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5-Minute Vocabulary Transitions

© AISD Early Childhood Department, 2015 page 1

CCRRMM WWeeeekk ##22 TThheemmee:: My School

Suggested Books: My New School; Owen; The Kissing Hand; Annie, Bea, and Chi Chi Dolores; Splat

the Cat: Back to School; Splat by Rob Scotton

Vocabulary (Not to be used as an exhaustive list):

class clase, name nombre, school escuela, teacher maestro, scissors tijeras, puzzle

rompecabezas/puzle, table mesa, books libros, pencil lápiz

Activity Suggestions

MMoonnddaayy:: Solicit the children’s knowledge and understanding

Have the children list tools they use at school

Encourage the children to tell where you would find tools at school (e.g., books are found in the

library.)

TTuueessddaayy:: Apply the target vocabulary in context

Idea and Movement: Create a movement for various thematic words from the unit (e.g., “Pretend to

be scissors by raising your arms above your head and moving them back and forth.”)

Prompt the children to reflect upon and examine how/where they might use each object (e.g., “In

which center would you use glue?”)

Challenge the children to explain something they know about each object.

WWeeddnneessddaayy:: AAnnaallyyzzee vvooccaabbuullaarryy wwoorrddss bbyy tthheeiirr pphhoonnoollooggiiccaall ccoommppoossiittiioonn aanndd ccoonntteexxttuuaall uussaaggee

Syllable Counting: The children say each word and then separate/clap the syllables

Listening: Differentiate whether each set of words is the same or different (e.g., class/class;

name/grass; school/sun; teacher/teacher; flag/flag; scissors/socks; puzzle/puzzle; table/chair;

books/books

TThhuurrssddaayy:: EEvvaalluuaattee tthhee uussaaggee aanndd iinnffeerreenncceess ooff tthhee vvooccaabbuullaarryy wwoorrddss

The children predict which vocabulary word to fill in the blank in the sentence—see examples below:

o “We are all in Ms. Smith’s (class)”; “My (name) is Mrs. Peterson”; “(School) is fun!” “There is one

(teacher) in our class”; “Our nation’s (flag) is red, white, and blue.” “We use (scissors) to cut

paper;” “This (puzzle) has lots of pieces”; “We eat our lunch at the (table)” “I love to read

(books)!”

Invite the children to determine which word doesn’t belong (e.g., school, teacher, egg).

Friday: Use the vocabulary words to create conversation and language

Songwriting: Allow the children to work together in small groups to compose a school song that uses

as many vocabulary words as possible.

Challenge the children to produce an oral story that includes as many vocabulary words as possible.



CCRRMM WWeeeekk ##33 TThheemmee:: Making Friends

Suggested Books: Friends At School; Owen; A Splendid Friend Indeed; Annie, Bea, and Chi Chi

Dolores; Llama Llama and the Bully Goat by Anna Dewdney; Making Friends is an Art by Julia Cook

Vocabulary (Not to be used as an exhaustive list):

friends amigos, play jugar, help ayudar, slide/ladder tobogán/resbaladero, swings

columpio, jump rope cuerda/cuerda para saltar/saltador, puppet/clown, títere/marioneta



Prompt the children to name a friend they have (at home or at school) and tell what they like to do

with that friend

Have the children give an example of helping


The children will teach a partner a way to ask for help from, or ask to play with, a friend.

Allow the children to dramatize a favorite game/place to play (slide, swings).


Syllable Counting: Direct the children to say each word and separate/clap the syllables

Listening: The children will differentiate whether each set of words is the same or different (e.g.;

“friends/class”; “play/play”; “help/help”; “slide/sun”; “ladder/shoe”; “swings/swings”).


The children will judge “good behavior” or “bad behavior” scenarios related to play. Allow the children

you call on to use a “thumbs up” or “thumbs down” signal to indicate their response: (e.g., Josh and

Lexi are playing with the ball. Josh grabs the ball from Lexi and runs away. Is that being a friend?

The children respond by making a “thumbs up” or “thumbs down” signal.) Encourage the children to

explain/ justify their response: Why or why not?

Find the error in the sentence and replace with the correct word (ie., “I have lots of cats at school.”

cats/friends)


Role Work: Direct the children to role-play a scenario for “using words” to solve problems that typically

occur during the children’s play. A desired response from the children might be“Will you play with me

on the slide?” or “When you are done with the scissors, may I borrow them?)

Have the children create a story using as many of the vocabulary words they have practiced this week

as they can.



Suggested Books: The Pledge of Allegiance, My Friends, Mouse’s First Day of School, Friends at

School, The Crayon Box that Talked by Shane Derolf and Michael Letzig

Vocabulary (not an exhaustive list):

learn aprender, partners compañeros, together juntos, flag bandera, calendar calendario,

clock reloj, radio/cd player radio, paint pintura



Have the children name some activities that the do at school. At the close of the transition, emphasize

how the activities they listed are done together as a class.

Encourage the children to describe a situation where they would work/play with a friend/partner.

TT TTuueessddaayy:: Apply the target vocabulary in context

Ask the children to examine when/how/where to use a variety of classroom objects (refer to the

vocabulary list in the above for some possible suggestions).

Prompt the children to tell about a time they worked together with a group/partner and to include

details, such as where the event took place and what they accomplished: (e.g., a child might provide

the following response: “Josh was my partner in the art center. We painted a flag.”)


Syllable Counting: The children say a word and then clap the syllables—e.g., “together… to/ge/ther.”

Listening: Instruct the children to differentiate whether each set of words is the same or different:

(e.g., “learn/class”; “partners/partners”; “together/sun”; “flag/flag”; “calendar/cat”; “clock/sock”;

“radio/puzzle”; “paint/chair”).


Challenge the children to predict which vocabulary word to fill in the blank in the sentence:

“We come to school to (learn).” “I like to work with a (partner).” “We all can work (together).” “I

can look at the (calendar) to see what day it is.” “Our (flag) is red, white, and blue.” “The (clock)

tells me what time it is.” “We can listen to music if we turn on the (radio).” “Tomorrow we will

(paint) a picture.”

Play word association by asking students to supply a word to go with a word you supply: (e.g., the

teacher says, “time;” and the child says “clock.”


Songwriting: Encourage the children to compose a song using as many of this week’s vocabulary that

they can.

Have the pairs or teams of children create a story using as many vocabulary words as they can.

Encourage the teams to incorporate movement as they dramatize the story.

CCRRMM WWeeeekk ##44 TThheemmee:: Learning Together



Suggested Books: Look, Listen and Learn, Good Food, My Five Senses ,The Shape Of Things


hear oido, see ver, senses sentidos, sight vista, smell olfato, sound sonido, taste gusto,

touch tacto, thumb pulgar, finger dedo, hand mano, lips labios



Instruct the children to match body parts (eyes, ears, nose, tongue, hands) to the sense for which it is

used. Encourage the children to use the word in a complete sentence: “I use my eyes to _______.”

Illicit suggestions from the children for five senses vocabulary words they might use that describe how

to explore any common object—e.g., an apple, leaf, etc.


Narrative Pantomime: Pair children with a partner. The children take turns acting out smelling or

tasting the following things: a lemon, a flower, a rotten banana, or a cookie.

Mirror Movement-Brain Break: Tell the children to work with a friend to mirror actions for, tasting,

smelling, hearing, touching, seeing.


Alliteration: Have the children provide a word that begins with a similar sound—e.g. /s/ (“sight”)

Syllable Counting: The children clap syllables in any word. Extend by having the children provide a

word that has the same number of syllables as the one they clapped. Encourage the children to join in

as you model how to clap the syllables.

Rhyming: Instruct the children to provide a word that rhymes with any of the target vocabulary words.

Accept nonsensical words—e.g., “taste/ raiste”

Sentence formation: Prompt the children to use any vocabulary word in a complete sentence.


Challenge the children to use words that help to discriminate between various tastes/flavors—e.g.,

“Which of these foods is not sweet: a slice of cake, a strawberry, or a lime?”

Challenge the children to use words that help to discriminate between various textures—e.g., “Which

of these things you can touch does not feel soft: a cactus, a rabbit, or blanket?”


Build-a-Phrase: Encourage the children to create a dance that would show how someone might use all

five senses. (Scaffolding: Break the task into more manageable segments by having the children create

a movement for each of the five senses. Then, instruct the children to link all five movements together

to make one complete five senses dance!)

CCRRMM WWeeeekk ##44 ((AAlltteerrnnaattiivvee)) TThheemmee:: My Senses



Suggested Books: The Little Red Hen; My Friends; How Many Can Play; Owen; Peter’s Chair; Room

on the Broom by Julia Donaldson and Axel Scheffler


cooperate cooperar, share compartir, turns turnarse, football pelota, wagon carreta,

scooter/racer patineta, kite cometa, bat/baseball bat bate de béisbol, card/ace

tarjeta/A’s/baraja/naipe/carta



Instruct the children to name a game or toy and share how they would play with that item (e.g., take

turns playing cards, share a kite, etc.)

Mirroring: Play “Mirror Moves” by asking students to copy a movement you make to play a certain

game/toy. They can guess which game/toy you are modeling how to use.


Have the children work with a partner to dramatize someone playing with a particular game/toy.

Prompt other classmates to guess the identity of the game/ toy that is being modeled.

Challenge the children to explain something they know about a particular game/toy.


Syllable Counting: Instruct the children to repeat a word you say and then clap and segment each

constituent syllable that make up that word.

Listening: Select and say a thematic word from the recommended vocabulary list in the above. Then,

instruct the child to provide another word that is the same or different:

o Teacher: “Say the same word I am saying – share.” The child should respond by saying, “share.”

o Teacher: “Say a word that is not the same as the word share.” The child should say any other

word but share.


Encourage the children to use words that would help persuade a friend to play with them.

Have the children use words that would compare how different games/toys are used/ played: (e.g.,

“You can fly a kite with a friend, but you would throw a ball to a friend.”)


Pair the children with a partner or allow them to work with a group of no more than four to produce an

oral story that would include as many of the thematic vocabulary words as they have been learning this

week as possible.

Play the association game, “Which one does not belong?” (e.g., “Which of these words does not

belong/ go together—football, scooter, and crayon?”)

CCRRMM WWeeeekk ##55 TThheemmee:: Getting Along



CCRRMM WWeeeekk ##66 TThheemmee:: Who’s in My Family?

Suggested Books: Bear’s Busy Family; Herman the Helper; Daddy calls me Man; The Kissing Hand;

Love you Forever by Robert Munsch; The Family Book by Todd Parr


brother hermano, father padre/ papá, family familia, grandfather abuelo, grandmother

abuela, kindness bondad, mother madre/ mamá, sister heremana, boy niño, bed cama,

couch/sofa/divan sofá/sillón, bracelet/necklace/chain pulsera/collar/cadena,

purse/bag/hand bag bolsa/cartera/bolso, lamp/light lámpara/luz



Have the children list people in a family.

Direct the children to turn and tell a partner people who are in their family.


Stop and Go: Encourage the children to dramatize thematic vocabulary words related to members of a

family (e.g., in order to act out something a grandfather might do, the child could walk with a cane.)

