gard 3 week 24 ballads, folktales, and...

Theme 8

For additional at-home activities, see the Animals PATT Mat.

Week 1 Farm Animals

Week 2 Zoo Animals

Week 3 Bugs

Week 4 More Bugs

AnimalsTheme 8

Dear Family,When children are asked about things they are most curious about, animals always make the list and bugs are usually at the top. For the next four weeks, we will be immersed in the world of animals—farm animals, zoo animals, insects, and bugs. Children will learn about the appearance, habits, and needs of animals. They will learn about the habitats of different animals and use a checklist to determine whether a backyard critter is an insect or a bug. Enjoy their enthusiasm!

Our character education focus will be on developing the concepts of curiosity and compassion.

LiteracyAs you and your child discover critters in your backyard, garden, park, or vacant lot, sing this little song. Make up your own verses to tell about the insects and bugs you see.

My Busy GardenPam Schiller

Tune: “She’ll Be Coming ‘Round the Mountain” Oh, the ants are busy digging all around—dig, dig. Oh, the ants are busy digging all around—dig, dig. See them scurry here and there, tossing dirt into the air. Oh, the ants are busy digging all around—dig, dig. Oh, the bees are busy buzzing all around—buzz, buzz.Oh, the bees are busy buzzing all around—buzz, buzz.See them buzzing here and there, lots of pollen in the air.Oh, the bees are busy buzzing all around—buzz, buzz.

MathDuring our study of animals, children will be introduced to problem solving. We will use story scenarios to do beginning addition and subtraction problems. We will continue to work with shapes and create patterns. We are becoming much more sophisticated in the way we display the data will collect. Often we make a real or picture graph and substitute stick-on dots for each picture to create a symbolic graph. At home, continue to encourage your child to sort and categorize anything and everything. Be sure to ask for an explanation of the rules used in sorting. "e ability to verbalize these rules is important.

Notes

Lectoescritura Matematicas

Si desean más actividades para hacer en la casa, vean el Tapete de Apoyo PATT de “Los animales”.

Semana 1 Los animales de la granja

Semana 2 Los animales del zoológico

Semana 3 Insectos

Semana 4 Más insectos

Los animalesTema 8

Estimada familia:Cuando se les pregunta a los niños cuáles son las cosas que más despiertan su curiosidad, siempre incluyen en su lista a los animales, siendo los insectos generalmente los primeros. Durante las próximas cuatro semanas estaremos inmersos en el mundo de los animales: animales de la granja, animales del zoológico, los insectos y los bichos. Los niños aprenderán sobre la apariencia, los hábitos y las necesidades de los animales. También aprenderán sobre los hábitats de diversos animales y usarán una lista de control para determinar si un animalito del jardín es un insecto o un bicho. ¡Disfruten de su entusiasmo!

Nuestro enfoque en la educación del carácter estará dirigido a desarrollar los conceptos de curiosidad y compasión.

Mientras ustedes y sus niños buscan animalitos en el jardín, el parque o un terreno vacío, vayan cantando esta canción. Inventen sus propias letras para incluir a los insectos y bichos que vean.

Un jardín muy ocupadoPam Schiller

Tune: “She’ll Be Coming ‘Round the Mountain” Las hormigas ocupadas excavando, excavando, las hormigas ocupadas excavando, excavando. Míralas cargando tierra, ninguna está descansando, las hormigas ocupadas excavando, excavando. Las abejas por las flores van zumbando, zum, zum,las abejas por las flores van zumbando, zum, zum.Míralas volar alegres, mucho polen van cargando,las abejas por las flores van zumbando, zum, zum.

Durante nuestro estudio de los animales les presentaremos a los niños la resolución de problemas. Usaremos escenas de los cuentos para empezar con problemas iniciales de suma y resta. Continuaremos trabajando con figuras y la creación de patrones. Nos estamos haciendo más sofisticados en la manera en que presentamos la información que recogemos. Muchas veces hacemos una gráfica real o pictograma y reemplazamos las figuras con puntos autoadhesivos para crear una gráfica simbólica. En la casa sigan animando a los niños a que clasifiquen y pongan en categorías todo lo que esté a su alcance. Asegúrense de pedir una explicación de las reglas que usa para clasificar. La habilidad de verbalizar estas reglas es importante.

Notas

Paren

ts Ar

e Tea

cher

s T

oo

Mat

h

Them

e Jo

b

Lite

racy

Outd

oors

Calm

ing

Stra

tegy

Ani

mals

Them

e 8

Play

a g

ame

of a

nim

al ri

ddle

s. D

escr

ibe

an a

nim

al a

nd h

ave

som

eone

gue

ss w

hat

anim

al y

ou d

escr

ibed

. !

is an

imal

love

s to

rela

x in

a m

uddy

pu

ddle

.It

mak

es sn

ortin

g no

ises w

hen

it ea

ts.

It us

ually

live

s on

a fa

rm.

Do

you

know

wha

t it i

s?

Mak

e an

ani

mal

legs

gra

ph. U

se to

y an

imal

s, pi

ctur

es o

f ani

mal

s fro

m a

m

agaz

ine,

or d

raw

ings

of a

nim

als.

Sort

th

e an

imal

s by

the

num

ber o

f leg

s the

y ha

ve. O

n sm

all p

iece

s of p

aper

, writ

e a

num

eral

to sh

ow h

ow m

any

anim

als a

re

in e

ach

grou

p. L

ine

the

anim

als u

p by

the

num

eral

. Whi

ch g

roup

has

the

grea

test

nu

mbe

r? W

hich

has

the

leas

t?

Visit

a zo

o, a

farm

, a p

ark,

or s

impl

y w

alk

arou

nd

the

bloc

k. S

ee h

ow m

any

anim

als y

ou c

an sp

ot.

Wha

t was

the

bigg

est a

nim

al? W

hat w

as th

e sm

alle

st a

nim

al? D

id y

ou se

e an

y an

imal

s tha

t su

rpris

ed y

ou? W

hy d

id th

ey su

rpris

e yo

u?

Mak

e an

ani

mal

pup

pet.

Use

the

pupp

et to

tell

stor

ies a

nd si

ng so

ngs.

Mak

e a

Pape

r Bag

Pup

or

crea

te y

our o

wn

pupp

et.

Pape

r Bag

Pup

Imag

ine

you

are

a du

sty,

hot e

leph

ant i

n ne

ed o

f a c

ool,

refre

shin

g ba

th. E

njoy

this

Elep

hant

Bre

athi

ng c

alm

ing

stra

tegy

.

!

Inte

rlace

you

r fing

ers,

and

stre

tch

your

ar

ms o

ut in

fron

t of y

our b

ody

like

an

elep

hant

’s tr

unk.

!

Bend

dow

n ta

king

in a

dee

p br

eath

, and

pr

eten

d to

suck

wat

er in

you

r tru

nk.

!

Swin

g yo

ur tr

unk

over

one

shou

lder

, and

slo

wly

exh

ale

as y

ou sh

ower

you

r bac

k w

ith w

ater

.

!

Repe

at se

vera

l tim

es a

ltern

atin

g sh

ould

ers.

Wha

t You

Nee

dbr

own

pape

r lun

ch b

agm

arki

ng p

ens o

r cra

yons

cons

truc

tion

pape

r gl

ue

Wha

t You

Do

1. D

raw

a fa

ce o

n th

e fla

p of

the

bag.

(!e

bott

om

of th

e fla

p sh

ould

be

the

pup’

s mou

th.)

