Theme 1
Week 1 !is Way to Pre-K!
Week 2 Physical Me
Week 3 My Senses
Week 4 I !ink, I Feel
My School and MeTheme 1
Dear Family,During the next four weeks, children will be introduced to school routines and to the adventures they will encounter as they begin their educational journey. They will meet the people at our school, learn about school rules and routines, sing songs, play games, listen to engaging stories, and begin interacting with their classmates. They will learn about their physical bodies and explore the wonders of their thoughts and feelings.
Our character education focus will be on developing the concepts of responsibility and respect.
LiteracyEnjoy singing this special version of “Twinkle, Twinkle, Little Star” to your child.
Twinkle, Twinkle, Little StarTwinkle, twinkle, little starWhat a wonderful child you are.With bright eyes and nice round cheeks,Talented person from head to feet.Twinkle, twinkle, little star,What a wonderful child you are!
MathWe are learning about the attributes that make things di"erent—size, color, and shape. Encourage your child to describe how two objects are the same or di"erent. (My cereal pieces are all the same shape. Your graham crackers are a di"erent shape. One sock is black and one is white. Daddy’s socks are black and white too, but they are bigger than mine.)
Notes
For additional at-home activities, see the My School and Me PATT Mat.
Si desean más actividades para hacer en la casa, lean el Tapete de apoyo PATT de “Mi escuela y yo”.
Lectoescritura Matematicas
Tema 1 Mi escuela y yo
Estimadas familias:Durante las próximas cuatro semanas les presentaremos a los niños las rutinas de la escuela y las aventuras que van a tener al comienzo de su jornada educativa. Conocerán al personal de la escuela, aprenderán las reglas y las rutinas, cantarán, jugarán, escucharán narraciones interesantes y empezarán a interactuar con sus compañeros de clase. También aprenderán a conocer su cuerpo y a explorar las maravillas de sus pensamientos y sus sentimientos.
Semana 1 ¡Camino a Pre-Kindergarten!
Semana 2 Mi cuerpo y yo
Semana 3 Mis sentidos
Semana 4 Yo pienso, yo siento
Nuestro enfoque en la educación del carácter estará dirigido a desarrollar los conceptos de responsabilidad y respeto.
Disfruten cantándoles a sus niños esta versión especial de “Brilla, brilla y sigue así” (La melodía es la de la canción: “Twinkle, Twinkle, Little Star”)
Brilla, brilla y sigue asíBrilla y brilla y sigue así,tú eres un niño tan especial,carita dulce y angelical,tan talentoso y original.Brilla y brilla y sigue así¡tú eres un niño tan especial!
Vamos a aprender sobre los atributos que hacen diferentes a las cosas: tamaño, color y forma. Animen a sus niños a que les digan en qué se parecen y en qué se diferencian dos objetos. (Todos los cereales de mi plato tienen la misma forma. Tus galletas tienen formas diferentes. Éste calcetín es negro y éste es blanco. Los calcetines de papá son también blancos y negros, pero son más grandes que los míos).
Notas
©20
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Calm
ing
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Them
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b
Calm
ing
Stra
tegy
Them
e 1
Lear
n th
e le
tter
s in
your
nam
e. Be
gin
with
the
first
lett
er. P
ract
ice
findi
ng
that
lett
er a
roun
d yo
ur h
ome.
Is it
in a
boo
k? Is
it in
the
kitc
hen?
Try
lo
okin
g fo
r it o
n a
cere
al b
ox o
r on
som
e ot
her f
ood
cont
aine
r. Tr
y to
fin
d yo
ur sp
ecia
l let
ter o
utdo
ors.
Can
you
find
it on
a si
gn o
r on
a ve
hicl
e?
Find
som
ethi
ng a
t hom
e th
at is
abo
ut
the
sam
e he
ight
as y
ou a
re. F
ind
som
ethi
ng th
at is
shor
ter t
han
you
are.
Find
som
ethi
ng th
at is
talle
r tha
n yo
u ar
e. H
ave
som
eone
writ
e th
e sa
me-
size
obje
ct d
own,
so y
ou c
an
rem
embe
r it.
You
can
mea
sure
aga
in
in a
few
mon
ths t
o se
e if
you
have
gr
own.
Sit o
utsid
e an
d us
e yo
ur n
ose
to d
iscov
er so
met
hing
that
is
happ
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g in
you
r nei
ghbo
rhoo
d.
Clos
e yo
ur e
yes a
nd le
t you
r ear
s tel
l yo
u w
ho o
r wha
t is n
earb
y. U
se y
our
hand
s to
feel
the
text
ures
on
the
outs
ide
of y
our h
ouse
.
Lear
n th
e na
me
of y
our s
choo
l and
th
e na
me
of y
our t
each
er.
Show
you
r fam
ily h
ow y
ou c
an b
e a
S.T.
A.R
.Sm
ileTa
ke a
dee
p br
eath
And
Rela
x
©20
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Mi es
cuela
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Tema
1
Apr
ende
las l
etra
s de
tu n
ombr
e.
Empi
eza
con
la p
rimer
a le
tra.
Pra
ctic
a bu
scan
do e
sa le
tra
en la
s cos
as d
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cas
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Está
en
un li
bro?
¿Est
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la
coc
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cala
en
una
caja
de
cere
ales
o e
n ot
ras c
ajas
de
com
ida.
Bu
sca
tu le
tra
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fuer
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la c
asa.
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es b
usca
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n un
avi
so o
en
un
vehí
culo
?
Busc
a en
la c
asa
cosa
s que
mid
an
com
o tú
. Des
pués
bus
ca a
lgo
que
sea
más
baj
o qu
e tú
. Bus
ca a
lgo
que
sea
más
alto
que
tú. P
ídel
e a
algu
ien
que
escr
iba
el n
ombr
e de
al
go q
ue m
ida
igua
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tú, p
ara
que
lo re
cuer
des.
Pod
rás m
edirt
e ot
ra
vez e
n un
os m
eses
par
a ve
r si h
as
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Sién
tate
en
el p
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de
tu c
asa
y us
a la
nar
iz pa
ra d
escu
brir
algo
que
est
é pa
sand
o en
tu v
ecin
dario
. Cie
rra
los
ojos
y d
eja
que
tus o
ídos
te d
igan
qué
o
quié
n es
tá c
erca
. Usa
las m
anos
pa
ra se
ntir
las t
extu
ras d
e la
s cos
as
del e
xter
ior.
Apr
ende
el n
ombr
e de
tu e
scue
la y
el
nom
bre
de tu
mae
stro
.
Mue
stra
a tu
fam
ilia
cóm
o pu
edes
ser u
na
estr
ella
(usa
ndo
la e
stra
tegi
a S.
T.A
.R.)
Sonr
íeTo
ma
muc
ho a
ireA
sí te
Rela
jará
s
©2010 Frog Street Press, Inc. Family Connections CD ©2010 Frog Street Press, Inc. Family Connections CD S.T.A.R.
S.T.A.R.© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
Smile,
Take a deep breath,
And
Relax.
S.T.A.R.© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
Smile,
Take a deep breath,
And
Relax.
S.T.A.R.© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
Smile,
Take a deep breath,
And
Relax.
S.T.A.R.© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
Smile,
Take a deep breath,
And
Relax.
S.T.A.R.© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
Smile,
Take a deep breath,
And
Relax.
S.T.A.R.© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
Smile,
Take a deep breath,
And
Relax.
©2010 Frog Street Press, Inc. Family Connections CD S.T.A.R.
Estrella© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia. El nombre proviene de las siglas en inglés.
Sonríe,
respira profundamente
y
relájate.
Estrella© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia. El nombre proviene de las siglas en inglés.
Sonríe,
respira profundamente
y
relájate.
Estrella© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia. El nombre proviene de las siglas en inglés.
Sonríe,
respira profundamente
y
relájate.
Estrella© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia. El nombre proviene de las siglas en inglés.
Sonríe,
respira profundamente
y
relájate.
Estrella© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia. El nombre proviene de las siglas en inglés.
Sonríe,
respira profundamente
y
relájate.