Provide clues that would describe/ refer to various family members. The children will provide a related

thematic vocabulary word that best matches the clue:

o Teacher: “The family member I am thinking of is a man. He is old. He is my mother’s father.

Who is he?”

o Child: “a grandfather.”


Syllable Completion: Instruct the children to provide the missing syllable for a variety of thematic

vocabulary words (e.g., the teacher would only say, “/mo/ __,” signaling the child to add the final

syllable, “/ther/.”) When the child has successfully responded, prompt her/ him to put the word

together—e.g., “mother.”

Syllable Counting: Say any one of the thematic vocabulary words and tell the children to clap and

count how many syllables they hear—e.g., the teacher would say, “brother,” and the children would

then clap as they segment each syllable—“bro/ ther”—and respond, “…two!”


Play the word association game, “Which one does not belong.” Say a sequence of three words and ask

the children to identify which one does not belong—e.g., “mother, brother, chair.”

Prompt the children to say something they know about any of the thematic vocabulary words.


Songwriting: Have the children compose a song using as many words as they can related to a family.

Challenge the children to produce an oral story using as many words as they can related to a family.



CCRRMM WWeeeekk ##77 TThheemmee ##22:: My Family: We Take Care of Each Other

Suggested Books: Mama Zooms; Herman the Helper; Too Many Tamales; My Day From A to Z; F is

for Feelings by Goldie Millar and Lisa Berger, The Caring Knight by Efrat Haddi


caring amarnos/ cuidarnos, cousins primos, feelings sentimientos, love amor



Direct the children to repeat the target vocabulary words as you say them.

Choose a vocabulary word and ask the children to explain what they think it means.

Choose a vocabulary word and invite the children to use it in a sentence.


Idea and Movement: Select a vocabulary word and instruct the children to turn to a partner and act it

out.

Interview the children, asking them to provide an example of how we take care of each other. Remind

the children to use the vocabulary word in a complete sentence.



count how many syllables they hear—e.g., the teacher would say, “feelings,” and the children would

then clap as they segment each syllable—“fee/ lings”—and respond, “…two!”

Listening: Say two thematic words in succession—e.g., “love/ love.” Prompt the children to

differentiate whether the pair of words you said are the same or different.

Rhyming: Say two words in succession—e.g., “love/ dove”—making sure that the first word in the

sequence is from the thematic unit of study. Instruct the children to use a “thumbs up/ thumbs down”

signal to indicate whether the two words rhyme—e.g., love and dove rhyme (thumbs up), but caring

and cat do not (thumbs down).


Tell the children a sentence, purposefully omitting a targeted vocabulary word that would make sense

in the spot where it should go. Challenge the children to predict which vocabulary word would best

complete the sentence—e.g., “I _____ (love/ care for/ etc.) my cat.”

Tell the children a sentence that uses a vocabulary word inappropriately—e.g., “My dog is coming to

visit.” Direct the children to provide another word—e.g., “cousin”—that would make better sense.


Songwriting: Have the children compose a song using as many words as they can related to the theme.

Challenge the children to produce an oral story using as many words as they can related to the theme.



CCRRMM WWeeeekk ##88 TThheemmee:: Family Fun

Suggested Books: Celebrations; What Mommies Do Best/What Daddies Do Best; Feast for 10; My

Day from A to Z; Scaredy Squirrel has a Birthday Party by Melanie Watt


celebrate celebrar, holiday día festivo, relatives parientes, thankful agradecer, together

juntos, candle vela, tent tienda de campaña/carpa, canoe/boat canoa, birthday cake

pastel de cumpleaños, cupcake/muffin magdalena/bollo/pan dulce, balloon globo



Have the children name various activities/ celebrations they do with their families.

Tell the children the name of an activity—e.g., dressing up in a costume. Solicit volunteers to provide

the name of a holiday or celebration that would match the activity—e.g., Halloween.


Idea and Movement: Allow the children to dramatize any of the words in this week’s theme—e.g., the

teacher would say, “candle,” and the children would respond by blowing out a pretend candle.

Provide clues that would describe/ refer to holidays or celebrations. The children will provide a related

thematic vocabulary word that best matches the clue:

o Teacher: “I am thinking of an object you might see at a birthday party. It can be different colors.

It may be on a string. You have to blow air into it? What is the item I am thinking of?”

o Child: “a balloon.”


Rhyming: Say two words in succession—e.g., “cake/ bake,” “candle/cat,” etc.—making sure that the

first word in the sequence is from the thematic unit of study. Instruct the children to use a “thumbs up/

thumbs down” signal to indicate whether the two words rhyme.

Alliteration: Say a thematic word, leaving out the initial sound. Challenge the children to figure out

which word you are making a reference to—e.g., “/__/andle” – “candle.”



the children to identify which one does not belong—e.g., “camp, tent, shelf.”

Tell the children a sentence that uses a vocabulary word inappropriately—e.g., “I need to blow up 10

trucks for the birthday party.” Direct the children to provide another word—e.g., “balloons”—that

would make better sense.


Narrative Pantomime: Have the children role play a celebration/holiday. Encourage them to use

related thematic vocabulary as they are acting out the event.



CCRRMM WWeeeekk ##88 ((AAlltteerrnnaattiivvee)) TThheemmee:: FFiirree SSaaffeettyy

Suggested Books: Dot the Fire Dog by Lisa Desimini; No Dragons for Tea by Jean E. Pendziwol; Stop

Drop and Roll by Margery Cuyler


safety seguridad, fire fuego, flames llamas, smoke humo, burn encender, matches cerillos,

lighter encendedor, emergency emergencia, firefighters bomberos, uniform uniforme, fire

engine camion de los bomberos, 9-1-1 9-1-1, hose manguera, air tank tanque de oxígeno,

boots botas, alarm alarma, escape escapar



Have the children name something related to fire/fire safety—e.g., firefighter, 9-1-1.

Turn and Talk: The children tell a knee-to-knee partner about a time they witnessed a fire or spotted a

fire truck.


Idea and Movement: Allow the children to create a movement that illustrate thematic words from the

unit (e.g., pretending to be a flame/ fire by waving hands back and forth above the head.)

Turn and Talk: Direct the children to explain to a knee-to-knee partner what might happen if someone

were to play with matches/lighters.


Rhyming: Say two words in succession—e.g., “fire/ mire,” “safety/cat,” etc.—making sure that the




which word you are making a reference to—e.g., “__/ire” – “fire.”



the children to identify which one does not belong—e.g., “fire, fire truck, happy.”

Challenge the children to discriminate between emergency/nonemergency situations:

o Teacher: “My house is on fire!” Child: “That is an emergency”

o Teacher: “My brother won’t share his toys.” Child: “That is not an emergency”


Songwriting: Have the children compose a song about when it is appropriate to dial 9-1-1.

Pair children with a partner and direct them to create and then act out a play about an emergency.

Encourage the children to incorporate the thematic vocabulary into their narrative.



CCRRMM WWeeeekk ##99 TThheemmee:: All Kinds of Families

Suggested Books: You and Me Together: Moms, Dads, and Kids Around the World; What Mommies

do Best/What Daddies Do Best; We Are All Alike…We Are All Different; Too Many Tamales


alike parecido(a), different diferente, respect respetar, similar similar, special especial,

tradition tradición, boy niño, man hombre



Have the children share and describe a special family tradition/ ritual—e.g., going to the park every

weekend.

Allow the children to share words they use to name their parents, such as those that show respect—

e.g., “ma’am” for “mother”/ “sir” for “father”—or are endearing—e.g., “mommy/daddy,” etc.


Ask the children to explain how they show respect to the elders in their family.

Turn and Talk: Instruct the children to tell a knee-to-knee friend about what makes their own family

special or different.



which word you are making a reference to—e.g., “__/irthday” – “birthday.”


count how many syllables they hear—e.g., the teacher would say, “respect,” and the children would

then clap as they segment each syllable—“re/ spect”—and respond, “…two!”

Rhyming: Prompt the children to provide a word—e.g., “elect”—that rhymes with any of the target

vocabulary words—e.g., “respect.” Accept nonsensical words—e.g., “tradition/ malition”



Encourage the children to name two holidays, explain which of the two they like the best, and then

explain why it is their favorite.

Turn and Talk: Invite the children to talk with a friend to decide which of two responses—e.g., “Yes

ma’am/ sir” or “Whatever!”—would best show respect for elders in their family.


Allow the children to create a rhyming chant that tells something special about their family—e.g., “My

family is great. We love to roller skate.”

Extend the Turn and Talk conversation you initiating on the previous day by asking, “What are some

ways you can show respect to people in your family?”




Have the children provide the name of a pet as they go to a center or get in line.

Ask the children to provide the name of any pet that has four legs.


Invite the children to make a sound of a familiar pet—e.g., a dog, cat, bird, or hamster.

Prompt the children to explain how to care for a familiar pet—e.g., you have to change the water in a

fish bowl/ tank on a regular basis.

Stop and Go: Tell the children the name of a pet and direct them to use their body to show how that

particular animal moves. Encourage the children to use words to describe the movement—e.g., rabbit

hops.


Alliteration: Make the initial sound of any chosen phoneme—e.g., /s/, /c/, etc. Tell the children to say

the name of a familiar pet that begins with that particular sound—e.g., “salamander”, “cat”, etc.

Syllable Counting: Segment and clap the syllables in any chosen thematic word—e,g., “sa/

la/man/der.” Direct the children to say the word in its entirety—e.g., “salamander,”—and then tell

how many syllables they heard you clap—“four!”

Rhyming: Say the name of any familiar pet—e.g., “dog”—and then direct the children to provide a

corresponding rhyming word. (Accept real—e.g., “log” and/or nonsense words—e.g., “mog”.)



Tell the children the names of any four different types of pets—e.g., “cat, dog, snake, fish.” Then,

challenge the children to sequence those words in order from their least to most favorite animal.

Model how to express their likes in complete sentences—e.g., “You like the fish the best; then a dog;

and then a cat. You like snakes the least.”

Invite the children to explain how they might convince a parent/ caregiver to allow them to have a pet.


Role Work: Allow the children to select any pet they wish to pretend to be in a pet store. Encourage

the children to use words and body language to help them play their respective role.

CCRRMM WWeeeekk ##99 ((AAlltteerrnnaattiivvee)) TThheemmee:: Pets

Suggested Books: Harry, The Dirty Dog/ Harry, el perrito sucio by: G. Zion; Daniel’s Pet/Daniel y su

mascota by: A. Flor Ada; Mi Mascota=Pet Tricks by: M. Greve, Mi Pez=My Fish by: N. Graubart


pet mascota, dog perro, cat gato, bird pájaro, hamster hamster, fish pez, turtle tortuga,

snake serpiente, lizard lagarto, rabbit conejo, rat rata





During any transition period (e.g., clean up, lining up for lunch, etc.) encourage the children to generate vocabulary words related to plants and growing. Select from any of the following prompts: o Tell me the name of a plant o Name the parts of a plant o Name foods that are plants


Stop and Go: As the children are lining up or transitioning to any new activity, direct them to stop and dramatize the movement of various types of weather phenomenon—e.g., rain, wind, tornado, etc.