2. C

ut o

ut a

tong

ue

and

som

e ea

rs fr

om

cons

truc

tion

pape

r. G

lue

them

in p

lace

.

3. P

ut y

our h

and

insid

e th

e ba

g w

ith y

our fi

nger

s ex

tend

ing

into

the

flap.

4. M

ove

your

fing

ers u

p an

dt d

own

to m

ake

the

mou

th m

ove.

©20

10 F

rog

Stre

et P

ress

, Inc

. Fa

mily

Con

nect

ions

CD

PA

TT M

at

Los

anim

ales

Los Pa

dres

Tam

bién

Son

Maes

tros

(PA

TT p

or s

us

sigl

as e

n in

glés

)

Tape

te d

e ap

oyo

Tema

8

Tare

a de

l te

ma

Lect

oesc

ritu

raAl ai

re lib

reEs

trat

egia c

alman

te

Mat

emea

tica

s

Jueg

a a

las a

divi

nanz

as d

e an

imal

es.

Des

crib

e a

un a

nim

al y

pid

an a

alg

uien

qu

e ad

ivin

e de

qué

ani

mal

se tr

ata.

Po

r eje

mpl

o:A

est

e an

imal

le g

usta

rela

jars

e en

el

fang

o.G

ruñe

cua

ndo

com

e.G

ener

alm

ente

viv

e en

una

gra

nja.

¿Sab

es q

ué e

s?

Haz

una

grá

fica

de la

s pat

as d

e un

an

imal

. Usa

ani

mal

es d

e ju

guet

e, fig

uras

de

anim

ales

de

una

revi

sta

o di

bujo

s de

anim

ales

. Cla

sifica

los

anim

ales

por

el n

úmer

o de

pat

as

qu ti

enen

. Esc

ribe

en u

n pe

daci

to

de p

apel

un

num

eral

que

mue

stre

cu

ánto

s ani

mal

es h

ay e

n ca

da

grup

o. O

rden

a a

los a

nim

ales

segú

n el

num

eral

. ¿Cu

al g

rupo

tien

e el

nú

mer

o m

ás g

rand

e? ¿

Cuál

tien

e el

nú

mer

o m

enor

?

Visit

a un

zool

ógic

o, u

na g

ranj

a, u

n pa

rque

o

simpl

emen

te d

ale

una

vuel

ta a

la m

anza

na. F

íjate

en

cuá

ntos

ani

mal

es p

uede

s enc

ontr

ar. ¿

Cuál

fue

el a

nim

al m

ás g

rand

e? ¿

Cuál

fue

el a

nim

al m

ás

pequ

eño?

¿Vi

ste

algú

n an

imal

sorp

rend

ente

? ¿P

or

qué

te so

rpre

ndist

e?

Haz

una

mar

ione

ta d

e pa

pel.

Usa

la m

ario

neta

par

a co

ntar

cu

ento

s y c

anta

r. H

az u

n pe

rrito

con

una

bol

sa d

e pa

pel o

ha

z tu

prop

ia m

ario

neta

.

Mar

ione

ta d

e un

a bo

lsa d

e pa

pel

Lo q

ue n

eces

itas

Bolsa

de

pape

l de

colo

r caf

é, de

las d

e lle

var e

l alm

uerz

om

arca

dore

s o c

rayo

nes

cart

ulin

a

pega

men

toLo

que

deb

es h

acer

1. D

ibuj

a un

a ca

ra e

n el

dob

lez d

e la

bol

sa (d

ebaj

o de

l do

blez

est

ará

la b

oca)

2. R

ecor

ta u

na le

ngua

y u

n pa

r de

orej

as d

e la

hoj

a de

ca

rtul

ina.

Pég

alas

en

su si

tio.

3. P

on la

man

o de

ntro

de

la b

olsa

con

los d

edos

ex

tend

idos

den

tro

del d

oble

z. M

ueve

los d

edos

de

arrib

a a

abaj

o pa

ra h

acer

que

la b

oca

se m

ueva

.

Imag

ina

que

eres

un

elef

ante

aca

lora

do

y po

lvor

ient

o qu

e ne

cesit

a un

bañ

o fr

ío

y re

fresc

ante

. D

isfru

ta d

e la

est

rate

gia

calm

ante

La

resp

iraci

ón d

el e

lefa

nte.

Cruz

a lo

s ded

os d

e la

s man

os y

est

ira

los b

razo

s fre

nte

a ti

com

o si

fuer

a la

tr

ompa

de

un e

lefa

nte.

Agá

chat

e to

man

do a

ire

prof

unda

men

te y

haz

com

o si

abso

rbie

ras a

gua

por l

a tr

ompa

.

Bala

ncea

la tr

ompa

sobr

e un

hom

bro

y ex

hala

lent

amen

te m

ient

ras l

e da

s un

baño

a tu

esp

alda

.

Repi

te m

ucha

s vec

es a

ltern

ando

los

hom

bros

.

©20

10 F

rog

Stre

et P

ress

, Inc

. Fa

mily

Con

nect

ions

CD

PA

TT M

at

Important Message

Important Message

Important Message

3OHDVH�KHOS�XV�JDWKHU�VRPH�GDWD�IRU�D�FODVV�JUDSK��5HSRUW�HDFK�PHPEHU�RI�\RXU�IDPLO\·V�IDYRULWH�IODYRU�RI�LFH�FUHDP��<RXU�FKLOG�PD\�ZDQW�WR�PDNH�\RXU�RZQ�IDPLO\�JUDSK�



7DNH�+RPH�1RWHV�LQGG�� 30

©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes

Mensaje importante

Mensaje importante

Mensaje importante

$\~GHQQRV�D�UHFRJHU�LQIRUPDFLyQ�SDUD�KDFHU�XQD�JUiILFD�HQ�OD�FODVH��'tJDQQRV�FXiO�HV�HO�VDERU�GHO�KHODGR�SUHIHULGR�GH�FDGD�PLHPEUR�GH�OD�IDPLOLD��(O�QLxR�R�OD�QLxD�WDPELpQ�KDUiQ�VX�SURSLD�JUiILFD�GH�ORV�JXVWRV�GH�VX�IDPLOLD�





©2010 Frog Street Press, Inc. Family Connections CD Moo

Moo© 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.

! Get on all fours like a cow.

! Inhale a deep breath.

! Exhale slowly while making a soft mooing sound.

! Repeat three times, each time more softly and more slowly.

Moo© Becky Bailey






Moo© Becky Bailey






Moo© Becky Bailey






Moo© Becky Bailey






Moo© Becky Bailey






©2010 Frog Street Press, Inc. Family Connections CD Moo

Mu© 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.

! Pararse en cuatro patas, como si fueran una vaca.

! Aspiren profundamente.

! Exhalen lentamente mientras mugen como una vaca (¡mu!)

! Repitan tres veces, cada vez más despacio y más lento.

Mu© Becky Bailey






Mu© Becky Bailey





! • Repitan tres veces, cada vez más despacio y más lento.

Mu© Becky Bailey






Mu© Becky Bailey






Mu© Becky Bailey






1. Locate the take-hom

e storybook on the Family Connections CD

. The first page of the file on the CD is the optional cover.

When you have printed the cover, cut the page lengthw

ise and discard the directions.

2. The next tw

o pages of the file on the CD are the eight pages of the story. If your printer allow

s you to print two-sided, do just

that. If you can only print one-sided, print the two pages.

3. Reproduce the story on one tw

o-sided page. If you printed on two pages from

the CD, select the option on your copy m

achine that allow

s you to output one two-sided copy from

two one-sided pages.

