lesson plans- nursery rhymes week 1 · (nursery rhyme • cuentos infantiles flip chart) • recite...
TRANSCRIPT
Date Teacher
Literacy Math
English Vocabulary
Weekly Learning
Centers
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Analyze and produce rhyming words
Centers
• Language and Literacy-Match objects
to create rhyming pairs
• Library and Listening- Match pairs of
sounds
• ABC-Match alphabet letters
Letter
Knowledge
English-Aa, Bb, Cc, Dd, Ee, Ff
Spanish-Aa, Bb, Cc, Dd, Ee, FfCounting, Whole-Part Relationship
Lesson Plans- Nursery Rhymes Week 1Week1 Ms. Jennifer
culture, culturaWonderful Word TechnologyWriter's Corner
Phonological Awareness (Rhyming)
Character
Education
Commitment, Compromiso
Loyalty, Lealtad
“Jack and Jill” • “Juan y Josefina”
(Nursery Rhyme • Cuentos infantiles
flip chart)
• Recite the nursery Rhyme
• Display the vocabulary cards
• Talk about the word crown have
the children think of words that
rhyme with the word crown
“Little Miss Muffet” or “Arroz con
leche” (Nursery Rhyme • Cuentos
infantiles flip chart)
• Display the rhyme along with
vocabulary cards
• Talk about a tuffet use other words
to decribe a tuffet
• Read "Food Nursey Story Folder to
compare other rhymes about food
Learn part of a kite
Compare Japanese symbols and
alphabet letters
Center- Shapes letters with string
or yarn
-Match rhyming words
-Paint Japanese Symbols
“Hey Diddle Diddle” • Hey
mentironsín
(Nursery Rhyme • Cuentos infantiles
flip chart)
• Recite the rhyme
• Explain to the children that the
animals in the story are doing make
believe actions
• Talk about how the words Moon
and Spoon Rhyme
“This Is the House that Jack Built” •
“Ésta es la casa que Juan construyó”
listening story (p. 196)
• Used the flannel story box created to
tell the story
• Talk about Cause and Effect point out
the relationships between the
characters in the story
• As you read the story have the
children connect the next character as
you read
• Creativity Station-Use stencils to
draw an egg shape
• Pretend and Learn-Build a wall with
blocks and explore items that balance
• Science-Balance a plastic egg on a
wall built from blocks
Mandarin Class • Identify letter at beginning of
alliterative phrases
• Identify straight lines in alphabet
letters
Centers
• ABC-Shape M or B with play
dough
• Language and Literacy-Sort
buttons by attributes
• Library and Listening-Listen to and
clap with chant
Building communtiy:Sing "Nursery
Rhyme Rap" p.181
Morning message:Kites are rising in
the sky.
Absent child ritual and Welcome
back ritual
Safe Keeper Ritual
Building community: Sing "Nursery
Rhyme Rap" p.181
Morning message:Three little kittens
lost their mittens.
Absent child ritual and Welcome
back ritual
Safe Keeper Ritual
"Stars and Stripes Forever" with
musical eggs
"Ring around the Rosie" - "Ronda
de las rositas" singing game
"Miss Mary Mack" clapping game Dance with streamers to music Drop the Mitten- Deja caer el miton
game
Day 5LESSON
COMPONENTS
• Identify letter at beginning of
alliterative phrases
• Identify straight lines in alphabet
letters
Centers
• ABC-Shape M or B with play dough
• Language and Literacy-Sort buttons
by attributes
• Library and Listening-Listen to and
clap with chant
Day 4
Greeting Circle
• Building community-Disscuss What is
a nursery rhyme
• Morning Message- Humpty Dumpty
sat on a wall. Humpty Dumpty had a
great fall.
Absent child ritual and Welcome back
ritual
Safe Keeper Ritual
• Building community-Recite a
rhyme
• Morning Message- Jack and Jill
went up the hill.
Absent child ritual and Welcome
back ritual
Safe Keeper Ritual
• Building community-Play holiday
music CD talk about the song Rudof.
• Morning Message- Miss Mary mack
wears black.