Narrative Pantomime: Allow the children to act out dressing up and putting on clothes for a rainy day.


Alliteration: Make the initial sound of any chosen phoneme—e.g., /w/, /c/, etc. Tell the children to say the name of a vegetable that grows in a garden—e.g., “watermelon”, “carrot”, etc.—that makes the same sound.

Syllable Counting: Say the name of a garden plant/vegetable. Have the children repeat the word and then segment it into syllables, making one clap for each syllable—e.g., “wa-ter-me-lon”

Rhyming: Say the name of a plant/vegetable—e.g., “carrot”—and then direct the children to provide a

corresponding rhyming word. (Accept real—e.g., “parrot” and/or nonsense words—e.g., “marrot”.)



Allow the children to share their favorite plant/ vegetable and explain why they like it the best.

Challenge the children to look out the window and predict what the weather might be like—e.g. “The leaves on the trees are moving, so it must be windy.”


Allow the children to act out the life cycle of a plant: seed sprout flower fruit seed.

Model Making: Have the children sculpt their favorite garden vegetable/ plan and then tell about its constituent parts—e.g., the flower, roots, stem, etc.

CCRRMM WWeeeekk ##1100 TThheemmee:: HHooww DDoo PPllaannttss GGrrooww??

Suggested Books: Over in the Meadow; Counting in the Garden; How Does Your Salad Grow?; The

Tiny Seed by Eric Carle; The Very Hungry Caterpillar by Eric Carle; Cloud by Eric Carle


flower flor, petals pétalos, plant planta, roots raices, seeds semillas, tree árbol, vine

enredadera, cloud nube, sun sol, rain lluvia, vegetables vegetales, basket canasta/sesta,

shovel pala, onion cebolla, flower pot macetera/maceta, cactus cacto, leaf hoja, carrot

zanahoria, grapes uvas, strawberries fresas, fruit fruta, corn maíz, orange naranja,

watermelon sandia





During any transition period (e.g., clean up, lining up for lunch, etc.) encourage the children to generate vocabulary words related to fall. Select from any of the following prompts: o What are some things we might see outside during the fall/ autumn? o What color of leaves do you think we might see as we walk around the school/ to the library/ etc.?


Stop and Go: Encourage the children to use their body to act out the way leaves move in the wind.

Model the use of descriptive language as you talk about what the children are doing—e.g., “You are

swinging your arms up and down like a leaf floating in the wind.”

Narrative Pantomime: Invite the children to act out putting on various types of clothing in preparation

for a walk outside during a cool, windy fall day. Model how to speak in complete sentences and

encourage the children to talk about what they are doing—e.g., “I am putting on my scarf to keep my

neck warm.”


Alliteration: Make the initial sound of any chosen phoneme—e.g., /l/, /h/, etc. Tell the children to say

a word related to fall that begins with that particular sound—e.g., “leaf”, “harvest”, etc.

Syllable Counting: Clap and segment into syllables a word that relates to fall or describes fall-like

weather—e.g., “bree-zy.” Then, prompt the children to provide a word that has the same number of

syllables—e.g., “pum-kin.”

Rhyming: Say a word related to fall—e.g., “leaf”—and then direct the children to provide a

corresponding rhyming word. (Accept real—e.g., “thief” and/or nonsense words—e.g., “weaf”.)



Show the children a picture of a tree during the summer and another one during the fall. Direct the

children to use words to compare how the two trees are alike and different.

Challenge the children to predict what the weather will be like after fall. (Do not worry about accuracy.)


Idea and Movement: Encourage the children to use their words as they collaborate in teams of no

more than 4 (preferably pairs of 2) to act out the process of harvesting crops.

CCRRMM WWeeeekk ##1100 ((AAlltteerrnnaattiivvee)) TThheemmee:: FFaallll

Suggested Books: Look At Fall/Veamos el otoño by S. Schuette: I See Fall/Veo el otoño by C.

Ghigha


fall/ autumn otoño, change cambio, tree árbol, leaves hojas, wind viento, cool fresco,

harvest cosecha




Suggested Books: Look, Listen and Learn, Good Food, My Five Senses ,The Shape Of Things


hear oido, see ver, senses sentidos, sight vista, smell olfato, sound sonido, taste gusto,

touch tacto, thumb pulgar, finger dedo, hand mano, lips labios



Instruct the children to match body parts (eyes, ears, nose, tongue, hands) to the sense for which it is

used. Encourage the children to use the word in a complete sentence: “I use my eyes to _______.”

Illicit suggestions from the children for five senses vocabulary words they might use that describe how

to explore any common object—e.g., an apple, leaf, etc.


Narrative Pantomime: Pair children with a partner. The children take turns acting out smelling or

tasting the following things: a lemon, a flower, a rotten banana, or a cookie.

Mirror Movement-Brain Break: Tell the children to work with a friend to mirror actions for, tasting,

smelling, hearing, touching, seeing.


Alliteration: Have the children provide a word that begins with a similar sound—e.g. /s/ (“sight”)

Syllable Counting: The children clap syllables in any word. Extend by having the children provide a

word that has the same number of syllables as the one they clapped. Encourage the children to join in

as you model how to clap the syllables.


Accept nonsensical words—e.g., “taste/ raiste”



Challenge the children to use words that help to discriminate between various tastes/flavors—e.g.,

“Which of these foods is not sweet: a slice of cake, a strawberry, or a lime?”

Challenge the children to use words that help to discriminate between various textures—e.g., “Which

of these things you can touch does not feel soft: a cactus, a rabbit, or blanket?”


Build-a-Phrase: Encourage the children to create a dance that would show how someone might use all

five senses. (Scaffolding: Break the task into more manageable segments by having the children create

a movement for each of the five senses. Then, instruct the children to link all five movements together

to make one complete five senses dance!)

CCRRMM WWeeeekk ##1111 TThheemmee:: My Senses




During any transition period (e.g., clean up, lining up for lunch, etc.) encourage the children to generate vocabulary words related to pumpkins. Select from any of the following prompts: o What are some things you see on the outside/ inside of a pumpkin? o How does a pumpkin grow? What happens first, second, third, last?


Narrative Pantomime: Encourage the children to use their bodies to act out the life cycle of a pumpkin.

Model the use of descriptive language as you talk about what the children are doing—e.g., “First, you

are a tiny seed buried underneath the ground. Then, you sprout a stem, roots, and a few leaves.”

Stop and Go: Invite the children to use their faces to make a variety of jack-o-lantern expressions—e.g.,

scared, surprised, funny, happy, etc.


Rhyming: Say two words in succession—e.g., “seed/ weed,” “pumpkin/leaf,” etc.—making sure that

the first word in the sequence is from the thematic unit of study. Instruct the children to use a “thumbs

up/ thumbs down” signal to indicate whether the two words rhyme.


which word you are making a reference to—e.g., “__/ack-o-lantern” – “jack-o-lantern.”


Challenge the children to use words to justify the best place or the right kind of conditions for a

pumpkin to grow. Extend the children’s justifications:

o What would happen if you planted a pumpkin seed inside a bed of rocks?” “What would happen if

a pumpkin grew in a tree? How would if it got too big/ heavy?”


Songwriting: Encourage the children to use at least three new thematic words they have learned this week

in order to create a song about pumpkins.

Build-a-phrase: Have the children create a dance to show how a pumpkin grows. Prompt the children

to use words to describe what they are doing.

CCRRMM WWeeeekk ##1111 ((AAlltteerrnnaattiivvee)) TThheemmee:: Pumpkins

Suggested Books: Pumpkin Harvest/La Cosecha de Calabazas by C. Harris; It’s Pumpkin Time/Tiempo de

calabazas by Z. Hall; Pumpkins/Calabazas by Farmer; Pumpkin Circle/El Circulo de las Calabazas by Levenson;

Pumpkin, Pumpkin/Calabaza, Calabaza by Titherington


pumpkin calabaza, seed semilla, sprout brote, jack-o-lantern linterna, Halloween

Halloween, vine enredadera, flower flor, pulp médula, leaf hoja, pumpkin pie pastel de

calabaza





Invite the children to tell different ways that they can take care of their body so that they stay healthy.

Have the children name different types of exercises that are good for keeping the body healthy and in

good shape.

Prompt the children to tell the name of a healthy food.


Narrative Pantomime: Encourage the children to act out various exercises. Model the use of descriptive

language as you talk about what the children are doing—e.g., “Your arms make a “jumping jacks”

pattern: first, they go up above your head; and then they go down to your side.”

Stop and Go: Have the children play a game called “exercise and rest”. When the teacher says,

“exercise;” the children say the name of any type of exercise—e.g., “jog”, “lift weights”, etc.—and then

perform it. When the teacher says, “rest;” the children stop their exercising.


Alliteration: Have the children provide a word related to staying healthy that begins with a similar

sound/ phoneme—e.g. /e/ (“exercise”)

Syllable Counting: The children clap syllables in any word related to staying healthy. Extend by having

the children provide a word that has the same number of syllables as the one they clapped. Then,

direct the children to repeat as you model how to clap the syllables for the new word they provided.


Accept nonsensical words—e.g., “sick/ tick”


Turn and Talk: Instruct the children to talk to a knee-to-knee friend and compare/ discuss healthy and

unhealthy habits.

Perform any exercise, making sure that you are doing something wrong—e.g., letting one foot slide as

you jog. Instruct the children to explain what you are doing incorrectly and how to do it right.


Select volunteers to play the part of a dance instructor. Provide a pretend microphone for the child to

give the classmates directions on how to dance and move—Now move your hands up and down!”

CCRRMM WWeeeekk ##1122 TThheemmee:: Taking Care of Myself

Suggested Books: First Aid; How Do Dinosaurs Get Well Soon; I Am Sick; Eating The Alphabet


exercise, fitness, healthy, hurt, medicine, nutrition, rest, ejercicio, buena forma, fisica,

saludable, lastimarse, medicina, nutrición, descanso swimming, running, nadando,

corriendo





Have the children name a part of a tree.

Show the class a leaf. Prompt the children to use words to describe the leaf’s color, shape, edges, size,

and texture. Encourage the children to speak in complete sentences—e.g., “The leaf is brown, pointy,

big, dry, crumbly, etc.”


Build a Phrase: Allow the children to work together in groups of no more than four (preferably in pairs)

to act out a scenario about raking leaves. As the children pretend, ask questions that will prompt them

to use descriptive vocabulary:

o Teacher: What are you going to do with all the leaves when you get them into one pile?

o Children: We are going to put them in a bag/ stomp and jump on them/ etc.

Challenge the children to explain what happens to leaves during autumn/ fall.



which word you are making a reference to—e.g., “__/ake” – “rake.”


count how many syllables they hear—e.g., the teacher would say, “acorn,” and the children would then

clap as they segment each syllable—“a/ corn”—and respond, “…two!”

Rhyming: Prompt the children to provide a word—e.g., “bake”—that rhymes with any of the target

vocabulary words—e.g., “rake.” Accept nonsensical words—e.g., “tree/ dee.”