Estrella© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia. El nombre proviene de las siglas en inglés.
Sonríe,
respira profundamente
y
relájate.
©2010 Frog Street Press, Inc. Family Connections CD Take-Home Storybook Cover Letter
Important Message
Important Message
Important Message
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Twinkle, Twinkle, Little Star © Becky Bailey
This is a ritual you might want to use to welcome your child home from school. It is one of Becky Bailey’s I Love You Rituals.
Twinkle, twinkle, little star
(With a partner, hold hands up to make a bridge, !ngers touching; wiggle !ngers like twinkling stars.)
What a wonderful child you are.
(Rest hands on partner’s shoulders.)
With bright eyes and nice round cheeks,
(Gently point to partner’s eyes, and then pretend to draw circles on partner’s cheeks.)
Talented person from head to feet.
(Hold hands up high and then bend down together toward feet.)
Twinkle, twinkle, little star
(Hold hands up touching each other’s !ngers; wiggle !ngers like stars.)
What a wonderful child you are!
(Partners hug.)
Twinkle, Twinkle, Little Star © Becky Bailey
This is a ritual you might want to use to welcome your child home from school. It is one of Becky Bailey’s I Love You Rituals.
Twinkle, twinkle, little star
(With a partner, hold hands up to make a bridge, !ngers touching; wiggle !ngers like twinkling stars.)
What a wonderful child you are.
(Rest hands on partner’s shoulders.)
With bright eyes and nice round cheeks,
(Gently point to partner’s eyes, and then pretend to draw circles on partner’s cheeks.)
Talented person from head to feet.
(Hold hands up high and then bend down together toward feet.)
Twinkle, twinkle, little star
(Hold hands up touching each other’s !ngers; wiggle !ngers like stars.)
What a wonderful child you are!
(Partners hug.)
©2010 Frog Street Press, Inc. Family Connections CD
Brilla, brilla para mí © Becky Bailey
Éste es un ritual que ustedes pueden usar para recibir a sus niños cuando regresan de la escuela. Es uno de los rituales para decir “Te quiero” de la Dra. Becky Bailey.
Brilla, brilla y sigue así
(con una pareja, estiren los brazos y tóquense los dedos, moviéndolos como estrellas que titilan)
tú eres un niño muy especial.
(pongan las manos en los hombros de la pareja)
Carita dulce y angelical
(señalen los ojos de la pareja con los dedos y hagan como si dibujasen círculos en sus mejillas)
tan talentoso y original.
(Tómense de las manos en alto y luego agáchense juntos hasta llegar a los pies)
Brilla y brilla y sigue así
(estiren los brazos y tóquense los dedos, muevan los dedos como si fueran estrellas que titilan)
¡tú eres un niño muy especial!
(Den un abrazo a su pareja)
Brilla, brilla para mí © Becky Bailey
Éste es un ritual que ustedes pueden usar para recibir a sus niños cuando regresan de la escuela. Es uno de los rituales para decir “Te quiero” de la Dra. Becky Bailey.
Brilla, brilla y sigue así
(con una pareja, estiren los brazos y tóquense los dedos, moviéndolos como estrellas que titilan)
tú eres un niño muy especial.
(pongan las manos en los hombros de la pareja)
Carita dulce y angelical
(señalen los ojos de la pareja con los dedos y hagan como si dibujasen círculos en sus mejillas)
tan talentoso y original.
(Tómense de las manos en alto y luego agáchense juntos hasta llegar a los pies)
Brilla y brilla y sigue así
(estiren los brazos y tóquense los dedos, muevan los dedos como si fueran estrellas que titilan)
¡tú eres un niño muy especial!
(Den un abrazo a su pareja)
©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
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©2010 Frog Street Press, Inc. Family Connections CD Balloon
Balloon© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Place your hands on your head and lock your !ngers together.
! Breathe in deeply and raise your hands over your head as if your air were !lling up a balloon.
! Sni" in more air. Sni" in one more time.
! Then let the air out as you drop your hands back down to your head.
! Make a “ppppbbbbbbbb” sound as the air empties from the pretend balloon. Repeat.
Balloon© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Place your hands on your head and lock your !ngers together.
! Breathe in deeply and raise your hands over your head as if your air were !lling up a balloon.
! Sni" in more air. Sni" in one more time.
! Then let the air out as you drop your hands back down to your head.
! Make a “ppppbbbbbbbb” sound as the air empties from the pretend balloon. Repeat.
Balloon© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Place your hands on your head and lock your !ngers together.
! Breathe in deeply and raise your hands over your head as if your air were !lling up a balloon.
! Sni" in more air. Sni" in one more time.
! Then let the air out as you drop your hands back down to your head.
! Make a “ppppbbbbbbbb” sound as the air empties from the pretend balloon. Repeat.
Balloon© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Place your hands on your head and lock your !ngers together.
! Breathe in deeply and raise your hands over your head as if your air were !lling up a balloon.
! Sni" in more air. Sni" in one more time.
! Then let the air out as you drop your hands back down to your head.
! Make a “ppppbbbbbbbb” sound as the air empties from the pretend balloon. Repeat.
©2010 Frog Street Press, Inc. Family Connections CD Balloon
El globo© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Pongan las manos sobre la cabeza y junten los dedos.
! Respiren profundamente y levanten las manos sobre la cabeza como si fueran el aire que va llenando al globo.
! Aspiren más aire, aspiren una vez más.
! Luego, dejen salir el aire mientras bajan las manos otra vez hasta la cabeza.
! Hagan con los labios un ruido como diciendo: “pepepepepepe” que suena como cuando el aire sale de un globo. Repitan.
El globo© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Pongan las manos sobre la cabeza y junten los dedos.
! Respiren profundamente y levanten las manos sobre la cabeza como si fueran el aire que va llenando al globo.
! Aspiren más aire, aspiren una vez más.
! Luego, dejen salir el aire mientras bajan las manos otra vez hasta la cabeza.
! Hagan con los labios un ruido como diciendo: “pepepepepepe” que suena como cuando el aire sale de un globo. Repitan.
El globo© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Pongan las manos sobre la cabeza y junten los dedos.
! Respiren profundamente y levanten las manos sobre la cabeza como si fueran el aire que va llenando al globo.
! Aspiren más aire, aspiren una vez más.
! Luego, dejen salir el aire mientras bajan las manos otra vez hasta la cabeza.
! Hagan con los labios un ruido como diciendo: “pepepepepepe” que suena como cuando el aire sale de un globo. Repitan.
El globo© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Pongan las manos sobre la cabeza y junten los dedos.
! Respiren profundamente y levanten las manos sobre la cabeza como si fueran el aire que va llenando al globo.
! Aspiren más aire, aspiren una vez más.
! Luego, dejen salir el aire mientras bajan las manos otra vez hasta la cabeza.
! Hagan con los labios un ruido como diciendo: “pepepepepepe” que suena como cuando el aire sale de un globo. Repitan.
©2010 Frog Street Press, Inc. Family Connections CD Drain
Drain© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Extend both arms in front of your body parallel to the #oor while you make a !st with both hands. Imagine your hands are faucets.
! Tighten your muscles and exhale slowly while releasing your muscles. Make a “sssshhh” sound as you pretend to release the water in the faucets.
! End with your hands open and your arms relaxed at your sides.
! After a few seconds, repeat.
Drain© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Extend both arms in front of your body parallel to the #oor while you make a !st with both hands. Imagine your hands are faucets.
! Tighten your muscles and exhale slowly while releasing your muscles. Make a “sssshhh” sound as you pretend to release the water in the faucets.
! End with your hands open and your arms relaxed at your sides.
! After a few seconds, repeat.
Drain© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Extend both arms in front of your body parallel to the #oor while you make a !st with both hands. Imagine your hands are faucets.
! Tighten your muscles and exhale slowly while releasing your muscles. Make a “sssshhh” sound as you pretend to release the water in the faucets.
! End with your hands open and your arms relaxed at your sides.
! After a few seconds, repeat.
Drain© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Extend both arms in front of your body parallel to the #oor while you make a !st with both hands. Imagine your hands are faucets.