Absent child ritual and Welcome
back ritual
Safe Keeper Ritual
Mandarin Class
Moving and
Learning
Nursery, Rhyme, alike, different, whole, part, half, boo-boo, cream, wounds, injuries, wounds, rhyming words, divide, continuous , discrete
Spanish Vocabularycuentos, infantiles, parecido, diferente, entero, parte, mitad, crema para, lastimaduras, heridas. Lastimaduras, heridas, palabras, que riman, dividir, continuo,
discreto
• Creativity Station-Discuss safety
and make a poster
• Pretend and Learn-Pretend to treat
injuries with brown paper strips
• Science-Place a pretend first-aid
kit in the center and pretend to
bandage wounds
• Creativity Station-Paint with black
tempera paint or draw with white
chalk on black construction paper
• Pretend and Learn-Discuss the
elephant that jumped the fence and
provide items to toss in the air and
watch drop
• Science-Provide black clothing for
children to explore
• Creativity Station-Paint with black
tempera paint or draw with white
chalk on black construction paper
• Pretend and Learn-Discuss the
elephant that jumped the fence and
provide items to toss in the air and
watch drop
• Science-Provide black clothing for
children to explore
• Creativity Station-Discuss safety
and make a poster
• Pretend and Learn-Pretend to treat
injuries with brown paper strips
• Science-Place a pretend first-aid
kit in the center and pretend to
bandage wounds
Day 1 Day 2 Day 3
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
Learning Goals
• Demonstrates empathy and caring for
others
• Responds to different musical styles
through movement and play
• Names at least 20 upper- and at least
20 lowercase letters
• Recognizes at least 20 letter sounds
• Recognizes and compares heights or
lengths of people or objects• Sorts objects that are the same and
different into groups and uses language
•Is able to increase or decrease
intensity of emotions more
consistently, although adult
guidance is sometimes necessary
• Participates in classroom music
activities
• Uses a wide variety of words to
label and describe people, places,
things, and actions
• Names at least 20 upperand at
least 20 lowercase letters
• Recognizes how much can be
placed within an object
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Demonstrates empathy and caring
for others
• Responds to different musical styles
through movement and play
• Names at least 20 upper- and at
least 20 lowercase letters
• Recognizes at least 20 letter
sounds• Sorts objects that are the same and
different into groups and uses language
• Demonstrates empathy and caring
for others
• Responds to different musical
styles through movement and play
• Uses a wide variety of words to
label and describe people, places,
things, and actions
• Recognizes at least 20 letter
sounds
• Knows that objects or parts of an
object can be counted• Sorts objects that are the same and
different into groups and uses language
• Demonstrates empathy and caring
for others
• Responds to different musical
styles through movement and play
• Uses a wide variety of words to
label and describe people, places,
things, and actions
• Recognizes at least 20 letter
sounds
• Knows that objects or parts of an
object can be counted
• Recognizes and compares heights
or lengths of people or objects• Sorts objects that are the same and
different into groups and uses language
• Play Please Don’t Let the Ball Fall
• No dejen que la pelota caiga (p.
193).
• Encourage children to Jump the
Fence • Saltar la cerca (p. 193).
Loyalty- Display the vocabulary
word Loyaty read "Old Henry and
talk about if the heighboors in the
story were loyual to Henry
PATHS- Discuss the feeling jealous
read the story "Twiggles special
day" talk about how we should all
play together and not be jealous of
each other
Outdoor Learning
• Play Please Don’t Let the Ball Fall •
No dejen que la pelota caiga (p. 193).
• Provide first-aid props. Turn
bicycles
into emergency vehicles.
• Encourage children to Jump the
Fence • Saltar la cerca (p. 193).
Manners- Greetings review with the
children how they would greet a VIP
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Character
Education
Loyalty- Display the vocabulary word
Loyaty read "Old Henry and talk about
if the heighboors in the story were
loyual to Henry
PATHS- Discuss the feeling jealous
read the story "Twiggles special day"
talk about how we should all play
together and not be jealous of each
other
Math and Science
• Compare parts and wholes
• Put egg puzzles together
Centers
• Creativity Station-Divide dough
shapes into a specific number of
pieces
• Science-Sort items by those that
break and those that do not
• Practice counting
• Introduce parts and wholes
Centers
• Sensory Table-Count squirts
needed to fill a container
• Count sounds
Centers
• Sensory Table-Play patterns of
notes on xylophone
• Gross Motor Area-Hop a specific
number of spaces
• Practice counting
• Introduce parts and wholes
Centers
• Sensory Table-Count squirts
needed to fill a container
• Math-Cut a string into two equal-
sized pieces.
Chef-it-Up Friday
Week 1 Nursery Rhymes
Week 2 Traditional Tales
Week 3 Folktales
Week 4 Ballads and Fables
Stories and RhymesTheme 5
Dear Family,During the next four weeks, we will be discovering stories in many
forms and formats. Children will explore traditional and modern
rhymes; stories delivered through poetry, chants, and ballads;
and stories from many cultures. Sometimes children will sing the
stories. Sometimes they will role-play the stories, making the
characters come alive through their actions. Sometimes they will
change familiar stories to create their own. Prepare to hear reports
about the wonderful characters they are meeting.
Our character education focus will be on developing the concepts of commitment and loyalty.
LiteracyAs we begin this theme, children will recite and learn many traditional nursery rhymes. Sometimes we give them a bit of a twist like Dr. Becky Bailey has done with “Wonderful Woman.” This poem is a new version of the traditional poem “There Was an Old Woman Who Lived in a Shoe.” Learn this one and enjoy reciting it with your child.
Wonderful Woman
by Becky Bailey
A wonderful woman lived in a shoe (hold hands)She had so many children (“Lead” partner turns other partner’s hands over palms up)She knew exactly what to do. (“Lead” touches each finger of partner’s hand)She held them. She rocked them, (“Lead” closes partner’s hand in a fist and rocks it gently)And tucked them in bed. “I love, I love you,” is what she said.