Show the class two leaves, each from a different tree. Prompt the children to use words to describe

and compare how the two leaves are alike and different.

Challenge the children to summarize the process of how leaves change color in the fall.


Allow the children to work together in groups of no more than four (preferably in pairs) to create an

autumn dance. Encourage the teams to compose a song/ melody that accompanies the corresponding

movements—e.g., “The leaves in the tree blow down, around, and to the ground.”

CCRRMM WWeeeekk ##1122 ((AAlltteerrnnaattiivvee)) TThheemmee:: Leaves

Suggested Books: I Am A Leaf/Soy una hoja by J. Marzollo; Leaf Man by L. Ehlert; Red Leaf, Yellow

Leaf by L. Ehlert


leaf hoja, leaves hojas, rake rastrillo, apple manzana, acorn bellota, nuts nueces, tree árbol





During any transition period (e.g., clean up, lining up for lunch, etc.) encourage the children to generate vocabulary words related to pumpkins. Select from any of the following prompts: o What are some nutritious foods you should eat to stay healthy? o What are the names of some fruits/ vegetables? Which foods are grains?


Turn and Talk: Direct the children to explain to a knee-to-knee partner what types of nutritious foods

they could eat for breakfast, lunch, and dinner.

Idea and Movement: Encourage the children to act out how they would eat an orange. Prompt them

to use words to describe the sequence of actions they are doing to accomplish the task:

o Teacher: What did you do first so that you could eat the fruit?

o Children: I had to peel the skin off the orange.


Syllable Completion: Instruct the children to provide the missing syllable for a variety of thematic

vocabulary words (e.g., the teacher would only say, “/straw/ __,” signaling the child to add the final

syllable, “/berries/.”) When the child has successfully responded, prompt her/ him to put the word

together—e.g., “strawberries.”

Rhyming: Say two words in succession—e.g., “fork/ pork,” “nutritious/healthy,” etc.—making sure

that the first word in the sequence is from the thematic unit of study. Instruct the children to use a

“thumbs up/ thumbs down” signal to indicate whether the two words rhyme.


Show the class a grape and a strawberry. Prompt the children to explain how the two fruits are alike

and different.

Have the children explain the meaning of the slogan, “An apple a day keeps the doctor away.”


Encourage the children to create and recite a recipe to make a healthy salad or soup. Prompt the

children to explain what ingredients they would use.

CCRRMM WWeeeekkss ##1133 aanndd 1144 TThheemmee:: Eating Well

Suggested Books: The Beastly Feast; Good Food; Eating the Alphabet


fruit frutas, grains granos, health salud, nutritious nutritivo, protein proteína, vegetables

vegetales, orange naranja, fork tenedor, corn maíz, strawberries fresas, can lata, jars

botes/ jarras, cook cocinero/a, carrot zanahoria, dishes trastes, grapes uvas, bread pan,

spoon cuchara, cup taza, bowl tazón





Instruct the children to say one playground safety rule they know as you dismiss them one by one to get

in line for outdoor recess.

As the children transition to centers, describe various events—e.g., a fire, a birthday party, etc. Allow

the children to use a thumbs-up/ thumbs-down signal to indicate whether the event you describe is an

emergency (thumbs-up for “yes”) or not an emergency (thumbs-down for “no”).


Idea and Movement: Encourage the children to show movements they can use to warn a friend of

danger. Prompt the children to describe the movements they are making—e.g., “I put my hand out in

front of my body.”

Turn and Talk: Before dismissing to centers, direct the children to tell/ remind a knee-to-knee partner

two ways to be safe in the classroom.


Syllable Counting: The children clap syllables in any word related to being safe or preparing for an

emergency. Extend the learning by having the children provide a word that has the same number of

syllables as the one they clapped. Then, direct the children to repeat as you model how to segment and

clap the syllables for the new word they provided.


Accept nonsensical words—e.g., “danger/ langer”


Encourage the children to judge and justify which of the following two responses—e.g., jumping out of

a window or dropping to the ground and rolling (stop, drop, and roll)—would be the most

appropriate/safe action to take in case of a fire.

Describe a series of behaviors—e.g., running in the classroom, walking down the hall, passing a book,

throwing scissors, etc. Direct the children to say “safe” if the behavior would not hurt someone or

“danger” if it would cause harm.


Songwriting: Encourage the children to make up a song about staying safe at home or school.

CCRRMM WWeeeekk ##1155 TThheemmee:: Staying Safe

Suggested Books: Always Be Safe; How Do Dinosaurs Get Well Soon?; Please Play Safe!; Penguin’s

Guide to Playground Safety; Science Tools


accident accidente, caution cuidado, danger peligro, emergency emergencia, harm daño,

injury herida, safety seguridad, bone hueso, swings columpio, slide toboggan





Ask the children to tell the name of something they might see in the sky in the daytime/nighttime,

during a storm, or when it is raining.


Mirroring: Encourage the children to mirror your actions and movements as you dramatize the morning

sunrise. Model and encourage the children to use location words—e.g., I am low on the horizon Estoy

bajo en el horizonte; now I am midway/ high in the sky ahora estoy a la mitad del camino/ alto en el

cielo—to describe your/ their body’s position relative to the floor as you/they move up from a squatting

stance to standing on tip toes.

Show the children photos of the sun/ moon at different elevations in the sky. Prompt the children to

use location words—low, midway, high to describe the sun/ moon’s position.



which word you are making a reference to—e.g., “__/oon” – “moon.”


count how many syllables they hear—e.g., the teacher would say, “sunshine,” and the children would

then clap as they segment each syllable—“sun/ shine”—and respond, “…two!”

Rhyming: Prompt the children to provide a word—e.g., “fun”—that rhymes with any of the target

vocabulary words—e.g., “sun.” Accept nonsensical words—e.g., “sun/ lun.”

Sentence Completion: Instruct the children to provide a thematic word that would best complete any

sentence—e.g. “The _____ sounded like a loud bang” (thunder).


Challenge the children to compare and contrast the night and day sky.

Provide the names of various routines—e.g., eating breakfast, going to school, sleeping, etc.—and have

the children tell whether that activity is something they would do during the day or at night.


Invite the volunteers to play the role of a television meteorologist. Provide each volunteer with a

pretend microphone to speak into as they give the weather report.

CCRRMM WWeeeekkss ##1166 aanndd 1177 TThheemmee:: Day and Night/ What’s in the sky?

Suggested Books: Little Cloud; What the Sun Sees/What the Moon Sees; Mommy’s Little Star


lightning relámpago, moon luna, sky cielo, stars estrellas, sun sol, thunderstorm tormenta

eléctrica, umbrella paraguas, window ventana, calendar calendario, kite cometa, cloud

nube, star estrella





Have the children say the names of the four seasons.

Ask the children to name different activities they can do during each of the four seasons.

Have the children to recall the seasons and list them in the order they occur.


Describe various characteristics related to the sights, celebrations, and weather of each season—e.g. “In what season can you see snow/see leaves falling/eat lots of ice cream? The children then provide the name of the mystery season you are describing.

Statues: Encourage the children to use their bodies to show what a tree might look like during each of the four seasons. As the children move, have them use words to describe what they are doing.


Rhyming: Prompt the children to provide a word—e.g., “thing”—that rhymes with any of the target

vocabulary words—e.g., “spring.” Accept nonsensical words—e.g., “winter/ linter.”

Sentence Completion: Instruct the children to provide a thematic word that would best complete any sentence—e.g. “I’m wearing a _____ to keep me warm on this cold winter day” (jacket/ scarf/ etc).


Ask the children to explain what types of activities they can/cannot do during different seasons: Why would it be unlikely that you would see someone wearing a bathing suit during the winter?

Tell the children the name of an article of clothing and the season/ weather during which you might wear it. Then, challenge the children to justify--explaining why or why not—whether the garment would be appropriate for the season/ weather you name.


(Continued from Weeks 16 and 17): Invite volunteers to play the role of a television meteorologist. Provide each volunteer with a pretend microphone to speak into as they describe the climate conditions for their weather report.

CCRRMM WWeeeekkss ##1188 aanndd 1199 TThheemmee:: Our Weather and Seasons

Suggested Books: What Will The Weather Be Like Today?; Weather


season estaciones del año, weather clima, fall otoño, winter invierno, spring primavera,

summer verano, clouds nubes, cloudy nublado, rainy lluvioso, sunny soleado, windy

ventoso, branches ramas, twigs ramitas, calendar calendario,, fan ventilador/abanico,

swimming nadar, running correr, jogging trotar, skates patines, scooter/racer

patineta/patinete, swing/swing set columpio, kite cometa/papalote/huila, bucket/pail,

shovel cubo/balde/tina, tent tienda de campaña/carpa, basket canasta/cesta/cesto, dress

vestido, pants/slacks/jeans pantalones/pantalón, zipper cierre/ciper/cremallera, button

botón, towel toalla, ice cream cone, clouds cono/helado/nieve, boot/shoe bota





As you dismiss individual children to select a centers or line up, have each child name one item they might need to make a snowman. List the items on chart paper for future reference

Prompt the children to name articles of clothing that help keep people warm during the winter season.


Challenge the children to think about any of the books the class has read up to this point about winter animals. As they choose a center or line up, have the children name an animal they see during the winter in any part of the world or here at home.

Refer back to the snowman materials list you created on Monday. Ask the children to discuss what they would need to do first, second, third, etc. in order to build the snowman

Narrative Pantomime: Invite the children to act out putting on different pieces of clothing for an

outside excursion in the snow, focusing on which garment they would need to put on first, second,

third, etc.


Alliteration: Say any of the thematic word for this week, emphasizing the initial sound—“winter.”

Invite the children to say another word (not necessarily thematic) that starts with the same sound.


count how many syllables they hear—e.g., the teacher would say, “snowman,” and the children would

then clap as they segment each syllable—“snow/ man”—and respond, “…two!”


Challenge the children to convince you why they should be able to go outside during wintery weather.

Invite volunteers to look out the window or briefly step outside. Have them justify whether or not

today’s weather is what most people would associate with winter.


(Continued from Weeks 16 and 17): Invite volunteers to play the role of a television meteorologist.

Provide each volunteer with a pretend microphone to speak into as they describe the climate

conditions for their weather report.

CCRRMM WWeeeekkss ##1188 aanndd 1199 ((AAlltteerrnnaattiivvee)) TThheemmee:: Winter

Suggested Books: The Snowy Day, The Mitten by Jan Brett.


winter invierno, snow nieve, snowsuit traje para la nieve, snowball bolas de nieve,

snowman muñeco de nieve, mittens mitones, snow-white blancos como la nieve, cozy

calientito, mole topo, rabbit conejo, hedgehog puercoespín, owl búho, badger tejón, fox

zorro, bear oso, mouse ratón, penguin pingüino, bear/cub oso, deer/elk venado, boot/shoe

bota, cup/mug/bowl taza de café/taza





Have the children name public buildings and spaces in their community (e.g., libraries, parks, etc).

Encourage the children to describe what various community spaces and buildings look like.

Invite the children to share which public buildings and spaces they have visited.


Children provide a response to the following prompt: “I want to find a place to swing/ read a book/

etc. Which public space/ building would I need to visit?”