4. Cut the pages in half lengthw

ise and fold in half (hamburger fold) aligning the pages in num

erical order.

5. Lay the cover behind the folded inside pages and staple.

Ho

w to

M

ak

e T

ak

e-H

om

e S

to

ry

bo

ok

s

Zip

pit

y Z

oo

Zip

pit

y Z

oo

=LSSLW\�=R

R�

=LSSLW\�=R

R�

��)UR

J�6WUH

HW�3UH

VV��,QF�

��)UR

J�6WUH

HW�3UH

VV��,QF�

7XQH��´7X

UNH\�LQ

�WKH�6WUD

Zµ

7XQH��´7X

UNH\�LQ

�WKH�6WUD

Zµ

5HSUR�LQGG�� 30

Zip

pit

y Z

oo


184

5

36

/HW·V�WD

NH�D�WULS

��WR�=D

Q]LE

DU��

DZD\�D

FURVV��

WKH�VH

D��

:DNLQJ�DOO�WKH�

]DQ\�EHDUV��

IURP�WKHLU�ORQJ�

ZLQWHU·V�QDS�

=LJ�]DJJLQJ�

WKURXJK��

WKH�]LQQLDV��

WKH�EHHV��

JR�=$3�

7KHUH·V�Q

R��

WLPH�IR

U�VQRR]LQ

J��

WKHUH·V�Z

RUN��

WR�GR�

/LNH�=H

OGD�WK

H�

]HEUD�DQG�

=DFKDU\�WR

R�

=LSSHG�XS�LQ�

VWULSHV�D

W�WKH�

=LSSLW\�=R

R�

zig zag

zig zag

zigBU

Z Z

Z

Z Z Z

Z Z

BU Z

Z Z

Z Z

Z Z

Z Z

Z Z

Z Z


45

362

7

:DNLQJ�DOO�WKH�

]DQ\�EHDUV��

IURP�WKHLU�ORQJ�

ZLQWHU·V�QDS�

=LJ�]DJJLQJ�

WKURXJK��

WKH�]LQQLDV��

WKH�EHHV��

JR�=$3�

7KHUH·V�Q

R��

WLPH�IR

U�VQRR]LQ

J��

WKHUH·V�Z

RUN��

WR�GR�

/LNH�=H

OGD�WK

H�

]HEUD�DQG�

=DFKDU\�WR

R�

=LSSHG�XS�LQ�

VWULSHV�D

W�WKH�

=LSSLW\�=R

R�

6SULQJWLP

H�KDV�FRPH��

WR�WKH�=LSSLW\�=RR�

:KHUH�WKHUH·V�

]LOOLRQV�RI�WKLQJV�

WKDW�EHJLQ�ZLWK�

´=]�µ

ZzZIP

PITY

ZOO

BU Z Z Z Z Z

BU

Z Z Z Z Z Z Z Z Z

BU Z Z

Z Z

Z Z

Z Z

Z

BUZ Z Z Z Z Z Z Z Z Z Z Z Z


1. Locate the take-hom

e storybook on the Family Connections CD

. The first page of the file on the CD is the optional cover.

When you have printed the cover, cut the page lengthw

ise and discard the directions.

2. The next tw

o pages of the file on the CD are the eight pages of the story. If your printer allow

s you to print two-sided, do just

that. If you can only print one-sided, print the two pages.

3. Reproduce the story on one tw

o-sided page. If you printed on two pages from

the CD, select the option on your copy m

achine that allow

s you to output one two-sided copy from

two one-sided pages.

4. Cut the pages in half lengthw

ise and fold in half (hamburger fold) aligning the pages in num

erical order.

5. Lay the cover behind the folded inside pages and staple.

Ho

w to

M

ak

e T

ak

e-H

om

e S

to

ry

bo

ok

s

��)UR

J�6WUH

HW�3UH

VV��,QF�

��)UR

J�6WUH

HW�3UH

VV��,QF�

Zip

pit

y Z

oo

Zip

pit

y Z

oo

(O�]RROyJLFR�

GH�=LS

SLW\

(O�]RROyJLFR�

GH�=LS

SLW\

7XQH��´7X

UNH\�LQ

�WKH�6WUD

Zµ

7XQH��´7X

UNH\�LQ

�WKH�6WUD

Zµ


Zip

pit

y Z

oo


184

5

36

9iPRQRV�

D�=D

Q]tE

DU��

]DUSHPRV�

FUX]DQGR�HO�P

DU��

GHVSHUWDQGR��

D�ORV�RVRV��

GH�VX��

JUDQ�VXHxR�

LQYHUQDO�

=LJ]DJXHDQGR�

HQWUH�ODV�]LQQLDV��

ODV�DEHMDV�

]XPEDQ�P

iV�

<D�QR�KD\�

WLHPSR�GH�

]DIDUVH

��WUD

EDMHPRV��

SRU�T

XH�\D

&RPR�=H

OGD��OD

�FHEUD�\�=D

FDUtDV�

WDPELpQ�

HQ�HO�]R

ROyJLFR�

GH�=LS

SLW\�H

OORV�

HVWi

Q�

zig zag

zig zag

zigBU

Z Z

Z

Z Z Z

Z Z

BU Z

Z Z

Z Z

Z Z

Z Z

Z Z

Z Z


45

362

7

GHVSHUWDQGR��

D�ORV�RVRV��

GH�VX��

JUDQ�VXHxR�

LQYHUQDO�

=LJ]DJXHDQGR�

HQWUH�ODV�]LQQLDV��

ODV�DEHMDV�

]XPEDQ�P

iV�

<D�QR�KD\�

WLHPSR�GH�

]DIDUVH

��WUD

EDMHPRV��

SRU�T

XH�\D

&RPR�=H

OGD��OD

�FHEUD�\�=D

FDUtDV�

WDPELpQ�

HQ�HO�]R

ROyJLFR�

GH�=LS

SLW\�H

OORV�

HVWi

Q�

£HO�]RROyJLFR�GH�=LSSLW\��

HV�SULP

DYHUDO�

GRQGH�KD\�

PXFKtVLPDV�

FRVDV�TXH�

FRQ�]HWD�

HPSH]DUiQ�Zz

ZIPPI

TYZO

O

BU Z Z Z Z Z

BU

Z Z Z Z Z Z Z Z Z

BU Z Z

Z Z

Z Z

Z Z

Z

BUZ Z Z Z Z Z Z Z Z Z Z Z Z


©2010 Frog Street Press, Inc. Family Connections CD Kangaroo Breathing

Kangaroo Breathing© Becky Bailey


! Stand with bent knees, rocking forward and backward.

! Wrap your arms around your “pouch.”

! Take three quick breaths. Rock back and forth as you breathe.

! Stand still and hold your breath for three seconds.

! Exhale slowly, twisting from side to side as if you are hugging your joey (baby kangaroo).






















©2010 Frog Street Press, Inc. Family Connections CD Kangaroo Breathing

La respiración del canguro© Becky Bailey


! Pararse con las rodillas dobladas, balanceándose hacia adelante y hacia atrás.

! Taparse “el saco del canguro” cruzando los brazos.

! Respirar tres veces rápidamente. Balancearse hacia adelante y hacia atrás mientras se respira.

! Quedarse quietos y aguantar la respiración por tres segundos.

! Exhalen lentamente girando de un lado a otro, como si estuvieran abrazando al cangurito bebé.






