MathChildren will begin to collect data and organize it in simple graphs. We use tally marks to keep track of our data. You will also hear your child using ordinal numbers (first, second, third) to indicate order. Help your child practice at home with a simple sorting activity. Make an observation. For example, say: The glass of milk is bigger than the salt shaker. Ask your child to identify something else that is bigger than the salt shaker. Continue and then switch to smaller objects. Say: My carrot stick is smaller than the salt shaker. Physically sort the objects into two groups or keep a tally mark count. Repeat the activity with other comparing words, such as longer and shorter, thicker and thinner, heavier and lighter.
Notes
For additional at-home activities, see the Stories and Rhymes PATT Mat.
FSPK_Letters_English.indd 34 6/7/11 8:12 AM
©2010 Frog Street Press, Inc. Family Connections CD
Stor
ies
and
Rhy
mes
Paren
ts A
re Te
ache
rs Too
Them
e 5
Mat
h
Them
e Jo
b
Lite
racy
Outd
oors
Calm
ing
Stra
tegy
Read
, rea
d, re
ad! A
sk e
ach
of y
our f
amily
m
embe
rs to
read
a fa
vorit
e st
ory.
Tell
your
self
stor
ies a
s you
take
a p
ictu
re w
alk
thro
ugh
all
the
book
s tha
t loo
k in
tere
stin
g to
you
. Then
dr
aw y
our o
wn
stor
y. A
dd a
few
wor
ds o
r ask
an
adu
lt to
add
the
wor
ds fo
r you
.
Do
you
know
any
cou
ntin
g rh
ymes
and
st
orie
s? H
ere
are
two
to g
et y
ou st
arte
d. C
an
you
find
mor
e?
One
, tw
o, b
uckl
e m
y sh
oe.
Thre
e, fo
ur, s
hut t
he d
oor.
Five
, six
, pic
k up
stic
ks.
Seve
n, e
ight
, lay
them
stra
ight
.N
ine,
ten,
a b
ig fa
t hen
.
One
, tw
o, th
ree,
four
, five
—
Onc
e I c
augh
t a fi
sh a
live.
Six,
seve
n, e
ight
, nin
e, te
n—Th
en I
let i
t go
agai
n.W
hy d
id I
let i
t go?
Beca
use
it bi
t my
finge
r so.
Whi
ch fi
nger
did
it b
ite?
This
little
fing
er o
n th
e rig
ht.
Rem
embe
r the
poe
m a
bout
the
boy
nam
ed Ja
ck w
ho ju
mpe
d ov
er th
e ca
ndle
stic
k. P
ract
ice
your
jum
ping
so
that
you
can
be
nim
ble
and
quic
k.
Find
a sa
fe p
lace
on
a so
ft su
rfac
e (g
rass
or s
and)
. Pla
ce o
ne p
aper
cup
on
the
grou
nd a
nd ju
mp
over
it. A
dd
anot
her c
up a
nd tr
y ag
ain.
How
tall
can
you
mak
e yo
ur c
up to
wer
bef
ore
you
knoc
k it
over
?
Ask
you
r fam
ily to
show
you
pho
tos
and
tell
you
true
stor
ies a
bout
th
emse
lves
. Sta
rt a
pho
to g
alle
ry
by p
laci
ng p
ictu
res o
f spe
cial
fam
ily
mem
bers
on
your
refr
iger
ator
. Loo
k at
you
r pic
ture
col
lect
ion
as y
ou
lear
n ea
ch p
erso
n’s s
peci
al st
ory.
Teac
h so
meo
ne h
ow to
rela
x an
d ge
t rid
of
stre
ss u
sing
the
Kit
e Br
eath
ing
calm
ing
stra
tegy
.
●
Pret
end
your
han
ds a
re k
ites.
Your
arm
s w
ill b
e th
e st
ring
of th
e ki
tes.
You
will
use
yo
ur b
reat
h to
cre
ate
air f
or th
e ki
tes.
●
Plac
e yo
ur ri
ght h
and,
pal
m u
p, in
fron
t of
you
r mou
th, a
nd e
xhal
e to
cre
ate
air.
●
Mov
e yo
ur k
ite (h
and)
up
tow
ard
the
left
sid
e of
you
r bod
y an
d fly
you
r kite
from
le
ft to
righ
t acr
oss y
our b
ody.
●
Inha
le, a
nd sl
owly
low
er y
our k
ite (h
and)
.
●
Repe
at th
e ac
tivity
with
you
r lef
t han
d.
FSPK
_PAT
T_En
glis
h.in
dd
6111
/3/1
0 2
:02
PM
©20
10 F
rog
Stre
et P
ress
, Inc
. Fa
mily
Con
nect
ions
CD
PA
TT M
at
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.
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w to
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e T
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Kite Breathing© 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.
● Pretend your hands are kites.
● Place your right hand (palm up) in front of your mouth and exhale to create air.
● Move your kite (hand) up toward the left side of your body, and fly your kite from left to right across your body.
● Now inhale and slowly lower your kite (hand).
● Repeat the activity with your left hand.
Kite Breathing© 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.
● Pretend your hands are kites.
● Place your right hand (palm up) in front of your mouth and exhale to create air.
● Move your kite (hand) up toward the left side of your body, and fly your kite from left to right across your body.
● Now inhale and slowly lower your kite (hand).
● Repeat the activity with your left hand.
Kite Breathing© 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.
● Pretend your hands are kites.
