’t have to sleep shoemaker the princess’s pillow • Fine Motor-Play Is the Giant Asleep? • Fine Motor-Challenge children to stack on so many mattresses • Fine Motor-Encourage children to Weekly Learning • Fine Motor-Encourage children to • ¿Está dormido el gigante? the giant’s gold coins (pennies) • Fine Motor-Explore pebbles in socks lace shoes Centers sort frogs by size • Creativity Station-Provide green • Creativity Station-Show them how to • Creativity Station-Create pebble • Creativity Station-Invite children to • Creativity Station-Invite children to paint and invite children to paint make mice from their fingerprints prints design a pair of shoes design a new ball for the princess beanstalks

Use the turtle and hedgehog puppets Manners Remind children “Sharing Is Caring” Manners Send home the parent handout to introduce the lesson. Review- Meeting and greeting, holding Playing Together Third Rule of Introductions Sharing Is Caring. Character Make flower shapes the cracker, and the napkin. Tell the children a story or something Beginning Your Space at the Table Continue to send home the Education ) important about yourself. Compliment List with the PATHS Kid for Today. Friendship Sharing Salad • Reflecting on the day: What did you • Family Connection: Encourage • Reflecting on the day • Reflecting on the dayWhich • Reflecting on the day What did you learn today about frogs? children to tell someone at home •Reflecting on the day: Which character in today's story was learn today about shoemakers? • Perform the Daily Commitment about their favorite fable. story is your favorite today? most helpful? • Perform the Daily Commitment Check • Reflecting on the day: Which • Perform the Daily Commitment Check • Perform the Daily Commitment Check • Kindness Tree story did you enjoy most today? • Kindness Tree Check • Kindness Tree Closing Circle • Family Connection: Encourage • Perform the Daily Commitment • Family Connection: Suggest children • Kindness Tree • Family Connection: Encourage children to teach "Wonderful Woman" Check scoop and count at home a kitchen • Family Connection: Encourage children to tell someone at home to someone at home. • Kindness Tree utensil and a set of small objects. children to retell the story of the about their favorite fable. • Family Connection: Challenge princess and the pea to their children to look in their kitchen for any families. kinds of beans and report what they find.

• Teach the children how to play Leap • Play Grab the Goose • Atrapa el • Invite children to play Duck, Duck, • Draw a hopscotch grid. Encourage • Provide chalk and invite children to Frog • Salta la rana or set them up to ganso (p.193) Goose • Pato, pato, ganso (p. 193) children to use the princess’s pea (a trace around their shoe Outdoor Learning do Frog Jumps • Salta la rana (p. pebble) as a marker 193). LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Is aware of where own body is in • Assumes various roles and • Is aware of where own body is in space; • Is able to increase or decrease • Increasingly interacts and space; respects personal boundaries responsibilities as part of a classroom respects personal boundaries intensity of emotions more communicates with peers to initiate • Shows competence in initiating community • Increasingly interacts and consistently, although adult guidance pretend-play scenarios that share a social interactions • Coordinates sequence of communicates with peers to initiate is sometimes necessary common plan and goal • Coordinates sequence of movements to perform tasks pretend-play scenarios that share a • Demonstrates empathy and caring • Assumes various roles and movements to perform tasks • Deletes a word from a compound common plan and goal for others responsibilities as part of a classroom • Uses a wide variety of words to label word • Investigates and describes sources of • Produces a word that rhymes with a community and describe people, places, things, • Uses category labels to understand energy including light, heat, and given word • Names at least 20 upper- and at and actions how words and objects relate to each electricity • Uses a wide variety of words to label • Uses a large speaking vocabulary, • Uses information learned from books other • Uses category labels to understand how and describe people, places, things, adding several new words daily by describing, relating, categorizing, • Uses information learned from books words and objects relate to each other and actions • Asks and answers appropriate or comparing and contrasting by describing, relating, categorizing, • Perceives differences between similar- • Retells or reenacts a story after it is questions about the book • Asks and answers appropriate or comparing and contrasting sounding words read aloud • Practices good habits of personal questions about the book • Uses some appropriate writing • Asks and answers appropriate • Uses information learned from books safety • Demonstrates receptive vocabulary conventions when writing or giving questions about the book by describing, relating, categorizing, • Provides appropriate information for (three to four thousand words) dictation • Demonstrates receptive vocabulary or comparing and contrasting various situations Learning Goals • Shows interest in books • Retells or reenacts a story after it is (three to four thousand words) • Combines sentences that give detail, • Sorts objects that are the same and • Produces a word that rhymes with a read aloud • Uses information learned from books by stays on topic, and clearly different into groups and uses given word • Creates or re-creates stories, describing, relating, categorizing, or communicates language to describe how the groups • Verbally identifies, without counting, moods, or experiences through comparing and contrasting • Uses a large speaking vocabulary, are similar and different the number of objects from 1 to 5 dramatic representations • Seeks to understand print adding several new words daily • Verbally identifies, without counting, • Uses concrete models or makes a • Provides appropriate information for • Counts up to ten items and • Uses words to rote count from 1 to the number of objects from one to five verbal word problem for adding up to various situations demonstrates that the last count indicates 30 • Uses concrete models or makes a 5 objects • Demonstrates understanding that how many items were counted • Counts 1 to 10 items, with one count verbal word problem for adding up to • Uses concrete models or makes a when counting, the item can be • Verbally identifies, without counting, the per item five objects verbal word problem for subtracting 1 chosen in any order number of objects from 1 to 5 • Demonstrates use of location words • Recognizes and creates patterns to 5 objects from a set • Verbally identifies, without counting, • Creates or re-creates stories, moods, or • Identifies equal and unequal • Uses a wide variety of words to label the number of objects from 1 to 5 experiences through dramatic • Retells or reenacts a story after it is and describe people, places, things, representations read aloud and actions