! Tighten your muscles and exhale slowly while releasing your muscles. Make a “sssshhh” sound as you pretend to release the water in the faucets.
! End with your hands open and your arms relaxed at your sides.
! After a few seconds, repeat.
©2010 Frog Street Press, Inc. Family Connections CD Drain
Dejar ir© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Extiendan los dos brazos hacia el frente en paralelo al piso mientras se hace puño con las dos manos. Imaginen que las manos son llaves de agua.
! Contraigan los músculos. Exhalen lentamente mientras a#ojan los músculos. Hacer un sonido como un: “chis” prolongado, como si saliera agua por las llaves.
! Terminen con las manos abiertas y los brazos relajados a los lados del cuerpo.
! Esperar unos segundos y repetir.
Dejar ir© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Extiendan los dos brazos hacia el frente en paralelo al piso mientras se hace puño con las dos manos. Imaginen que las manos son llaves de agua.
! Contraigan los músculos. Exhalen lentamente mientras a#ojan los músculos. Hacer un sonido como un: “chis” prolongado, como si saliera agua por las llaves.
! Terminen con las manos abiertas y los brazos relajados a los lados del cuerpo.
! Esperar unos segundos y repetir.
Dejar ir© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Extiendan los dos brazos hacia el frente en paralelo al piso mientras se hace puño con las dos manos. Imaginen que las manos son llaves de agua.
! Contraigan los músculos. Exhalen lentamente mientras a#ojan los músculos. Hacer un sonido como un: “chis” prolongado, como si saliera agua por las llaves.
! Terminen con las manos abiertas y los brazos relajados a los lados del cuerpo.
! Esperar unos segundos y repetir.
Dejar ir© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Extiendan los dos brazos hacia el frente en paralelo al piso mientras se hace puño con las dos manos. Imaginen que las manos son llaves de agua.
! Contraigan los músculos. Exhalen lentamente mientras a#ojan los músculos. Hacer un sonido como un: “chis” prolongado, como si saliera agua por las llaves.
! Terminen con las manos abiertas y los brazos relajados a los lados del cuerpo.
! Esperar unos segundos y repetir.
©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
Please Bring....Please Bring....
Please Bring....Please Bring....
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Sírvanse traer....Sírvanse traer....
Sírvanse traer....Sírvanse traer....
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©2010 Frog Street Press, Inc. Family Connections CD Pretzel
Pretzel© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Stand or sit, and cross one ankle over (or in front of) the other.
! Extend your arms to the front.
! Cross one wrist over the other wrist, face palms together, and clasp hands together. Bring clasped hands in toward the chest, twisting them down and toward the body and then up next to the chest.
! Close eyes and inhale with tongue positioned on the roof of your mouth. Exhale and release your tongue.
! Repeat
This activity shifts the electrical energy of the brain from the low level (survival centers) to the higher regions (reasoning centers). The tongue on the roof of the mouth stimulates the limbic system to coordinate with the frontal lobes, integrating the left and right hemispheres of the brain.
Pretzel© Becky Bailey
This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.
! Stand or sit, and cross one ankle over (or in front of) the other.
! Extend your arms to the front.
! Cross one wrist over the other wrist, face palms together, and clasp hands together. Bring clasped hands in toward the chest, twisting them down and toward the body and then up next to the chest.
! Close eyes and inhale with tongue positioned on the roof of your mouth. Exhale and release your tongue.
! Repeat
This activity shifts the electrical energy of the brain from the low level (survival centers) to the higher regions (reasoning centers). The tongue on the roof of the mouth stimulates the limbic system to coordinate with the frontal lobes, integrating the left and right hemispheres of the brain.
©2010 Frog Street Press, Inc. Family Connections CD Pretzel
La rosquita© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Pónganse de pie o siéntense y crucen un tobillo sobre el otro (o frente al otro)
! Extiendan los brazos hacia el frente
! Crucen una muñeca sobre la otra, pongan las palmas de las manos una frente a otra y junten las manos. Acerquen las palmas unidas hacia el pecho, retorciéndolas hacia abajo y luego otra vez hacia el pecho.
! Cierren los ojos y aspiren, con la lengua pegada al paladar. Exhalen y bajen la lengua.
! Repetir.
Esta actividad trans!ere la energía eléctrica del cerebro, del nivel bajo (centros se supervivencia) a las regiones más altas (centros del razonamiento). La lengua en el paladar estimula al sistema límbico para que coordine con los lóbulos frontales, integrando los hemisferios izquierdo y derecho del cerebro.
La rosquita© Becky Bailey
Ésta es una actividad tranquilizadora que sus hijos han aprendido en la escuela. Cuando se sienten disgustados, es útil para ellos tener un repertorio de estrategias para calmarse y desarrollar su autocontrol. Si sus hijos se disgustan, ustedes pueden sugerirles que usen esta estrategia.
! Pónganse de pie o siéntense y crucen un tobillo sobre el otro (o frente al otro)
! Extiendan los brazos hacia el frente
! Crucen una muñeca sobre la otra, pongan las palmas de las manos una frente a otra y junten las manos. Acerquen las palmas unidas hacia el pecho, retorciéndolas hacia abajo y luego otra vez hacia el pecho.
! Cierren los ojos y aspiren, con la lengua pegada al paladar. Exhalen y bajen la lengua.
! Repetir.
Esta actividad trans!ere la energía eléctrica del cerebro, del nivel bajo (centros se supervivencia) a las regiones más altas (centros del razonamiento). La lengua en el paladar estimula al sistema límbico para que coordine con los lóbulos frontales, integrando los hemisferios izquierdo y derecho del cerebro.
Character Respect and ResponsibilityEducation: Respeto y Responsabilidad
Wonderful Word: routine , rutina
FridayMonday
Literacy: Oral Language, Read-Aloud
Letter English /Spanish : AlphabetKnowledge:
States' Standards and BSRA-3: Primary Colors and Two-Dimensional Shapes
Math: Listening, Attributes
L • Sing "Do You Know the Principal." (p180) • Sound out the letters A, B, C, T, I, and D.
Fanny Frog’s Fantastic Poems and Rhymes (Pledge of Allegiance) • Discuss attributes of the US and State flags •Sound out the letters A, B, C, T, I, and D.
• Introduce "Twinkle, Twinkle, Little Star."•Vocabulary Cards: school, classroom, bus, flag
•Building Community: •UniteSing "The More We Get Together" p 185.Introduce the rules in the classroom.•Disengage the stress responsePractice S. T. A. R. calming strategy.•ConnectClap the syllables of the child's name as you repeat it.•CommitDiscuss the commitment of using kind words.Commitment Box•Calendar/Weather
Sing “On Your Face” and do the activities.
H •Building Community: •UniteSing "Rise and Shine" p 183. Introduce school routines and centers.•Disengage the stress responseDemonstrate the S. T. A. R. breathing strategy.•ConnectIntroduce the chant "Name, Name-Nombre, nombre" p 192.•CommitExplain the children your job is to keep them safe.Commitment Box•Calendar/Weather
Emergent Phonics
• Learn “Clean Up” routineCenters • Give children their name cards. Have them say the names of the letters in their name.•Vocabulary Cards: school, classroom, bus, flag
Lesson Plan for My School and Me • Mi escuela y yo - This Way to Pre-K (Week 1) Date: September 4-8, 2 017
Moving and Learning
Greeting Circle
Dr. Jean on Frog Street CD“Hello Friend”“Rainbow Dancers”
LESSON COMPONENTS
O
Tuesday
Class: Crème Prep
Dr. Jean on Frog Street CD “Mother Gooney Bird”“Shake Hands” greeting game
Sing and act out the song “That Was Helpful” by Becky Bailey.Freeze
•Building Community: •UniteSing "The More We Get Together" p 185.Tell children today they will learn about the school outside the classroom.•Disengage the stress responsePractice the S. T. A. R. strategy.•ConnectIntroduce "Twinkle, Twinkle, Little Star" • "Brilla, brilla y sigue asi" p 173.•CommitIntroduce the kindness treeCommitment Box•Calendar/Weather
Technology: Frog Street Pre-K Interactive Software will be introduced next week
•Building Community: •UniteSing "The More We Get Together" p 185.Tell children today they will learn about the school outside the classroom.•Disengage the stress responsePractice the S. T. A. R. strategy.•ConnectIntroduce "Twinkle, Twinkle, Little Star" • "Brilla, brilla y sigue asi" p 173.•CommitIntroduce the kindness treeCommitment Box•Calendar/Weather
Wednesday
English Vocabulary: centers, circle, classroom, daily schedule, friends , letter wall, listening, pledge, principal, safe, school, teacher
Spanish Vocabulary: centros, círculo, salón de clase, horario diario, a migos, pared de letras, escuchar, juramento, direct or, seguro, escuela, maestro
Thursday
Crème de la Crème 1
FridayMonday
•Building Community: H •Building Community:
LESSON COMPONENTS Tuesday
•Building Community: •Building Community:
Wednesday Thursday
• Describe center activities and encourage children to explore the assortment of items (lids, buttons, straws, washers). • Brainstorm a list of sounds they would expect to hear outdoors. Write the list.•Make a yellow, green, and blue pattern
•Discuss how to break the spread of germsConduct experiment: Growing GermsBread Zip lock Bags•Photo Activity Card 15Discuss attributesChef It Up!