Challenge the children to verbally classify public spaces/ buildings by hours of operation—open during

day, night, or both (24 hours).

WWeeddnneessddaayy:: Analyze vocabulary words by their phonological composition and contextual usage

Alliteration: Say any of the thematic word for this week, emphasizing the initial sound—“park.” Invite

the children to say another word (not necessarily thematic) that starts with the same sound.

Syllable Segmentation: Segment a thematic word into its constituent syllables, making one clap for each syllable—e.g., “a-part-ment.” Invite the children to determine and say (in its entirety) the word you just segmented—e.g., “apartment.”

Rhyming: Prompt the children to provide a word—e.g., “funnel”—that rhymes with any of the target

vocabulary words—e.g., “tunnel.” Accept nonsensical words—e.g., “hospital/ tospital.”

Prompt the children to infer where they might find/buy/borrow various services (e.g. mail a letter),

objects (e.g., check out a book), or people (e.g., locate a police man).

TThhuurrssddaayy:: Evaluate the usage and inferences of the vocabulary words

Challenge the children to try to convince you why a library is not a good place to have a birthday party.

Allow children to select which public building/ space would be most useful to have next to the school.

Allow the children to compare two public spaces/ buildings by capacity (Which holds more people?).

FFrriiddaayy:: Use the vocabulary words to create conversation and language

Volunteers role play the job of a community worker. Classmates determine where the actor works.

Children plan/ list materials needed to convert the dramatic play center into a library/ park/ etc.

Have children rearrange a list of words to make a complete sentence—e.g., park/ at/ swing/ I/ the

CCRRMM WWeeeekk ##2200 TThheemmee:: Places We Go

Suggested Books: Lola at the Library; Knuffle Bunny; A Good Night Walk; Mama Zooms


community comunidad, neighborhood barrio, block cuadra, building edificio, sidewalk

acera, apartments apartamentos, park parque, firehouse estación de bomberos, hospital

hospital, library biblioteca, window/curtains/draperies ventana/cortinas, barn/farm

granero/granja, bridge/tunnel/overpass puente





Have the children provide the names of people who work in their community (community workers).

Prompt the children to infer which tools specific community helpers need to do their job.


Statues: Call on volunteers to role play the job of any community helper that the children have learned

or read about. Instruct the other classmates to determine where the community helper actor works.

Tell the children the name of any particular work place—e.g., a post office, hospital, etc. Prompt the

children to tell which community worker they would likely find at that place/ location.


Rhyming: Say two words in succession—e.g., “hammer/ stammer,” “wrench/nail,” etc.—making sure




which word you are making a reference to—e.g., “__/aw” – “saw.”


Provide the name of any tool. Invite the children to justify what job that tool is best suited for and why

it is the best tool for the job.

Encourage the children to share which community worker they would like to be when they grow up and

explain why.


Invite a guest community worker to speak to the class. In preparation for the visit, have the children

make a list of questions they would like to ask the guest about her/ his job.

CCRRMM WWeeeekk ##2211 TThheemmee:: People We Meet

Suggested Books: Jobs; Dot the Fire Dog


work trabajar, workers trabajador, doctor doctor, firefighter bombero, librarian

bibliotecaria, mail carrier cartero, police officer policía, boy/man/guy/kid/human

niño/hombre/muchacho/joven/chico, astronaut astronauta, space suit traje de

astronauta, ladder escalera, book libro, envelope sobre, mail correo, letter carta, flashlight

linterna, telescope telescopio, paint pintura, bucket tina de pintura, brush brocha, guitar

guitarra, instrument instrumento, mop trapeador, duster fregona, vacuum/sweeper

aspiradora, cook cocinero-a, chef chef, stir revolver, skillet/pan cacerola/cazuela, bread

loaf barra de pan, wrench llave/tenaza, tool herramienta, saw serrucho, hammer martillo,

screwdriver destornillador/desarmador





Have the students name vehicles that have/ do not have wheels.

Challenge the children to provide the name of a person who operates a particular vehicle—e.g., a pilot

flies a plane, a conductor navigates a train, a chauffeur drives a limousine.


Stop and Go: Encourage the children to pretend to be driving any vehicle—e.g., a wagon, a boat, or an

airplane. As the children act out their role, have them use words to describe what they are doing—e.g.,

“I am honking my horn.”

Tell the children various clues about any particular vehicle—e.g., I’m thinking of a vehicle that has

wings, two wheels, etc. The children will provide the name of the mystery vehicle you are describing.


Syllable Counting: Say any one of the thematic vocabulary words and tell the children to clap and count how many syllables they hear—e.g., the teacher would say, “wheelbarrow,” and the children would then clap as they segment each syllable—“wheel/ bar/ row”—and respond, “…three!”

Sentence Completion: Instruct the children to provide a thematic word that would best complete any sentence—e.g. “The train conductor is sounding the _____” (horn).


Challenge the class to compare and classify vehicles in relation to which ones are safe for children to

drive and those that only an adult should drive.

Invite the students to compare and contrast two like but slightly different items—e.g., a wheel versus

tire or a ship versus a canoe.


Encourage the children to discuss what knowledge and skills they would need to be able to drive any

particular vehicle.

Challenge the children to explain how an engineer might convert one vehicle into another—e.g., “How

would you make a tricycle out of a bicycle?”

CCRRMM WWeeeekk ##2222 TThheemmee:: Things That Move

Suggested Books: I’m Your Bus; Dig Dig Digging


transportation transporte, travel viajar, traffic tránsito, safety seguridad, vehicle vehículo,

driver conductor, passenger pasajero, wagon carreta/carro, motorcycle/motor bike

moto/motocicleta, bus autobus/ guagua, school bus autobús escolar, truck camión, 18

wheeler camion de 18 ruedas, canoe/boat canoa, boat/ship barco/lancha/bote/velero,

anchor ancla, helicopter/chopper helicóptero, airplane/jet/plane avión/aeroplano





Have the children suggest other alternatives for throwing items away in the trash

As you gather the children to line up after recess, prompt them to tell about one discarded item they

saw on the playground that could be recycled.


Put on a pair of disposable gloves and remove a recyclable item from the trash can. Instruct the

children to think and tell of a way they might be able to reuse the item.

Have the children describe what various items are made of—e.g., plastic, paper, glass. Emphasize how

many recycling bins require that users sort trash based on what the items are made of.


Alliteration: Say any of the thematic word for this week, emphasizing the initial sound—“paper.”

Invite the children to say another word (not necessarily thematic) that starts with the same sound.


count how many syllables they hear—e.g., the teacher would say, “recycle,” and the children would

then clap as they segment each syllable—“re/cy/cle”—and respond, “…three!”

Rhyming: Prompt the children to provide a word—e.g., “mash”—that rhymes with any of the target

vocabulary words—e.g., “trash.” Accept nonsensical words—e.g., “plastic/ mastic.”


Invite the children to bring an object from home that their parents were planning to throw away.

Throughout various transition during the day, call on two to three of the children who did bring a

discarded item from home to explain why they decided not to throw the object away.

Challenge the children to justify and explain when certain items might not be good for recycling.


Model Making: Allow the student to describe various creations they have constructed in the art center

using materials that were recycled.

Have the children come up with a short, memorable, and convincing advertising slogan that would

persuade people to recycle.

CCRRMM WWeeeekk ##2233 TThheemmee:: Going Green

Suggested Books: The Cleanup Surprise; Big Earth Little Me


Earth Tierra, environment medio ambiente, protect proteger, recycle reciclar, reduce

reducir, reuse reusar, trash desecho/ basura, world/planet tierra/mundo/planeta/globo,

man hombre, human ser humano, can lata/bote, jars/jar botes/jarras, box/carton

caja/caja de cartón




Monday: Solicit the children’s knowledge and understanding

Show the children a paper bag. Encourage them to name different ways they could use the bag.

Encourage the children to imagine different powers they would have—e.g., the power to disappear, fly,

etc.—if they were a superhero.

Invite the children to share something they like to pretend to do or to be.

Tuesday: Apply the target vocabulary in context

Pass a block or a paper cup around the circle or down the line (if the children are lining up to go

somewhere on campus). Prompt the children to tell how they could use the item to make sounds or as

a percussion/ musical instrument.

This is a…: Show the class a paper cutout or an outline of any shape and pass it around the circle or

down the line (if the children are in line to go to lunch). As the children hold the shape, instruct them to

provide a response that would complete the following sentence stem: “This is a____ (e.g., circle); now

it’s a ___ (e.g., balloon)”.

Wednesday: Analyze vocabulary words by their phonological composition and contextual usage

Rhyming: Say two words in succession—e.g., “box/ fox,” “imagination/pretend,” etc.—making sure



Alliteration: Say a thematic word, leaving out the initial sound. Challenge the children to figure out which word you are making a reference to—e.g., “__usic” – “music.”

Thursday: Evaluate the usage and inferences of the vocabulary words

Sing a familiar song—e.g., “Happy Birthday”/ “Twinkle, Twinkle, Little Star”—out of tune or in a

monotone voice. Encourage the children to explain how to make the song sound better.

Allow the children to compare and contrast similarities/ differences between two distinct art forms—

e.g., music versus dance/ painting versus acting.


Show and Tell: Allow volunteers to share and describe a painting, song, dance, or other piece of art

they have created.

Allow the children to come up with a theme for the pretend and learn center. Have them make a list of

items and materials they could use as play props.

CRM Week #24 Theme: Using My Imagination

Suggested Books: Not a Box; The Shape of Things; Ten Black Dots


imagination imaginación, imagine imaginar, pretend simular, visualize visualizar, create

crear, superhero superhéroe, powers poderes, musical instrument instrumento musical





Prompt the children to provide the names of various tools needed to build a house.

Have the children name utensils they use for eating or preparing food.

Call on volunteers to name tools that are needed to play or work in various centers around the room.


Challenge the children to provide the most appropriate thematic word to complete various sentence

stems—e.g., “I cut paper with ____;” “I need a _____ to drive a nail into wood;” “I use a saw to ____

wood;” “I use a _____ to tighten a bolt;” etc.

Narrative Pantomime: Encourage the children to pretend that they are paining the walls inside a house.

As they act out the scenario, use descriptive words that mirror the children’s actions—e.g., “*Student’s

name] is dipping his brush into the bucket of paint. I wonder what he will do next.”


Syllable Segmentation: Segment a thematic word into its constituent syllables, making one clap for each syllable—e.g., “screw-dri-ver.” Invite the children to determine and say (in its entirety) the word you just segmented—e.g., “screwdriver.”

Rhyming: Prompt the children to provide a word—e.g., “nail”—that rhymes with any of the target vocabulary words—e.g., “pail.” Accept nonsensical words—e.g., “fork/ lork.”


Lead the children to make suggestions for how to take care of various tasks that are likely to come up

when someone is using a particular tool, such as painting a house—e.g., “What would you do if you

only had one brush and you wanted to use a different color of paint for another room in the house?”

Tell the class the name of a task—e.g., cutting a board in half. Call on volunteers to offer a justification

for the best tool to get the job done.