● Place your right hand (palm up) in front of your mouth and exhale to create air.
● Move your kite (hand) up toward the left side of your body, and fly your kite from left to right across your body.
● Now inhale and slowly lower your kite (hand).
● Repeat the activity with your left hand.
Kite Breathing© 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.
● Pretend your hands are kites.
● Place your right hand (palm up) in front of your mouth and exhale to create air.
● Move your kite (hand) up toward the left side of your body, and fly your kite from left to right across your body.
● Now inhale and slowly lower your kite (hand).
● Repeat the activity with your left hand.
Date Teacher
Literacy Math Measurement, Ordering by Attributes
English VocabularyHen, Dog, Cat, Goose, Traditional
Letter
Knowledge
English-Gg, Hh, Ii, Jj, Kk, Ll
Span.-Gg, Hh, Ii, Jj, Kk, Ll
Lesson Plans for Stories and Rhymes • Traditional Tales - week-2 Cuentos tradicionalesWeek 2 Ms.Jennifer
Traditional-tradicionalWonderful Word
Comprehension and Dramatic Expression
Character
Education
Commitment, Compromiso
Loyalty, Lealtad Technology
Words, Words, Words; Extra Reading Buddy
The Frog Prince • El príncipe sapo
• Discuss story setting
• Notice Frog’s actions reveal his
character
“Odon, the Giant” • “Odón, el
gigante" listening story
• Discuss onomatopoeia
• Identify onomatopoeia words
• Building community-Sing"Caring
Friends" p.174
• Morning Message:Little Red Hen can
count to ten.
Welcome Back Ritual,Absent Child
Ritual and Safe Keeper Ritual
“The Princess and the Pea” • “La
princesa y el guisante” story folder
• Identify characters in story
• Develop vocabulary
Moving and
LearningPrincess Ball Roll • La bola de la
princesa game
Practice giant movements—walk,
jump, hop
Create dragon and giant shadows
The Frog Prince • El príncipe sapo
• Discuss main characters
• Introduce fairytale elements
• Building community- Sing " Three
Pigs" p.181
• Morning Message:Who huffs and
puffs and blows houses down.
Welcome Back Ritual,Absent Child
Ritual and Safe Keeper Ritual
• Building community-Sing"Though
the Woods" p. 183
• Morning Message:Little Red sat on
the high bed.
Welcome Back Ritual,Absent Child
Ritual and Safe Keeper Ritual
“The Shoemaker and the Elves” •
“El zapatero y los duendes” story
folder
• Identify and compare parts of
shoes
• Develop concept of consumer
• Building community-Sing"I'm a
Little Acorn Brown" p.180
• Morning Message:Henny Penny
and Goosey Loosey went to find the
king.
Welcome Back Ritual,Absent Child
Ritual and Safe Keeper Ritual
Who’s Got the Pea? • ¿Quién tiene el
guisante? game
Boot, Boot, Shoe • Botas, botas,
zapato game
Mandarin Class • Think about how shoes protect
feet
• Categorize shoes by use and
material used in making them
Centers
• Pretend and Learn-Sort and
display shoes in store
• Creativity Station-Draw a picture
of a shoe house
• Language and Literacy-Retell
story with story props
Day 5LESSON
COMPONENTS
Weekly Learning
Centers
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Identify fairytale elements in story
• Identify rhyming words
Centers
• ABC-Sort words by ending letter
• Library and Listening-Listen to a
story
• Sensory Table-Retrieve magnetic
letters and match to letter cards
Mandarin Class • Compare fairytales
• Identify real and make-believe
elements in the story
Centers
• ABC-Copy the word dragon
• Library and Listening-Listen to
story
• Language and Literacy-Retell story
with sound effects
• Construction-Build small bed for
the frog so he doesn’t have to sleep
on the princess’s pillow
• Fine Motor-Encourage children to
sort frogs by size
• Creativity Station-Invite children to
design a new ball for the princess
Greeting Circle
• Building community- Sing "Three
Bears Rap" p.179
• Morning Message:The three bears
sat on chairs
Welcome Back Ritual,Absent Child
Ritual and Safe Keeper Ritual
Spanish Vocabularygallina, perro, gato, ganso, tradicional
• Construction-Construct a cage for
the golden goose
• Fine Motor-Play Is the Giant
Asleep? • ¿Está dormido el
gigante?