3OHD

VH�VHQG�D�FRS

\�RI�\

RXU��

FKLOG

··V�EDE\

�SKRWR��

3OHD

VH�VHQG�D�FRS

\�RI�\

RXU��

FKLOG

··V�EDE\

�SKRWR��

3OHD

VH�VHQG�D�FRS

\�RI�\

RXU��

FKLOG

··V�EDE\

�SKRWR��

3OHD

VH�VHQG�D�FRS

\�RI�\

RXU��

FKLOG

··V�EDE\

�SKRWR��

3OHD

VH�VHQG�D�FRS

\�RI�\

RXU��

FKLOG

··V�EDE\

�SKRWR��

3OHD

VH�VHQG�D�FRS

\�RI�\

RXU��

FKLOG

··V�EDE\

�SKRWR��



6tUYDQVH�HQ

YLDUQ

RV�XQD�IRWR�G

H�VX��

QLxR�R�Q

LxD��G

H�FXDQGR�HUD

�XQ�EHEp�

6tUYDQVH�HQ

YLDUQ

RV�XQD�IRWR�G

H�VX��

QLxR�R�Q

LxD��G

H�FXDQGR�HUD

�XQ�EHEp�

6tUYDQVH�HQ

YLDUQ

RV�XQD�IRWR�G

H�VX��

QLxR�R�Q

LxD��G

H�FXDQGR�HUD

�XQ�EHEp�

6tUYDQVH�HQ

YLDUQ

RV�XQD�IRWR�G

H�VX��

QLxR�R�Q

LxD��G

H�FXDQGR�HUD

�XQ�EHEp�

6tUYDQVH�HQ

YLDUQ

RV�XQD�IRWR�G

H�VX��

QLxR�R�Q

LxD��G

H�FXDQGR�HUD

�XQ�EHEp�

6tUYDQVH�HQ

YLDUQ

RV�XQD�IRWR�G

H�VX��

QLxR�R�Q

LxD��G

H�FXDQGR�HUD

�XQ�EHEp�



©2010 Frog Street Press, Inc. Family Connections CD Can of Worms Greeting

Can of Worms Greeting © Becky Bailey

This silly greeting is a great way to connect with a smile!

! Sit facing one another with one palm up and the !st (representing a can of worms) of your other hand resting on top of your palm.

! Count to three and then let your can of worms spill onto your child’s !ngers (!st opens with wiggling !ngers) as you make a “blah” sound.





















©2010 Frog Street Press, Inc. Family Connections CD Can of Worms Greeting

El saludo de la lata de gusanos © Becky BaileyEste saludo medio tonto es una excelente manera de conectarse con alguien ¡con una sonrisa!

! Siéntense uno frente a otro con una mano con la palma para arriba y la otra mano en puño descansando sobre la palma (representando a la lata de gusanos).

! Cuenten hasta tres y luego dejen que la lata de gusanos se vuelque sobre los dedos del niño (abrir el puño moviendo los dedos) mientras se exclama: ¡Bla!
















LESSON COMPONENTS

Character Curiosity and CompassionEducation: Curiosidad y Compasión

Spanish Vocabulary: agricultura, en total, ternero, ganado, potro, cose chas, doméstico, oveja, granjero, bandada, chivos, manada, ovejas, animales de cría, avestruz, pastiza l, aves de corral, productos, cordero

Wonderful Word: agriculture, agricultura

Moving and Learning

Letter English - A, a, F, f, P, p, H, h, G, g, N, nKnowledge: Spanish - A, a, G, g, C, c

Class: Gard 2

BUILDING COMMUNITY •UNITE:Sing "Did You Feed My Cow" p 185.•DISENGAGE THE STRESS RESPONSE:Introduce the calming strategy Moo p 170.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: My horse ate hay. • Mi caballo comio heno.

Technology: ABC and XYZ; Sounds and Rhymes; Tux P aint

BUILDING COMMUNITY •UNITE:Sing "Mary had a Little Lamb" p 19.•DISENGAGE THE STRESS RESPONSE:Introduce "Baa, Baa, Sweet Sheep" p 172.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Goat begins with g. • Cabra empieza con la letra c.

Lesson Plan for Animals • Animales - Farm Animals • Animales de la Granja (Week 33) Date: April 17-21, 2017

English Vocabulary: agriculture, altogether, calf, cattle, colt, crop s, domestic, ewe, farmer, flock, goats, herd, lambs , livestock, ostrich, pasture, poultry, products, s heep

Greeting Circle

WednesdayBUILDING COMMUNITY •UNITE:Sing "Five Little Ducks" p 186.•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Crisscross p 170.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Farm begins with F. • Granja empieza con la letra G.

BUILDING COMMUNITY •UNITE:Sing "Ten Little Piglets" p 197.•DISENGAGE THE STRESS RESPONSE:Review the calming strategy Drains p 170.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Pig begins with p. • Cerdo empieza con la letra c.

BUILDING COMMUNITY •UNITE:Introduce the theme.Sing "Old MacDonald" p 204.•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Ear Rub.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Challenge children to notice two kind acts today.• Morning Message: Animals begins with A. • Animales empieza con la letra A.

Literacy: Vocabulary, Written Exxpression

TuesdayMonday

Math: Whole-Part Relationships

Phonological Awareness

“Farmer in the Dell” • “Vicente en el pajar” game

• Make a list of animals that start with the letter A• Vocabulary Card: farmer

Thursday Friday

“Farmer in the Dell” • “Vicente en el pajar” singing game

•Words beginning with Pp• Vocabulary cards: pig and agriculture

•Farm animals with the letter G: frog, goose, goat, pig

“One Pretty Pig” • “Un cerdo bonito” action song

• Create a T-chart with the names of animals• Vocabulary cards: horse and cow

• Role play an action rhyme about farm animals• Vocabulary Cards: hen and rooster

Follow the Leader game“New Chicken Dance”

Crème de la Crème 1

LESSON COMPONENTS

BUILDING COMMUNITY BUILDING COMMUNITY

WednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY

TuesdayMonday Thursday Friday

• Encourage children to ride the tricycles/

• Reflecting on the day: Which birds did we learn about that piqued your curiosity?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Show your family the "New Chicken Dance."

Photo Activity Card 37• Introduce the concept of curiosity

• Invite the children to gallop like a horse and strut like a chicken.

What do we buy at the store that comes from the farm?Plants and Life p 162

• Match various animals to where they live• Plow field and plant "seeds"

• Reflecting on the day: Name the farm animal that wakes the farm up each morning.• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send home a note and encourage the children to teach Moo at home.

• 5 bottle bowling (bowling with 5 water bottles…use subtraction to count how many are left standing)

What do we buy at the store that comes from the farm?

• Counting sheep (using cotton bowls); use verbal word problemPlants and Life p 162

• Make paw prints in play doughMake a Rainbow p 154

• Reflecting on the day: How are cows and horses alike? How are they different?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Find out your family member's favorite flavor of ice cream. Send home note asking family members' favorite flavors of ice cream.