• Feely BoxInvite children to work in pairs and guess the item is in the box•Sing "This Is Tiffany" p 187•Discuss the outside equipment and the kind of play activities on each piece of equipment.•Paint a square and a circle using yellow, green, and blue
PATHS •Introduce respect and responsibility .•Discuss your responsibility in the classroom.
PATHS •Explain to the children what routine means .• Ask children about daily routines at home.
PATHS •Invite school personnel to visit the classroom to talk about their jobs.
KREM-TV •Invite children to role-play the jobs of the people they met on the school tour.
STEM
A • What are germs?Conduct experiment: How do germs spread?Challenge children to draw their interpretation of a germ.Chef It Up!•Sing "The Color Song."
Character Education/Social
Studies/KREM-TV/PATHS
Y
Invite children to draw a picture of their favorite part of the school day.• Encourage the children to use magnetic letters to copy their names.•All About Me Book•HWT Get Set for School CDSong "Tap, Tap, Tap" (19)
• Introduce the letter wall and the alphabet •This Way to Pre-K • Camino a Pre-Kinder•Ask children to define promise in their own words.•Photo Activity Card 15
• Creativity Station-Create drawings for theme projectAll About Me Book•HWT Get Set for School CDSong "Tap, Tap, Tap" (19)
• Create thank-you notes for school helpers.All About Me Book•HWT Get Set for School CDSong "Tap, Tap, Tap" (19)
• How to Care for Books-Rebus poster • Tour the school• Pretend and Learn-Role-play This Way to Pre-K • Camino a Pre-Kinder
• Pretend and Learn - • Construction - Use the information they gather to add to their model• Library and Listening - “I Like School” Practice “reading” books in classroom library
• Pretend and Learn - Toward the end of the week, introduce school helpers into children’s play. • Construction - Continue building with blocks
• Trace the upper case of the alphabet • ABC Center-Place magnetic letters on letter-shape puzzles•HWT Get Set for School CDSong "Tap, Tap, Tap" (19)•Trace a triangle and discuss its attributes.
Weekly Learning Centers
• Pretend and Learn - • Construction - Continue with suggesting ideas for blocks• Library and Listening - “I Like School” story props - retell story
Literacy (Oral Language, Read- Aloud)
Pre-Writing
I
•This Way to Pre-K • Camino a Pre-Kinder• Discuss the book.• Introduce management system (your role and the children role)• Tell children each activity is a component of the whole schedule.•Introduce classroom centers.•Learn "Clean Up" routine.• How to Care for Books-Rebus poster
• Pretend and Learn - Each day focus on different center activities and elements in the class schedule.• Construction - Make suggestions for adding a playground/neighborhood•Learn how to wash hands•Discuss germs
D
• This Way to Pre-K • Camino a Pre-Kinder• Guest reader •Learn to greet and thank school workers.•Show and tell about things I like to do at school
Crème de la Crème 2
FridayMonday
•Building Community: H •Building Community:
LESSON COMPONENTS Tuesday
•Building Community: •Building Community:
Wednesday Thursday
• Which letter on the letter wall did you put your name under?• Check on Commitments•Family Connection: Send home a picture of a star with the words Smile-Take a breath-and-Relax
Learning Goals
Closing Circle
Outdoor Learning
• What would school be like if there were no people who work at school?• Check on Commitments• Family Connection: Encourage the children to sing the words of School Is Fun with their families.
• What are some of the things we need to remember when we handle books?• Check on Commitments.• Family Connection: Send "Twinkle, Twinkle, Little Star" note home with children.
• Assumes various roles and responsibilities as part of a classroom community• Engages in reading-related activities• Asks and answers appropriate questions about the book• Provides appropriate information for various situations• Participates in classroom music activities• Describes attributes • Identifies flags of the United States and resident state• Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence
• Is able to use language for different purposes• Develops warm relationships with teachers• Assumes various roles and responsibilities as part of a classroom community• Uses books and other written materials to engage in prereading behaviors• Discusses the roles and responsibilities of community workers• Develops warm relationships with teachers• Describes attributes• Uses category labels to understand how words and objects relate to each other• Practices good habits of personal safety
• Shows competence in initiating social interactions• Demonstrates knowledge of nonverbal conversational rules• Demonstrates knowledge of verbal conversational rules• Discusses the roles and responsibilities of community workers• Participates in classroom music activities• Demonstrates knowledge of verbal conversational rules• Describes attributes• Uses art as a form of creative self-expression and representation
•Play group games this week. • Duck, Duck, Goose (p194) Discuss rules of safety for playing outdoors.
Play group games this week. • Drop the Handkerchief ( p 194) orTake the children outdoors to chase bubbles.
•Play group games this week. • Chase Bubbles ( p 21)
• Develops warm relationships with teachers• Assumes various roles and responsibilities as part of a classroom community• Asks and answers appropriate questions about the book• Demonstrates understanding of terms used in the instructional language of the classroom• Organizes their life around events, time, and routines• Describes, observes, and investigates properties and characteristics of common objects
•Check on commitments •Which centers did you enjoy today? • Family Connection: Send home the My School and Me Theme Letter and PATT Mat
•Play group games this week. • Chase Bubbles ( p 21)
Crème de la Crème 3
Dear Crème Parent, This week we are beginning the PATHS Preschool curriculum. PATHS will be used regularly throughout the year and will cover a number of different topics. We started the year by reviewing the rules of our classroom. Children learn to follow many rules in preschool. These rules are for mealtime, playtime and Circle Time. Circle Time is a short group-learning period that takes place every week. During Circle Time, we do PATHS lessons. At first, Circle Time is difficult for children because they are asked to sit still and listen to the teacher. Providing rules helps children learn new skills. Rules also help children feel more secure because they let the children know what is expected. When we give them rules it is important to explain the reason for the rules. This way the children will understand why these behaviors are important (for example, safety or getting along with others). We will encourage your child to talk about PATHS with you at home, and we will keep you up-to-date as we go along. Your child is bringing home the first Parent-Child activity today. It involves discussing the rules that he or she is supposed to follow at home. Please let me know if you have any questions, comments or suggestions. As always you can reach me at [email protected]. Sincerely, Norma Bradley Director of Curriculum
PATHS Lesson 1 Lesson Name: Circle Rules Week: September 4-8, 2017
Day of the Week/Objectives
Gard 3 Crème Prep Transitional Kindergarten
Monday
Tuesday To have children
recognize Circle Time as a classroom activity that provides a sense of community, belonging
and fun.
Play Ring Around the Rosie and introduce the concept of
Circle Time. Read a book about school. Talk about rules for the
classroom. Make Rules Poster.
Play Ring Around the Rosie and introduce the concept of Circle Time.
Read a book about school. Talk about rules for the classroom. Make
Rules Poster.
Gather for Circle Time Read a book about school.
Talk about rules for the classroom. Make Rules Poster.
Say a rule and have children demonstrate the cue.