Lesson Plan for Stories and Rhymes • Cuentos y rimas - Ballads, Folktales, and Fables • Corridos, Date Teacher Cuentos populares y Fabulas Jan. 23-27, 2017 Crème Prep Character Commitment, Compromiso ABC and XYZ; Math-Compare It Wonderful Word exaggerate, exagerar Technology Education Loyalty, Lealtad Letter Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz Literacy Problem Solving, Oral Language Math Ordinal Numbers Knowledge Spn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane English Vocabulary

después, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero, Spanish Vocabulary veleta LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Unite- Introduce the theme • Unite-Sing "The Ballad of Sir Cat" p • Unite-"There Was an Old Lay Who • Unite-Teach children "Three Tricky • Unite-Teach "Johnny Appleseed" p Teach children "Frog Went a Courtin" 192. Explaine that this is a humorous Swallowed a Fly" p 184. Explain that this Turtles" p 183. Tell children that they 180. Explain that Johnny Appleseed is p 182. Explain that this song is a ballad about a cat. Invite children to song is also a story which means it would will hear two stories today about a character from a tall tale. Tall tales ballad. A ballad ia a song that tells a sing along with the ballad in english or be considered a ballad. Tell the children turtles. In both stories the turtles are are exaggerated stories. Some tall story. Ask children what story is told in spanish. that today the ywill learn about ballads. tricky. tales are based on people who really the ballad.Tell children that they will •Disegage the Stress Response- •Disegage the Stress Response-Invite •Disegage the Stress Response- lived; others are about fictional continue to learn about stories and Teach children Cat's Meow children to do Belly Breathing p.168. Implement Bunny Breathing. characters. Johnny Appleseed really rhymes. This week they will learn calming strategy p 168. •Connect- Implement the Absent Child •Connect- Implement the Absent Child lived, but he didn't do all the things about ballads, folktales, and fables. •Connect- Implement the Absent Child Ritual abd Welcome back Ritual. The old Ritual abd Welcome back Ritual. people say he did. He planted apple • Disegage the Stress Response- Ritual abd Welcome back Ritual. Play woman swallowed eight animals. Let's Invite children to sing along and move seeds all over the country, but Invite children to practice Balloon p "Todos juntos" - "All Together" p. 173. use safe touches and eye contacr to with "Caring Friends" p. 174. Remind probably not as many as peope say. 168. Demonstrate actions as children sing extend pinky hugs to eight friends. children that caring friends show •Disegage the Stress Response-Invite •Connect- Implement the Absent Child along. Sing the song in both english •Commit- IImplement the Safe Keeper loyalty to one another by helping to children to do Apple Picker Stretches. Ritual abd Welcome back Ritual. and spanish. Ritual and the Daily Commitment Ritual. keep each other safe. Caring friends •Connect- Implement the Absent Child Greeting Circle Review "Row, Row, Row Your Boat" •Commit- IImplement the Safe Keeper •Kindness Tree follow through on their commitments. Ritual abd Welcome back Ritual. p. 178. Sing the song in a low frog Ritual and the Daily Commitment • Morning Message: There was an old One of our stories today is filled with Review "On Your Face" p. 172. voice the first time you sing it and in a Ritual. woman who swallowed a fly. • Había una loyal friends. Commit- I•Implement the Safe Keeper high frog voice the second time. •Kindness Tree anciana que se trago una mosca. •Commit- IImplement the Safe Keeper Ritual and the Daily Commitment •Commit- Implement the Safe Keeper • Morning Message: Which words •Calendar/Weather Ritual and the Daily Commitment Ritual. Ritual and the Daily Commitment rhyme with cat? • Que palabras riman Ritual. •Kindness Tree Ritual. con gato? •Kindness Tree • Morning Message: Which story is •Challenge children to notice two kind •Calendar/Weather • Morning Message: Will the tortoise your favorite tall tell? • Cual es tu acts today. win the race? • La tortuga Will ganara cuento favorito? • Morning Message: Frog asked la carrera? •Calendar/Weather Miss Mousie to be his bride. • El sapo •Calendar/Weather le pidio a la Srta. Ratoncita que fuera su novia. •Calendar/Weather