Invite the children to use their imagination to design a new tool. Allow volunteers to share what their

imaginary tool might look like (describe its parts) and how it could be used to make, build, or design any

building, machine, or object.

CRM Week #25 Theme: Tools We Use

Suggested Books: Science Tools; The Shape of Things; Harold and the Purple Crayon


tools herramientas, build construir, structure estructura, bridge puente, ramp rampa,

hammer martillo, wrench llave/tenaza, screwdriver destornillador/desarmador, saw

serrucho /blade hoja, paint pintura /bucket tina de pintura/bote de pintura, brush brocha,

scissors tijeras, pencil lápiz, fork tenedor, key llave, lock candado/cerradura/cierre





Have the children pretend they are a spaceship. Give them directions on how to move—e.g., forward,

backwards, sideways, etc.

Encourage the children to use their bodies to demonstrate various concepts related to force and

motion—e.g., gravity (falling to the ground/ lifting an object), friction (trying to push a heavy object,

inertia (standing still).


Turn and Talk: Direct the children to tell to a knee-to-knee partner the name of something at school

they have to push and something they have to pull in order to make it move.

Statues: Have the children dramatize what it looks like to push or pull various objects, machines, or

vehicles—e.g., a rock piedra, wagon vagón, door puerta, lawnmower cortadora de césped.


Syllable Segmentation: Segment a thematic word into its constituent syllables, making one clap for each syllable—e.g., “i-ner-tia.” Invite the children to determine and say (in its entirety) the word you just segmented—e.g., “inertia.”

Rhyming: Prompt the children to provide a word—e.g., “horse”—that rhymes with any of the target

vocabulary words—e.g., “force.” Accept nonsensical words—e.g., “gravity/ mavity.”


Challenge the children to consider how many classmates would be needed to move a heavy or a light

object. Encourage those who volunteer a response to defend their estimate.

Suspend various objects—e.g., a ball, rock, feather, etc.—in the air. Encourage the children to predict

what will happen when you let go of the object.


Inform the children that you are the driver of a spaceship. Their job is to help you navigate the ship by

telling you how and where to go—e.g., “Turn to the left; now go up and down.”

CRM Week #25 ((AAlltteerrnnaattiivvee)) Theme: Force and Motion

Suggested Books: Motion: Push and Pull; Fast and Slow/El Movimiento: Tira y Empuja; Rápido y

Despacio by Darlene R. Stille; Empuja y Hala/Pushes and Pulls by Patrica Whitehouse


motion movimiento, move mover, push empujar, pull , jalar/halar, up arriba, down abajo,

straight line línea recta, curved line linea curva, roll away rueda, slip off quitarse, quickly

rápido, slowly despacio, force fuerza, inertia inercia, gravity gravedad, speed

veloz/velocidad, friction fricción, forward hacia adelante, backward hacia atrás, sideways

de lado/ lateral, swings/swings set columpio, kite cometa/papalote/huila





Prompt the children to name the various materials the three pigs (the characters from the story) used

to build their houses.

Show the class a picture of a building with a variety of architectural features. Call on volunteers to

name the various shapes they see on the building.


Challenge the children to name various features that would go on the bottom, middle, and top part of a

house.

Narrative Pantomime: Encourage the children to pretend that they are building a house. Before they

begin their dramatization, prompt the children to sequence the various tasks—e.g., lay the foundation,

frame the wood, lay the brick, paint the walls, etc.—they would need to do (first primero, second

segundo, third tercero, last último) in order to build the pretend house.


Onset rime: Select the name of any one-syllable thematic word related to building—e.g., nail, screw, wall, roof, etc. Say the word, segmenting the onsite (initial consonant) from the adjoining rime (vowel to end)—e.g., “/n/ /ail/.” Instruct the children to join the sounds together and say the word in its entirety—e.g., “nail.”

Substituting onset: Say the name of any one-syllable thematic word related to buildings—e.g., nail, screw, fork, spoon, etc. Instruct the children to replace the onset with a new sound—e.g., “Take away the /n/ in nail and replace it with /b-/--and then say the new word—e.g., “bail.”


Suggest a new twist to the book, The Three Pigs, informing the children that in your version, there are

no bricks available for the third pig to use to build his house. Solicit suggestions from volunteers for an

alternative material the pig could use to make his house strong enough to resist the force exerted by

the Big Bad Wolf’s blow. Remind the children to justify their suggestions.


Turn and Talk: Direct the children to describe to a knee-to-knee partner how they would build a fence

around a garden so that a rabbit could not get in and eat the harvest.

CRM Week #26 Theme: Things We Build

Suggested Books: The Three Little Pigs; White Rabbit’s Color Book; Buildings


invention invento, plan plan, construct construir, materials materiales, bench

banco/banquillo,, castle castillo, wrench llave/tenaza, tool herramienta, hammer martillo,

screwdriver destornillador/ desarmador, saw serrucho/cortar





Invite the children to share the title of their favorite book or the name of their favorite author.

Prompt the children to name the parts of a book or the components/ features of a story—characters,

plot, main idea, problem, solution, setting, etc.


Call on volunteers to identify text features—word, sentence, illustration, punctuation mark, etc.—in any

one of the many Dr. Suess books (or one of the children’s favorite selections).

Allow volunteers to recite one of their favorite phrases from a popular, well-known Dr. Suess book.

Have the children retell the sequence of events from one of their favorite Dr. Suess books.


Onset rime: Select the name of a repetitive one-syllable word found in a popular Dr. Suess book —e.g., Green Eggs and Ham; The Cat in the Hat; etc. Say the word, segmenting the onsite (initial consonant) from the adjoining rime (vowel to end)—e.g., “/h/ /am/.” Instruct the children to join the sounds together and say the word in its entirety—e.g., “ham.”

Substituting onset: Say the name of a repetitive one-syllable word found in a popular Dr. Suess book —e.g., Green Eggs and Ham; The Cat in the Hat; etc. Instruct the children to replace the onset with a new sound—e.g., “Take away the /gr/ in green and replace it with /s/--and then say the new word—e.g., “seen.”


Turn and Talk: Direct the children to tell a knee-to-knee partner their favorite Dr. Suess story and

explain why they like the book so much.

Challenge the children to compare and contrast a book versus a song—e.g., “How are they alike and

different?”


Allow the volunteers to create a new rhyme that could be included or published in a new Dr. Suess

book. Encourage the children to come up with a catchy title for the new book.

CRM Week #26((AAlltteerrnnaattiivvee)) Theme: Dr. Suess

Suggested Books: Green Eggs and Ham by Dr. Seuss; The Cat in the Hat by Dr. Seuss


author autor, illustrator ilustrador, rhyme rima, book libro, write escribir, title título,

illustration ilustración, text texto, word palabra, punctuation mark signo de puntuación,

sentence oración, phrase frase, idea idea, character personaje, setting escenario, sequence of

events sequencia de eventos, plot complot/argumento, problem problema, solution solución,

title título





Refer to a map of the United States and locate where Texas is situated in relation to other states. Have

the children name facts they know about Texas or places/ landmarks they have visited in the state.

Show the class a Texas artifact (e.g., a bluebonnet, catus, etc.) or the Texas flag hanging in the

classroom. Prompt the children to describe the colors, shapes, and symbols they see.


Statues: Instruct the children to jog or jump in place and then freeze when they hear you say a word

related to Texas. The children stop and pose as that word—e.g., the teacher says “rattlesnake”, and

the children freeze, adjusting their bodies to resemble a rattlesnake.


Onset rime: Select a one-syllable word related to Texas—e.g., star, bean, cow, etc. Say the word, segmenting the onsite (initial consonant) from the adjoining rime (vowel to end)—e.g., “/st/ /ar/.” Instruct the children to join the sounds together and say the word in its entirety—e.g., “star.”

Substituting onset: Say the name of a one-syllable word related to Texas—e.g., star, bean, cow, etc. Instruct the children to replace the onset with a new sound—e.g., “Take away the /c/ in cow and replace it with /n/--and then say the new word—e.g., “now.”


Say and pair two words together—the first one associated with Texas and the second one closely

related in meaning or context—e.g. “campfire/ stove.” Provide a sentence stem that will guide the

children to explain how the two words are related—e.g., the teacher says, “A campfire is like a stove

because…,” and the child responds, “…because you can cook food with both.”


Turn and Talk: Direct the children to develop a convincing reason why someone should come and visit

the state of Texas. Encourage the children to practice their sales pitch with a knee-to-knee (if the

children are sitting on the carpet) or back-to-back (if they are standing in line) partner.

CRM Week #26((AAlltteerrnnaattiivvee)) Theme: Texas

Suggested Books: Baby Rattlesnake/Viborita de Cascabel by Te Ata and Lynn Moroney; I’m Going to

Texas/Yo voy a Tejas by Mary Dodson Wade; L is for Lone Star by Carol Crane; The Legend of the

Bluebonnet by Tomie DePaolo


rattlesnake víbora de cascabel, rattle cascabe/ sonar su cascabel, Texas Tejas, horse

caballo, mustang mustang, cows vaca, steer buey, cowboy caballo, hat sombrerel, chaps

chaparreras, boots botas, saddle silla de montar, campfire fuego, guitar guitarra, cactus

nopal, bean frijol, star estrella, longhorn el buey Colorado de Tejas, bluebonnet lupine azúl





Say words related to art—e.g., “painting”, “music”, “dance”, “sculpture”, etc. Instruct the children to

tell a word they associate (think of) in relation to the word you say—e.g., painting…“picture”,

music…“singing”, dance…“moving”, sculpture…“clay”, etc.

Pretend to be an artist engaged in various forms of artistic expression—e.g., painting a picture, singing

a song, strumming a guitar, performing a dance, acting, etc. Tell the children to say the type of the

artist you are pretending to be—e.g., painter, singer, guitar player/ musician, dancer, actor, etc.


Prompt the children to explain what various types of artists do---e.g., a musician plays an instrument in

a band, an actor performs in a play on stage or in a movie, etc.

Have the children describe the type of art they might see in various places—a museum (painting or

sculptures), a theater (acting), concert (music and singing), etc.


Syllable Counting: Say a word related to art and tell the children to clap and count how many syllables

they hear—e.g., the teacher would say, “painting,” and the children would then clap as they segment

each syllable—“pain/ting”—and respond, “…two!”

Rhyming: Prompt the children to provide a word—e.g., “way”—that rhymes with any of the target

vocabulary words—e.g., “play.” Accept nonsensical words—e.g., “music/ tusic.”


Turn and Talk: Present a piece of artwork—a painting, song, sculpture, dance—to the class. Encourage

the children to explain to a knee-to-knee partner what they like or do not like about the artwork.

Allow the children to critique the acting, music, and artwork in their favorite movie or cartoon.


Plan a visit to a museum, movie theater, or local concert. Before the trip, have the children discuss

what type of art they think they might see and questions they could ask an expert who works there.

Allow volunteers to share and discuss artwork they have created at home or in the classroom.