Wednesday To discuss and
generate possible consequences of not having rules in the
classroom.
Review Classroom Rules.
Play Look Who’s Talking game.
Review Classroom Rules.
Play I Spy a Rule.
Review the Classroom Rules along with cues.
Play Rules Dominoes.
Thursday
Friday To establish a physically and
emotionally safe classroom
environment.
Send Parent Letter and Activity Home.
Review the Classroom Rules.
Send Parent Letter and Activity Home. Review the Classroom Rules.
Send Parent Letter and Activity Home. Review the Classroom Rules.
Math: Position WordsLetter English/ Spanish - Letters inKnowledge: Child's name
States'Standards and BSRA-3: Recognition Upper-case and Straight Line
Literacy: Vocabulary, Phonological Awareness
English Vocabulary: brushing, closed, down, face, fingers, hands, head, knees, open, responsibility, shoulder, teeth, toes , up
Spanish Vocabulary: cepillar, cerrado, abajo, cara, dedos, manos, cabez a, rodillas, abierto, responsabilidad. hombro, dien tes, dedos de los pies, arriba
Sing with movements “Put Your Little Foot.”Jumping jacks, toe touches, push-ups, squats, and arm swings
Sing and dance “Row, Row, Row Your Boat.”“Shake a Hand” handshakes
• Introduce concept of rhyming words• Use rhyming clues to identify body parts •Vocabulary Cards : eyes, ears
Frog Street Friends CD “Your Five Senses”Simon Says • Simón dice game
Lesson Plan for My School and Me • Mi escuela y yo - Physical Me • Mi Fisico (Week 2)
responsibilityresponsabilidad
Wonderful Word:
Date: Sept. 11-15, 2017
Technology: Name Game - Letters in first name
Class: Crème Prep
Character Respect, RespetoEducation: Responsibility, Responsabilidad
LESSON COMPONENTS
• Introduce facial features•Vocabulary Cards: mouth, nose, teeth, face
Moving and Learning
Monday Tuesday
Dr. Jean CD“My Hands on My Head”The Hokey Pokey • Baila el hokey pokey dance
• Introduce body part vocabulary and spell it.•Spell children's names•Vocabulary Cards: legs, feet, toes
•Building Community: Unite•Sing "Open, Shut Them" • "Abre y cierra" p 183.Disengage the stress response•Practice the Balloon • El globo p 168.Connect•Describe the helpful ways you see children touching one another.Commit•Review your job and the children's job to keep the classroom safe.•Commitment Box/KindnessTree•Morning Message: We use kind words. Usamos palabras amables.•Calendar/Weather
Greeting Circle
•Building Community: Unite•"Warm-Up Chant" p 189Introduce the theme and review the rules in the classroom.Disengage the stress response•Demonstrate the calming strategy Balloon • El globo p 168.Connect•Introduce the action rhyme On Your Face • En la cara p 172.Commit•Suggest another way to keep the classroom safe is to use helping hands.•Commitment Box/KindnessTree•Morning Message: Good morning! • Buenos Dias!•Calendar/Weather
•Building Community: Unite•Teach children "Head, Shoulders, Knees, and Toes" • "Hombros, rodillas y los pies" p 181.Disengage the stress response•Implement the calming strategy Balloon • El globo p 168.Connect•Review On Your Face • En la cara p 172.Commit•Remind children when they use their helping hands they are showing responsibility.•Commitment Box/KindnessTree•Morning Message: Today is Tuesday. Hoy es martes.•Calendar/Weather
•Building Community: Unite•Sing "Rise and Shine" p 183.Disengage the stress response•Practice the Balloon • El globo p 168.Connect•Play Get Ready! • Estemos listos! p 176.Commit•Ask children to demonstrate how to use helping hands.•Commitment Box/KindnessTree•Morning Message: We use helping hands. Usamos manos amables.•Calendar/Weather
• Play Copy Cat•Photo Activity Card 5 -Poem "Bouncing Ball" Phonics
• Introduce concept of compound words• Play with compound words
Wednesday FridayThursday
•Building Community: Unite•Sing "This Is Tiffany" Disengage the stress response•Review S. T. A. R. and Balloon calming strategies.Connect•Play That Was Helpful p 175.Commit•Allow children to choose to commit to using kind words.•Commitment Box/KindnessTree•Morning Message: Today is Friday. Hoy es viernes.•Calendar/Weather
Sing with movements “Brush Your Teeth.”“Hands and Fingers” • “Manos y dedos” participation song
LESSON COMPONENTS Monday Tuesday
•Building Community: •Building Community: •Building Community: •Building Community:
Wednesday FridayThursday
•Building Community:
Closing Circle
• How have you used your legs and feet?• Check on Commitments• Count the hearts on the Kindness Tree.• Family Connection: Suggest families to talk with the children about what different ways they use their legs?
"The Gingerbread Boy" story folder •Participate in telling a story Recall story eventsShow children the upper-case of the alphabet and check which ones they recognize.
Body Talk in Rhyme •Discuss and provide examples of book vocabulary. •Introduce rebus story •Read the rebus story together
“The Gingerbread Boy” • “El muñequito de jengibre” story folder• Describe Gingerbread Boy• Listen to “The Gingerbread Girl” and compare stories•Matching game of the upper case letters M, N, B, P
Body Talk in Rhyme • El cuerpo habla en rimas• Role-play story (puppets)• Recognize letters in story title
Hands and Fingers • Manos y dedos• Demonstrate positional words in story
• "I Like School" story folder• Pantomime action words
Show and tell about things I can do with my feet and hands .
•Have children bend from their waist so that their fingertips touch their toes. Tell them their body is divided horizontally.•Roll the Cookie•Paint straight lines using green paint
• Play the game I Spy-Count cube pieces in one to one correspondence (1-10)•Have children make fingerprints on a sheet of paper. Point out that each person fingerprints are unique.Chef It Up!
Literacy (Oral Language, Read-
Aloud)
• Pretend and Learn-Dress-up• Gross Motor Area-Activities with legs and feet• Creativity Station-Children will trace their bodies and add to picture throughout the week.
• Pretend and Learn-Dress-up• Gross Motor Area-Walk,hop,crawl along a straight line• Creativity Station-Children will trace their bodies and add to picture throughout the week.
• Pretend and Learn-Dress-up• Gross Motor Area-Walk, hop, crawl along a zigzag pattern• Creativity Station-Children will trace their bodies and add to picture throughout the week.
• Which compound word did we make when we put foot and ball together?• Check on Commitments• Count the hearts on the Kindness Tree.• Family Connection: Remind children to teach a family member the strategy Balloon.
Character Education/Social
Studies/KREM-TV/PATHS
PATHS • Play a body-part game (Teachers Guide p. 60)
KREM-TV • Ask the children if they remember the role of the photographer in creating a book.
PATHS • Discuss roles and responsibilities as part of a classroom community.
KREM-TV • Have children explain why it is important to take care of and protect their bodies. Lead them to understand that caring for their bodies is a responsibility.
PATHS • Story folder "I Like School" Encourage the children to pantomime the actions as you read.
• How do we use our hands to say hello?• Check on Commitments• Count the hearts on the Kindness Tree.• Family Connection: Have the children teach the chant "Nose, Toes, Nose, Toes" to a family member.
• Have children name a letter that is an example of a closed shape.• Check on Commitments•Count the hearts on the Kindness Tree.• Family Connection: Challenge children to find open and closed shapes at home.
•Which activity will you share with your family?• Check on Commitments• Family Connection: Suggest children look through family photos to find facial features and expressions that are alike and different.
• Discuss oral health and how to brush our teeth•Hand Washing sequence cards, Teeth Brushing sequence cards
HandwritingHandwriting Without
Tears
Make and compare fingerprints. Draw self-portrait
Weekly Learning Centers
• Creativity Station-Make a play dough face •All About Me Book
•All About Me Book•Trace straight lines
STEM
•Discuss major bones in our body•Make a circle and discuss it. •Attribute Buttons and ask the children if has an opening.Chef It Up!
• Items that protect our bodies•Pair children with a partner and count one to ten as he places a link on each finger of his partner's hands.•Make a straight line and count how many steps you need to take to walk in the line.