•Photo Activity Cards 42, 43, 99, and 129

Farming is not only about animals•Photo Activity Cards 12, 58, 59, 62, 107•Discuss how photo relates to farming

Introduce the concept of compassion

• Construction-Continue dramatic play• Sensory Table-Bury "eggs" and let children find them

•Make a Farm Animals Book•Get Set for School CD"The Ant, the Bug, & the Bee" (14)

Closing Circle

Outdoor Learning

Character Education/Social

Emotional Development

Weekly Learning Centers

STEM175 Science Experiments

Farm Animals • Animales de la granja• Introduce farm vocabulary• Gather facts from informational book

• Photo Activity Cards 12, 26, 33, 37

“Old MacDonald” • “El viejo Donaldo” story folder• Name farm animals• Add verses to songFarm Animals • Animales de la granja• Name parent and baby animals• Learn about goats and sheep

Farm Animals • Animales de la granja• Read to learn about pigs and hogs• Develop vocabulary• Photo Activity Cards 62, 92, 93

Cognitive Development/Fine

Motor Skills Handwriting without

Tears

•Get Set for School CD"The Ant, the Bug, & the Bee" (14)•Make a Farm Animals Book

• Construction-Build a barn with red blocks• Sensory Table-Excavate rocks from the farm field

• Construction-Build a fence and put the animals in the enclosure• Sensory Table-Plow field and plant "seeds"

• Construction-Use blue blocks to create the pond• Sensory Table-Make mud and provide plastic pigs for dramatic play

• Construction-Role-play farm life using plastic animals• Sensory Table-Role-play farm life using plastic animals

• Make a pig in the mud •Get Set for School CD"The Ant, the Bug, & the Bee" (14)

Language Development

In the Cow’s Backyard • La hamaca de la vaca• Compare real cow to story character• Photo Activity Cards 94, 95, 96

“Half-Chicken” • “Mediopollito” story folder• Listen for information in story• Discuss chicken body parts• Photo Activity Cards 43, 58, 59



• Reflecting on the day: What is the funniest thing you have learned about pigs?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Share what you learned about pigs.

• Play Farmer, May I? • Sr. Granjero, ¿puedo? (p. 207) as you would Mother, May I?

• Invite the children to play horseshoes.

• Make a pathway using yarn or rope. Invite children to crow hop along the pathway (hop on two feet).

• Reflecting on the day: What did you learn about the farm today?• Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Tell your family what you learned about scarecrows. Send home the Theme Letter and PATT Mat.


LESSON COMPONENTS

BUILDING COMMUNITY BUILDING COMMUNITY

WednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY

TuesdayMonday Thursday Friday

Learning Goals

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Uses words to label and describe people, places, things, and actions• Begins to names letters• Knows that objects can be counted• Uses words to rote count from 1 to 10

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Remains focused on engaging group activities for age-appropriate range of time• Shows understanding by responding appropriately• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary

• Assumes various roles and responsibilities as part of a classroom community• Demonstrates empathy and caring for others• Uses category labels to understand how words and objects relate to each other• Identifies and describes the characteristics of organisms• Counts up to five items • Recognizes one-digit numerals 1 through 5

• Demonstrates empathy and caring for others• Participates in classroom music activities• Uses vocabulary, adding several new words daily• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Counts up to five items

• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses category labels to understand how words and objects relate to each other• Understands that each letter has a corresponding sound• Uses vocabulary, adding several new words daily• Identifies and describes the characteristics of organisms• Uses words to label and describe people, places, things, and actions


Celebrating Our Youngest Learners!

Theme: Week of the Young Child Gard 2 Lesson Plan Week: April 24-28, 2017

Day of the

Week/ Objectives

Calendar

Circle Time

Language

Comprehension

Phonics

Development

Handwriting Enrichment

STEM

Social Studies

Curriculum

Centers

Monday Sing, Dance,

Celebrate, and Learn

To cooperate with others in a joint

activity.

Calendar/Weather Sing “The More We Get Together” PM: What is special about you?

Discuss why we enjoy reading and how we can learn new things each time we open a book. Talk to them about how reading makes them feel.

Find letters in your name using magnetic letters

Make a friendship collage

Music Shaker: handmade instrument Distinguishing Sounds: match sounds

Discuss with children books are written in different languages

Letter Hunt Have children search for letters Puzzles Books

Tuesday Healthy Eating and Fitness at

Home and School To work on large

motor skills.

Calendar/Weather Sing “Fruit Salad” The Wiggles. PM: What is your favorite fruit?

Discuss the things children can do to stay healthy. Learn about the importance of staying active. How can we stay active? Who can exercise with us? How can staying active be fun? Practice some simple exercises

Make a list of rhyming words

Glue the fruits and vegetables on MYPlate

Smelling Jars: naming smells Hide and Smell: search for the source of a smell

Make a facial expression chart. Ask children how do you feel today?

Have children cook in the kitchen Dress-Up

Wednesday Work Together, Build Together, Learn Together

To know what makes you unique.

Calendar/Weather Commitment Box Sing Children Favorite Songs. PM: What makes you unique?

Discuss how we all look different but we are each important. Discuss their physical attribute. Discuss internal attributes (likes, dislikes, things they excel at)

Sing” Head, Shoulders, Knees, and Toes.” Stretch our bodies while we spell words.

Paint with sponges Goop: sensory substance The Fingers Feel: identification by touch

Discuss how exercise and healthy food affect our bodies. Discuss ways children can take care of their bodies.

Encourage the children to make fruit with the play dough we made. Pretend to make dinner for your friends.

Thursday Think, Problem

Solve, Create To learn how to be

compassionate.

Calendar/Weather Sing “ You Are My Sunshine.” PM: What was your favorite activity today?

Have children pick their favorite stories and act them out

Play the Listening Game

Creative Art Making

Taste Testers: explore different tastes

Discuss compassion and give examples. Create a cheer to cheer-up your friends.

Encourage the children to work on puzzles Have children build with blocks

Friday Sharing Family

Stories

I have a special family.

Calendar/Weather Sing “Everyone Is Special.” PM: What makes you happy? Bring a special teddy bear

Discuss families and how we treat each other nicely. Talk about their families. What are their names? What do they do at home? Do they have any pets?

Sing ‘I Love You.’ Create a family poem

Make a Feelings Collage

Spin Art: visually appealing art Mystery Box

Share family pictures and discuss emotions.

Play and sing together Build a house with blocks

• Sequence Cards Small, Medium, and Large• Letter Cards M, m, E, e, Z, z, K, k

• Vocabulary card: monkey• Use the flip chart to review weekly letters. Which letter has a zoo animal with it?

“Twirl Those Ribbons” ribbon dance

• Photo Pockets:Mm with MonkeyEe with E lephant

Math: Number and Operations


Zookeeper Says • El guardián dice game

• Vocabulary Cards: zoology, giraffe, elephant• Introduce the letters M, m, E, e, Z, z, K, k and sound them out

Thursday Friday

“Chim Chim Chimpanzee” tapping game and song

• Zoo words with Ee• Vocabulary Cards: bear, tiger, monkey, camouflage

Literacy: Oral Language, Vocabulary, Written Expres sion

Tuesday

Monkey Nonsense • Tonterias de mono game

Moving and Learning

Greeting Circle

WednesdayBUILDING COMMUNITY •UNITE:Sing "Ten Little Monkeys" p 195•DISENGAGE THE STRESS RESPONSE:Practice the calming strategy Arm Breathing p 169.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Monkey begins with m. • Mono empieza con la letra M.

BUILDING COMMUNITY •UNITE:Sing "The Lion at the Zoo" p 191.•DISENGAGE THE STRESS RESPONSE:Introduce the calming strategy Elephant Bathing p 170.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Elephant begins with E. • Elefante empieza con la letra E.

BUILDING COMMUNITY •UNITE:Introduce the theme. Sing "Oh, Do You Want to See the Zoo" p 195.•DISENGAGE THE STRESS RESPONSE:Invite children to practice the Balloon calming strategy p 169.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Challenge children to notice two kind acts today.• Morning Message: We go by the zoo. • Vamos al zoologico.