Moving and “Five Speckled Frogs” • “Cinco ranitas Musical Cat and Fish • Gato y pez Itsy Bitsy Spider dance Move like story animals Act out exaggerations Learning moteadas” and “Shubert’s Shuffle” • musical game “El baile de Shubert”

• Identify rhyming story words • Produce rhyming words in story • Identify the beginning, middle, and end • Compare and contrast a hen and a • As a class, write a tall tale • Add to story with new rhymes context of a story rooster • Sequence Cards • Photo Activity card 93, 98 •Photo Activity Card 129 • Photo Activity Cards 129, 134, 135 The Rooster Who went to His Uncle's Centers • Photo Activity Cards 93, 98, 99 • Sound out the letters Ss, Tt, Uu, Vv, Wedding Literacy (Oral • Writer's Corner-Design a wedding Centers Ww, Xx, Yy, Zz Lanaguage, invitation • Writer's Corner-Write letters to story Centers Centers Phonics, Read • Language and Literacy-Sequence character • Math-Sequence story events Centers • Creativity Station-Illustrate part of story cards • Language and Literacy-Sort rhyming • Language and Literacy-Sort rhyming • Writer's Corner-Copy letters and story Aloud) • Library and Listening-Listen to story cards word cards words • Gross Motor Area-Pretend to grease • Creativty Station-Draw el señor don • Creativity Station-Create a weather a giant skillet Gato vane • ABC-Make play dough pancakes for Paul Bunyan and imprint with . magnetic letters LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS “Frog Went a Courtin‘ ” • “Sapito se “The Cat and the Mice” • “El gato y los “Groundhog’s Dance” • “El baile de la “The Tortoise and the Hare” • “La “Paul Bunyan” listening story fue a casar un buen día” listening ratones” listening story marmota” listening story tortuga y la liebre” listening story • Introduce tall tale as a genre story • Introduce fables • Introduce folktale as a genre • Describe and discuss rabbits • Identify exaggerations in story • Sequence the story events • Identify the moral of the story • Role-play story with chant • Identify moral of story • Identify story events as fiction and “Pecos Bill” listening story could happen “Puss in Boots” • “El gato con botas” “The Chihuahua and the Leopard” • “El “Tortoise Wins the Race” • “La • Enrich vocabulary listening story perrito Chichuahua y el leopardo” story Tortuga gana la carrera” listening • Compare Pecos Bill to modern The Rooster Who Went to His Uncle’s • Describe main story character folder story superheroes Wedding • El gallo que fue a la boda • Compare Puss and el señor don • Develop vocabulary • Describe and discuss rabbits de su tío Gato • Discuss the moral of the story • Compare two fables • Develop vocabulary . Introduce letters of the week. Use popsicle sticks to form letter of Make letters on Magnet Boards HWT Book HWT Book Handwriting the week.

• Pretend and Learn-Invite children to • Pretend and Learn-Role-play the • Pretend and Learn-Make a Fly Trap • Pretend and Learn-Supply racing • Pretend and Learn-Pretend to make role-play the wedding of Frog and wedding of El Señor don Gato and his Stew clothing and gear for children to flapjacks (pancakes) Miss Mousie bride or set up a hospital to treat El • ABC-Play "catch the fly" with magnetic explore • ABC-Make play dough pancakes for Weekly Learning • ABC-Find the magnetic letters S, s Señor don Gato letters • ABC-Play Find the Letter • Busca la Paul Bunyan and imprint with Centers through Z, z in the frog pond (sensory • ABC-Go fishing for letters • Construction-Build homes for the letra magnetic letters table) • Construction-Build a new home for animals the old woman swallowed • Construction-Build a racetrack for • Construction-Build a bed for Paul • Construction-Build a home that will El Señor don Gato and his bride the tortoise and the hare race Bunyan be appropriate for a mouse and for a frog

Use the turtle and dog puppets to Manners Point out during the day which types of Manners Send home the PATHS Kid for Today introduce the lesson. Review, and Meeting and Greeting things are for sharing and which things The Fourth Rule of Introductions, parent letter. Character Sing “Five Friends Song.” are not. Discuss how they feel about Understanding the Place Setting, and Find ways to involve parents in the Education Matching character cards sharing. using the Cloth Napkin compliment process. Sing “The More We Get Together.” Find Your Feeling Friend.