• Creativity Station-Provide green
paint and invite children to paint
beanstalks
• Construction-Design and build a
maze for Bunny Foo Foo’s mice
• Fine Motor-Challenge children to
stack the giant’s gold coins
(pennies)
• Creativity Station-Show them how
to make mice from their fingerprints
• Construction-Build a bed for the
princess so she doesn’t have to sleep
on so many mattresses
• Fine Motor-Explore pebbles in socks
• Creativity Station-Create pebble
prints
• Construction-Build a bench for the
shoemaker
• Fine Motor-Encourage children to
lace shoes
• Creativity Station-Invite children to
design a pair of shoes
Day 1 Day 2 Day 3 Day 4
Day 5LESSON
COMPONENTSDay 1 Day 2 Day 3 Day 4
Learning Goals
• Is aware of where own body is in
space; respects personal
boundaries
• Shows competence in initiating
social interactions
• Coordinates sequence of
movements to perform tasks• Shows interest in books
• Produces a word that rhymes with a
given word
• Assumes various roles and
responsibilities as part of a
classroom community
• Coordinates sequence of
movements to perform tasks• Creates or re-creates stories, moods,
or experiences through dramatic
representations
• Provides appropriate information for
various situations
• Uses a wide variety of words to label
and describe people, places, things, and
actions
• Is aware of where own body is in
space; respects personal boundaries
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Seeks to understand print• Verbally identifies, without counting, the
number of objects from 1 to 5
• Creates or re-creates stories, moods, or
experiences through dramatic
representations
• Is able to increase or decrease
intensity of emotions more
consistently, although adult guidance
is sometimes necessary
• Demonstrates empathy and caring
for others
• Produces a word that rhymes with a
given word
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Uses a large speaking vocabulary,
adding several new words daily
• Counts 1 to 10 items, with one count
per item
• Demonstrates use of location words
• Assumes various roles and
responsibilities as part of a
classroom community
• Names at least 20 upper- and at
least 20 lowercase letters• Uses a large speaking vocabulary,
adding several new words daily
• Provides appropriate information for
various situations
• Recognizes and creates patterns
• Draw a hopscotch grid. Encourage
children to use the princess’s pea (a
pebble) as a marker
• Provide chalk and invite children
to trace around their shoe
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Outdoor Learning
• Teach the children how to play
Leap Frog • Salta la rana or set
them up to do Frog Jumps • Salta la
rana (p. 193).
• Play Grab the Goose • Atrapa el
ganso (p.193)
• Invite children to play Duck, Duck,
Goose • Pato, pato, ganso (p. 193)
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Science- Compare weight and
buoyancy of different materials
Health- Evaluate Little Red's treats
in terms of healthy food options
• Count to 20
• Use dot cube to make towers of 20
cubes
Centers
• Sensory Table-Use play dough and
pebbles for counting game
• Science-Compare “covering”
attributes of different materials
Chef-it-up Friday• Estimate number of cubes in a
grab
• Organize data in two-column
chart
Centers
• Science-Plant bean seeds
• Gross Motor Area-Toss beanbags
and score throws
• Play Catch and Compare • Atrapa
y compara
Centers
• Pretend and Learn-Match scooped
cotton balls to dot card
• Math-Build towers to match dot
cards
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Science and Math- Bake bread -
Discuss role heat plays in helping
dough rise
Science -Practice observation skills
Character
Education
Math and Literacy- Recite "Pease,
Porridge Hot" and enjoy a porridge
snack
Math and Science
• Introduce addition and subtraction
with concrete models
Centers
• Math-Match frog counters to dot
cube numbers
• Gross Motor Area-Roll dot cube to
move along a path
Important Message
Quick Wheat BreadMakes 16 half-slice servings
Ingredients2 3/4 cups flour 2 3/4 cups whole wheat flour 2 T yeast 2 T sugar 1 T salt 2 cups hot water
Mix four cups of flour with yeast, sugar, and salt. Pour in water. Mix three minutes. Stir in remaining flour until not sticky.
Knead eight minutes. Put in greased bowl and cover with damp towel. Let rise 15 minutes. Punch down. Divide in half and shape loaves. Cut an X in the top, brush with water.
Place on middle shelf in cold oven. Place a water pan on lowest shelf. Turn to 400 degrees. Bake 40-50 minutes.
Take Home Notes.indd 13 1/13/11 3:48 PM
©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes
Date Teacher
Literacy Math
Day 2LESSON
COMPONENTS
Weekly Learning
Centers
• Building community- Sing "Five little
speckeled frogs" p.181 • Morning
Message-Today we will read about a
frog prince.
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
Moving and
Learning
Princess Ball Roll • La bola de la
princesa game
Spanish Vocabularysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario,
convocado, quitar
• Construction-Construct a cage for
the golden goose
• Fine Motor-Play Is the Giant Asleep?
• ¿Está dormido el gigante?
• Creativity Station-Provide green
paint and invite children to paint
beanstalks
• Construction-Design and build a
maze for Bunny Foo Foo’s mice
• Fine Motor-Challenge children to
stack the giant’s gold coins (pennies)
• Creativity Station-Show them how to
make mice from their fingerprints
• Construction-Build a bed for the
princess so she doesn’t have to sleep
on so many mattresses
• Fine Motor-Explore pebbles in socks
• Creativity Station-Create pebble
prints
• Construction-Build a bench for the
shoemaker
• Fine Motor-Encourage children to
lace shoes
• Creativity Station-Invite children to
design a pair of shoes
Day 1
• Building community- Sing the song
"Six Little Elf"
• Morning Message- Can an elf make
a shoe?