“Three Happy Bears” • “Tres osos felices” action song

Monday

Letter English - M, m, E, e, Z, z, K, kKnowledge: Spanish - M, m, E, e, Z, z, K, k, C, c

Class: Gard 2

BUILDING COMMUNITY •UNITE: Sing "Oh, Do You Want to See the Zoo" p 195.•DISENGAGE THE STRESS RESPONSE: Invite children to bend and stretch p 169.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Zebra begins with Z.. • Cebra empieza con la letra C.

Technology: FS Math-Order It; Writer's Corner

BUILDING COMMUNITY •UNITE: Sing "Oh, Do You Want to See the Zoo" p 195.•DISENGAGE THE STRESS RESPONSE: Practice the calming strategy Bunny Breathing p 169.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Kangaroo and Koala begins with K. • Canguro empieza con la letra C; Koala empieza con la letra K.

Lesson Plan for Animals • Animales - Zoo Animals • Animales del zoologico (Week 35) Date: May 1-5, 2017

LESSON COMPONENTS


English Vocabulary: carnivorous, chimpanzee, elephants, endangered, g iraffe, glossary, herbivorous, herd, kangaroo, koal a, lions, mammals, nocturnal, one less, one more, p ride, zebra, zoology

Spanish Vocabulary: carnívoro, chimpancé, elefantes, en peligro de exti nción, jirafa, glosario, herbívoro, manada, canguro , koala, leones, mamíferos, nocturnos, uno menos, u no más , orgullo, cebra, zoología

Wonderful Word: zoology zoología


Thursday FridayTuesday WednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY

MondayBUILDING COMMUNITY BUILDING COMMUNITY

LESSON COMPONENTS

• Reflecting on the day: What is the study of animals called?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to play the zoo riddle game with their families.

• Reflecting on the day: What did you learn about the zoo today?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Tell your family what is your favorite zoo animal.

Animal Friends • Amigos animales• Describe animal characters• Compare character movements with real animals

• Photo Activity Cards 104, 128, 132

Five Silly Monkeys • Cinco monos tontos• Role play the story• Contrast illustrations and photos• Photo Activity Cards 30, 33, 34, 36

•Make a Zoo Animals Book•Get Set for School CD"Animal Legs" (13)

•Get Set for School CD"Animal Legs" (13)•Make a Zoo Animals Book

How Do Animals Use their Ears? • ¿Cómo usan los oídos los animales?• Learn about animal ears• Photo Activity Cards 43, 44, 94, 95


Motor SkillsHandwriting without

Tears

• Zoo animal word web•Make a Zoo Animals Book•Get Set for School CD"Animal Legs" (13)

• Construction-Provide zoo photos and discuss plans to build a zoo• Pretend and Learn-Encourage zookeepers to arrange a pretend zoo

• Construction-Provide plastic monkeys and build a habitat for them• Pretend and Learn-Pretend to be zookeepers feeding and caring for the animals

• Construction-Add elephants, bears, tigers, and lions to the zoo• Pretend and Learn-Bathe the animals in a tub of water

• Construction-Add giraffes and zebras• Pretend and Learn-Make sure they have a clean and comfortable living area.



Welcome to Zippity Zoo • Bienvenidos al zoológico de Zippity• Preview the book and make summary statement• Share questions about animals• Photo Activity Cards 24, 26, 27, 28

Welcome to Zippity Zoo • Bienvenidos alzoológico de Zippity• Listen for and identify rhyming words• Read about kangaroos and koalas“Zanzibar Zoo” • “El zoolólogico de Zanzíbar” story folder• Introduce names of groups of animals• Compare Zanzibar Zoo and Zippity Zoo

Closing Circle


Studies


STEM

• Construction-Create an Australian section of the zoo. Provide kangaroos and koalas• Pretend and Learn-Pretend to be visiting vets taking care of zoo animals


• Compare attributes of materials.

• Reflecting on the day: What is the favorite thing you learned today about the zoo animals?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Read the Zippity Zoo Take Home Storybook.

• Discuss animals in Africa • Can a tiger be a good pet? • Zoology is the study of animals. Discuss who is a zoologist.

• Reflecting on the day: What did you learn about monkeys today?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Encourage children to develop and solve verbal word problems at home.

• Discuss zoo manners and safety Teachers Guide p 63.• Discuss empathy and compassion towards animals.

• Use models (abacuses) to count forwards and backwards to 5/ Sing “Five Little Speckled Frogs” p 187

• Discuss zoo animal characteristics and discuss zoo manners and safetySort animals

• Reflecting on the day: What have you learned this week about zoo animals?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send a note and encourage children to teach Kangaroo Breathing

• Act out and sing “Five Little Monkeys” p185 (use frog counters as song progresses so each child can do it on their own)

• Why do people go to the zoo?

• Number line hopping (Have children hop along number line using addition and subtraction of whole numbers)




LESSON COMPONENTS

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• 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 a wide variety of words to label and describe people, places, things, and actions

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others• Asks and answers appropriate questions about the book• Identifies and describes the characteristics of organisms• Demonstrates interest in and shows appreciation for the creative work of others• Provides appropriate information for various situations

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Begins to have meaningful friends• Asks and answers appropriate questions about the book• Uses words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other

•Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Is aware of where own body is in space, respects personal boundaries• Uses words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Counts up to five items

• Shows competence in initiating social interactions• Matches language to social contexts• Uses a wide variety of words to label and describe people, places, things, and actions• Identifies and describes the characteristics of organisms• Provides appropriate information for various situations

• Encourage children to climb the stairs like monkeys.

• Encourage children to pretend to walk slow like a turtle and fast like a lion.

• Hide zoo animals around the playground. Have children round them up.

Learning Goals

Outdoor Learning

• Set up Kangaroo Races • Carreras de canguros (p. 207).

• Play a game of Catch a Tiger’s Tail • Atrapa la cola del tigre (p. 206).


Ladybug rhymes and games

• Photo Pockets:Bb with Bee, Ww with W asp• Sing "Baby Bumblebee."

• Letter Cards: I, I, B, b• Sort names of bugs

Dragonfly ribbon flying or gameWaggle Dance

• Review weekly letters and sound them all out• Sing "The Ants Go Marching."

Math: Number and Operation


“Can You Move with Me?” • “¡Ven y muévete así!” action song

• Sound out the letters - I, i, B, b, L, l, D, d, T, t• Vocabulary and Compound Word Cards: entomology, ladybug, mosquito, bee

Thursday Friday

• Vocabulary and Compound Word Cards: entomology, ladybug

• Letter Cards: L, l, D, d, T, t• Vocabulary and Compound Word Cards: ladybug, dragonfly

Greeting Circle

WednesdayBUILDING COMMUNITY •UNITE: Sing "Baby Bumblebee" p 184.•DISENGAGE THE STRESS RESPONSE:Teach children to do Calm Bee Wings p 169.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: I see a bee on my knee. • Veo una abeja en mi rodilla.

BUILDING COMMUNITY •UNITE:Sing "My Busy Garden" p 192.•DISENGAGE THE STRESS RESPONSE: Introduce the calming strategy Butterfly Breathing p 169.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Ladybug begins with L.• Mariquita empieza con la letra M.