CCRRMM WWeeeekk ##2277 TThheemmee:: Art All Around Us

Suggested Books: Too Loud Lily; White Rabbit’s Color Book; Dots! Dots! Dots!; At the Museum


art arte, dance baile, music música, sculpture escultura, actor actor, play obra, theater

teatro, concert concierto, musician músico, museum museo, artwork obra de arte, artist

artista, design diseño, appreciate apreciar, bucket/pail cubo/balde/tina, paint pintura,

paintbrush bote de pintura, circle círculo, triangle triángulo, star estrella





Have the children say the names of some articles of clothing that cowboys typically wear, animals that

cowboys might work with, or jobs that a cowboy might do.

Provide hints as to a particular event (a rodeo) that is coming to town—e.g., “There will be cowboys,

horses, cattle, rattlesnakes, lassos, games like horseshoe throwing, concessions (food), etc.” Prompt

the children to tell what they think the mystery event you are describing might be.


Show the class artifacts (or pictures) of items visitors would see at a rodeo—a lasso, horseshoe, spur,

etc. Encourage the children to explain how a cowboy or a contestant at the rodeo would use each of

the items you mention.

Prompt the children to explain what type of knowledge and skills a cowboy/girl would need to have in

order to participate in a rodeo contest—e.g., “He/she would need to be able to lasso a steer.”


Syllable Counting: Say a word related to rodeos and tell the children to clap and count how many

syllables they hear—e.g., the teacher would say, “rodeo,” and the children would then clap as they

segment each syllable—“ro/de/o”—and respond, “…three!”

Rhyming: Prompt the children to provide a word—e.g., “fur”—that rhymes with any of the target vocabulary words—e.g., “spur.” Accept nonsensical words—e.g., “lasso/ masso.”


Turn and Talk: Encourage the children to explain to a knee-to-knee partner what type of risks or

dangers related to a rodeo contest that a cowboy should consider before deciding to participate.

Challenge the children to justify why theater or a museum would not be a good place to host a rodeo.


Narrative Pantomime: Pair children with a partner. Have the children take turn alternating between

two pretend roles: one child pretends to be a cowboy contestant in a rodeo while the other partner

pretends to be the rodeo announcer who is narrating (describing) what the contestant is doing.

CRM Week #27((AAlltteerrnnaattiivvee)) Theme: Cowboys/ Texas Rodeo

Suggested Books: I Want to Be Cowboy/Quiero Ser Vaquero by Firefly Books Ltd.; At Home on The

Ranch/Mi Casa en el Rancho by Sharon Gordon; Los Vaqueros del Rodeo/Rodeo Steer Wrestlers by

Lynn Stone


cowboys vaqueros, cow vaca, horse caballo, dusty polvoriento, ride cabalgar, lasso

lazo/soga, calf becerro, rodeo rodeo, contest/event concurso, break in domar, strength

fuerza, ability habilidad, horseshoe herradura, boots botas, spur espuelas





During any transition period (e.g., clean up, lining up for lunch, etc.) encourage the children to generate vocabulary words related to plants and growing. Select from any of the following prompts: o Tell me the name of a plant o Name the parts of a plant o Name foods that are plants


Stop and Go: As the children are lining up or transitioning to any new activity, direct them to stop and dramatize the movement of various types of weather phenomenon—e.g., rain, wind, tornado, etc.

Narrative Pantomime: Allow the children to act out dressing up and putting on clothes for a rainy day.


Alliteration: Make the initial sound of any chosen phoneme—e.g., /w/, /c/, etc. Tell the children to say the name of a vegetable that grows in a garden—e.g., “watermelon”, “carrot”, etc.—that makes the same sound.

Syllable Counting: Say the name of a garden plant/vegetable. Have the children repeat the word and then segment it into syllables, making one clap for each syllable—e.g., “wa-ter-me-lon”

Rhyming: Say the name of a plant/vegetable—e.g., “carrot”—and then direct the children to provide a

corresponding rhyming word. (Accept real—e.g., “parrot” and/or nonsense words—e.g., “marrot”.)



Allow the children to share their favorite plant/ vegetable and explain why they like it the best.

Challenge the children to look out the window and predict what the weather might be like—e.g. “The leaves on the trees are moving, so it must be windy.”


Allow the children to act out the life cycle of a plant: seed sprout flower fruit seed.

Model Making: Have the children sculpt their favorite garden vegetable/ plan and then tell about its constituent parts—e.g., the flower, roots, stem, etc.

CCRRMM WWeeeekk ##2288 TThheemmee:: HHooww DDoo PPllaannttss GGrrooww??

Suggested Books: Over in the Meadow; Counting in the Garden; How Does Your Salad Grow?; The

Tiny Seed by Eric Carle; The Very Hungry Caterpillar by Eric Carle; Cloud by Eric Carle


flower flor, petals pétalos, plant planta, roots raices, seeds semillas, tree árbol, vine

enredadera, cloud nube, sun sol, rain lluvia, vegetables vegetales, basket canasta/sesta,

shovel pala, onion cebolla, flower pot macetera/maceta, cactus cacto, leaf hoja, carrot

zanahoria, grapes uvas, strawberries fresas, fruit fruta, corn maíz, orange naranja,

watermelon sandia





During any classroom transition, have the children generate a list of words they associate with spring.

During a walk outside or a quick tour of the campus grounds, invite the children to name some of the

sights, sounds, plants, animals they notice.


Stop and Go: As the children are walking to or from any destination in the school building or on the school grounds, say the name of a particular animal associated with spring. When you say the word, tell the children to stop, freeze, and act out the animal you reference.

Narrative Pantomime: Direct the children to act out the process of putting on clothes appropriate for

rainy weather. As the children pretend, use words to describe what they are doing—e.g., “*Child’s

name+ looks like she is putting on a raincoat, carrying an umbrella, etc.”


Alliteration: Make the initial sound of any chosen phoneme—e.g., /r/, /fl/, etc. Tell the children to say the name of something related to spring—e.g., “rain”, “flower”, etc.—that makes the same sound.

Syllable Counting: Say the name of a word related to spring. Have the children repeat the word and then segment it into syllables, making one clap for each syllable—e.g., “but-ter-fly”

Rhyming: Say the name of something associated with spring—e.g., “rain.” Then, tell the children to say

a corresponding rhyming word. (Accept real—e.g., “pain” and/or nonsense words—e.g., “lain.”)


Show the class a picture of a tree during the spring and another one from the fall. Direct the children to

use words to compare how the two trees are alike and different and to explain why the leaves on the

trees appear as they do—e.g., “The leaves on the spring tree are green because they are new.”


Idea and Movement: Encourage the children to use words (in order to describe) and their bodies (in

order to dramatize) the concept of regeneration –e.g., a chick hatching from an egg—or any idea

associated with spring.

CRM Week #28 ((AAlltteerrnnaattiivvee)) Theme: Spring

Suggested Books: Butterflies; Over in the Meadow; Dora’s Eggs; Counting in the Garden; How Does

Your Salad Grow?; The Tiny Seed by Eric Carle; The Very Hungry Caterpillar by Eric Carle


flower flor, petal pétalo, plant planta, roots raices, seed semilla, tree arbol, vine enredadera,

cloud nube, sun sol, kite papalote/cometa, rain lluvia, vegetables vegetales, butterfly

mariposa, ladybug mariquita, basket canasta/sesta, shovel pala, onion cebolla, flower pot

macetera/maceta, leaf hoja, carrot zanahoria, grapes uvas, strawberry fresa, corn maíz,

orange naranja, watermelon sandia





Imitate the sound that any particular animal makes—e.g., “meow”, “ribbit”, etc. Instruct the children

to name the animal associated with that sound.

Prompt the children to provide the names of animals that fit within a particular category—animals with

wings, animals with fur, animals with four legs, etc.


Provide the children with clues about an animal—e.g., “I am thinking of an animal that walks on four

legs, has two horns on its head, and has a long neck.” Instruct the children to provide the name of the

mystery animal and then share which clue helped them know for sure.

Stop and Go: As the children are walking in line, say the name of an animal. When the children hear you say the word, they freeze, perform a behavior associated with that animal, and then reveal to friend standing next to them in line which animal they are portraying.


Syllable Segmentation: Segment the name of an animal into syllables, making one clap for each syllable—e.g., “cro-co-dile.” The children then say the word you just segmented—e.g., “crocodile.”

Rhyming: Prompt the children to provide a word—e.g., “force”—that rhymes with any of the target vocabulary words—e.g., “horse.” Accept nonsensical words—e.g., “rooster/ hooster.”


Have the children compare and contrast two different animals from the same species—e.g., a tiger versus a lion.


Turn and Talk: Instruct the children to explain to a friend standing or sitting close by why a particular animal (e.g., a tiger) would not make a good pet.

CCRRMM WWeeeekkss ##2299 aanndd 3300 TThheemmee:: AAllll KKiinnddss ooff AAnniimmaallss

Suggested Books: Butterflies; Over in the Meadow; Dora’s Eggs; Counting in the Garden; The Tiny

Seed by Eric Carle; The Very Hungry Caterpillar by Eric Carle


animal animal, climb trepar, feathers plumas, skin piel, fly, fur, scales escamas, slither

deslizarse, swim nadar, shell caparazón, monkey mono, snake serpiente/ culebra, bone

hueso, kangaroo canguro, penguin pingüino, rabbit conejo, sheep oveja, lamb borrego,

dog perro, octopus pulpo, alligator caiman/lagartija, crocodile cocodrilo, tiger tigre,

giraffe jirafa, bear oso, cub cachorro, bird pájaro, lion leon, hippopotamus hipopótamo,,

deer venado, elk uapití, fox zorro, horse caballo, frog rana, toad sapo, pig cerdo, hog

puerco, barn granero, farm granja, cat gato, kitten gatito, chicken gallina, chick pollito,

rooster gallina, zebra cebra, ape mono, gorilla gorila





Allow the children to share the names of places and habitats where they have actually seen animals.

Prompt the children to name the habitat or place where an animal would live—e.g., a chicken lives on a

farm, a snake is found in the jungle or woods, etc.


Turn and Talk: Instruct the children to use their imagination for thinking about a way to make their hands look like a particular type of animal habitat—e.g., spreading their fingers out in the shape of a tree, cupping their hands and joining them together to make a nest, waving their hands up and down like waves in the ocean, etc. Then, direct the children to show their hand creations to a person sitting or standing next to them. Each partner has to say/ guess which habitat his/her friend is trying to represent with their hands.

As the children are preparing for rest time, allow them to use their blankets to make a home or a place of refuge for any particular animal. Consult with each child, prompting him/her to describe the habitat she/he made with her/his blanket and then show how that animal would sleep/ hibernate in that space.


Syllable Segmentation: Segment the name of an animal habitat into syllables, making one clap for each syllable you enunciate—e.g., “jun-gle.” Tell the children to identify and say the word you just segmented—e.g., “jungle.”

Rhyming: Prompt the children to provide a word—e.g., “harm”—that rhymes with any of the target vocabulary words—e.g., “farm.” Accept nonsensical words—e.g., “cave/ lave.”


Challenge the children to justify why a particular habitat (e.g., a river, tree, etc.) is essential to a particular animal’s survival—e.g., Fish cannot breathe air, so they must live in the water.”