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
Who’s Got the Pea? • ¿Quién tiene el
guisante? game
Boot, Boot, Shoe • Botas, botas,
zapato game
Mandarin Class
Day 3
“Jack and the Beanstalk” • Juan y
los frijoles mágicos” story folder
• Discuss story setting
• Compare castles in two stories
Day 5Day 4
Mandarin Class • Compare fairytales
• Identify real and make-believe
elements in the story
Centers
• ABC-Copy the word dragon
• Library and Listening-Listen to story
• Language and Literacy-Retell story
with sound effects
Greeting Circle
Practice giant movements—walk,
jump, hop
Create dragon and giant shadows
• Building community- Sing the song
"A Stomping Giant" p.178
• Morning Message-Jack climbed the
beanstalk more then once.
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
• Building community- Teach the
"Dragon Chase" p.193
• Morning Message- Once upon a time
in Dragon Land dragons ruled.
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Identify fairytale elements in story
• Identify rhyming words
Centers
• ABC-Sort words by ending sounds
• Library and Listening-Listen to a
story
• Sensory Table-Retrieve magnetic
letters and match to letter cards
• Construction-Build small bed for the
frog so he doesn’t have to sleep on
the princess’s pillow
• Fine Motor-Encourage children to
sort frogs by size
• Creativity Station-Invite children to
design a new ball for the princess
• Think about how shoes protect feet
• Categorize shoes by use and
material used in making them
Centers
• Pretend and Learn-Sort and display
shoes in store
• Creativity Station-Draw a picture of a
shoe house
• Language and Literacy-Retell story
with story props
The Frog Prince • El príncipe sapo
• Discuss main characters
• Introduce fairytale elements
• Talk about the promise the princess
made the prince
TechnologyWords, Words, Words; Extra Reading Buddy
“Odon, the Giant” • “Odón, el gigante"
listening story
•Display the vocabulary card for the
word commitment
• Building community- Sing "Are you
sleeping" p. 178
• Morning Message- The princess
slept on the pea.
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
“The Princess and the Pea” • “La
princesa y el guisante” story folder
•Display the story and have the
children talk about the matress the
princess has
•Talk about the queen's test and was
it accurate
•Have the children brainstorm a test
they could use to tell if princess are
real
“The Shoemaker and the Elves” • “El
zapatero y los duendes” story folder
•Display a pair of shoes have the
children talk about how the shoe is
made read the story
•Display vocabulary cards talk about
what it is meant to be a consumer
“The Sweet Mother Who Lives in a
Shoe” • “La señora que vive en un
zapato” listening story
Lesson Plans for Stories and Rhymes • Cuentos y rimas - Fairytales (Week 3)Week 3 Ms. Jennifer
magic, mágicoWonderful Word
Phonological Awareness—rhyming words
Character
Education
Commitment, Compromiso
Loyalty, Lealtad
Letter
Knowledge
English-Mm, Nn, Oo, Pp, Qq, Rr
Span.-Mm, Nn, Ññ, Oo, Pp, Qq, RrNumber and Operation
English Vocabularyadd, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take
away
Day 2LESSON
COMPONENTSDay 1 Day 3 Day 5Day 4
• Estimate number of cubes in a grab
• Organize data in two-column chart
Centers
• Science-Plant bean seeds
• Gross Motor Area-Toss beanbags
and score throws
• Play Catch and Compare • Atrapa y
compara
Centers
• Pretend and Learn-Match scooped
cotton balls to dot card
• Math-Build towers to match dot
cards
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Manners Reivew the Rules of
Introduction Character
Education
Review the story of the frog prince and
talk about how they were long time
friends and how they were loyal to
eachother
Loyalty- Give the children story
examples have them decide if the
children in the stories are loyal
Math and Science
• Introduce addition and subtraction
with concrete models
Centers
• Math-Match frog counters to dot
cube numbers
• Gross Motor Area-Roll dot cube to
move along a path
Have the children practice giving
complimnets to their friends
Make a compliment tree through out
the day have the children place hearts
on the tree as you hear them
compliment each other
• Count to 20
• Use dot cube to make towers of 20
cubes
Centers
• Sensory Table-Use play dough and
pebbles for counting game
Chef-It-Up Friday
• Provide chalk and invite children to
trace around their shoe
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Outdoor Learning
• Teach the children how to play Leap
Frog • Salta la rana or set them up to
do Frog Jumps • Salta la rana (p.
193).
• Play Grab the Goose • Atrapa el
ganso (p.193)
• Invite children to play Duck, Duck,
Goose • Pato, pato, ganso (p. 193)
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Assumes various roles and
responsibilities as part of a classroom
community
• Names at least 20 upper- and at
least 20 lowercase letters• Uses a large speaking vocabulary, adding
several new words daily
• Sorts objects that are the same and
different into groups and uses language to
describe how the groups are similar and
different
• Verbally identifies, without counting, the
number of objects from one to five
• Recognizes and creates patterns
• Draw a hopscotch grid. Encourage
children to use the princess’s pea (a
pebble) as a marker
Learning Goals
• Is aware of where own body is in
space; respects personal boundaries
• Shows competence in initiating
social interactions
• Coordinates sequence of
movements to perform tasks• Shows interest in books
• Produces a word that rhymes with a given
word
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Assumes various roles and
responsibilities as part of a classroom
community
• Coordinates sequence of
movements to perform tasks• Provides appropriate information for
various situations
• Demonstrates understanding that when
counting, the item can be chosen in any
order
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Is aware of where own body is in space;
respects personal boundaries
• Increasingly interacts and communicates
with peers to initiate pretend-play scenarios
that share a common plan and goal
• Seeks to understand print
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted• Verbally identifies, without counting, the
number of objects from 1 to 5
• Creates or re-creates stories, moods, or
experiences through dramatic
representations
• Is able to increase or decrease
intensity of emotions more
consistently, although adult guidance
is sometimes necessary
• Demonstrates empathy and caring
for others
• Produces a word that rhymes with a
given word
• 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
• Counts 1 to 10 items, with one count
per item
• Demonstrates use of location words
©2010 Frog Street Press, Inc. Family Connections CD Wonderful Woman
Wonderful Woman © Becky Bailey
This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.