BUILDING COMMUNITY •UNITE:Introduce the theme.Sing "All Around My Yard" p 183.•DISENGAGE THE STRESS RESPONSE:Introduce the calming strategy Butterfly Breathing p 169.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Challenge children to notice two kind acts today.• Morning Message: Insect begins with i. • Insecto empieza con la la letra I.

Literacy: Vocabulary, Phonological Awareness, Oral Language

TuesdayMonday

Letter English - I, i, B, b, L, l, D, d, T, tKnowledge: Spanish - I, i, A, a, M, m, L, l, T, t

Class: Gard 2

BUILDING COMMUNITY •UNITE:Sing "All Around My Yard" p 183.•DISENGAGE THE STRESS RESPONSE: Learn the calming strategy Dragonfly Wings p 170.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Dragonfly begins with D. • Luciernaga empieza con la letra L.

Technology: Writer's Corner; Reading Buddy

BUILDING COMMUNITY •UNITE:Sing "The Insect Song" p 189.•DISENGAGE THE STRESS RESPONSE:Perform the Butterfly Breathing p 169.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Termite begins with T. • Termita empieza con la letra T.

Lesson Plan for Animals • Animales - Bugs • Insectos (Week 36) Date: May 8-12, 2017

English Vocabulary: abdomen, altogether, bee, beneficial, compassion, decrease, dragonflies, entomologist, entomology, f ireflies, increase, insects, ladybug, mosquito, nec tar, pollen, termites, thorax

LESSON COMPONENTS


Spanish Vocabulary: abdomen, en total,abeja, beneficioso, compasión, di sminuir, libélulas, entomólogo, luciérnagas, aument ar, insectos, mariquita, mosquito, néctar, polen, t ermitas, entomología, tórax

Wonderful Word: entomology, entomología

Moving and Learning


Thursday FridayWednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY

TuesdayMondayBUILDING COMMUNITY BUILDING COMMUNITY

LESSON COMPONENTS

• Reflecting on the day: What should you do if you see a fire?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Send ladybug counting mat home.

• Reflecting on the day: How are insects helpful?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Look for bugs in your backyard.

“Catching Fireflies” • “Luciérnagas en un frasco” listening story (p. 212)• Learn about fireflies • Discuss compassion for living things•Photo Activity Cards 52-54

The Song of the Teeny Tiny Mosquito • El canto del mosquito• Name insect body parts• Listen to see what animals like to eat•Photo Activity Card 52

MOTHER'S DAY PROJECT •Get Set for School CD"Spiders Love to Party" (15)

MOTHER'S DAY CARD •Get Set for School CD"Spiders Love to Party" (15)

Edie’s Backyard Bugs • Los insectos del jardín de Edie• Read to learn about ladybugs

Shubert’s Helpful Day• Compare story character and ladybug photo• Classify story as real or make-believe• Photo Activity Card 49



Tears

• Cooperate to create a class collage •Get Set for School CD"Spiders Love to Party" (15)

• Science-Take a nature walk looking for insects• Creativity Station-Draw pictures of bugs

• Fine Motor-Make kazoos to replicate the buzzing of bees• Creativity Station-Use yellow and black paint to paint bees or wasps

• Science-Observe live ladybugs• Creativity Station-Use red and black paint to paint ladybugs

• Fine Motor-Make dragonflies• Science-Observe and compare either live frogs and toads or photos

•Make a bumblebee puppet •Get Set for School CD"Spiders Love to Party" (15)


Edie’s Backyard Bugs • Los insectos del jardín de Edie• Introduce vocabulary• Talk about children’s experiences

Critter Hide-and-Seek • Jugando al escondite con los animales• Introduce concept of camouflage

“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentes infantiles flip chart)• Verify an ant is an insect• Point out ants in text•“Animals Habitats and Homes” • “Los hábitats y las casas de los animales” story folder

Closing Circle




STEM

• Fine Motor-Create ants• Science-Observe ants after placing cereal near anthill or sidewalk

•Get Set for School CD"Spiders Love to Party" (15)Use twezeers to pick bugs

• Sift through rice to find plastic insects; identify characteristics• Observe and compare frogs and toads on photos

• Reflecting on the day: What were the speckled frogs doing on the log?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Share some frog facts with family.

•Bug bites•Ways to avoid them•Ways to help them heal

•Brainstorm ways we can be compassionate.

• Photo Activity Card 48• Experience with dragonflies• Dragonflies lived during the dinosaurs and fossils have been found.

• Reflecting on the day: How are bees and wasps alike?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection: Budding entomologists maw want to take an insect checklist home to share with their families.

• Benefits of bugs• Photo Activity Cards 45-54

•Have children place different size boxes in order from smallest to largest and try to fit the boxes inside of each other.• Science-Take a nature walk looking for insects

• Discuss insects to avoid and what to do if an insect bites or stings you/ Sing “Insect Song” p 189

• Reflecting on the day; What do you think is the most interesting thing about insects?• Perform the Daily Commitment Check.• Kindness Tree• Family Connection; How do you work with your friends at school to help keep the classroom safe?

• “Caterpillar Leaves”-Have children hole punch green paper leaves for each caterpillar in word problem• Observe live ladybugs

• Compare termite’s home and anthill• Distinguish between home and habitat• Photo Activity Cards 46 and 101

• Ladybug Counting Matching Game (pg. 111 in Frog Street “Animals” book)•-Observe ants after placing cereal near anthill or sidewalk


Thursday FridayWednesdayBUILDING COMMUNITY BUILDING COMMUNITY BUILDING COMMUNITY

TuesdayMondayBUILDING COMMUNITY BUILDING COMMUNITY

LESSON COMPONENTS

• Begins to understand difference and connection between feelings and behaviors• Assumes various roles and responsibilities as part of a classroom community • Asks and answers appropriate questions about the book• Provides appropriate information for various situations• Participates in classroom music activities

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Is aware of where own body is in space; respects personal boundaries• Begins to produces correct sounds for a few letters• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by responding appropriately• Identifies and describes the characteristics of organisms

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Begins to have meaningful friends• Shows understanding by responding appropriately • Recognizes, observes, and discusses the relationship of organisms to their environments

• Demonstrates empathy and caring for others• Shows competence in initiating social interactions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses category labels to understand how words and objects relate to each other• Shows understanding by responding appropriately• Practices good habits of personal safetyns

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions• Identifies and describes the characteristics of organisms• Uses category labels to understand how words and objects relate to each other

• Play Beetle, Beetle, Ladybug • Escarabajo, escarabajo, mariquita (p. 206).

• Hop like crickets and grasshoppers.

• Encourage children to conduct a bug search. Make sure they know not to touch any bugs they may find. Have magnifying glasses available for close-up looks.

Learning Goals

Outdoor Learning

• Play Follow the Leader Ants. Select a lead ant and have the other children follow in a line, mimicking the movements of their leader.

• Invite children to play Queen Bee • Abeja reina (p. 208).


• Vocabulary Card: spider• Focus on the letter S

• Letter Cards: S, s, J, j, W, w•• Focus on the letter J

“Itsy Bitsy Spider” dance

•Explore vocabulary wiggle, squirm, flutter• Vocabulary Cards: worm and bee

Math: Number and Operations


“The Life Cycle Chant” action rhyme

• Introduce the letters -S, s, J, j, W, w• Vocabulary Cards: caterpillar, metamorphosis, butterfly

Thursday Friday

Insect and Bug Orchestra pretend-play

• Photo Pockets Ss with snail• Words that begin with Ww

Literacy: Oral Language, Phonological Awareness, Vo cabulary

Tuesday

Hop! Hop! Stop! • ¡Salta! ¡Salta! ¡Detente! Game

Moving and Learning

Greeting Circle

WednesdayBUILDING COMMUNITY •UNITE: Sing "My Busy Garden" p 192.•DISENGAGE THE STRESS RESPONSE:Allow children to choose a calming strategy.•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Jump begins with J. • Brincar empieza con la letra B.