• Pretend and Learn-Dress-up• Gross Motor Area-Broad-jumping activity• Creativity Station-Children will trace their bodies and add to picture throughout the week.
• Pretend and Learn-Dress-up• Gross Motor Area-Broad-jumping challenge• Creativity Station-Children will trace their bodies and add to picture throughout the week.
All About Me Book •Explore finger painting
• Writer's Corner-Make a class book • Creativity Station-Finger paint •All About Me Book
LESSON COMPONENTS Monday Tuesday
•Building Community: •Building Community: •Building Community: •Building Community:
Wednesday FridayThursday
•Building Community:
• Separates a normally spoken four-word sentence into individual words• Combines words to make a compound word• Asks and answers appropriate questions about the book• Shows understanding by responding appropriately• Perceives differences between similar-sounding words• Produces a word that rhymes with a given word• Is aware of where own body is in space, respects personal boundaries
• Large muscle games such as Hopscotch, Keep Away, or Red Rover
• Demonstrates empathy and caring for others• Shows understanding by responding appropriately• Demonstrates receptive vocabulary (three to four thousand words)• Names common shapes• Demonstrates use of location words• Shows increasing control of tasks that require eye-hand coordination• Practice good habits of personal safety
Outdoor Learning
• Large muscle games such as Hopscotch, Keep Away, or Red Rover
Learning Goals
• Assumes various roles and responsibilities as part of a classroom community• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Shows understanding by responding appropriately• Uses category labels to understand how words and objects relate to each other• Demonstrates receptive vocabulary • Counts one to ten items, with one count per item
• Develops warm relationships with teachers• Shows understanding by responding appropriately• Uses books and other written materials to engage in prereading behaviors• Uses a wide variety of words to label people, places, things, and actions• Engages in conversations in appropriate ways• Provides appropriate information for various situations• Demonstrates receptive vocabulary• Shows control of task that requires small-muscle strength and control
• Large muscle games such as Hopscotch, Keep Away, or Red Rover
• Shows understanding by responding appropriately• Coordinates sequence of movements to perform tasks• Retells or reenacts a story after it is read aloud• Combines words to make a compound word • Practices good habits of personal health and hygiene• Uses the verbal ordinal terms• Combines words to make a compound word• Coordinates sequence of movements to perform tasks
• Blue construction paper experiment
• Review and discuss playground rules
PATHS Lesson 2 Lesson Name: Animals Week: September 11-15, 2017
Day of the
Week/ Objectives
Gard 3
Crème Prep
Transitional Kindergarten
Monday To have children become familirar
with turtles and the other animals that
are used throughout
PATHS.
Introduce Twiggle the puppet to introduce the animals and play
Turtle Guessing Game. Have the children imitate the
sound of each animal.
Introduce Twiggle the puppet to introduce the animals and play Turtle
Guessing Game. Have the children imitate the sound
and movement of each animal.
Introduce Twiggle the puppet to introduce the animals and play Turtle
Guessing Game. Play Turtle Toss.
Tuesday
Wednesday To be able to
recognize all of the PATHS animals.
Review the Circle Time Rules. Brown Bag Turtles
Sing “Hello Twiggle.”
Review the Circle Time Rules. Turtle Match Game
Sing “Hello Twiggle.”
Review the Circle Time Rules. Turtle Match Game
Sing “Hello Twiggle.”
Thursday
Friday To understand how turtles use their shells for
protection.
Send the Parent-Child Activity home.
Paper-Plate Puppets
Send the Parent-Child Activity home. Paper-Plate Puppets
Send the Parent-Child Activity home. Paper-Plate Puppets
Class: Crème Prep
Spanish Vocabulary: aromas, oídos, ojos, escuchar, oír, nariz, olores, ver, sensación, sentidos, piel, olor, gusto, lengua , tacto
•“Stop and Go” • “Sigue y detente” game•Sing “I Clap My Hands” and play “I Spy"
Tuesday
•Building Community: •UniteSing "Do Your Ears Hang Low?-Son tus orejas tan largas? p 180•Disengage the stress responsePractice the calming strategy Drain•ConnectReview "Row, Row, Row Your Boat."•CommitAsk children how they will use their big voice if someone forgets to use te=heir words and grabs a crayon from them.Commitment Box•Morning Message: I hear with my ears. Escucho con mis oídos.•Calendar/Weather
•Building Community: •UniteSing "Little Skunk's Hole" - "En la casa del zorrillo" p 184•Disengage the stress responsePractice Drain•ConnectIntroduce "Here's the Bunny"- "Aquí esta el conejito" p 171•CommitAsk children to demonstrate with a partner how to use their big voice if someone bumps into them.Commitment Box•Morning Message: I smell with my nose. Huelo con mi nariz.•Calendar/Weather
•“One Elephant” • “Un elefante” song and game•Listen to various musical instruments and be able to tell which ones they are.
Literacy: Listening, Phonological Awareness (or RhymeAwareness), Vocabulary
States' Standards and BSRA-3: Primary Colors and Three-Dimensional Size
Letter English/ Spanish: Letters in child's nameKnowledge:
LESSON COMPONENTS
•Perform the “Listening Story”•Play “The Bear Went Over the Mountain” game
•Tongue exercises•Use flashcards to see what different musical instruments look like.
•Building Community: •UniteSing "Raindrop Song" - "La cancion de las gotas de lluvia" p 182•Disengage the stress responseDrain-Dejar is is a way to calm down when they are upset.•ConnectReview "Here's the Bunny"•CommitGive children a choice today to commit to kind words, helping hands, and using their big voices.Commitment Box•Morning Message: I taste with my tongue. Pruebo con mi lengua.•Calendar/Weather
Technology: Reading Buddy
•Building Community: •UniteSing "My Five Senses"- "Mis cinco sentidos" p 182•Disengage the stress responseReview S. T. A. R., Balloon, and Drain•ConnectPlay |That Was Helpful p 175•CommitGive children a choice today to commit to kind words, helping hands, and using their big voices.Commitment Box•Morning Message: I feel with my hands. Siento con mis manos.•Calendar/Weather
Math: Listening, Attributes
•Building Community: •UniteSing "The Bear Went Over the Mountain"-"El oso subió a la montaña" p 179•Disengage the stress responseDemonstrate Drain.•ConnectIntroduce "Row, Row, Row Your Boat."•CommitCommitment Box•Morning Message: I see with my eyes. Veo con mis ojos.•Calendar/Weather
Lesson Plan for My School and Me • Mi escuela y yo - My Senses (week 3) Date: Sept. 18-22, 2017
Moving and Learning
Greeting Circle
•Freeze • Las estatuas game•“These Little Hands of Mine” singing activity
Wednesday Thursday
Character Respect and ResponsibilityEducation: Respeto y Responsabilidad
Wonderful Word: sensational, sensacional ensacional
FridayMonday
English Vocabulary: aromas, ears, eyes, hear, listen, nose, odors, see, sensational, senses, skin, smell, taste, tongue
Crème de la Crème 1
Tuesday
•Building Community: •Building Community:
LESSON COMPONENTS
•Building Community: •Building Community: •Building Community:
Wednesday Thursday FridayMonday
• Introduce sense of smell• Make a five senses word web • Spell your name•Vocabulary Cards: big, large, small, little
• Sensory Table-Sand exploration• Gross Motor Area-Use various tactile items• Creativity Station-Use scented paints• Experience different scents with smelly bottles
Emergent Phonics
• Sing "The Bear Went Over the Mountain."• Identify nonrhyming word in set of three words•Recognize loud andsoft sounds•Vocabulary: big, large, small, little
How Do Animals Use their Mouths? • ¿Cómo usan la boca los animales?• Introduce vocabulary• Introduce vocabulary Compare ways animals and humans use their mouths
• Introduce different tastes• Describe tastes•Vocabulary Cards: big, large, small, little
Weekly Learning Centers
• Sensory Table-Excavating in sand• Gross Motor Area-Use various tactile items• Creativity Station-Use textured or tactile paints
Literacy (Oral Language, Read- Aloud)
Our Senses • Mis sentidos• Introduce vocabulary• Photo Activity Card 6Discuss the role of authors.