• Can you think of another song that is • Which story did you enjoy most •Can you think of another way the old • Hpw are fables and ballads different •What's the difference between tall a ballad? Green grass grew all today? woman might have solved her problem from each other? tales and fables? What are some around, I knew an old lady who • Check on Commitments without swallowing the spider? • Check on Commitments exaggerations we heard today? swallowed a fly. • Kindness Tree • Check on Commitments • Kindness Tree • Check on Commitments Closing Circle • Check on Commitments • Family Connection: Encourage • Kindness Tree • Family Connection: Challenge • Kindness Tree • Kindness Tree children to use ordinal numbers • Family Connection: Encourage children to be like the steady • Family Connection: Encourage • Family Connection: Ask to name the guests at the dinner children to retell their favorite tortoise and complete any jobs children to tell someone at home children to share the Breathing table in terms of their time of ballad to family members that need to be done at home. about their favorite fable. Balloon with their family. arrival. • Play Leap Frog • Salta la rana (p. • Play Old Gray Cat • El viejo gato gris • Blow bubbles. Pretend that the bubbles • Invite children to participate in relay • Pretend the parachute is Paul 193) (p. 194) are flies and encourage children to catch races Bunyan’s shirt and shake it out to dry all the bubbles so the old woman won’t it. Challenge children to take Paul Outdoor Learning swallow them Bunyan giant steps around the perimeter of the parachute (Paul’s shirt) LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS • Shows initiative in independent • Is aware of where own body is in • Shows competence in initiating social • Demonstrates empathy and caring • Is aware of where own body is in situations and persists in attempting to space; respects personal boundaries interactions for others space; respects personal boundaries solve problems • Begins to understand difference and • Is aware of own feelings most of the • Shows understanding by responding • Is able to increase or decrease • Responds to different musical styles connection between feelings and time appropriately intensity of emotions more through movement and play behaviors • Names at least 20 upper- and at least • Coordinates sequence of consistently, although adult guidance • Demonstrates understanding of • Produces a word that rhymes with a 20 lowercase letters movements to perform tasks is sometimes necessary terms used in the instructional given word • Asks and answers appropriate • Uses information learned from books • Shows understanding by following language of the classroom • Asks and answers appropriate questions about the book by describing, relating, categorizing, two-step oral directions, and usually • Uses information learned from books questions about the book • Uses a wide variety of words to label or comparing and contrasting follows three-step directions by describing, relating, categorizing, • Seeks to understand print and describe people, places, things, and • Demonstrates receptive vocabulary • Uses a wide variety of words to label or comparing and contrasting • Demonstrates receptive vocabulary actions (three to four thousand words) and describe people, places, things, • Uses some appropriate writing (three to four thousand words) • Uses some appropriate writing • Names at least 20 upper and at least and actions conventions when writing or giving • Shows competence in initiating conventions when writing or giving 20 lowercase letters • Asks and answers appropriate dictation social interactions dictation • Uses a large speaking vocabulary, questions about the book • Produces a word that rhymes with a • Uses the verbal ordinal terms • Uses information learned from books by adding several new words daily • Shows interest in books given word • Recognizes one-digit numerals 0 – 9 describing, relating, categorizing, or • Asks and answers appropriate • Uses some appropriate writing Learning Goals • Shows understanding by responding • Demonstrates use of location words comparing and contrasting questions about the book conventions when writing or giving appropriately • Identifies and describes the • Produces a word that rhymes with a • Combines sentences that give detail, dictation • Uses the verbal ordinal terms characteristics of organisms given word stays on topic, and clearly • Combines sentences that give detail, • Recognizes one-digit numerals 0 • Uses information learned from books • Uses the verbal ordinal terms communicates stays on topic, and clearly through 9 by describing, relating, categorizing, • Recognizes one-digit numerals 0 • Uses the verbal ordinal terms communicates • Demonstrates use of location words or comparing and contrasting through 9 • Recognizes one-digit numerals 0 • Uses the verbal ordinal terms • Identifies and describes the • Describes, observes, and • Demonstrates use of location words through 9 • Recognizes one-digit numerals 0 characteristics of organisms investigates properties and • Responds to different musical styles • Identifies flags of the U.S. and through 9 • Recognizes, observes, and characteristics of common objects through movement and play resident state • Recognizes and compares heights discusses the relationship of • Shows increasing control of tasks that • Recites the Pledge of Allegiance to or lengths of people or objects organisms to their environments require hand-eye coordination the United States flag and the state • Identifies and describes the • Demonstrates use of location words • Uses art as a form of creative self- flag and observes a moment of characteristics of organisms expression and representation silence • Describes attributes