A wonderful woman lived in a shoe
(Hold hands.)
She had so many children
(Lead turns partner’s hands over palms up.)
She knew exactly what to do.
(Lead touches each finger of partner’s hand.)
She held them. She rocked them,
(Lead closes partner’s hand in a fist and rocks it gently.)
And tucked them in bed.
“I love, I love you.” is what she said.
(Lead hugs partner.)
Wonderful Woman © Becky Bailey
This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.
A wonderful woman lived in a shoe
(Hold hands.)
She had so many children
(Lead turns partner’s hands over palms up.)
She knew exactly what to do.
(Lead touches each finger of partner’s hand.)
She held them. She rocked them,
(Lead closes partner’s hand in a fist and rocks it gently.)
And tucked them in bed.
“I love, I love you.” is what she said.
(Lead hugs partner.)
Wonderful Woman © Becky Bailey
This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.
A wonderful woman lived in a shoe
(Hold hands.)
She had so many children
(Lead turns partner’s hands over palms up.)
She knew exactly what to do.
(Lead touches each finger of partner’s hand.)
She held them. She rocked them,
(Lead closes partner’s hand in a fist and rocks it gently.)
And tucked them in bed.
“I love, I love you.” is what she said.
(Lead hugs partner.)
Wonderful Woman © Becky Bailey
This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.
A wonderful woman lived in a shoe
(Hold hands.)
She had so many children
(Lead turns partner’s hands over palms up.)
She knew exactly what to do.
(Lead touches each finger of partner’s hand.)
She held them. She rocked them,
(Lead closes partner’s hand in a fist and rocks it gently.)
And tucked them in bed.
“I love, I love you.” is what she said.
(Lead hugs partner.)
Date Teacher
Literacy Math
after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane
Spanish Vocabularydespués, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero,
veleta
• Pretend and Learn-Role-play the
wedding of El Señor don Gato and his
bride or set up a hospital to treat El
Señor don Gato
• ABC-Go fishing for letters
• Construction-Build a new home for
El Señor don Gato and his bride
• Pretend and Learn-Make a Fly Trap
Stew
• ABC-Play "catch the fly" with
magnetic letters
• Construction-Build homes for the
animals the old woman swallowed
• Pretend and Learn-Supply racing
clothing and gear for children to
explore
• ABC-Play Find the Letter • Busca la
letra
• Construction-Build a racetrack for
the tortoise and the hare race
• Pretend and Learn-Pretend to make
flapjacks (pancakes)
• ABC-Make play dough pancakes for
Paul Bunyan and imprint with
magnetic letters
• Construction-Build a bed for Paul
Bunyan
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTS
• Identify the beginning, middle, and
end of a story
• Use a cause-effect organizer to
show story events
Centers
• Math-Sequence story events
• Language and Literacy-Sort rhyming
word cards
• Library and Listening-Listen to story
Day 4
Greeting Circle
• Building community-Teach- "Frog
Went a Courtin" p.182
• Morning Message: Frog asked Miss
Mousie to be his bride.
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
• Building community- Story- "The
Ballad of Sir Cat" p.192
• Morning Message: Which words
rhyme with cat?
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
• Building community: Sing " There
was and old women who swallowed a
fly. P.184
• Morning Message: There was an old
women who swallowed a fly.
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
Mandarin Class
Act out exaggerations
• Pretend and Learn-Invite children to
role-play the wedding of Frog and
Miss Mousie
• ABC-Find the magnetic letters S, s
through Z, z in the frog pond (sensory
table)
• Construction-Build a home that will
be appropriate for a mouse and for a
frog
Mandarin Class • As a class, write a tall tale
Centers
• Creativity Station-Illustrate part of
story
• Gross Motor Area-Pretend to grease
a giant skillet
• Fine Motor-Locate flannel shirts in
catalog
• Building community: Teach "Three
Tricky Turtles" p.183
• Morning Message: Will the tortois
win the race?
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
• Building community: Teach " Jonny
Appleseed" p.180
• Morning Message: Which story is
your favorite tall tale?