Pre-WritingHandwriting Without
Tears
• Writer's Corner-Draw big and small eyes• Draw a picture of you in a sunny day
Little Red • Gorrita Roja• Take a picture walk through book• Introduce vocabulary and make predictions• Photo Activity Card 20
• Sensory Table-Sand exploration• Gross Motor Area-Use various tactile items• Creativity Station-Paint with pudding
PATHS Shubert Is a S.T.A.R.• Talk about feelings• Introduce Safe Place in classroom•Demonstrate safety rules fro crossing the street.
• Paint a collage using re, yellow, and blue paint.• All About Me
• Sensory Table-Bubbles and temperature• Gross Motor Area-Use various tactile items• Creativity Station-Paint to music
• Sensory Table-Bubbles and colors• Gross Motor Area-Use various tactile items• Creativity Station-Finger paint
“I Use My Senses” • “Yo uso mis sentidos” story folder Show and tell about my senses
• Categorize things that can be felt as seen or not seen• Create a T-chart to compare what is heard versus what is seen. •Vocabulary Cards:big, large, small, little
• Creativity Station-Draw to music• Draw your favorite food.
Little Red • Gorrita Rojo• Finish story• Review story with story props
How to Care for Books • Cómo debemos cuidar los libros rebus poster• Children practice reading books and sharing information
•Create a collage of your five senses • All about Me
•All about Me• Fine Motor-Make handprints with textured play dough
KREM-TV Ask children if they remember the first two commitments they learned. Have them demonstrate the gestures.
• Use sense of sight in memory gameIdentify missing object•Vocabulary Cards: eyes, see
STEM
• Identifying and differentiating among attributes related to shape, number and size- Photo activity card 9Demonstrate how to properly handle and use the lens to explore a collection of nature items (a leaf, a rock, an acorn).
• XylophoneDifferentiate high, low, soft, and loud sounds.•Frog counters, egg carton, ten frames p 167
Character Education/Social
Studies/KREM-TV/PATHS
•Demonstrate ways blocks can be organized.- Tell children that mathematicians and scientists often use more than one sense at the same time to describe data.Chef It Up!
PATHS Photo Activity Card 6 Include respect and responsibility as part of the conversation.
KREM-TV Ask the children how they will use their big voice if someone forget to use their words. Include respect and responsibility.
PATHS Talk about the difference and connection between feeling and behaviors.
• Smelly Bottles p 167- Practice counting 1-10 in high and low voices.•Make a Taste graph
• Trace numbers on whipping cream. Ask children to describe the shape of the numbers.- Have a taste test of:Sugar, salt, lemon and pepper
Crème de la Crème 2
Tuesday
•Building Community: •Building Community:
LESSON COMPONENTS
•Building Community: •Building Community: •Building Community:
Wednesday Thursday FridayMonday
• Initiates problem-solving strategies and seeks adult help when necessary• Uses category labels to understand how words and objects relate to each other• Asks and answers appropriate questions about the book• Shows understanding by responding appropriately• Perceives differences between similar-sounding words• Uses words to rote count from 1 to 30• Demonstrates that the order of the counting sequence is always the same regardless of what is counted
•How do we use our ears?• Check on Commitments• Count the hearts on the kindness tree•Family Connection: Encourage the children to close their eyes on their way home and see how many different sounds they can identify.
• Learning with sunglasses • Listening walk
• Develops warm relationships with teachers• Engages in conversations in appropriate ways• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses a large speaking vocabulary, adding several new words daily• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects
• Begins to understand difference and connection between feelings and behaviors• Assumes various roles and responsibilities as part of a classroom community• Retells or reenacts a story after it is read aloud• Shows understanding by responding appropriately• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Recognizes one-digit numerals 0 through 9•
• Begins to understand difference and connection between feelings and behaviors• Develops warm relationships with teachers• Assumes various roles and responsibilities as part of a classroom community• Uses category labels to understand how words and objects relate to each other• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Recognizes and creates patterns
• Snacks outside • Finding the wind• Bubble mixtures
Learning Goals
• Increasingly interacts and communicates with peers to initiate pretend- play scenarios that share a common plan and goal.• Matches language to social contexts• Demonstrates understanding of terms used in the instructional language of the classroom• Demonstrates receptive vocabulary • Uses a wide variety of words to label and describe people, places, things, and actions• Describes, observes, and investigates properties and characteristics of common objects
Closing Circle
•How do our senses help us cross the street safely?• Check on Commitments•Count the hearts on the Kindness Tree.•Family Connection: Encourage children to use what they learned about crossing a street safely.
Outdoor Learning
• Is it easier to identify an object with your hands or your feet?• Check on Commitments• Count the hearts on the kindness tree.• Family Connection: Send home the directions for Drain.
•What sensory experience you had today?• Check on Commitments• Count the hearts on the kindness tree•Family Connection: Practice "Tooty Ta."
•What do you enjoy smelling?• Check on Commitments• Count the hearts on the kindness tree• Family Connection: Challenge the children to be smell detectives
Crème de la Crème 3
PATHS Lesson 3 Lesson Name: PATHS Kid for Today Week: September 18-22, 2017
Day of the Week/ Objectives
Gard 3 Crème Prep Transitional Kindergarten
Monday To associate PATHS with responsibility
and fun.
Use a transition activity to have children bring their ID to circle Time.
Play Name Letters.
Use a transition activity to have children bring their ID to circle
Time. Play Name Letters.
Use a transition activity to have children bring their ID
to circle Time. Play Name Letters.
Tuesday
Wednesday To establish the PATHS Kid for
Today activities as a fun daily routine.
Review the Circle Time Rules. PATHS Kid for Today Royalty
Encourage the children to exchange compliments.
Review the Circle Time Rules. PATHS Kid for Today Royalty
Encourage the children to exchange compliments.
Review the Circle Time Rules. PATHS Kid for Today
Royalty Encourage the children to
exchange compliments.
Thursday
Friday To demonstrate responsibility as
classroom helpers.
Play Wall of Fame. Review the Rules in the Classroom.
Play Wall of Fame. Review the Rules in the Classroom.
Play Wall of Fame. Review the Rules in the
Classroom.