BUILDING COMMUNITY •UNITE:Teach the children "Nobody Likes Me" p 193.•DISENGAGE THE STRESS RESPONSE:Review the calming strategy Thumb Tracking p 171.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Snail and slug begin with S.• Caracol empieza con la letra C.

BUILDING COMMUNITY •UNITE:Introduce the theme.Sing "Roly-Poly Caterpillar" p 195.•DISENGAGE THE STRESS RESPONSE:Sing "Bye, bye Crankies" p 172•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Challenge children to notice two kind acts today.• Morning Message: Caterpillars know how to eat. • Las orugas saben como comer.

Can You Move with Me? • ¡Ven y muévete así! action song

Monday

Letter English - S, s, J, j, W, wKnowledge: Spanish - A, a, G, g, S, s, C, c

Class: Gard 2

BUILDING COMMUNITY •UNITE: Sing "Itsy Bitsy Spider" p 189.•DISENGAGE THE STRESS RESPONSE: Practice the calming strategy Eye Rest p 170.•CONNECT:Implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Spider begins with S. • Arana empieza con la letra A.

Technology: Words, Words, Words; Internet

BUILDING COMMUNITY •UNITE:Sing "All Around My Yard" p 183.•DISENGAGE THE STRESS RESPONSE:Review the calming strategy Butterfly Breathing p 169•CONNECT:Use Fanny Frog to implement the Absent Child Ritual.•COMMIT:Implement the Safe Keeper Ritual and the Daily Commitment Ritual.•Kindness Tree• Morning Message: Worm begins with W. • Lombriz empieza con la letra L.

Lesson Plan for Animals • Animales - More Bugs • Mas Insectos (Week 37) Date: May 15-19, 2017

LESSON COMPONENTS


English Vocabulary: butterflies, caterpillar, compare, crickets, egg, grasshopper, hammock, larva, metamorphosis, mollus k, pupa, slugs, snails, spiders, squirm, wiggle, wo rms, zero

Spanish Vocabulary: mariposas, orugas, comparar, grillos, huevo, saltam ontes, hamaca, larva, metamorfosis, molusco, pupa, babosas, caracoles, arañas, retorcerse, menearse, g usanos, cero

Wonderful Word: metamorphosis, metamorfosis




LESSON COMPONENTS

• Reflecting on the day: How many legs does a worm have?•Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Challenge children to find something at home that has a quantity of zero.

• Reflecting on the day: What does a caterpillar become?•Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Ask families to send a copy of a baby picture of their child to school for next week.

“Itsy Bitsy Spider” • “La araña chiquitita” story folder• Discuss the spider’s perseverance• Compare character to real spiders• Photo Activity Cards 89, 96, 97, 98

Sara Sidney’s Runaway Adventure • Sara, la iguana que se escapó• Learn about crickets• Discuss cricket sounds• Photo Activity Cards 47, 48, 49, 50

•Jump the brush like a grasshopper or cricket•Get Set for School CD"The Ant, the Bug and the Bee" (14)

•Make a Bugs Book•Get Set for School CD"The Ant, the Bug and the Bee" (14)

Can You Move with Me? • ¡Ven y muévete así!• Compare caterpillars and worms• Demonstrate animal movements•Photo Activity Cards 51, 52, 53, 54



Tears

•Decorate a butterfly•Get Set for School CD"The Ant, the Bug and the Bee" (14)

• Gross Motor-Pretend to be caterpillars• Fine Motor-Use tweezers to place yarn "caterpillars" on paper leaves

• Gross Motor-Pretend to be grasshoppers• Fine Motor-Place grasshopper Tiddlywinks with green and white buttons

• Gross Motor-Have worm races• Fine Motor-Make worm shadows

• Gross Motor-Pretend to be a spider• Fine Motor-Roll play dough into balls to assemble spiders

•Create a spider web with yarn•Get Set for School CD"The Ant, the Bug and the Bee" (14)


Edie’s Backyard Bugs • Los insectos del jardín de Edie• Develop vocabulary• Introduce butterfly life cycle

• Photo Activity Cards 41, 42, 43, 45

Can You Move with Me? • ¡Ven y muévete así!• Use picture cues to read vocabulary words• Find words in text of story• Identify all the insects we have learned about this week• Photo Activity Cards 45-54, 101, 104

Closing Circle




STEM

• Gross Motor-Create sock worms and large, paper leaves to play a game of toss• Creativity Station-Encourage children to draw their favorite insects or bugs

• Choose your own crayon to color the bug •Get Set for School CD"The Ant, the Bug and the Bee" (14)

• Use mirrors with Photo Activity Cards 47, 104, 129, and 132 to show both sides are the same.

• Reflecting on the day: Is a spider an insect?•Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Share spider facts with your family.

• Propose compassion for all living things

• Photo Activity Card 54• Discuss curiosity. We ask questions when we are curious.

• Spider Home• Photo Activity Card 104

• Reflecting on the day: How far can a grasshopper hop?•Perform the Daily Commitment Check.•Kindness Tree• Family Connection; Have a hopping contest at home.

• Photo Activity Card 10• We all experience changes.

• Create a pattern block worm •“Jumping Water Bugs”- fill clear cup with seltzer water and drop raisins (water bugs) in cup and watch them dive to the bottom and jump to the top

• Reflecting on the day; What have we learned about compassion towards animals?•Perform the Daily Commitment Check.•Kindness Tree• Family Connection: Send a note and encourage the children to teach the Can of Worms greeting.

• “Copy Me” game- have children use connecting cubes to add and subtract cubes; partner can be asked how many to take away or add to have the same as partner

Bug Safety • Sing "Little Miss Muffet"

• “Bug Cup Counting”-the children count out the correct number of bugs to place in their cup (up to twenty)




LESSON COMPONENTS

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Assumes various roles and responsibilities as part of a classroom communityactions information learned from books by describing, relating, categorizing, or comparing and contrasting• Shows understanding by responding appropriately

• Begins to understand difference and connection between feelings and behaviors• Demonstrates empathy and caring for others• 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• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• Demonstrates an understanding and tolerance for unique characteristics of others• Demonstrates empathy and caring for others• Is aware of own feelings most of the time• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Engages in conversations in appropriate ways

• Shows competence in initiating social interactions• Remains focused on engaging group activities for age appropriate range of time• Demonstrates knowledge of nonverbal conversational rules• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Regulates his own behavior with occasional reminders or assistance from teacher• Shows initiative in independent situations and persists in attempting to solve problems

• Invite children to make a long worm by holding onto each other’s waist. Challenge them to wiggle across the playground without coming apart.

• Make a giant spider with the parachute. (p. 208).

• Give children colorful cellophane to use as butterfly wings and have them fly around the playground making colorful butterfly shadows.

Learning Goals

Outdoor Learning

• Carefully dig a hole in a garden area. Invite the children to watch the worms. Be careful to protect the worms from too much air or sun as they are vulnerable to both. Discuss the children’s observations when they return to the room.

• Encourage children to jump around the perimeter of the playground pretending to be crickets or grasshoppers. They may be able to observe some real jumping insects.


gard 3 week 24 ballads, folktales, and...

Documents