Have the children pretend there is a bear who does not want to come out from hibernation. Tell them that they must use their words to convince the bear that it is okay to come out of the cave.


Plan a trip to a zoo or farm. During various transitions throughout the day, call on volunteers to come up with a list of questions to ask the experts—e.g., the zookeeper or farmer—who work at those places. Write down the list of questions and share it with the whole class at the close of the school day. Allow the children to critique or modify questions if necessary.

CCRRMM WWeeeekkss ##3311 aanndd 3322 TThheemmee:: AAnniimmaall HHoommeess

Suggested Books: Animal Homes; Bear Snores On


burrow madriguera, habitat hábitat, hibernate hibernar, hive colmena, nest nido, tunnel

túnel, web telaraña, woods bosque, Earth tierra, world mundo, planet planeta





Prompt the children to say the name of an insect. Encourage those who provide a response to explain

how they know the animal they named is in fact an insect.

Show the class an insect (or a picture of one). Invite the children to point to and name any part on the

insect’s body—e.g., wings, antennae, legs, etc.


Stop and Go: As the class is walking in line, say the name of any insect, which will signal the children to

stop and use their bodies to pose as that creature. Allow the children to move like that insect as they

continue to walk in line. Repeat the process with other insects.

As the class is preparing to be dismissed to (or line up from) recess, instruct the children to look for an insect, say its name, and then describe it.


Syllable deletion: Say the name of any insect that has more than one syllable—e.g., “butterfly.” Segment the word into its constituent syllables, making one clap for each syllable—e.g., “but-ter-fly.” Tell the children to remove the final syllable—e.g., “fly”—and then say the new word—e.g., “butter.”

Substituting onset: Say the name of a one-syllable insect name—e.g., bee, worm, moth, etc. Instruct the children to replace the onset with a new sound—e.g., “Take away the /b/ in bee and replace it with /s/--and then say the new word—e.g.,“see.”


Encourage the children to compare and contrast an insect with a spider, pointing out the similarities (e.g., they can be found in the grass or on flowers) but emphasizing the differences (e.g., spiders have eight legs and do not have antennae.)

Encourage the children to explain if and why they are afraid or not afraid of certain bugs and insects.


Turn and Talk: Instruct the children to explain to a friend standing or sitting close by where they would find and how they would capture a particular insect.

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Suggested Books: Bugs! Bugs! Bugs!; Over in the Meadow; What Do Insects Do?; Click, Clack,

Quackity-Quack


crawl arrastrarse, insect insecto, pinch apretar, stinger aguijón, sting picar, swarm

revolotear, wings alas, antenna antena, grasshopper saltamontes, net red, butterfly

mariposa, moth polilla, ant hormiga,, spider araña, spider web telaraña, net

cazamariposas, bee abeja, wasp avispa, ladybug mariquita, worm gusano, earthworm

lombriz, caterpillar oruga





Ask the children to provide the names of any vehicles that can transport people to a faraway place.

Stop and Go: Before getting in line to go to or from recess, prompt the children to tell you the name of

a vehicle they can pretend to be as they walk/move to/from the playground. As the children walk,

make comments on how they are moving their bodies like the vehicle they selected to be—“*Student’s

name] you have your arms out like the wings on an airplane—you’re ready to fly!”


Provide the children with context clues related to a particular vehicle—e.g., “I’m thinking of a vehicle that can only travel in the air. It has rotor blades attached to the top that rotate to help it lift into the air. Which vehicle am I?” Call on volunteers to name the mystery vehicle—e.g. “a helicopter.”

As you dismiss children to centers, have each child to tell you the name of a vehicle based on mode of travel (by land, air, rail, road, etc.): “*Student #1’s name+, tell me the name of a vehicle that can only move on the street.” “*Student #2’s name+, tell me the name of a vehicle that moves in the water.”


Deleting phonemes: Say a one syllable word related to transportation—e.g., car, bus, trip, etc.—and have the children repeat it—e.g. “car.” Then, challenge the children to delete the initial phoneme—e.g., /c/--and say what the remaining word/ sound is—e.g., “ar.”

Substituting phonemes (final): Say a one syllable word related to transportation—e.g., car, bus, trip, etc.—and instruct the children to replace the onset with a new sound—e.g., “Take away the /b/ in bus and replace it with /f/--and then say the new word—e.g., “fuss.”


Encourage the children to compare and judge which of two vehicles would be the best alternative

based on the distance to the final destination—e.g., “Would it be better to take or fly in an airplane to

get to Mexico? Why?” “Would a plane be a good way to get to school? Why/why not?”


Allow the children to plan an itinerary for a make-believe voyage the moon. Prompt the children to think and discuss what things they would need to bring—clothes, food, cameras, etc.—and the best mode of transportation to get there.

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Suggested Books: In Our Country; We Are Going on a Lion Hunt; Can You Say Peace?; You and Me

Together


crawl travel viajar, trip viaje, visit visitar, airplane avión, canoe canoa, helicopter

elicóptero, scooter patinete, skate patineta, motorcycle motocicleta, bus autobús, bridge

puente, camera cámara, castle castillo, clock reloj, watch reloj





As the children enter the room in the morning (or as they are leaving for home), ask them to name a

particular type of food or a hobby that they would be willing to try.

Allow the children to name a task or skill they cannot or do not know how to do right now but would

like to try out or learn how to do it in Kindergarten.


Show the children a musical instrument (or a picture of one) they are familiar with and would like to learn how to play. As the children go to a center, have them describe what the instrument sounds like.

Have the children select a musical instrument they could pretend to play as they walk to the playground. (The class could pretend to be a marching band.) Encourage them to describe how they would play the instrument they select.


Identifying medial sounds: Say a one syllable word related to the theme of instruction—e.g., drum, run, jog, etc.,—and then isolate the medial sound—e.g. “run…/ŭ/” Instruct the children to repeat the word and the medial sound—e.g. “run…/ŭ/”

Blending: Say a one syllable word related to the theme of instruction, making sure to pause between each phoneme—e.g., “/j – ǒ – g/.” Then, say the actual word with no pauses between each phoneme—e.g. “jog.” The children repeat—e.g., “/j – ǒ – g/…jog”

Rhyming: Prompt the children to provide a word—e.g., “better”—that rhymes with any of the target vocabulary words—e.g., “letter.” Accept nonsensical words—e.g., “puzzle/ wuzzle.”


During lunch or snake time, conduct a taste test of a new type of food that the children would like to

try. Ask the children to tell and explain why or why not they did not like the taste of the new food.

Turn and Talk: Instruct the children to convince a friend sitting or standing next to them to try

something (a food, a hobby, a musical instrument, etc.) new.


Mirroring: Pretend to play a musical instrument without telling the children what you are doing. Invite the children to do as you do and then describe and guess which instrument you might be playing.

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Suggested Books: Giraffes Can’t Dance; Little Bat; Chicka, Chicka, Boom, Boom


challenge desafío, encourage animar, try probar, swim nadar, run correr, paint pintura,

tent tienda de campaña, calendar calendario, guitar guitarra, piano piano, instrument

instrumento, juggler malabarista, cake pastel, cook cocinero, puzzle rompecabezas,

cupcake pastel, letter carta, envelop sobre, gift regalo





Prompt the children to share something they have accomplished or learned to do in preschool this year

that they are proud of.

Encourage the children to tell about something they are still trying to learn about or haven’t quite

accomplished. Congratulate them for their effort and persistence, reassuring them that they will be

able to continue learning in kindergarten and will be able to do many things as they continue to grow.


Show the children tools (or pictures of tools) that help them to accomplish certain tasks, such as devices people use for cleaning—e.g., mop, duster, or a toothbrush. As you show each tool, prompt the children to tell what it is, what it is used for, and whether they know how to use it.

Challenge the children to set one goal they would like to be able to do or finish by the end of the year or by the end of the kindergarten year.


Identifying medial sounds: Say a one syllable word that pertains to a tool or device that the children are learning how (or have learned) to use—e.g., mop, pen, book, etc.,—and then isolate the medial sound—e.g. “pen…/ĕ/.” Tell the children to repeat the word and the medial sound—e.g. “pen…/ĕ/.”

Blending: Say a one syllable word related to the theme of instruction, making sure to pause between each phoneme—e.g., “/m– ǒ – p/.” Then, say the actual word with no pauses between each phoneme—e.g. “mop.” The children repeat—e.g., “/m– ǒ – p/…mop.”

Rhyming: Say two words in succession—e.g., “try/ why,” “finish/goal,” etc.—making sure that the




Have the children think of two tools or devices that most of the class has learned how to use. Allow

the children to compare and explain which of the two items was the most difficult to master.

Prompt the children to determine and explain if coins or paper bills would be easier to count.


Instruct the children to come up with some encouraging words they could tell the little engine (refer to the book, The Little Engine that Could) that would convince him to not give up.

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Suggested Books: Leo the Late Bloomer; The Little Engine That Could; Read and Rise


finish terminar, goal meta, quit darse por vencido, whistle silbato, football fútbol helmet

casco, toothbrush cepillando los dientes, mop trapeador, duster trapeador, money dinero,

coins monedas, books libros, astronaut astronauta, envelope sobre, letter carta, gift regalo





Encourage the children to name things they might be able to do as entertainment this summer—e.g.,

watch fireworks on the 4th of July, practice reading the newspaper with their parents, swim, listen to

music on the radio, etc.

Survey the children about what things they think they might learn in kindergarten.


Allow the children to share what they plan to do during the summer—e.g., swim, read, go on a trip, etc.

Sing the itsy bitsy spider song to acknowledge and celebrate the accomplishments the children have made this year in school. Before the children sing, ask them to identify which fingers (the pinky and thumb) they use to act out the itsy bitsy spider’s climb. Then, prompt the children to name and explain the use of the other fingers on their hand—the index finger, the middle finger, and the ring finger.


Blending: Say a one syllable word related to the theme of instruction, making sure to pause between each phoneme—e.g., “/f – ŭ – n/.” Then, say the actual word with no pauses between each phoneme—e.g. “fun.” The children repeat—e.g., “/f – ŭ – n/…fun.”

Rhyming: Say two words in succession—e.g., “proud/ loud,” “kindergarten/ school,” etc.—making

sure that the first word in the sequence is from the thematic unit of study. Instruct the children to use

a “thumbs up/ thumbs down” signal to indicate whether the two words rhyme.


Arrange a tour of a kindergarten classroom. After the visit, encourage the children to compare the

kindergarten room to their preschool classroom, focusing on how the two grade levels are alike and

different.


Narrative Pantomime: Allow the children to act out going to school on the first day of Kindergarten! Discuss what the children think they will need to do to prepare for this new experience—e.g., “What things will you need to buy? Why would you need them in kindergarten?”

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Suggested Books: Miss Bindergarten Gets Ready for Kindergarten; If You Take a Mouse to School;

My New School


kindergarten kindergarten, practice practicar, proud orgulloso, succeed hacerlo bien/

triunfar, success éxito, thumb dedo pulgar, summer verano, radio radio, book libro, swim

nadar, flag bandera, fireworks fuegos artificiales/ cohetes, USA flag bandera de los

Estados Unidos, newspaper periódico


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