Class: Crème Prep
“The Alphabet Song”—forward and backward
Spider and monster dance
Building Community: •UniteSing "S-M-I-L-E" p 186•Disengage the stress responsePlay the "S.T.A.R. Song" p 177.•ConnectIntroduce the Absent Child Ritual p 170.•CommitImplement the Daily Commitment Ritual.•Morning Message: Some things frighten me. Algunas cosas me asustan.•Calendar/Weather
Technology: Words, words, words
Building Community: •UniteSing "Happy Faces" -"Caras felices" p 181•Disengage the stress responseReview the Pretzel•ConnectImplement the Absent Child Ritual p 170.•CommitImplement the Daily Commitment Ritual.•Morning Message: I am creative. Soy creativo.•Calendar/Weather
Wednesday
English Vocabulary: clever, courage, creative, determination, emotions, expressions, facial, feeling, height, kindness, le ngth, minute, persistent, problem solving, think, w eight
Spanish Vocabulary: listo, valor, creativo, determinación, emociones. e xpresiones, facial, sentimiento, altura, longitud, minuto, persistente, resolver problemas, pensar, pe so
Thursday
Emergent Phonics
• Introduce the word mischievous• List things children can create.Vocabulary Cards: emotions, expressions, facial, feeling, height
Lesson Plan for My School and Me • Mi escuela y yo - I Think, I Feel (week 4) Date: Sept. 25-29, 2017
Moving and Learning
Greeting Circle
Itsy Bitsy Spider dance
LESSON COMPONENTS
“The Old Gray Cat” • El viejo gato gris” action chant
Tuesday
“Reagan’s Journal” • “El diario de Reagan” (page 160)• Consider characters’ feelings• Develop vocabulary
Shubert’s Big Voice• Introduce new vocabulary• Reinforce using a big voice
Building Community: •UniteSing "If You're Surprised" -"Si eres sorprendido" p 183.•Disengage the stress responseTeach the calming strategy Pretzel - La rosquita p 169•ConnectReview "on Your Face" -"En la cara" p 172.•CommitImplement the Daily Commitment Ritual.•Morning Message: I can feel. Puedo sentir.•Calendar/Weather
“Skidamarink” • “¡Es amor!” action song
•Building Community: •UniteSing "If You're Clever and You Know It" - "Si eres listo y lo sabes" p 184.•Disengage the stress responseDemonstrate the calming strategy Pretzel - La rosquita p 169•ConnectPlay I Wish You Well p 174.•CommitPut the picture on the Commitment Box•Morning Message: I am clever. Soy listo.•Calendar/Weather
Building Community: •UniteSing "If You're Clever and You Know It" - "Si eres listo y lo sabes" p 184.•Disengage the stress responsePractice the calming strategy Pretzel - La rosquita p 169•ConnectDemonstrate with a volunteer how to use Cranky Cream p 168•CommitThis week the commitment is to listen to other people's big voices.•Morning Message: I can think. Puedo pensar.•Calendar/Weather
• Letter Cards A-Z•Brainstorm different uses for a clothespinVocabulary Cards: persistent, problem solving, think
.Vocabulary Cards: clever, determination, courage, creative.• Letter Cards A-Z
Letter English: C, c, F, f, T, tKnowledge: Spanish: O, o, A, a, P, p, F, f
Math: Measuring, Attributes
Character Respect and ResponsibilityEducation: Respeto y Responsabilidad
Wonderful Word: clever , listo
FridayMonday
Literacy: Oral Language, Read-Aloud
States' Standards and BSRA-3: Letter Recognition, Vertical and Horizontal Lines
Crème de la Crème 1
Building Community: Building Community:
Wednesday ThursdayLESSON COMPONENTS Tuesday
Building Community: •Building Community: Building Community:
FridayMonday
Learning Centers
• Gross Motor Area-Explore maze of tactile squares • Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions
Literacy (Oral Language, Read- Aloud)
“The Cat and the Mice” • “El gato y los ratones” listening story• Introduce story vocabulary• Evaluate cat’s actions•Photo Activity Card 30
Pre-WritingHandwriting Without
Tears
• Writer's Corner-Assemble name puzzles• Book p 4
“The Chihuahua and the Leopard” • “El perrito chihuahua y el leopardo” story folder• Perform story actions
• Gross Motor Area-Walk through maze• Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions
• Gross Motor Area-Crawl through maze• Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions
“The Chihuahua and the Leopard” • “El perrito chihuahua y el leopardo” story folder• Discuss character feelings•Show and tell about things that make you happy at school.
PATHS • Develop strategies for putting puzzles together. Include respect.
• Draw a picture of how you feel about school. Make the letter C using play dough• Book p 5
Skidamarink • ¡Es amor!• Introduce idea of nonsense words
• Compare paint strokes made with thick and thin brushes. • Book p 7
• Construction-Create a “do-nothing” machine • Book p 8
Developmental Storybook “The Three Billy Goats Gruff” • “Los tres chivos”• Introduce vocabulary• Discuss goats’ feelings
• Gross Motor Area-Go through maze with partner• Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions
• Gross Motor Area-Hop through maze• Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions
• Finger paint happy and sad faces • Book p 6
KREM-TV • Discuss fear• Play Charades of Feelings
STEM
• Fanny Frog basket with soft and hard materials. Discuss attributes-Make vertical lines with play dough
• Compare Fanny Frog’s height to familiar objects-Explores attributes of heavy and light items. Use a magnify glass and describe observations.
• How were you persistent today?• Check on Commitments• Count the hearts on the kindness tree.• Send home te note requesting family photos.
• Explore different ways to transfer water
• Explore different ways to transfer water
Character Education/Social
Studies/KREM-TV/PATHS
PATHS • Discuss emotions• Play Happy or Sad • Feliz or triste
KREM-TV • Review why are important the rules in the classroom. • Develop concepts of persistence and determination
• What tools do we use to note the passing of time?• Check on Commitments• Count the hearts on the kindness tree.• Remind the children to teach someone Pretzel
Chef It Up!
• Explore different ways to transfer water
• Explore different ways to transfer water
• Explore different ways to transfer water
• What made you happy today?• Check on Commitments• Count the hearts on the kindness tree.• Challenge children to identify at home something that is full and something that is empty.
• Using different sizes of boxes fill them and compare amounts.,-Have children explore filling different containers with water and compare capacities.
• Place a ball of play dough on a flat surface. Ask children to predict what will happen when you put a heavy can on top of the play dough.• Experiment with frog counters, plastic lids, and water-Walk in a horizontal line
• Compare heartbeat before and after running.- Compare different clocks and make predictions.-Make vertical lines with your body.
Closing Circle
• What did you learn about assembling puzzles?• Check on Commitments• Count the hearts on the kindness tree.•Family Connection: Ask the children to look at homes for material to stuff a pillow.
Outdoor Learning
• What did you learn about fear today?• Check on Commitments• Count the hearts on the kindness tree.• Practice the motions to "Skidamarink."
Crème de la Crème 2
Building Community: Building Community:
Wednesday ThursdayLESSON COMPONENTS Tuesday
Building Community: •Building Community: Building Community:
FridayMonday
• Is aware of own feelings most of the time• Persists in attempting to solve problems• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Shows awareness of areas of competence and describes self positively in what he is able to do• Names at least 20 upper- and at least 20 lowercase letters• Recognizes and compares heights or lengths of people or objects
• Initiates problem-solving strategies and seeks adult help when necessary• Demonstrates empathy and caring for others• Begins to understand difference and connection between feelings and behaviors• Asks and answers appropriate questions about the book• Demonstrates interest in and shows appreciation for the creative work of others• Is aware of own feelings most of the time• Demonstrates knowledge of nonverbal conversational• Demonstrates use of location words
• Is aware of own feelings most of the time• Demonstrates empathy and caring for others• Uses a large speaking vocabulary, adding several new words daily• Asks and answers appropriate questions about the book• Retells or reenacts a story after it is read aloud• Begins to understand difference and connection between feelings and behaviors• Recognizes and compares weights of objects or people• Uses some appropriate writing conventions when writing or giving dictation
• Names at least 20 upper- and at least 20 lowercase letters• Participates in classroom music activities• Begins to understand difference and connection between feelings and behaviors• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Provides appropriate information for various situations
Learning Goals
• Is aware of own feelings most of the time• Demonstrates empathy and caring for others• Separates a normally spoken four-word sentence into individual words• Initiates problem-solving strategies and seeks adult help when necessary• Demonstrates receptive vocabulary (three to four thousand words)• Shows initiative in independent situations and persists in attempting to solve problems• Initiates problem-solving strategies and seeks adult help when necessary• Demonstrates use of location words
Crème de la Crème 3
PATHS Lesson 4 Lesson Name: Compliments 1 Week: September 25-29, 2017 Day of the Week/
Objectives Gard 3 Crème Prep Transitional Kindergarten
Monday To teach children the meaning of the word
“compliment.”
Compliment Journal Explain what a compliment
is.
Compliment Journal Explain what a compliment is.
Have children associate being PATHS Kid for Today with receiving
compliments.
Compliment Journal Explain what a compliment is.
Have children associate being PATHS Kid for Today with receiving compliment
Tuesday
Wednesday To have children learn a polite way to respond to
a compliment
Review what a compliment is.
Encourage the children to exchange compliments.
Review what a compliment is. Encourage the children to exchange
compliments. Have children learn a polite way to
respond to a compliment.
Review what a compliment is. Encourage the children to exchange
compliments. Have children learn a polite way to
respond to a compliment.
Thursday
Friday To have children
associate being PATHS Kid for Today with
receiving compliments..
Send home the parent handout about compliments
and the PATHS Kid for Today letter.
Explain to the children feelings are something that all
people have in common.
Send home the parent handout about compliments and the PATHS Kid for
Today letter. Explain to the children feelings are something that all people have in
common.
Send home the parent handout about compliments and the PATHS Kid for
Today letter. Explain to the children feelings are something that all people have in
common.