Welcome Back Ritual
Absent Child Ritual and Safe Keeper
Ritual
Moving and
Learning
“Five Speckled Frogs” • “Cinco ranitas
moteadas” and “Shubert‟s Shuffle” •
“El baile de Shubert”
Musical Cat and Fish • Gato y pez
musical game
Itsy Bitsy Spider dance Move like story animals
“The Tortoise and the Hare” • “La
tortuga y la liebre” listening story
• Describe and discuss rabbits
• Identify moral of story
“Paul Bunyan” listening story
• Introduce tall tale as a genre
• Identify exaggerations in story
Math and Science
• Use ordinal numbers to describe
wedding guests
Centers
• Math-Play a game with frog counters
• Writer's Corner-Make a numbered
guest book
• Use ordinal numbers to label stops
along a pathway
Centers
• Sensory Table-Form numerals with
play dough
• Pretend and Learn-Order story
characters in creative drama
• Use tally marks to count
• Use chain loops to represent story
events
Centers
• Creativity Station-Make a story chain
• Science-Sort harmful and safe items
• Use ordinal numbers to describe
things the Old Woman swallowed
Centers
• Math-Track order cubes are
removed from stack
• Fine Motor-Stuff a sock with blocks
Chef-it-up Friday
“Frog Went a Courtin„ ” • “Sapito se
fue a casar un buen día” listening
story
• Sequence the story events
• Identify story events as fiction and
could happen
Problem Solving, Oral Language
Character
Education
Commitment, Compromiso
Loyalty, Lealtad
“Puss in Boots” • “El gato con botas”
listening story
• Describe main story character
• Compare Puss and el señor don
Gato
“Groundhog‟s Dance” • “El baile de la
marmota” listening story
• Introduce folktale as a genre
• Role-play story with chant
Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 4)Week 4 Ms. Jennifer
exaggerate, exagerarWonderful Word TechnologyABC and XYZ; Math-Compare It
Letter
Knowledge
Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz
Spn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzOrdinal Numbers
English Vocabulary
Weekly Learning
Centers
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• Identify rhyming story words
• Add to story with new rhymes
Centers
• Writer's Corner-Design a wedding
invitation
• Language and Literacy-Sequence
story cards
• Library and Listening-Listen to story
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Character
Education
Loyalty- Read "The Knats of Knotty
Pine" talk about how the Knats all
wordked together for a common
cause
PATH- Feelings review to review
facial features assiciated with the four
basic feelings
Outdoor Learning
• Play Leap Frog • Salta la rana (p.
193)
• Play Old Gray Cat • El viejo gato gris
(p. 194)
• Blow bubbles. Pretend that the
bubbles are flies and encourage
children to catch all the bubbles so the
old woman won‟t swallow them
Manners- Review the Five uses of a
Napkin
• Shows competence in initiating
social interactions
• Is aware of own feelings most of the
time
• Names at least 20 upper- and at
least 20 lowercase letters
• Asks and answers appropriate
questions about the book
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Recognizes that information is
accessible through the use of
technology• Uses some appropriate writing
conventions when writing or giving dictation
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Produces a word that rhymes with a given
word
• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0 through
9
• Demonstrates use of location words
• Demonstrates empathy and caring
for others
• Shows understanding by responding
appropriately
• Coordinates sequence of
movements to perform tasks
• Uses information learned from books
by describing, relating, categorizing,
or comparing and contrasting
• Demonstrates receptive vocabulary
(three to four thousand words)
• Names at least 20 upper and at least
20 lowercase letters
• Uses a large speaking vocabulary,
adding several new words daily
• Asks and answers appropriate
questions about the book
• Combines sentences that give detail,
stays on topic, and clearly
communicates• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0 through
9
• Demonstrates use of location words
• Is aware of where own body is in
space; respects personal boundaries
• Is able to increase or decrease
intensity of emotions more
consistently, although adult guidance
is sometimes necessary
• Shows understanding by following
two-step oral directions, and usually
follows three-step directions
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Asks and answers appropriate
questions about the book
• Shows interest in books
• Uses some appropriate writing
conventions when writing or giving
dictation• Combines sentences that give detail,
stays on topic, and clearly communicates
• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0 through
9
• Recognizes and compares heights or
lengths of people or objects
• Invite children to participate in relay
races
• Pretend the parachute is Paul
Bunyan‟s shirt and shake it out to dry
it. Challenge children to take Paul
Bunyan giant steps around the
perimeter of the parachute (Paul‟s
shirt)
PATH- Sing inside/out and paly
Simon says feeling version
Loyalty- Talk about Citizenship and
what it is ti be a good citizen in the
classroom
Learning Goals
• Shows initiative in independent
situations and persists in attempting to
solve problems
• Responds to different musical styles
through movement and play
• Produces a word that rhymes with a
given word
• Demonstrates understanding of
terms used in the instructional
language of the classroom
• Uses some appropriate writing
conventions when writing or giving
dictation
• Produces a word that rhymes with a
given word
• Shows understanding by responding
appropriately
• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0
through 9
• Demonstrates use of location words
• Is aware of where own body is in
space; respects personal boundaries
• Begins to understand difference and
connection between feelings and
behaviors
• Produces a word that rhymes with a
given word
• Asks and answers appropriate
questions about the book
• Seeks to understand print
• Demonstrates receptive vocabulary
(three to four thousand words)
• Shows competence in initiating
social interactions
• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0 – 9
• Demonstrates use of location words
• Identifies and describes the
characteristics of organisms
• Uses information learned from books
by describing, relating, categorizing,
or comparing and contrasting
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection