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Lancaster School District Early Childhood Education Program Employee Handbook Employee Information, Guiding Children’s Behavior, and Curriculum Guide 2016 – 2017

Employee Handbook - Lancaster School District · Lancaster Elementary School District Early Childhood Education Employee Handbook ... Alpha friends Poems ----- 40-48 Alpha ... Alpha

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Page 1: Employee Handbook - Lancaster School District · Lancaster Elementary School District Early Childhood Education Employee Handbook ... Alpha friends Poems ----- 40-48 Alpha ... Alpha

Lancaster School District

Early Childhood Education Program

Employee Handbook

Employee Information, Guiding Children’s Behavior, and

Curriculum Guide

2016 – 2017

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Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 2

Table of Contents Section 1: Employee Information page

Welcome ------------------------------------- 4

ECE Vision, Mission and Philosophy -------- 5

Program Overview -------------------------- 6

Bulletin -------------------------------------- 6

Care and Supervision ----------------------- 6

Celebrations, Birthdays--------------------- 6

Cell Phones --------------------------------- 7

Child Development Permits ---------------- 7

Class Pets ----------------------------------- 7

Classroom Visitors ------------------------- 8

Closed Campus District Policy ------------- 8

Communication to Families ---------------- 8

Conferences ------------------------------- 8

Confidentiality ----------------------------- 8

CPR and First Aid -------------------------- 9

Drinking Water ------------------------------- 9

E-mail/Computer------------------------------ 9

Evaluations ---------------------------------------- 9

Family Correspondence ---------------------------- 9

Family Members/Visitors in the Work Place ----- 9

Fire/Disaster Drills ------------------------------- 9

Hand Washing --------------------------------- ----- 10

Licensing -------------------------------------------- 10

Materials and Equipment ------------------------- 10

Monthly Newsletters ------------------------------ 11

Professional Development ------------------------- 11

Professional Dress -------------------------------- 11

Safety Guidelines for Employees ----------------- 11

Sanitizing in the Classroom (Sinks) --------------- 12

Sanitizing Tables ---------------------------------- 12

Sanitizing Toys ------------------------------------ 13

Staff Meetings ------------------------------------ 13

Sub Finder System -------------------------------- 13

Teacher Responsibilities -------------------------- 13

Time Keeping System ----------------------------- 14

Volunteers ----------------------------------------- 14

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Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 3

Section 2: Guiding Children’s Behavior

page

Discipline Guidelines------------------- 16-19

Student Study Team ----------------- 19

IEPs ----------------------------------- 19

Section 3: Curriculum Information page Curriculum Overview ----------------- 21

STEM and Project Based Learning---- 21-23

Project-Based Learning Spells Success-- 24

Curriculum (Parent Handbook) -------- 25-26

Interest/Discovery Centers ---------- 27-31

On-Going Classroom Activities Artwork -------------------------------- 32

Helpers -------------------------------- 32

Learning Plans-------------------------- 32

Letter Sounds-------------------------- 32

Monthly Themes ---------------------- 33

Question of the Day ------------------ 33

Sexual Harassment Instruction ---- 33

Snack/Food Activities --------------- 33

“The Teacher” poem ----------------- 34

Student Portfolios ------------------- 35-36

On-going formative assessments/surveys- 36

DRDP and ECERS summaries -------- 37

State Self-Evaluation ---------------- 38-39

Alpha friends Poems ------------------ 40-48

Alpha friends Motions --------------- 49

2015-2016 Program Year ------------ 50-52

Alphabet/Second Step Schedule ---- 53-54

2015-2016 Preschool Student Calendar ---- 55

Monthly Curriculum Plan -------------- 56-101

Music – Songs ------------------------ 102-110

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Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 4

Section 1 Employee

Information

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Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 5

Welcome to the

Lancaster School District

Early Childhood Education Program

Our Early Childhood Education program has been serving children since 1990. We

are very proud of our high quality Project-Based Learning preschool program and

pleased to have you as part of our preschool family.

In the following pages you will find information regarding: employment, curriculum, working with children

and families, and assessing young children. Understanding that this is a lot of information, support staff

members in our program will be working with you to provide training and assist you in applying this

information as you work with young children in our program. Remember we consider “no question too

small, no problem too large”, we are here to help you and it is our goal to meet your needs as an early

childhood educator. Our Preschool Website will also provide you with information about our program:

www.lancasterpreschool.org.

Our program is characterized by the fact that we are committed to putting each child’s needs first at

all times. Children are the reason our program exists, they are why we all do what we do. Every decision

we make is based on considering what is in the best interest of the children and families that we serve.

We recognize that children come to us with a wide variety of experiences and developmental skills and

are committed to serving all children regardless of whether or not they have language, cognitive,

behavioral needs, or other special needs. Families also have individual needs therefore as we are

educating children, we are also educating families. Our staff members are sensitive to the needs of

children and families and actively work to achieve our ultimate goal of providing a high quality preschool

program in which each child and family experiences success.

Our goal is that your experience as a member of our Early Childhood Education program is a positive one.

We will do all we can to provide the necessary support you need to be successful and expect each staff

member to be likewise committed to providing the best possible learning experience for children and

families. Please don’t hesitate to contact us to request support when it is needed.

We are happy to have you as a member of our Early Childhood Education Team!

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Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 6

VISION

ECE: Building Foundations for Life!

ECE’s MISSION

The Lancaster School District preschool program is committed to establishing and

maintaining a safe and positive learning environment in which children receive

appropriate guidance while being introduced to a wide variety of Project-Based

Learning experiences designed to develop personal responsibility and the

cognitive, physical, social and emotional skills necessary to experience success in

future learning experiences.

ECE PROGRAM PHILOSOPHY

The Lancaster School District’s Early Childhood Education Program focuses on the "whole" child

and offering a developmentally appropriate program to address his/her needs in the areas of

cognition, social-emotional, motor, language, and self-help skills. We believe that each child

learns best when actively involved and experiencing success, and therefore we are committed to

providing Project-Based Learning experiences through meaningful, relevant instruction while

encouraging the hands-on manipulation of highly engaging materials. We believe that

communication between families and teachers is vital to the learning process as it promotes

generalization of skills between home and school. We believe each child should be accepted and

appreciated as an individual as he/she interacts within a safe, healthy, highly engaging, and

developmentally appropriate learning environment.

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Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 7

Program Overview

Our program is under the supervision of many different agencies due to the multiple funding sources

that support our program. There are program analysts/consultants from the California Department of

Education, Community Care Licensing, and Los Angeles Universal Preschool that support our program.

They observe and visit classrooms in order to conduct assessments, provide feedback, make suggestions,

and mandate any necessary changes to the operating procedures and/or practices of our program. Many

of the operating procedures and practices that we follow have been implemented as a result of these

monitoring visits. All staff members are expected to follow all of the operating procedures and best

practices at all times. If you have any questions regarding the program’s operating procedures and/or

best practices, please contact a support staff member or the Early Childhood Education office.

Bulletin: Every month the ECE office prepares a newsletter for all ECE staff. It is delivered through

individual email accounts. Please read the ECE bulletin as each staff member is responsible for the

information contained within the bulletin. If you ever want to add anything to the bulletin, please

contact the ECE office.

Care and Supervision: Lead Teachers are expected to have a plan for supervision at all times. All

areas in the classroom must be easily supervised, including the restroom. No child should be out of sight of a staff member within the classroom at any time. On the playground, staff members need

to have a plan to observe all areas of the play environment at all times. Staff should work together to

plan who will watch which area and work together to ensure that all areas are supervised at all times

when children are present. Children are to wear a name tag at all times while at preschool. The

nametag needs to include identifying information regarding the child’s name and preschool room. All

classroom staff members need to know at all times how many children are present. Staff members

should count children at each transition such as: leaving the classroom, entering the playground, exiting

the playground, entering the classroom, beginning circle, etc. The current classroom count is kept

written on or near the classroom door on the write-and-wipe board at ALL times. While outside, staff

should supervise children utilizing a supervision triangle. This ensures that all children are in site of

staff at all times.

Celebrations: (Board Policy 6115.2) Throughout the year students will celebrate events of culture or historical significance

or to acknowledge the contributions of outstanding individuals. All food must be pre-

packaged and store bought; no food prepared at home can be brought into the

classrooms. Please choose healthy food options (fruits, vegetables, whole grains) over junk food and/or

sugary items when contributing to a classroom event.

Birthdays: Recognizing the importance of each child’s birthday, birthdays will be celebrated in

the classroom as follows:

The birthday child will choose an activity for the class to participate in to celebrate his/her

birthday.

o Each classroom will have a list of possible ‘birthday’ activities such

as: playing a game outside, a favorite song/music activity, a favorite

story, etc.

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Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 8

o The birthday child will also create a birthday crown and receive a book in honor of

his/her birthday.

Please note: We will NOT be celebrating birthdays with ANY FOOD items. NO

birthday food items will be accepted or distributed by classroom staff. There will be

NO exceptions to this practice in the preschool classrooms.

o The children will have their regularly scheduled snack items and the birthday activities

will be scheduled by the classroom staff according to their schedule for the day.

o Birthday treats or birthday goodie bags of any type will NOT be

accepted by classroom staff to be distributed to children in the

classroom.

o Each classroom will follow these birthday practices as we strive to

recognize and celebrate each child’s birthday while still promoting a healthy lifestyle.

Cell Phones: Cell phones are NOT to be used during class time. All cell phones are

required to be on silent during your work hours. For emergencies, you can be reached on

the school phone. Texting is not allowed during your work hours, whether in the classroom

or at a staff training. Disciplinary actions will be taken if you are observed using a

personal phone (texting or talking) during your scheduled work hours.

Child Development Permits: Staff members that are in a position requiring a child development

permit are responsible for maintaining a current permit at all times. Renewing your child development

permit in a timely manner is a condition of employment. There must be a staff member with a

permit or credential in the class at all times when children are present. When an adult must

leave the room, someone with a permit or credential needs to be in the room at all times.

Class Pets: Classrooms may NOT have any type of permanent ‘pet’ or animal in your classroom.

This includes fish, turtles, hermit crabs, hamsters etc. ECERS requires living things in the

classroom. If there is a connected unit of study, “non-human, classroom visitors” may be in the

classroom for a temporary amount of time. If you plan to have an animal visit your classroom, you must

have it approved by the Program Director and have an included unit of study for the visit.

Classroom Visitors: All visitors and volunteers to the classroom need to sign in on the visitor log and

wear a visitor badge while on campus. Please place your visitor log in a prominent location and remind all

visitors to sign in as they arrive, and to sign out as they leave. The preschool office must know and

approve in advance any persons visiting or volunteering in the classroom.

Closed Campus District Policy: All preschool gates are locked and unlocked according to the schedule at each site. Gates that are unlocked while children are in session are to be monitored at ALL TIMES by an ECE classroom staff member. Once the gates are locked, any visitors or students must enter through the elementary

school office. The elementary school office will have them check in, provide them a visitor’s badge, call

and notify you that they are on their way. Depending on the situation, the elementary school office may

choose to provide an escort for visitors to and from the preschool rooms when the gates are locked.

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While children are present, preschool staff members are NOT allowed to leave the classroom to escort visitors to and from the preschool campus.

Communication to Families: The Lead Teacher is the staff member that is responsible for

communicating with families regarding classroom issues, the child’s progress or concerns, and any other

topics or questions specific to their child. If the Lead Teacher requires an interpreter then another

staff member may interpret between the Lead Teacher and the family member so that they are able to

communicate. Staff members other than the Lead Teacher should direct family member’s questions

and/or concerns to the Lead Teacher in their classroom.

Conferences: All classrooms have 2 parent conferences a year. This is a valuable time

to develop and maintain a caring relationship with the families of the children in your

classroom. These meetings are to discuss the latest DRDP results, share positive

observations, and discuss current needs for their child. Call your Education Specialist if

you have any questions regarding conferences.

Confidentiality: All staff must respect the confidentiality of families and other staff members in

our program at all times. It is never acceptable for any employee to discuss children, or families in

public. Do not talk to parents/guardians about other families or other children. Do not talk about

children in your class to other program staff using their name (Other classrooms do not need to know

that “John Smith bites every day”). Respect the rights of others and maintain a high level of

professionalism at all times. Unprofessional behavior is extremely destructive to morale and is harmful

to our program.

CPR and First Aid: Staff members are expected to maintain a current first aid and CPR

card by attending the necessary training. Give a copy of your completion certificate to the

office. Check your job description to see if this is a requirement of your employment.

Drinking Water: Children are allowed to have a drink of water whenever requested, water may never

be denied to a child. If you are organizing a large group to get a drink you may ask them to wait in line.

They do not have to complete something else before getting a drink of water.

Email/Computers: All ECE staff members are issued an email account through the district email service.

Staff members are required to check their district email account at least twice daily (first thing

each morning and at the end of the day). This email account is to be utilized for work related business

and NOT personal business. District computers are the property of the district and therefore all

information on the computer belongs to the district. Staff members are not to be working at a

computer while children are present and under their supervision.

Evaluations: All permanent classified staff members receive an evaluation each school year. Tenured

certificated staff members are evaluated every two years (or every five years if they are eligible for

and an MOU has been approved). Probationary classified staff members are evaluated every three

months, at their nine month evaluation it will be determined by their evaluator if they are to be

recommended for permanent status. Child Development Lead Teachers provide input regarding the

evaluation of the other staff in their classroom. Evaluations are completed by an ECE administrator.

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Family Correspondence: Any classroom newsletters or parent notices must be submitted

electronically to your Education Specialist for prior approval before being posted or sent home. If you

need support with this process, please contact your Education Specialist.

Family Members/Visitors in the Work Place: Staff members are not allowed to have family

members or other visitors in their classroom during their entire work shift (regardless of whether or

not children are present in the classroom).

Fire/Disaster Drills: All sites have monthly fire drills and at least yearly district disaster drills.

Please talk with the office staff and administrator at your school site. Your school site will direct you

about how to proceed at the time of the drill, be sure to verify with the administrator what his/her

expectations are for your preschool class during the drill. Please be sure to discuss the drill with the

children emphasizing the reason for practicing and reinforcing appropriate fire drill protocol.

Communicate with families when a drill has taken place so they can reinforce safety guidelines at home.

Hand Washing: Children need to wash their hands with soap and water upon

entering the classroom, before eating, after playing outside, and in and out

of messy activities (playdough, GAK, sand, water, paint, Ooblek). Water faucets must be turned off with a paper towel. When children turn the water

off after washing their hands, if they retouch the water faucet they have to wash again as their

hands have become dirty again.

o Having a water monitor (child or adult) helps reduce recontamination of children’s hands by

having one child/adult who turns the water on and off for all the other children.

o Please refer to the hand washing poster/paperwork for the proper hand washing protocol that

needs to be implemented in each classroom.

Although there are times that it is necessary to use hand washing gel, it should not be the primary

means of hand washing within the classroom. If a child has already washed their hands and then gone

to discovery play, when they come to eat snack, hand sanitizer can be used before they eat snack, if

their hands are not visible soiled.

This hand washing protocol is required by Licensing and ECERS.

Licensing Visits:

Community Care Licensing monitors our classrooms throughout the school year. They will

make unannounced visits to check for compliance with Title 22 regulations.

When a licensing analyst visits your classroom:

o Text an administrator and call the ECE office immediately (do NOT leave a

message, speak to a person in the office.)

o Support the licensing analyst by complying with any requests for files, paperwork,

answering questions, etc.

o When the visit is completed and you have the signed paperwork:

Make copies of ALL the paperwork (Notice of Site Visit, Facility Evaluation

Report).

Post the Notice of Site Visit for 30 days in your classroom.

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Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 11

Submit a copy of ALL paperwork to the ECE office ASAP (by the end of the

day).

Depending on the findings from the visit there may be actions that need to

be taken immediately.

An administrator needs to review the Facility Evaluation Report to

determine any follow up that is necessary.

File a copy of ALL paperwork in a file folder labeled ‘licensing visits’ that is

kept in front of your student files.

Materials and Equipment: Materials and Equipment for your use are at the preschool

office. Do not use any materials or equipment from the elementary school campus where you are

located. The ECE office provides you with the materials and supplies that you need in the classroom.

Submit your request for any supplies or materials directly to your Education Specialist and after being

reviewed and approved your order will be processed. All materials will be requested via email and if

approved will be delivered to your classroom within two weeks. Plan ahead and request materials in a

timely manner so that you will have the items you need in your classroom.

Monthly Newsletters: These are sent home with each child and a copy is posted in the

classroom. Staff members should encourage parents/guardians to read and complete the

activities suggested with their child. Newsletters may also be posted on the ECE website.

This is an excellent communication tool for parents. Be thoughtful and purposeful when

creating your newsletters.

Professional Development: Each member of the ECE program has multiple opportunities for

professional development both within our program and district-wide. General education preschool

classroom staff training is scheduled regularly throughout the school year. Special education preschool

staff training is provided by the ECE department and the district Student Services department. The

regular staff meetings provide program updates as well as staff development for all members of the ECE

team. The ECE program participates in Professional Learning Communities (PLC) to network among our

team members as well as provide a vehicle for discussing a wide variety of topics related to Early

Childhood Education. All staff members will receive a Professional Development Plan at the annual

staff in-service prior to the start of the school year. These plans are to be turned in at the

start of each school year and then the completed forms are due by the end of May each year.

Professional Dress: All staff must dress in a manner that allows them to perform their job duties

while demonstrating that they are professionals in the classroom. Staff should dress in a manner that is

a model to families for the attire expected at school. Staff should be wear clothing that is comfortable

when they are actively moving and interacting with children throughout the day. Footwear must allow

the staff member to freely and safely move while performing the many active duties throughout the

day. Flip flops and high heeled shoes are not acceptable footwear. Staff members dressed

inappropriately will be asked to change before beginning their shift. Remember: this is a very active job!

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Safety Guidelines for Employees: Follow all safety precautions when lifting, moving objects. Do not attempt to move furniture or other

large items without the proper assistance.

Notify the ECE office and elementary office immediately of a hazard at your site.

Each morning staff members are expected to complete a safety check of both inside and

outside area prior to the children arriving at school.

Promptly report health and safety concerns such as: non-functioning toilets, lack of water,

electricity, hazardous materials on the playground, etc.

Do not work alone in your classroom after dark. No staff members are allowed on campus after

6:00 PM on weeknights or anytime during the weekend or holidays (unless there is a special

event scheduled).

Let your custodian and/or the elementary school office staff know when you work late.

If working alone after the children are dismissed, always keep your doors locked.

If you are threatened by an individual on campus call the site office immediately and then notify the

ECE office. Have your site and ECE office numbers posted by your phone.

Do not hesitate to call the sheriff (911) if at ANY time you are in

personal danger.

Sanitizing in the Classroom: Sinks: If the same sink is used by either children or adults for both toileting and food-related

routines or for other purposed (to wash toys/other classroom equipment; after wiping nose), it must

be sanitized by spraying sink and faucets with disinfectant solution and allowing to dry, or waiting

more than 10 minutes, then wiping with a paper towel.

Tables: Table Washing Procedure: To disinfect the table, spray the

table with sanitizer solution and wipe dry with a disposable paper towel,

then throw the paper towel away.

o To sanitize the eating surface, spray the table with disinfectant wait

more than 10 minutes before wiping with a new paper towel. It should

be noted that the recommended practice is to wait for 10 minutes to

allow the solution to kill germs. The surface cannot be sprayed and immediately wiped.

o As children rotate through snack, each place must be cleaned and sanitized between uses by

different children. Sanitizing solution should not be sprayed while children are seated at the

table. Place paper towels in a bag with solution at the start of each work day. These can be used

to wipe down the tables between each child at the snack table.

o Food should not be put directly on the table because eating surfaces are more likely to be

contaminated than disposable plates or washed and sanitized dishes.

o Sponges should not be used for sanitizing tables because they soak bacteria away from the

surface of the sponge, which then cannot be easily reached in the interior of the sponge by the

sanitizing agent.

o Tables are cleaned before the start of each class, before and after meals, and after a messy activity.

Toys: All toys and furniture need to be cleaned on a regular schedule with an approved cleaning solution. The Lead Teacher is responsible for ensuring that a cleaning schedule is

established, posted, and followed throughout the school year.

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Staff Meetings: All classrooms are required to plan and hold staff meetings at least two times per

month. One meeting will focus on classroom issues and the second meeting will focus on sharing the staff

development topics (this meeting should be held during the week after the CDT/CDAT staff

development at the ECE office). All staff members will have an opportunity and are expected to

contribute to the planning and discussion of classroom activities during these meetings. If it is deemed

necessary to ensure the efficient functioning of the classroom, an ECE administrator and/ or Education

Specialist will require a classroom to hold additional meetings.

Aesop System: Every employee is required to use the district’s substitute system, Aesop, when he/she

is absent. It is critical that when an absence is entered into the Aesop system the employee includes either a voice or text message notifying the substitute of the location of the classroom. Specific ECE sites are not included in the Aesop system. Please leave a note or message notifying the

substitute of the correct ECE classroom/site, otherwise the substitute will not know where to report

for work. Please note that ALL absences are required to be entered into the system to provide the

necessary documentation to approve Kronos for the ECE employee and the substitute. The options

that are to be utilized by ECE staff when someone is working in the classroom and students are present

are: ‘Substitute Required’ or ‘Prearranged Substitute’. It is NEVER acceptable to use ‘NO Substitute

Required’ on a student day, all prearranged substitutes need to have their name entered into the

system as ‘Prearranged Substitute’. If a staff member needs support using this system, please contact

the ECE office.

Teacher: The Child Development Teacher or the Certificated Teacher is the Lead Teacher

in the classroom. This person supervises the other adults in the classroom. All staff must be respectful of, and follow

the chain of command in the classroom. The expectation is that classroom staff members will

attempt to resolve issues through honest, respectful discussions prior to seeking assistance from a

higher level of management. If an issue is still unresolved after discussing it within your classroom,

then the issue can be brought to a higher level. If the issue is regarding curriculum, discuss it with

your Education Specialist. If the issue is regarding personnel, discuss it with an ECE administrator.

Staff members are expected to maintain a level of professionalism at all times.

This person is responsible for maintaining an orderly classroom environment that meets all health and

safety requirements. Items may not be stored on top of any cabinets, extra materials and supplies

need to be stored out of sight, and the overall classroom environment needs to be clean and clutter-

free.

Time Keeping System (KRONOS): All employees are expected to be at their job location (classroom,

desk) and ready to begin work at the start of their shift. Employees are expected to log into KRONOS

within five minutes of the start of their shift. Any changes to your work schedule (late arrivals, early

departures) need to be entered into KRONOS and reported to the ECE Secretary immediately. Your

entries will be time stamped and variations between your log in time and actual work schedule will be

monitored and actions taken as deemed necessary. Your work hours are NOT flexible to ensure the

quality of the program at all times. You cannot arrive late and stay later to adjust for your late

arrival. Your shift start time is not flexible. If you arrive late you must put your actual arrival

time in Kronos. You are not permitted to stay late to make up time.

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Lancaster Elementary School District Early Childhood Education Employee Handbook – updated for 16/17 14

Volunteers: Our program loves to have volunteers. All volunteers must be approved by the ECE office

prior to volunteering in the classroom. Volunteers must complete the necessary volunteer paperwork at

the ECE office and show proof of TB clearance. Once a volunteer’s paperwork has been processed and

approved, the classroom teacher will be notified by the ECE office. The classroom teacher will then

contact the volunteer to finalize the volunteer’s schedule. Immediate family members (over 18 years old)

of children in your classroom are welcome to volunteer once they have completed the required

paperwork. If a classroom volunteer arrives when the preschool gates are locked, the volunteer needs to

enter through the elementary school office, following the district’s closed campus protocol. All

volunteers must sign in on the visitor log and wear a visitor badge at ALL times while on campus.

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Section 2

Guiding Children’s

Behavior

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Guiding Children’s Behavior (Discipline Philosophy)

Our goal is to guide each child as he/she builds the life skills that will be

necessary for success in later life. Our philosophy is based on research

that supports the fact that each child is gaining experience and

developing valuable social, emotional, cognitive and physical skills each day. Children in our

program will receive guidance that will encourage them to make appropriate choices

understanding that social skills are complicated and children are in the learning process to

develop those skills.

Our staff will guide your child using a wide variety of guidance strategies that are all geared

toward developing your child’s self-discipline skills. We understand that preschool children are

likely to display mistaken behavior as they are interacting with others and being introduced to a

wide variety of learning experiences and social situations. It is our guidance in the classroom

that will direct each child toward developing the appropriate social and emotional skills so that

he/she will learn how to respond appropriately in a wide variety of situations.

The following guidance strategies will be implemented as children are receiving the necessary

guidance to develop the social, emotional and cognitive skills necessary to develop self-

discipline:

Positive reinforcement: Children will be encouraged to continue to make appropriate choices as

their positive actions are acknowledged by the facilitators in the classroom.

For example: A child may be told: “You are doing a great job cleaning up your area!”

Instead of giving attention to negative behaviors, positive behaviors will receive

reinforcement in our preschool classrooms.

Redirection: Children will be directed to use an item correctly or direct their actions to an

acceptable activity.

For example: A child who kicks a block may be encouraged to use the blocks for building.

A child who is running inside will be asked to “Use your feet to walk inside” Children who

are using items inappropriately will be guided toward alternate acceptable activities in

which they can be successful.

Logical Consequences/Loss of Privilege: Children will experience logical consequences when

they have been redirected and continue to make unacceptable choices with materials in the

classroom.

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For example: A child throws a block and is redirected to sit down and build with the

blocks. The child continues to throw the blocks; the logical consequence is that the child

will lose the privilege of using the blocks for a fixed amount of time (10 minutes). The

loss of privilege (no blocks) is connected to the behavior (throwing blocks) which allows

the child to make the connection between his/her action and the consequence. At the

conclusion of the time, the child will be guided by the facilitator to return to the blocks

and use the blocks for building. This ensures that the child has the opportunity to be

successful using the materials in the acceptable way.

Conflict Resolution: Children will receive guidance in resolving conflicts in an acceptable

manner. When a conflict has taken place between children, a facilitator will guide the children

through the steps of conflict resolution. The children will be asked to verbally express how

they feel about the conflict, identify what was done, what should be done and what will be done

next time.

For example: One child is playing with a car and a 2nd child approaches him and grabs the

car. A facilitator asks the child who had the toy first to tell the 2nd child, “I don’t like it

when you grab a toy away from me; you need to ask for a turn.” The 2nd child asks,” Can I

have a turn next?” and states,” Next time I’ll use my words when I want a turn.” The first

child states,” Okay you can have a turn when the timer goes off.” Both children involved

in the conflict will participate in the conflict resolution process to build each child’s

ability to express him/her as well as gain confidence as he/she learns to resolve conflicts

independently.

Here are a few examples of additional guidance techniques that will be utilized in the

classrooms to encourage children to develop the social skills necessary to be successful when

interacting in group situations:

Class meetings/Guidance talks: Children will be part of class discussions regarding safety

guidelines, the proper usage of materials, playground guidelines, etc.

For example: Outside on the playground, children have been needing reminders to be

careful and not run into other bikes when riding the bikes. The facilitator would discuss

bike safety with the whole class reinforcing the safety guidelines. The use of puppets or

other props may be utilized to engage the children through role play to further reinforce

the guidelines regarding bike safety.

Talking stick: Children will be encouraged to use a ‘talking stick’ (microphone, rain

stick, etc.) when they would like to solve a problem with a classmate. This is usually

implemented along with a ‘peace place’ where the children go to resolve their

conflicts independently.

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For example: Two children both want to play with the same puppet. Child #1 suggests

they go to the peace place and make a plan to solve their problem. They take turns using

the ‘talking stick’ to express their feelings to each other. While one child has the ‘talking

stick’ the other child needs to listen, then they switch roles. Child #2 suggests that

they get a timer and after 5 minutes, Child #1 gives her a turn with the puppet. They

agree and leave the peace place returning to the puppet area.

Understanding that all children are at different places developmentally and that all children are

developing their social and emotional skills, there may be times in which a child requires more

intensive support due to behavior concerns. Children are not to be sent home from school for

behavioral problems as this is NOT a successful strategy in changing a child’s behavior. In

those circumstances, the families will be contacted and in partnership with the classroom staff,

as well as support staff, the team will develop a guidance plan to best meet the needs of the

child. The classroom staff members are the individuals that have developed a relationship with

the child and will be the most effective in implementing strategies to guide children toward

appropriate behavior. Others can provide you with advice and assistance, but as the classroom

staff member, you are the key to the successful implementation of strategies that will

effectively guide children toward making acceptable choices and experiencing success within

the preschool classroom. In order for this early intervention to be successful, the entire team

will work together to provide the support agreed upon as part of the guidance plan for the child.

Families play a vital role in the success of this process and it is expected that the families will

be active and consistent in the implementation of the guidance plan.

PBIS (Positive Behavior Intervention System): The Lancaster School District Preschool

Program utilizes the PBIS system. This system is directly in-line with the preschool programs

philosophy. We know that children come to school ready to learn the rules they need to

navigate the educational system. We are prepared to support that learning through a positive

approach. Through guidance, modeling, and clear expectation we partner with families to create

a positive experience for students.

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SST (Student Study Team): This is the next step for on-going, persistent concerns regarding a child

that have not been resolved after the implementation of a guidance plan. The concern could be

regarding their speech, cognitive abilities, motor skills, behavior, or another issue. You will be asked to

observe the child over a period of several days (usually a minimum of ten days) and document your

observations. The following is a list of potential factors that will be considered in each individual

situation:

the age and developmental appropriateness of the concerns

the length of time the child has been in the program

the child’s background and overall development

other factors may be considered

The Behavior Specialist and/or Education Specialist will help the classroom staff members to develop a

Student Study Team support plan for the child. Family input and participation will be requested during

the creation and implementation of this support plan. Support for the implementation of this plan can

come from a variety of professionals including other staff members, School Psychologists, and Speech

and Language Pathologists. Our goal is for every child to be successful and to provide whatever is

possible, within the constraints of our program, for each individual child. Children are learning valuable

life skills that they will need to be successful in their future school experiences. Be aware that the

process may take time as you are observing the child and trying out different methods to help the child

be successful. During this entire process we ask that the Lead Teacher stay in contact with the

parent/guardian and make them aware of the progress of the child. There may be rare times when a

child has individual needs that our program is unable to accommodate and in order to maintain a safe

environment for the child, other children, and/or staff members the child may be terminated from our

program. Our ultimate goal is for each child to experience success, in our program or one that is better

able to meet the needs of the child. We will work together as a team for the success of every child.

IEPs (Individualized Education Plan): All Lead Teachers should be aware of the children in their

classroom that have an Individualized Educational Plan (IEP). A copy of the child’s IEP needs to be

included in the child’s file and the case manager will be available to consult with the Lead Teacher

concerning the child’s needs. Lead Teachers will be taking anecdotal notes on the child’s development

including their development toward meeting their IEP goals. The goals of each child with an IEP will be

addressed in the individualization on learning plans and the Lead Teacher will be invited to share the

child’s progress at the child’s IEP meetings.

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Section 3 Curriculum

Information

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Curriculum Overview

The curriculum the Lancaster School District ECE program has adopted is Creative Curriculum

for Preschool. This curriculum details how to implement activities in interest areas so children self-

select activities and learn by interacting with the materials. Activities are intentionally planned and

developmentally appropriate so children are provided with opportunities to learn and practice newly

acquired skills while utilizing all resources available.

Children’s learning is scaffolded to the next level by providing challenging activities that are just

beyond children’s current level of mastery. Activities are “open-ended” to allow all children to

experience success, follow their interests, and express themselves creatively. Staff members interact

with children asking them open-ended questions and encouraging children to explain their reasoning so

children develop language skills, cognitive skills, and critical thinking. Staff members use careful

observation and objectively note what is happening in the classroom keeping a record of children’s

development. The classroom is a community where children are safe and valued, their physical needs are

met, and they feel psychologically secure. Children learn about their world as they engage in relevant

learning experiences providing them with a strong knowledge base for future learning. The Early

Childhood Education curriculum aligns with the elementary school curriculum and follows California

Preschool Learning Foundations and Curriculum Frameworks. “Alpha friends” and “Mathline” are

instructional materials that are introduced to children in our preschool classrooms with the goal of

familiarizing the children with these instructional tools that will be a part of their elementary school

curriculum.

The ultimate goal of our program is for children to have fun, develop a love of learning, and

develop skills for organization that they will take with them to Kindergarten. Our children are

empowered to ask questions and learn about a variety of topics. Each classroom is a literacy-rich

environment that encourages children to develop a love of literature, knowledge of books and stories,

and an eagerness to become readers and writers. They leave our classrooms having experienced a broad

range of activities that challenge each child to grow cognitively, socially, emotionally and physically. We

are developing leaders who will be successful in their future educational experiences and beyond.

Self-Selected

Utilizing Resources

Critical Thinking

Creativity

Engaging Relevant Learning Experiences

Skills for Organization

Social Learning

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STEM and Project Based Learning

All of our classrooms are implementing STEM: Science, Technology, Engineering and Mathematics

through project based learning instructional strategies. The STEM approach to teaching is inquiry-

based which is defined as the process of asking questions and trying to find answers for those questions.

Using the STEM approach to teach effectively requires a combination of introducing engaging materials

yet balancing the fun with the purposeful integration of connective activities that encourage the

development of high level critical thinking skills.

STEM naturally applies to a preschool curriculum and the interests of young children. Children

are naturally full of curiosity and love to investigate. The components of STEM: Science, Technology,

Engineering and Mathematics all combine to offer children a vast array of highly engaging learning

experiences in which teachers are able to capitalize on a child’s strong desire to learn about the world

around them. The four content areas of STEM are an integral part of everyday life and are naturally

engaging for young children.

Project-based learning, simply put, is learning-by-doing. Project-based learning, or PBL, tends to be

deeper learning that is more relevant to students and thus remembered longer. We need to educate

students to be global competitors and to do so, we must require them to think creatively, to take risks,

and put what they are learning into practice.

Self-selected activities – leads to developing decision-making skills and increases engagement.

Utilize resources - uses for technology as a tool to develop digital literacy - performing tasks

effectively in a digital environment by incorporating interactive white boards; Skype; videotaping;

publishing to create props such as labels, signs and charts.

Critical thinking opportunities - open-ended questions or prompts that lead to higher level thinking,

risk-taking, and investigation (solving problems versus finding the one correct answer)

Creativity options - activities that allow for innovative strategies or solutions to be shared; (a

reminder that creativity is not for the select few—we can all be creative with practice)

Engaging, relevant learning experiences - activities related

to students’ lives make the concepts being taught more

meaningful, and thus more memorable (global awareness

activities)

Skills for organization, self-regulation, planning, and

sequencing to use the information provided or

researched (learning how to implement ideas and use all the

information gathered)

Social learning - Practice communicating, sharing ideas,

theories, discoveries; using appropriate vocabulary; demonstrating understanding through drawings,

graphs, charts, etc. (developing social skills necessary to work in groups) Time for collaborations in a

classroom and via technology (helps students internalize their observations, initiate higher level

thinking, and see the bigger picture)

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Project-Based Learning spells:

Self-selected

Utilize resources

Creativity

Critical Thinking Engaging relevant learning

experiences

Skills for organization

Social learning

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CURRICULUM (from Parent Handbook)

Our early childhood education program uses Creative Curriculum. This curriculum was

originally published in 1979, (updated in 2013), and has become one of the most widely

used curriculums in early childhood classrooms. In addition, California Preschool

Learning Foundations “provides an overall approach for teachers to support children’s

learning through environments and experiences that are: developmentally appropriate, reflective of

thoughtful observation and intentional planning, individually and culturally meaningful, and inclusive of

children with disabilities or other special needs”(C.D.E., California Preschool Curriculum Framework, Volume 3, (Sacramento, CA, 2013) Children in programs using Creative Curriculum and California

Preschool Learning Foundations have consistently developed a strong foundation for future learning. We

are very confident that our curriculum promotes each child’s optimum development of his/her social,

emotional, physical and cognitive skills and ultimately provides successful experiences for every child.

This curriculum focuses on social and emotional development, how children think, how children learn, and

how children develop physically. Research has repeatedly shown that young children learn best through

play, therefore; play is also an important aspect of a classroom using Creative Curriculum. Our program

also utilizes the Second Step program to encourage the social/emotional development of each child as

they are introduced to healthy ways to express themselves and respond appropriately in social settings.

Teachers encourage Project-Based Learning through interest/discovery areas (i.e. block, dramatic play,

math, writing, art, outdoor play, library, and science areas), the daily schedule, and carefully planned

activities. This means that they are playing, singing, touching, manipulating, and experimenting, rather

than simply listening to a teacher talk to them. For example, teachers don’t just hold up a flashcard

with the letter A on it and tell children “This is the letter A”. Instead, children are able to explore

letters through scribbling on a paper using real and imagined letters, and reading it to a teacher or peer.

They also explore letters through songs, puzzles, names, books and in print found all around the

classroom. When learning this way, they learn not just the name of the letter, they learn the sound that

it makes, that words are made up of sounds, and that print carries meaning and helps us to communicate.

These are all concepts that lead to strong reading skills, and will be more helpful in helping a child learn

to read than simply learning the name of letters.

As we seek to prepare your children for success in Kindergarten, we will be introducing your children to

Alpha Friends, which is a systematic introduction of the alphabet with a phonics component that will be

extended in Kindergarten. Your children will benefit by already being familiar with these literacy

concepts prior to starting Kindergarten.

Literacy backpacks are an important aspect of our home-school connection and will be available beginning

the second month of school. These backpacks come with everything that you will need to complete an

activity with your child at home. Please return the backpacks with all of their contents promptly, so

they will be available for the next child’s use. More information regarding our literacy backpacks will be

presented at your first parent meeting.

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Please be sure to read the monthly parent newsletter to learn more about what your child is learning at

school and how you can support their learning at home. The newsletter will give you specific ideas for

activities, and information on how to reinforce concepts that are introduced at school. It is only when we

are working as partners in your child’s education that your child will reach their full potential. We value

your partnership as we work together to provide the best preschool program possible for your child.

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INTEREST/DISCOVERY AREAS To

Promote PROJECT-BASED LEARNING

Art at Preschool Art is an important part of our curriculum. Every day, children find a variety of art

materials available on our shelves. Drawing, painting, pasting, molding and constructing

are not only enjoyable but also provide important opportunities for learning.

Children express original ideas and feelings, improve their coordination, learn to

recognize colors and textures, and develop creativity and pride in their accomplishments by exploring

and using art materials. Each child will have an area available to display his/her artwork in the

classroom.

Art at Home Art is something your child can do at home in almost any room. You might designate a drawer in the

kitchen or living room as an art drawer, or use a bookshelf or sturdy cardboard box. Your child’s art kit

may include: crayons, pens, paper, child-size scissors, glue, and a separate box for collage materials.

Block Play (Engineering) at Preschool Children often use blocks to recreate the world around them- a road, a house, the zoo.

They work together and learn to cooperate and make friends. We encourage children to

talk about what they are doing to promote language development. We also talk with

children and ask questions to expand on their block play. Block play is the ideal connection for children to

engineering, as they are working to solve problems as they develop structures and figure out the best

way to build a wide variety of items.

Block Play (Engineering) at Home You can encourage your child to learn through block play. When you take a walk in your neighborhood,

point out roads and interesting buildings. You may want to purchase table blocks to have at home. You

can make a set out of milk cartons, cans and food boxes that come in different sizes. Identify a place

where your child can build and play with the blocks safely. Props such as clothespins, small plastic

animals, and cars will extend your child’s play and inspire new ideas.

Books/Library at Preschool The Library Area is a very important part of our classroom and of your child’s life.

Children gain the foundation for reading and writing through exploring written and

spoken language. We encourage children to look at books, listen to taped stories, and

“write” throughout the day Children may dictate stories to us, which we record into

“books”. We read stories to children every day. Reading introduces new ideas, helps children learn how

to handle problems that come up in life, and most importantly, encourages them to develop a love for

books.

Books/Library at Home

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Research has shown us the important role that families play in helping children learn to read and write.

The single most important thing you can do to promote school success is to read to your child

every day. When your child sits next to you as you read, he/she begins to connect books with good

feelings. Each classroom has a check out library available for families to check out books to take home

and read with their children. Literacy backpacks are also available on a regular basis in each classroom

to provide families with a literacy activity to complete at home with their children and provide a

home/school literacy connection.

Cooking at Preschool When children cook, they have an opportunity to learn about nutrition and prepare their own healthy

snacks. Children are introduced to many literacy, math and science concepts as they follow picture

recipes, measure ingredients, and experiment with a variety of different foods.

Cooking at Home Since cooking is already a part of your home life, think about involving your child.

Including your child may take extra time, and there may be more of a mess than if

you cooked alone, but there are many rewards. Your child will be learning literacy,

math, and science skills just by helping you. In addition, cooking sets the stage for

lifelong healthy eating habits. When children help prepare their meals, they are more eager to eat and

try new foods.

Dramatic Play at Preschool The ability to pretend is very important to your child’s development. Children who know how to

make-believe develop a good vocabulary, which is important for reading. They learn to

cooperate with others, solve problems, and are able to think abstractly. These are all

important skills for success in school. When children pretend, they have to recall experiences

and re-create them. To do this, they need to picture their experiences in their minds. For example, to

play the role of a doctor, children have to remember what tools a doctor uses, how a doctor examines a

patient, and what a doctor says. While playing in dramatic play children are developing social skills,

problem solving, creativity, vocabulary and many more skills.

Dramatic Play at Home You can encourage the same kind of pretend play at home that we do at school simply by playing with

your child and providing some simple props. A sheet over a table creates a house or a hideout. A large

empty cardboard box can become almost anything-a pirate ship, a doghouse, a castle or a train. The nice

thing about dramatic play is that it requires only your imagination.

Mathematics at Preschool There is evidence of mathematics in all aspects of our lives. In our preschool program

there is an emphasis on providing a variety of math activities as part of our daily

routines in each classroom. Your child will be introduced to math concepts, for example

he/she will graph, count, identify shapes, measure, sort items, create patterns, and use

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timers. When math concepts are connected to real life experiences there are much more easily

understood and able to be applied in everyday situations. Children will be asked to count out napkins,

create patterns when exploring different types of manipulatives, identify the shapes of the blocks they

are using to build, use timers to self-monitor taking turns for items, etc. These are just a few examples

of how math will be integrated into the everyday experiences for your child.

Mathematics at Home We use math everyday in a wide variety of ways such as: to pay our bills, to tell time, to

measure items, to prepare food, and to count items. Your child will enjoy the opportunity to

help with some of these items at home. Encourage your child to practice counting items and

people as you go about your everyday activities. Talk about time and give your child a frame of

reference for time by giving him/her a 3 minute warning prior to changing activities. Use a timer to

allow your child to monitor his/her time at home. Practice identifying shapes

in the home, go on a shape hunt (How many things can you find that are the

shape of a triangle?). Making math a part of your child’s everyday

activities will greatly increase your child’s understanding and

application of math concepts.

Music and Movement at Preschool We do a lot of singing and creative movement in our program. Singing and moving to music

give the children a chance to hear and appreciate different kinds of music, express

themselves through their movement, and practice new skills. The children love our daily time

for singing together, and it helps them learn to cooperate in a group. We are implementing a

wonderful healthy living curriculum; “I Am Moving, I Am Learning” which focuses on music,

movement, nutrition and healthy habits.

Music and Movement at Home You don’t have to play an instrument or sing on key to enjoy music with your child. Taking a few minutes

to sit together and listen to music can provide a welcome break for both of you. Sharing music with your

child is a wonderful way to build a warm, loving relationship. It’s a gift that will last forever.

Outdoor Play at Preschool (The Outdoor Classroom) We take children outdoors every day so they can run, jump, swing, climb and

use all the large muscle groups in their bodies. We also talk about the things

children see, hear, touch, and feel so they become aware of changes in the

weather, the seasons, the growth of plants and the animals. This year we

are adding some outdoor classroom features that allow children to

experience activities in all areas that are similar to what they experience

inside the classroom. While we want to provide an opportunity for large

muscle movement, we also want to acknowledge the amazing opportunity the outdoor classroom provides

for learning and language development.

Outdoor Play at Home

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Fresh air and exercise are very important to your child’s health and to yours. Take walks in your

neighborhood, go to the park and explore nature with your child. Ask your children questions about the

things you see in the neighborhood or out on adventures. Engage them in conversations that develops

their language. Talking to and with your children is an excellent way to engage them in deeper learning

and to prepare them for collaborations with peers in a school setting.

Science at Preschool Children are natural scientists! They love to explore and discover the world

around them. Our preschool classrooms provide children with a wide variety of

science activities that will encourage your child to experiment and develop a

love for science. Magnets, magnifying glasses, rocks, plants, shells, and many

more items are available to your child daily in the science discovery area in each

classroom. Your child will develop their critical thinking skills as they

experiment in the science discovery area.

Science at Home There are many commonly found and inexpensive household items that are easily utilized for science

experiments in the home. Mixing colored water, planting seeds, and experimenting with magnets are just

a few examples of the types of science experiments that you can enjoy with your child at home.

Technology at Preschool Recognizing that technology is a vital component to 21st Century learning, each classroom will have a

“WePlaySMart” table available for the children to use in cooperative groups. The “WePlaySmart” tables

encourage collaboration as children work together cooperatively to achieve research based,

developmentally appropriate tasks. The tables are child friendly and have a variety of early literacy,

math and science programs installed for the children to access. This is an early introduction to the use

of technology in the classroom. Classrooms also have listening centers, cameras, and other types of

technology available for children to explore.

Technology at Home Children are very interested in all forms of technology (phones, iPADs, computers, video games) and they

are very quick to learn how to utilize those resources. Encourage your child to explore developmentally

appropriate forms of technology and always limit the amount of time your child is allowed to use

technology. Please preview any games or other software programs before your child uses them to ensure

that the content is appropriate. Remember that although technology is highly engaging, children need to

be well-balanced and be encouraged to develop all of their developmental areas (physical, emotional,

social and cognitive). Make it a point to sit with your child and use the computer or other form of

technology with your child, encouraging social/interactive skills as well as technological skills.

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On-Going Classroom Activities

Artwork: Every child in the classroom will have an identified area to display his/her artwork that

includes:

A reserved area for each child to display the work of

his/her choice.

Children’s artwork displayed is the choice of the

individual child (the display will not include identical

work from all the children). This means that the child

creatively chose the medium and materials from the art

center and created their own piece of art.

The display will be at the child’s eye level so that they may interact with the artwork.

Helpers: Each classroom will have a helper board with enough jobs for every child to choose a job daily

as part of their arrival routine. This encourages decision making and promotes a positive classroom

community. Jobs are available in the indoor and outdoor classroom.

Learning Plans: Learning plans must be completed, sent electronically, approved by your education

specialist, and posted before Monday morning of the week they document. They are posted to allow

parents/guardians to review and add input regarding the current week’s activities.

Letter Sounds: Phonemic Awareness and Phonics: Research has shown that children who are

phonemically aware are more likely to become successful readers. Multiple opportunities for the children in your

class to practice rhyming, blending sounds and segmenting sounds orally will build your children’s phonemic

awareness. In addition, all classrooms are provided with a list of the sounds and a suggested order in which to

introduce them to your class. This is an introduction of the phonics sounds using multiple modalities (visual,

auditory, kinesthetic) to provide on-going opportunities for the children to become familiar with phonics and the

sound-symbol relationship. Please use the Alpha friend cards and strategies along with the sounds listed for each

week so that all children are working with the same sounds each week and become familiar with the alphabet

graphics used by the district. The names of all the Alpha friends are in the curriculum guide. Other Alpha friend

activities can be found online:

http://eduplace.com/state/ca/alfamigos/

http://www.smbsd.org/uploaded/reading/images/One_page_Alpha frienda.pdf

http://www.smbsd.org/page.cfm?p=897

Monthly Themes: The curriculum guide themes are recommended based on topics that are of high

interest, relevant, and engaging for children. Our program promotes children’s interest as an option for

the monthly theme. If staff members determine that an alternate topic, project, or theme is of high

interest to children, then the curriculum is adjusted to meet these needs and interests. Our program’s

emphasis is on project-based learning activities that promote higher level thinking skills and encourage

the development of skills in all areas (cognitive, physical, social and emotional). Invite parents/guardians

to share topics that interest their child and integrate these themes and interests into the curriculum.

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Themes may last longer or shorter than one month depending on the interest level of the children.

Please discuss any curriculum questions or concerns with your Education Specialist.

Question of the Day: Each classroom will implement the ‘Question of the Day’ activity upon arrival

for each child in their classroom. Questions should be phrased in an open-ended manner ensuring the

success of each child. For example: Do you prefer apples or oranges? Do you prefer to play soccer or

baseball? There should NOT be a right or wrong answer for any question. If you have any questions

regarding this activity, please ask your Education Specialist for support.

Sexual Harassment Instruction: Each class will be using a book the first month of school to discuss

inappropriate touching with children. The book is called “It’s My Body” and will be read to the class the

third week of school. Please talk to your Education Specialist or School Psychologist if you have any

questions regarding how to approach this subject with your students.

Snack/Food Activities: All children have an opportunity to participate in food preparation and clean

up. Children are preparing their own snack daily during daily discovery time and will have the choice to

arrive at the activity when ready to eat, and stay as long as they wish to eat their snack. This is a

learning time with children developing their cognitive, social, emotional, and physical skills, child-sized

serving utensils (small pitchers, cups, spoons, tongs, etc.) are used to make self-help easier. Plastic

knives, apples slicers, food choppers are used to allow children to prepare their healthy snack as

independently as possible. Snack is an important time in the day during which children

and staff will take part in pleasant conversations together. Discussions include topics

such as health, nutrition, and interests that children wish to share. This a special

learning time for the children as they make decisions, learn new vocabulary, develop

motor skills, and have the opportunity to be introduced to a wide variety of food

preparation and food items.

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The Teacher

“I have come to a frightening conclusion.

I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather.

As a teacher, I possess tremendous power to make a student’s life miserable or joyous.

I can be a tool of torture or an instrument of inspiration.

I can humiliate or humor, hurt or heal.

In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a student humanized or de-humanized.”

Haim Ginott

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Early Childhood Education Portfolio Procedure

Each child will have a portfolio filed in the classroom. The portfolio will consist of four

sections. 1. Assessment 2. Enrollment 3. Medical 4. Parent Contact

1. The Assessment section will have the following information: a. DRDP full profile (first assessment)

b. DRDP rating record (second assessment)

c. Progress Summary (2 parent conferences)

d. Student Study (flag blue)

e. IEP – Individualized Educational Plan (flag yellow)

2. The Enrollment section will have the following information: a. Parent Rights – LIC 955

b. Personal Rights – LIC 613

c. Admission and Termination Agreement

d. Attendance Policy

e. Late Arrival/Tardy Policy

f. Late Pickup Policy

g. Home Language Survey (flag green)

h. Observation/Video and Picture Authorization

i. Request for Pesticide Application Notice (optional)

j. Court/custody papers (if applicable)

3. The Medical section will have the following information: a. Immunization record

b. Consent for Medical Treatment – LIC 627

c. Physician’s Report/Physical – LIC 701

d. Parent TB (optional)

e. IHP – Individualized Health Plan (flag red)

4. The Parent contact section will have the following information: a. Accident Reports/Boo Boo Reports

b. Parent Contact Log

c. Tardy/Late Pick-up Notices

Teachers will gather work samples each month for every child. Monthly work samples will be one item

per child from each of the following areas: 1. Journal Writing

2. Self Portrait

3. Drawing and Dictation or written story about Drawing

4. Math Portfolio Sheet reflecting math lesson from the classroom

5. Cutting Sample

At the end of the year, the child’s assessment section, along with the parent contact section, will be

removed from the folders and sent to the office. The Enrollment and medical sections will be removed

and shredded. The folders will remain in the classroom file cabinets and reused every year.

Emergency cards need to be hanging on the wall by the phone. Please have a cover page to protect

confidentiality. Disaster cards are stored in the disaster bag.

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Ongoing formative assessments/surveys:

Each class will complete a summary of findings after the DRDP is completed and an Environmental Rating

Scale Summary of Findings after the ECERS is completed for your classroom. Examples of these two

types of summaries of findings have been included below. Direct any questions regarding these

summaries of findings to your Education Specialist.

We will be sending out two family surveys, one in the fall and one in the spring. Families are not required

to complete these surveys although we encourage every parent/guardian to participate and provide us

with their input. Our expectation is that staff members will support this process and encourage their

families to complete the surveys. We gain valuable insights from these surveys and our goal is that each

class turns in over 50% of their surveys.

All classrooms have ECERS completed

Teachers complete an ERS Summary of findings based on ECERS Score including a goal to be

completed before the end of the year.

Family Surveys sent out. Upon return they are tallied and information is used for program

improvement.

Desired Results Developmental Profile (DRDP) #1 and #2 completed per timeline

Data tallied and a summary of findings completed by each classroom for each DRDP.

Teachers utilize the DRDP #1 and #2 results in program planning

When DRDP #1 or #2 is completed, the DRDP and the anecdotal notes are stapled together to

create a packet. Packet is kept in child’s file.

The DRDP Summary of Findings is completed after the DRDPs are completed.

Education Specialists review timelines for ERS Summary of Findings, and DRDP

Review the Summary of Findings, and supervise the completion of the Action Steps (ongoing

throughout school year).

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State Self Evaluation: A program action plan is created and goals determined for the program after

reviewing the information from all the Summary of Findings (DRDP and ECERS) and family surveys. The

State Self Evaluation is submitted to the California State Department of Education by June 1st each

year.

Early Childhood Education Program: 2015-2016

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May 17, 2016

During the 2015-2016 school year staff training was planned to review, reinforce, and focus on the following

curricular areas:

Implementing, reinforcing, and strengthening PBIS, the principles of guidance, and the Second Step

program to provide a wide range of support to the development of each child’s self and social skills.

Literacy concepts (creating a literacy-rich environment) throughout daily routines in each preschool

classroom. (Literacy backpacks, family literacy activities, check out libraries in each classroom, journals)

Integrating math into daily activities (classification)

4. A program-wide focus was to continue the full implementation of a Project- Based Learning environment which offers

a wide variety of on-going exploration activities. Self-selected

Utilize resources

Creativity

Critical thinking

Engaging relevant learning experiences

Skills for organization

Social learning

5. Introduce, reinforce, and strengthen the concept of Inquiry in the area of science. Introducing classroom units of inquiry

and encouraging growth in science vocabulary, observation, predicting, and documentation. Utilizing science vocabulary

such as during teacher-child interactions to increase and foster language development.

6. Introduced the QRIS (Quality Rating Improvement System) as part of the Race to the Top Initiative.

Quality preschools are rated by an outside rater in the following 7 areas:

Child Observation Developmental and Health Screenings

Qualifications for Lead Teacher(s) Effective Teacher-Child Interactions: CLASS Assessments

Ratios and Group Size Program Environmental Rating Scale(s)

Director Qualifications

Lancaster School District Preschool Program was rated Tier 4 out of 5 at 10 of the eleven sites scored.

7. Participated in a Contract Monitoring Review by the CDE and was quoted as being an exemplary program.

State Self-Evaluation (2015-2016 summary and introduction of 2016-2017 goals)

Reflection on 2015-2016 goals: The program emphasized the value of introducing and guiding each child’s social and emotional development by offering a variety of

resources and support within the daily routines in each classroom. Positive Behavior Interventions and Support (PBIS), Second Step

Social Emotional Curriculum, and the principles of guidance were integrated into the daily routines in each preschool classroom. An

emphasis on the use of Inquiry questions in science and teacher guided activities to foster language development and increase teacher-

child interactions was a focus. Professional development, classroom observations, and coaching were all focused on the effective

implementation and monitoring of these activities.

Fall and spring DRDP results for 2015 - 2016 indicated that:

In the Building Middle level or higher band of Self and Social Development

o Fall DRDP results: 111/501 (# of students at BM or higher total/ # of students assessed) = 22%

o Spring DRDP results: 357/520 (# of students at BM or higher total/ # of students assessed) = 69%

o Growth during the program year = +47% gain in students at the Building Middle or higher band in Self and Social

Development.

In the Building Middle of higher band of Language and Literacy:

o Fall DRDP results: 119/501 (# of students at BM or higher total /# of students assessed) = 25%

o Spring DRDP results: 362/520 (# of students at BM or higher total/ # of students assessed) = 69%

o Growth during the program year = +44% gain in students in the Biddle Middle or higher band Language and

Literacy

In the Building Middle or higher band of Mathematics:

o Fall DRDP results: 95/501 = (# of students at BM or higher total/ # of students assessed) = 19%

o Spring DRDP results: 336/520 (# of students at BM or higher total/ # of students assessed) = 64%

o Growth during the program year = +45% gain in students in the Building Middle or higher band in Mathematics.

April 2016 Parent Surveys indicated that:

Of the parents that completed the parent survey 99.7% rated their overall satisfaction with the overall preschool

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program as satisfied/very satisfied.

100% of parents responded that they felt their child was safe in the program.

99.7% of parents responded that they felt their child was happy in the program.

Our 2015-2016 educational goals to focus on the domain of Self and Social Development

(emphasis on conflict negotiation), Language and Literacy (emphasis on phonological

awareness), and Mathematics (emphasis on classification) to increase the number of children

assessing at the Building Middle or higher band after the 2nd assessment period in FY 2015-2016

was met.

State Preschool Goals for 2016-2017: Our educational goal is to focus on the domain of Language and Literacy: with emphasis on Phonological

Awareness (measure 20), to increase the number of children assessing at the Building Middle or higher band

after the 2nd assessment period in FY 2016-2017.

Additional Goals for our program in 2015-2016 are:

1. Increase the number of children assessing at the Building Middle or higher band after the 2nd assessment

period in FY 2016-2017 in:

a. Self and Social Development: Conflict Negotiation (measure 11)

b. Mathematics: Classification (measure 34) 2. Fully implement the Second Step program and PBIS in each classroom

3. Offer children a wide variety of self-selected, teacher guided, Project-Based Learning activities in each

classroom daily

4. Implement an enhanced Outdoor Classroom experience that supports the substantial part of the day

requirement in ECERS.

5. Increase the use of Inquiry questions used in the classroom to support children’s natural inquisition and

curiosity with science related curriculum.

6. Continue to dig deeper into the Preschool Learning Foundations and Preschool Curriculum Framework to

support developmentally appropriate lessons and activity centers

7. Continue to integrate STEM based activities to enhance learning of science, technology, engineering, and

math concepts at the preschool level.

8. Continue to review and implement The Power of Guidance (by Dan Gartrell) throughout the year and use it

as a guide to train the staff in the principles of guidance and how to effectively guide children’s behavior.

9. Providing professional development for all Early Childhood Education staff members focused Powerful

Interactions: How to Connect with Children to Extend Their Learning ( Amy Laura Dombro, Judy R. Jablon,

Charlotte Stetson )

The Early Childhood Education Program will continue to provide on-going training, guidance, and monitoring to all staff

members regarding the goals and findings from the program assessments integrating data from assessments to inform

instruction, with the goal of continually improving our program as we strive to provide the highest quality Project-Based

Learning preschool program possible for the families in our community.

We appreciate the support from the school board members, district office cabinet members, and elementary site staff

members as we work together to serve the families in our community by preparing their children for a successful school

experience.

Kelly Fountain

Lancaster School District

Director: Early Childhood Education

Program

Self-Evaluation Process

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Fiscal Year 2015–16

Contractor Legal Name

Lancaster Elementary School District

Vendor Number

6466

Contract Type(s)

CSPP

This form can be expanded and is not limited to a single page.

Check each box verifying the collection, analysis, and integration of each assessment data toward

ongoing program improvement for all applicable contract types.

☐X Program Review Instrument FY 2015–16 – All Contract Types

http://www.cde.ca.gov/sp/cd/ci/documents/eesosonsitemar2016.pdf

☐X Desired Results Parent Survey – All Contract Types

http://www.cde.ca.gov/sp/cd/ci/documents/parentsurvey.doc

☐X Age Appropriate Environment Rating Scales – Center-based/CFCC Contracts Types

http://www.ersi.info/ecers.html

☐X Desired Results Developmental Profile and DRDPtech Reports – Center-based/

CFCC Contracts Types

https://www.desiredresults.us/drdp-forms

Provide a summary of staff and board member participation in the PSE process:

Staff Meeting: 5/11/16, ECE Director, ECE Coordinator, Support Specialist, Support Service

Provider.

Board Presentation 5/17/2016

Statement of Completion: I certify that all documents required as a part of the PSE have been completed

and are available for review and/or submittal upon request.

Signature of Executive Director

Date

Name and Title

Phone Number

Contact Name if different from above (please print)

Phone Number

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Instructions for

Summary of the Program Self-Evaluation

Fiscal Year 2015–16

Enter the required contractor information at the top of the EESD 4000B:

Contractor Legal Name

Contract Type(s)

Age Group

Program Director Name

Program Director Phone Number

Program Director E-mail

Reflect on findings from the Program Self Evaluation and then provide brief

responses to items 1 and 2 on the space provided.

Note: All contractors are required to modify their programs to address all areas identified

as needing improvement during the self-evaluation. Written tasks needed to modify the

program would be specific or unique to the contract type and age group. Additionally, all

contractors are required to identify areas that are satisfactory and provide procedures for

ongoing monitoring of the program for assuring that those areas continue to meet

standards.

Submission Requirements

All contractors are required to complete and submit one (1) EESD 4000B.

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Summary of Program Self-Evaluation

Fiscal Year 2015–16

Contractor Legal Name

Lancaster Elementary School District

Vendor Number

6466

Contract Type(s)

CSPP

Age Group (Infant/Toddler, Preschool, School-Age)

Preschool

Program Director Name

Kelly Fountain

Phone Number and E-mail Address

661-723-0351 X450

[email protected]

This form can be expanded and is not limited to a single page.

1. Provide a summary of the program areas that did not meet standards and a list of tasks needed to

improve those areas.

Program Review Instrument FY 2015-16 – All Contract Types:

This year during our Program Review, we were reviewed in the two areas that we did not meet have a subscale of 5 or

higher on our outside ECERS assessment. Those two areas were Personal Care routines and Interactions.

In the area of Personal Care Routines the auditor reviewed Item 9

Personal Care Routines

ITEM SCORE INDICATOR

9 7 Greeting/Departing

10 2 Meals/Snacks: It was observed that the tables were not properly sanitized

and that handwashing procedures were not followed by a majority of the

children. (ERS 3.1)

11 N/A Nap/Rest

12 1 Toileting/Diapering: It was observed that a majority of the children did

not follow the proper hand washing procedures after toileting. (ERS 3.1)

13 2 Health Practices: It was observed (on several occasions) that the children

did not wash their hands (or properly wash their hands) before or after

water play, before or after using play dough and after contact with bodily

fluids. (ERS 3.1)

14 2 Safety Practices: It was observed that the protective surfacing under the

outdoor play structure was one to two inches of sand and insufficient in

depth for the height of the equipment. (ERS 3.1)

Total Items: 5 Total score 14 Average score = 2.88

As a result of the Program Review we wrote a Corrective Action Plan which included the following:

Program Evaluation Fiscal Year 2015-2016

Lancaster School District CSPP Contract # 6466

KEY FINDINGS: PERSONAL CARE ROUTINES KEY FINDINGS ACTION STEPS PERSON DATE COMPLETED

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RESPONSIBLE ITEM 10-Meals/Snacks: It was

observed the tables were not properly

sanitized and that hand washing

procedures were not followed by the

majority of the children. (ERS 3.3)

Met with nurse to clarify posting/training for

the current school year

Met with support staff to clarify ECERS

expectations for sanitizing the tables

Created training plan

Re-trained staff including demonstration on

how to properly sanitize the tables

Clarified expectations of sanitizing procedures

Re-trained on which solution is to be used in

class and time limit necessary per ECERS to

sanitize tables.

Re-distributed Cleaning solution labels to be

posted

Director/Coordinator

Nurse

Director/Coordinator

ECE Support Provider

Education Specialist

Director/Coordinator

Director/Coordinator

Education Specialist

Director/Coordinator

Nurse/Health Clerk

Director/Coordinator

Nurse/Health Clerk

Nurse/Health Clerk

March 8, 2016

March 8, 2016

March 9, 2016

March 11,2016

March 11, 2016

March 11, 2016

March 11, 2016

ITEM 12-Toileting/Diapering: It was

observed that the majority of the

children did not follow the proper hand

washing procedures after toileting.

ERS (3.1)

ITEM 13-Health Practices: It was

observed (on several occasions) that

children did not wash their hands (or

properly wash their hands before or

after water, play dough, and after

contact with bodily fluids. (ERS 3.1)

ITEM 12/13

Met with staff re-trained on handwashing

procedures

Staff watched the ECERS ALL STARS

video on handwashing as a group

Discussed strategies to support hand

washing, ex; hand the paper towels to the

children, sing the Happy Birthday Song

Use of hand sanitizers if hands are not

visibly soiled (arriving from the car, if they

washed their hands but then played in the

class during Discovery Time, not in and

out of messy play.

Director/Coordinator

Nurse/Health Clerk

Director/Coordinator

Education Specialist

Director/Coordinator

Education Specialist

CDT/CDAT

Director/Coordinator

March 11,2016

March 11, 2016

March 11, 2016

Ongoing

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Clarified hand washing into and out of

water play.

March 11, 2016 ITEM 14-Safety Practices: It was

observed that the protective surfacing

under the outdoor play structure was

one to two inches of sand and

insufficient in depth for the height of

the equipment (ERS 3.1)

ITEM 14

Submitted work order for sand additional sand

and a gate latch to district maintenance

department

Checked on progress of work order

Photographed corrections

Closed Work order

Director/Coordinator

Facilities

ECE Secretary

Secretary

Facilities

Director/Coordinator

Director/Coordinator

Facilities

March 10, 2016

March 17, 2016

April 4, 2016

March 17, 2016

During the audit process the auditor made additional notes about items we may consider changing to

enhance our parent handbook. While they were only suggestions we took the initiative to add them

for the 2016-2017 handbook. The items were as follows:

Add information regarding documentation of single parenthood

As a result we created a document requiring additional documentation of single parent status per Title

5 requirements.

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Parent Survey: The Parent Survey indicated that there was growth needed

on question 3. F and G, (Have you received information from the program

about: F Parent Skills and G. How to find Community Resources.)

KEY

FINDINGS

IN PLACE 15/16 Tasks for 16/17 Person

Responsible F. Parenting

Skills. 21.01% of

our parents

answered no.

Monthly Classroom and

Program Newsletters

Quarterly Site Meetings

Parent Information Nights,

(12/3/15 Literacy, 2/26/16 K-

Transition Fair, 5/4/16 STEM

night)

Monthly Partners in Print

Literacy Backpacks Weekly-sent

home with children to enhance

interactions at home through the

use of a supplied book and

activity for parent and child to

complete together.

Getting Ready for Bed/School

Checklist (provided at K-

Transition Fair)

Continue the following for the

16/17 FY:

Monthly Classroom and

Program Newsletters

Quarterly Site Meetings

Parent Information

Nights, (12/3/15 Literacy,

2/26/16 K-Transition Fair,

5/4/16 STEM night)

Monthly Partners in Print

Literacy Backpacks

Weekly-sent home with

children to enhance

interactions at home

through the use of a

supplied book and activity

for parent and child to

complete together.

Getting Ready for

Bed/School Checklist

(provided at K-Transition

Fair) Additional Steps:

Add two additional Parent

Nights to focus on Parenting

Skills.

1. Parenting 101 in the Fall

focusing on the PBIS

and Second Step

curriculum and including

information about logical

consequences, positive

reinforcement, and

follow-thru

2. Getting Ready for K,

Going to the Big School.

This training will focus

on what is needed for

school success and the

parent’s role.

Director,

Coordinator,

Education

Specialist

G. How to find

other services in

the community,

24.67% of our

parents answered

no.

Resources are offered to

parents in the office upon

prescreening and enrollment

Community resources are

posted on our parent boards

Continue the following for

the 16/17 FY: Resources are offered to

parents in the office upon

prescreening and

Director,

Coordinator,

Education

Specialist,

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Community resources are

available at the K transition fair

Community Resources are

provided at Family Nights.

enrollment

Community resources are

posted on our parent boards

Community resources are

available at the K transition

fair

Community Resources are

provided at Family Nights.

Additional Steps:

Provide community

resource information on

parent boards.

Provide community

resources in program

newsletter.

Provide community

resources at PPAC

meetings quarterly.

DRDP: Language Development, Math, Self and Social Development

KEY FINDINGS IN PLACE 15/16 TASKS for 16/17 PERSON(s)

RESPONSIBLE

In the Building

Middle level or

higher band of

Self and Social

Development the

Fall DRDP

results: 111/501

(# of students at

BM or higher

total /# of students

assessed) = 22%

Training was provided to

teaching staff using the

Preschool Learning

Foundations for social and

emotional development, the

Second Step Skills for Social

and Academic success, The

Power of Guidance (Dan

Gartrell), Creative

Curriculum, District-wide

implementation of Positive

Behavior Interventions and

Support (PBIS) and

Developmentally Appropriate

Practices in Early Childhood

Programs focusing on

providing appropriate

guidance to children to

maximize the development of

their self and social skills

through on-going activities

that are relevant, daily

experiences for students.

Staff members attended

professional development

which will focus on the

introduction and

reinforcement of the Second

Continue for the 2016-2017 FY:

Training teaching staff

to further the use of the

Preschool Learning

Foundations for social

and emotional

development, the

Second Step Skills for

Social and Academic

success, The Power of

Guidance (Dan

Gartrell), Creative

Curriculum, District-

wide implementation of

Positive Behavior

Interventions and

Support (PBIS) and

Developmentally

Appropriate Practices in

Early Childhood

Programs focusing on

providing appropriate

guidance to children to

maximize the

development of their

self and social skills

through on-going

activities that are

relevant, daily

Director, Coordinator,

Education Specialist

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Step curriculum, PBIS

strategies, and the practical

applications from The Power

of Guidance to be

implemented in each

classroom.

experiences for

students.

Continue staff training

and professional

development focused

on the reinforcement of

the Second Step

curriculum, PBIS

strategies, and the

practical applications

from The Power of

Guidance to be

implemented in each

classroom.

Additional Steps for the 2016-

2017 FY:

Add 1 Parent Night where

we focus on Self and

Social Development and

teaching the parents what

we teach in class and how

they can support that at

home.

Director, Coordinator,

Education Specialist

Director, Coordinator,

Education Specialist

In the Building

Middle of higher

band of

Language and

Literacy: Fall

DRDP results:

119/501 (# of

students at BM or

higher total/ # of

students assessed)

= 25%

Continue to implement the

Question of the Day activity

daily.

Every classroom will have

the materials to fully

implement the Question of

the Day each day upon

arrival.

Children will identify their

name and answer a question

to represent their opinion.

(for example: Which do you

prefer, apples or bananas ?)

Provide a variety of literacy

materials for use in all interest

centers in the classrooms.

Clipboards, books, and

writing materials will be

readily available for children

during a substantial portion

of their day.

Classrooms will have items

labeled throughout the

classroom to provide a wide

variety of opportunities for

letter and word recognition.

Art walls will be available

Continue the following for the

2016-2017 FY:

Continue to implement the

Question of the Day

activity daily.

Every classroom will

have the materials to

fully implement the

Question of the Day

each day upon arrival.

Children will identify

their name and answer a

question to represent

their opinion. (for

example: Which do

you prefer, apples or

bananas ?)

Provide a variety of

literacy materials for use in

all interest centers in the

classrooms.

Clipboards, books, and

writing materials will

be readily available for

children during a

substantial portion of

their day.

Director, Coordinator,

Education Specialist

Director, Coordinator,

Education Specialist

Teaching staff

Director, Coordinator,

Education Specialist

Teaching Staff

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where each child has a

designated space to display

his/her artwork. Areas will

be labeled with the child’s

name to encourage

letter/word knowledge.

Phonological awareness

activities that are easily

implemented into daily

routines will be introduced to

staff during training.

Phonological awareness

activities such as: blending,

segmenting and isolating

sounds verbally will be

implemented daily.

During transitions as

children move from one

activity to another.

During circle time when

reading books, using music,

puppet stories, etc.

Classrooms will have

items labeled

throughout the

classroom to provide a

wide variety of

opportunities for letter

and word recognition.

Art walls will be

available where each

child has a designated

space to display his/her

artwork. Areas will be

labeled with the child’s

name to encourage

letter/word knowledge.

Phonological awareness

activities that are easily

implemented into daily

routines will be introduced

to staff during training.

Phonological

awareness activities

such as: blending,

segmenting and

isolating sounds

verbally will be

implemented daily.

During transitions as

children move from

one activity to another.

During circle time

when reading books,

using music, puppet

stories, etc.

Additional Steps for the 2016-

2017 FY:

Staff development on

Preschool Learning

Foundations and

intentional activities to

support individual or

groups of students

according to need as

measured on the

DRDP.

Staff development on

incorporating Literacy

and language activities

in the Outdoor

Classroom

Director, Coordinator,

Education Specialist

Teaching Staff

Director, Coordinator,

Education Specialist

Teaching Staff

Director, Coordinator,

Education Specialist

Teaching Staff

Teaching Staff

Teaching Staff

Director, Coordinator,

Education Specialist

Teaching Staff

Director, Coordinator,

Education Specialist

Teaching Staff

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Offer books, puppets,

music, etc. outside to

increase substantial

part of the day on

ECERS and provide

additional

opportunities for

children to interact

with literacy activities

throughout the day.

Director, Coordinator,

Education Specialist

Teaching Staff

In the Building

Middle or higher

band of

Mathematics:

Fall DRDP

results: 95/501 =

(# of students at

BM or higher

total/ # of students

assessed) = 19%

Purchased additional sorting

trays and created sorting visual

cards

Staff Development in Preschool

Learning Foundations to

connect skill of classification

into higher level math skill

needed for K success

Staff development in teacher

guided interaction in the area of

math.

Continue the following for

the 2016-2017 FY:

Staff Development in

Preschool Learning

Foundations to connect

skill of classification into

higher level math skill

needed for K success

Staff development in

teacher guided

interaction in the area of

math.

Additional Steps for the

2016-2017 FY:

Purchased Outdoor

Classroom equipment to

support math concepts

outside and move closer

to substantial part of the

day.

Director,

Coordinator,

Education Specialist

Director,

Coordinator,

Education Specialist

Director,

Coordinator,

Education Specialist

ECERS: Language and Reasoning KEY

FINDINGS

IN PLACE 15/16 Tasks for 16/17 Person(s)

Responsible Key findings

from external

rater in Spring of

2015 found that

the area of

language and

reasoning across

many classrooms

rated lower than a

5. This was

particularly

common in the

Outside training on open

ended questions and feedback

loops

Labeling of all books with

stickers correlating to

required genres or categories

Staff development on inquiry

and the use of inquiry

questions to elicit language

and engage in open-ended

questions

Staff development in the

Continue the following for

the 2016-2017 FY:

Outside training on open

ended questions and

feedback loops

Labeling of all books

with stickers correlating

to required genres or

categories

Staff development on

inquiry and the use of

inquiry questions to elicit

Director,

Coordinator,

Education Specialist

Classroom teaching

staff

Director,

Coordinator,

Education Specialist

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area of books and

pictures, using

language to

develop

reasoning skills

and informal use

of

communication.

ECERS scoring process and

what is expected in each area

of the classroom.

language and engage in

open-ended questions

Staff development in the

ECERS scoring process

and what is expected in

each area of the

classroom.

Additional Steps for the

2016-2017 FY:

Staff reflection

summaries after each

staff development

Professional

Development in outdoor

classroom for Director,

Coordinator, Support

Service Provider

Staff development for

teaching staff in outdoor

classroom initiative.

Director,

Coordinator,

Education Specialist

Director,

Coordinator,

Education Specialist

Director,

Coordinator,

Education Specialist

Director,

Coordinator,

Education Specialist

Key findings

from external

rater in Spring of

2015 found that

some of our

classrooms are

lacking in the

diversity of daily

activities they

offer children

Staff development on ECERS

to look at the activities we

offer each day

Staff development on

designing purposeful

activities looking at DRDP

data and connections to the

Preschool Learning

Foundations

Staff development on teacher

guided activities based on

inquiry and children’s

interests

Continue the following for the

2016-2017 FY:

Staff development on

ECERS to look at the

activities we offer each

day

Staff development on

designing purposeful

activities looking at

DRDP data and

connections to the

Preschool Learning

Foundations

Staff development on

teacher guided activities

based on inquiry and

children’s interests

Additional Steps for the 2016-

2017 FY:

Provide additional

training on connecting

the ECERS Subscale to

the DRDP and

intentional teaching

Provide training on

taking anecdotal notes

for the DRDP to support

intentional teaching,

activity design and set

up.

Director,

Coordinator,

Education Specialist

Director,

Coordinator,

Education Specialist

Director,

Coordinator,

Education Specialist

Director,

Coordinator,

Education Specialist

Director,

Coordinator,

Education Specialist

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2. Provide a summary of areas that met standards and a summary of procedures for ongoing monitoring to

ensure that those areas continue to meet standards.

Program Review Instrument:

Summary of areas that met Standards:

Goal #1:

The first goal was focused on the domain of Self and Social Development to increase the number of children

assessing at the Building Middle or higher band after the 2nd assessment period in FY 2015-2016.

Goal #2:

This goal was focused in the area of Language Development. This goal was to increase the number of children

scoring in the Building Middle or higher band after the second assessment period FY 2015-2016.

Goal#3:

This goal was focused in the area of Math. This goal was in to increase the number of children scoring in the

Building Middle or higher band after the second assessment period FY 2015-2016.

The domain of Self and Social Development after the 2nd assessment period in FY 2015-2016 identified an

increase in the percentage of children at the Building Middle or higher band from the previous program year

(FY 2013-2014 = 47% SSD BM or higher - 2nd assessment, FY 2014-2015 = 52% SSD BM or higher - 2nd

assessment, FY 2015-2016 = 69% SSD BM or higher- 2nd assessment)

The domain of Language Development after the 2nd assessment period FY 2015-2016 identified an increase in

the percentage of children in the Building Middle of higher band from the previous program year(FY 2014-

2015 = 37.82% LD BM or higher – 2nd assessment, FY 2015-2016 = 69% LD BM or higher – 2nd assessment)

The domain of Mathematics after the 2nd assessment period FY 2015-2016 identified an increase in the

percentage of children at the Building Middle or higher band from the previous program year (FY 2014-2015 =

37.64% M BM or higher – 2nd assessment, FY 2015-2016 = 64% M BM or higher – 2nd assessment)

Action steps:

A. Training was provided to teaching staff using the Preschool Learning Foundations for social and emotional

development, the Second Step Skills for Social and Academic success, The Power of Guidance (Dan Gartrell),

Creative Curriculum, District-wide implementation of Positive Behavior Interventions and Support (PBIS) and

Developmentally Appropriate Practices in Early Childhood Programs focusing on providing appropriate

guidance to children to maximize the development of their self and social skills through on-going activities that

are relevant, daily experiences for students.

1. Staff members attended professional development which will focus on the introduction and reinforcement of

the Second Step curriculum, PBIS strategies, and the practical applications from The Power of Guidance to be

implemented in each classroom.

Staff attended training regularly throughout the program year:

August 7, & 28, 2015 January 22, 2016

September 18, 2015 February 19, 2016

October 9 & 21, 2015 March 11, 2016

November 13, 2015 April 15, 2016

December 11, 2015 May 13, 2016

They participated in a wide variety of professional development focusing on the introduction and reinforcement

of positive guidance strategies, the PBIS framework, and implementation of the Second Step Social Emotional

Curriculum.

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An additional team was created at the program level to oversee and monitor the implementation of the PBIS

framework.

Our ECE staff psychologist team provided an additional training on behavior management and guiding

children’s behavior within the classroom setting.

2. Each staff member was a member of a Professional Learning Community with the focus on providing

networking, accountability, and support to one another.

All staff members interacted in their PLC groups collaborating and planning to increase the network of support

for each facilitator.

3. Each classroom was monitored by an Education Specialist (credentialed multi-subject teacher with site

supervisor Child Development Permit).

a. Classroom staff received on-going coaching and support throughout the school year.

b. Each staff member was evaluated annually according to his/her job performance including the effective

implementation of the curriculum.

Every classified employee was evaluated during their anniversary month and received a written summary of

their evaluation.

The assigned Education Specialist met regularly with the classroom staff to offer support and provide

resources. When a concern arose in a classroom regarding a specific child’s challenging behavior, a support

teacher and a behavior management para educator offered support and training to the classroom staff.

Eight of our classrooms are subsidized by Los Angeles Universal Preschool (LAUP) and staff members in

those classrooms also received regular coaching support from a LAUP coach.

4. Staff members received on-going training focusing on the Second Step program, PBIS strategies, and the

Power of Guidance with supplemental resources from the Preschool Learning Foundations for social and

emotional development, Creative Curriculum, and Developmentally Appropriate Practices in Early Childhood

Programs

a. Emphasis was on the implementation of strategies that focus on the development of conflict negotiation skills

as well as the overall development of appropriate self and social skills.

b. PBIS posters are posted in each classroom identifying the behavior expectations for preschoolers.

c. Training included hands-on activities to model the strategies to be implemented in the classrooms.

Staff members were encouraged to implement new literacy strategies and share their student’s learning

outcomes in their Professional Learning Community Cohort during the on-going professional development

training.

5. Staff members received on-going training in the use of Second Step materials and how to best differentiate

for individual children.

a. Each classroom has a set of materials to utilize throughout their day.

b. Families received a schedule of the year identifying which Second Step themes were introduced each week

of the program year.

c. Families had access to the Second Step website and resources available on-line that reinforce the themes

being introduced in the classrooms throughout the year.

d. Second Step encourages children to express themselves using appropriate words which increase their

vocabulary.

e. The Second Step program uses picture/word cards to cue the children on various responses and social actions

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which develop word/letter recognition skills.

Each classroom introduced their students to the Second Step lessons and cueing systems. Big books, puppets

and other supplemental resources were also introduced and distributed to the classrooms with instruction on

how to best utilize them in the preschool classroom.

6. Staff members received on-going training in the implementation of the principles of guidance (Power of

Guidance, Dan Gartrell).

a. Each staff member has the book, The Power of Guidance by Dan Gartrell.

b. The principles of guidance were discussed and practical application activities take place during professional

development workshops.

c. Children are guided through the conflict resolution process which develops their listening and speaking

skills that are foundational to reading

The following materials were available in each classroom to meet the goals for improving self and social skills

in the children:

The resource kit for the Second Step program is available in every classroom to fully implement the

Second Step program.

b. PBIS poster and supportive information

c. Additional books and supplemental materials to reinforce the themes were distributed throughout the

year at trainings.

7. Staff members were trained in asking open ended questions and encouraging conversation with their students

that encouraged the students to develop critical thinking skills.

8. Staff members were trained in integrating inquiry into their daily science activities. They were provided the

opportunity to make connections to the Preschool Learning Foundations and the Preschool Curriculum

Framework. They were given science vocabulary and open ended inquiry questions. They were supported in

developing teacher guided activities to increase language use and foster language development.

9. Staff was given training in the Outdoor Classroom and afforded the opportunity to incorporate activities

outside that supported ECERS through a substantial part of the day.

10. Staff was provided a Preschool Learning Foundations connections monthly for each curriculum item

supplied by the program. Training was provided at staff meeting to help staff incorporate the items into the

classroom setting.

FAMILY INVOLVEMENT

Family education opportunities to provide information on Self and Social Development were provided through

quarterly site meetings that will be held for families to provide activities for families that reinforce the

importance of the development of self and social skills at school and at home.

1. Specific guidance strategies were provided and modeled for implementation by families in their home

environment.

a. Positive reinforcement

b. Redirection

c. Logical consequences

d. Conflict Resolution/negotiation

2. PBIS district-wide program was presented to families emphasizing the three goals of ECE (Everyone is

Important, Care for others and be safe, Everyone shows respect.)

3. Opportunities were offered where families could ask and receive additional resources to support their child’s

self and social development.

Program-wide Family events that encourage the development of self and social skills were offered

regularly throughout the program year.

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1. Preschool Parent Advisory Committee (PPAC) meetings were offered to families throughout the program

year to encourage active support by families.

a. Families were provided with information regarding their child’s self and social development.

b. Guidance practices were modeled and families were encouraged to implement these practices at home.

c. PBIS program were presented and explained to the families

d. Tarzana Treatment Center partnered with PPAC meetings to focus on and provide information about Healthy

Eating habit to families and their children.

e. Director provided program implementation and budget updates.

2.SITE MEETINGS

a. Parent education was provided during quarterly site meetings to reinforce the importance of self and social

development at school and at home. Specific guidance activities were provided for implementation by families

in the home environment.

b. Each classroom planned and facilitated parent education that focused on developing social skills and literacy

in the home during the months of October 2015, January 2016, March 2016, and May 2016 for a total of four

times throughout the school year. Topics covered were: Self and Social Development, Literacy Backpacks

(which are sent home with each child regularly for families’ to complete with their child and return to school.),

book-making, journaling, completing Read Aloud charts monthly and the integration of Alpha-Friends when

introducing phonics to children.

3. KINDERGARTEN TRANSITION FAIR, in which we partner with our community agencies, was offered

to families (winter 2016).

The Kindergarten Transition Fair, Kindergarten: Here We Come! Was held on February 26, 2016 and we had

approximately 250 people in attendance at this event designed to provide information and resources to parents.

There were over 25 vendors from our local community that participated in the event by offering information,

resources and raffle donations to the event. Workshops were offered to the families that focused on: Positive

Guidance, Kindergarten Readiness and Special Education Students making the transition to Kindergarten.

a. Community agencies participated and provided resources to families.

b. Kindergarten readiness workshops were offered to families that will focus on social and emotional skills as

well as cognitive skills.

c. Families received school supplies and a children’s book.

4. FAMILY STEM NIGHT was held for families to attend in May 2016.

a. A wide variety of highly engaging science, technology, engineering and mathematics hands-on activities

were provided to families to complete with their children.

b. Families were provided an opportunity to interact with live science as they played with worms, snails, and

hermit crabs. Families were provided inquiry questions to support language development at home.

c. Activities included rebus charts for children to follow reinforcing literacy and pre-reading skills.

d. Children in attendance received a non-fiction children’s book and a magnifying glass, magnet or similar

item.

This event was May 4, 2016, families participated in hands-on activities with their children of all ages.

Science, Technology, Engineering and Mathematics activities were available for the families to complete

together. Nearly 200 families attended the event.

Reflection:

The program emphasized the value of introducing and guiding each child’s self and social development by

offering a variety of guidance strategies and curricular resources that encouraged the development of each

child's social skills. The Power of Guidance, Second Step Curriculum and PBIS all worked together to provide

an environment that supported the self and social development of each child. Activities to encourage decision

making and self-monitoring were integrated into the daily routines in each preschool classroom. Purposeful

professional development on making connections between activities and the Preschool Learning Foundations

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provided staff the opportunity to create intentional activities that fostered language development during

developmentally appropriate learning. Professional development, classroom observations, and coaching were

all focused on the effective implementation and monitoring of these activities.

Fall and spring DRDP results for 2015 - 2016 indicated that: In the Building Middle level or higher band of Self and Social Development

o Fall DRDP results: 111/501 (# of students at BM or higher total # of students assessed) = 22%

o Spring DRDP results: 357/520 (# of students at BM or higher total # of students assessed) = 69%

o Growth during the program year = +47% gain in students at the Building Middle or higher band in Self

and Social Development.

In the Building Middle of higher band of Language and Literacy:

o Fall DRDP results: 119/501 (# of students at BM or higher total # of students assessed) = 25%

o Spring DRDP results: 362/520 (# of students at BM or higher total # of students assessed) = 69%

o Growth during the program year = +44% gain in students in the Biddle Middle or higher band

Language and Literacy

In the Building Middle or higher band of Mathematics:

o Fall DRDP results: 95/501 = (# of students at BM or higher total # of students assessed) = 19%

o Spring DRDP results: 336/520 (# of students at BM or higher total # of students assessed) = 45%

o Growth during the program year = +45% gain in students in the Building Middle or higher band in

Mathematics.

All three of our educational goals to focus on the domain of Self and Social Development, Language

Development, and Math to increase the number of children assessing at the Building Middle or higher band

after the 2nd assessment period in FY 2015-2016 was met.

April 2016 Parent Surveys indicated that: Of the parents that completed the parent survey 99.7% rated their overall satisfaction with the overall

preschool program as satisfied/very satisfied.

100% of parents responded that they felt their child was safe in the program.

99.7% of parents responded that they felt their child was happy in the program.

ECERS

Our external ECERS assessment indicated an overall score of 5 or higher in 7 of the 11 schools rated. We

consistently receive high scores in the subscales of: Space and Furnishing, Language and Reasoning, Activities,

Interactions, Program Structure, Parents and Providers.

In 2016/2017

We will continue to support our staff and classrooms with developmentally appropriate activities and

materials.

We will continue to provide staff development that connects to the Preschool Learning Foundations

and provides staff the opportunity to design activities and interactions based on data received from the

DRDP assessments

We will continue to provide staff with training on health, safety, and personal care routines to assist our

students and families with building great health and safety habits.

We will continue to support our staff with purposeful staff development and training on powerful

interactions, inquiry based, open ended questions, and feedback loops.

We will continue to strengthen and enhance the Outdoor Classroom initiative. The Director,

Coordinator, and Support Service Provider will attend training to grow this are in our program.

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Alpha Friends’ Poems

Andy Apple

Andy Apple is an acrobat.

Andy can jump way over his mat.

Ant can catch him just like that!

Andy Apple is an acrobat.

Benny Bear

Benny Bear, Benny Bear,

Please beware, please beware.

I see a bee near the basket of beets,

The bee is buzzing by buttery treats.

Please don't run, eat your bun.

Callie Cat

Callie Cat can bake a cake and cover it with candy.

Callie cat can bake some cornbread.

Callie is so handy!

Callie bakes some cupcakes, too.

Her cupcakes are so cakey.

Callie bakes some cookies, too.

Her cookies are so flaky.

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Dudley Duck

Oh look at that dandy duck, Dudley.

Dudley will dig all day long.

Dudley will dive in the water.

And Dudley will dance to this song.

Edna Elephant

I am Edna Elephant.

Watch me play.

I play with Ed Elk every day.

When we sit beneath a big elm tree,

We will have some eggs and tea.

Fifi Fish

Find Fifi fish in the sea.

Then count all the fishies you see.

Fifi and the fishes have some fun.

Oh, what a family!

Gertie Goose

Gertie Goose, Gertie Goose,

Guards the garden gate.

So Goat can't come and

gobble up the goodies in her crate.

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Hattie Horse

Hattie is a hungry horse.

She's hungry for her hay of course.

Hattie is a hungry horse.

She hurries home by noon.

Iggy Iguana

Iggy has some friends you know.

They are itsy bitsy.

Find the insect and the inchworm.

They are Fritz and Mitzi!

All the friends play instruments.

Their music will delight you.

Now it's time for Iggy's show.

Indeed he will invite you!

Jumping Jill

Jumping Jill can jump so high.

Jill can jump in warm July.

Jumping Jill can jump so low.

Jill can jump for joy, you know.

Join her in a jumping game.

As you jump, call out her name.

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Keely Kangaroo

Keely Kangaroo

And Keely's kiddie, too.

Will fly a kite and kick a ball,

And play a big kazoo.

Larry Lion

Larry Lion likes lollipops.

Larry Lion likes lemon drops.

Larry Lion likes lentil stew.

Larry Lion likes lasagna, too.

Larry Lion likes liver for lunch,

Topped with lettuce, crunch, crunch, crunch!

Mimi Mouse

Mimi Mouse, Mimi Mouse,

Minds her manners in the house.

When she sips her milk,

She never makes a mess.

Mud pies never stain her dress.

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Nyle Noodle

I know a noodle named Nyle.

He likes to nap for awhile.

He wears a scarf around his head,

He's neat and right in style.

Ozzie Octopus

This past October, Ozzie had a big brunch.

Oscar the catfish swam over to munch.

Ozzie the octopus made an omelet or two.

Ollie the otter made hot olive stew.

Pippa Pig

Pippa had a party for porcupine.

Panda and Penguin came to dine.

Pippa served pizza and pasta, too.

Pieces of peaches and a pickle stew.

Queenie Queen

Queenie has qualified to run in the race.

She'll run very quickly to keep up the pace.

Queenie is quite fit. She'll stretch for a while.

Queenie will not quit.

She'll run every mile.

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Reggie Rooster

Reggie has a rocket that is red.

Reggie keeps it right beside his bed.

Reggie likes to listen to rock and roll.

Reggies plays it on his radio.

Sammy Seal

Sammy Seal will sail the sea when summer is the season.

Sammy Seal will sail the sea and never need a reason.

Sammy Seal will sail the sea in very sunny weather.

Sammy Seal salutes a seagull as they sail together.

Tiggy Tiger

Tiggy Tiger can tickle his toes,

Tiggy Tiger can tap his nose.

Tiggy Tiger can turn around,

Tiggy Tiger can touch the ground.

Tiggy Tiger can tie his shoes,

Tiggy Tiger can count by two's.

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Umbie Umbrella

Umbie Umbrella keeps us dry in the rain.

Umbie Umbrella will never complain.

We stand under Umbie, until we see sun.

Then we thank Umbie for a job that's well done.

Vinny Volcano

Vinny volcano is my valentine.

Vinny volcano, oh won't you be mine?

I'll visit Vinny in the valley below.

I'll bring some violets and a new radio.

Willy Worm

Willy Worm, Willy Worm, wanders all around.

Willy likes to wink and wave and wiggle on the ground.

Willy Worm, Willy Worm, Willy pulls some wood.

Willy pulls a watermelon.

It will taste so good!

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Mr. X-Ray

Look at Mr. X-Ray.

What do you see?

I see Mr. X-Ray smiling at me.

X is for x-ray that I spy.

X comes before the letter Y.

Yetta Yo- Yo

Yetta Yo-Yo can yawn on cue.

Yetta Yo-Yo can yell “Yoo hoo!”

Yetta Yo-Yo can yodel, too.

Yetta wants to know what you can do.

Zelda Zebra

Zelda Zebra likes to zoom.

She zooms with zest.

Zelda Zebra zigzags too.

She does her best.

Zelda Zebra makes one big Z.

Zelda Zebra zips right past me!

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ALPHA Friends Kinesthetic Motions

Aa- Andy Apple- Make your fist into an apple and pretend to eat it with mouth wide open

Bb- Benny Bear- Pretend to reach to a honeycomb in a tree. Bring the honey to your mouth like a

bear would.

Cc- Callie Cat- Pretend you are a cat washing your face with your paw

Dd- Dudley Duck- Put your hands under your arms to form a wing and flap like a duck

Ee- Edna Elephant- Bring one hand to your mouth as an elephant might eat a peanut

Ff- Fifi Fish- Put one hand on top of the other hand. Put your fingers together and wiggle your

thumbs to make fish.

Gg- Gertie Goose- Form your hand into a goose bill and move it like it is honking.

Hh- Hattie Horse- Slap your thighs with your hands, pretending you are a horse galloping

Ii- Iggy Iguana- Walk your fingers up one arm

Jj- Jumping Jill- Pretend you are jumping rope

Kk- Keely Kangaroo- Make two fists. Pretend you are boxing.

Ll- Larry Lion Use your hands to form a mane

Mm- Mimi Mouse- Pretend you have a small piece of cheese in your hand and you are nibbling on it

Nn- Nyle Noodle- Pretend your hands are a bowl of noodles

Oo- Ozzie Octopus- Pretend your arms are like an octopus’ arms

Pp- Pippa Pig- Press your point finger on the tip of your nose to make a pig nose

Qq- Queenie Queen- Form a crown with both hands and put it on your head

Rr- Reggie Rooster- Spread your hand and place it on your head like a rooster’s comb

Ss- Sammy Seal- Put your arms straight out in front of you and pretend you are a seal

Tt- Tiggy Tiger- Pretend you are lifting weights with your arms

Uu- Umbie Umbrella- Pretend you are holding an umbrella over your head

Vv- Vinny Volcano- Bring the palms of your hands together and pretend it is lava flowing from a

volcano

Ww- Willy Worm- Fold your hands together in front of you and move them in a wave motion

Xx- Mr. X-Ray- Cross your index fingers to form the letter x.

Yy- Yetta Yo-yo- Pretend you are playing with a yo-yo

Zz- Zelda Zebra- Place your hands together and put them against your cheek.

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Lancaster School District

Early Childhood Education Program

2015-2016 Program Year

August 7: All Staff: Staff Development 7:30 a.m. - 11:00 a.m.

“Welcome to Preschool” for parents and children: 2:00 p.m. – 3:00 p.m.

August 10: First day of class

All classes: Begin anecdotal notes for Desired Results Developmental Profiles

August 14: Special Education Program Meeting/Staff Development: 8:00 am

August 17: September newsletter due to Education Specialist

August 28: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

1st week of September-Site Meeting: Schedule a Family Literacy site meeting this first week of

the month. The agenda will include backpack instructions and how to read to children. Have your agenda approved

by your education specialist prior to your meeting with parents. Provide a copy of your parent sign-in sheet and

agenda to your Education Specialist.

September 1: Newsletters distributed to families

September 3: Partners In Print workshop for parents/children-9:30-10:30 a.m. and 1-2:00 p.m.

September 4: Special Education Program Meeting/Staff Development: 8:00 am

September 7: Labor Day Holiday – No School

September 18: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

September 21: October newsletter due to Education Specialist

September 23: Student Free day-Non-work day for all Classified classroom staff

The ECERS will be competed in classrooms this month.

October 1: Newsletters distributed to families

October 1: All DRDP’s completed. (The DRDP is to be completed within 60 calendar days of a child's enrollment in the program. For children entering

after the first assessment period, the DRDP must be done within the first 60 days of their entrance to the

classroom. You may then do their next assessment along with the whole group since it may be completed prior to 6

months. Please ask your Education Specialist if you have specific questions.)

October 1: Partners In Print workshop for parents/children-9:30-10:30 a.m. and 1-2:00 p.m.

October 2: Special Education Program Meeting/Staff Development: 8:00 am

October 8: Preschool Parent Advisory Committee Meeting 3:45 pm – 5:00 pm

October 9: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

October 15 : DRDP data input completed

October 19: November newsletters due to Education Specialist

October 21: Parent Conference Day for CDT’s and CDAT’s - Student free day Parent Conference with Summary of Progress. Remember to individualize the summaries to fit the child’s DRDP

outcomes. Each child’s should look different based on their areas of strength and areas they are working on in class,

and at home. Upon completion of your conferences, please give your Education Specialist copies of your Summary of

Progress.

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The ECERS will be competed in classrooms this month.

1st week of November-Site Meeting: Schedule a Family Literacy site meeting this first week of this

month. The agenda will include Alpha friends. Have your agenda approved prior to your meeting with parents.

Provide a copy of your parent sign in sheet and agenda to your Education Specialist. November 2: Newsletters distributed to families

November 4 : ECE Literacy Night 4:00 – 5:30

November 5: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00

November 6 : Special Education Program Meeting/Staff Development: 8:00 am

November 9: December Newsletters due to Education Specialist November 11: No School / Veteran’s Day November 13: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

DRDP Summary of Findings will be completed during staff development

November 23 – 27: Thanksgiving Break

December 1: Newsletters distributed to families

December 3: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00

December 4: Special Education Program Meeting/Staff Development: 8:00 am

December 10: January newsletters due to Education Specialist

December 11: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

December 11: ECE Holiday Celebration: 11:15 - 1:00 @ LLC #1

All ECE staff is invited!

December 21 – January 8th: Winter Break: Happy Holidays!

January 11: Return to school after Winter Break

January 11: Newsletters distributed to families

January 14: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00

January 15: Special Education Program Meeting/Staff Development: 8:00 am

January 18: No School-Dr. Martin Luther King, Jr. Day January 18: January Newsletter due to Education Specialist

January 22: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

January 22: Each teacher will review the “Action Steps”, and “Follow-Up” on

the fall DRDP Summary of Findings and update the information.

Site Meeting: Schedule a Family Literacy site meeting this first week of this month. The agenda will include

Journal writing. Have your agenda approved prior to your meeting with parents. Provide a copy of your parent sign

in sheet and agenda to your Education Specialist. February 1: Distribute newsletters to families

February 4: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00

February 4: Preschool Parent Advisory Meeting 4:00-5:30

February 5: Special Education Program Meeting/Staff Development: 8:00 am

February 11: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00

February 12 and 15: No School-Lincoln’s Birthday and Presidents’ Day February 16: March newsletter due to Education Specialist

February 19: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

February 26: Kindergarten Transition Fair 8:15 a.m. - 10:30 a.m.

March 1: All DRDP’s completed

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March 1: Distribute newsletters to families

March 3: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00

March 4: Special Education Program Meeting/Staff Development: 8:00 am

March 9: April Newsletters due to Education Specialist

March 11: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

March 15: DRDP data input complete (General Ed)

March 21 – April 1: Spring Break

Site Meeting: Schedule a Family Literacy site meeting this first week of this month. The agenda will include

Kindergarten transition. Have your agenda approved prior to your meeting with parents. Provide a copy of your

parent sign in sheet and agenda to your Education Specialist. April 4: Distribute newsletters to families

April 7: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00

April 8: Special Education Program Meeting/Staff Development: 8:00 am

April 15: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

April 18: Parent Conferences begin. Reserve your conference day with your Education Specialist. We

can only have two classes per day using substitutes for conferences. Upon completion of your conferences, please

give your Education Specialist copies of your Summary of Progress. April 21: May Newsletters due to Education Specialist

April 23: Preschool Parent Advisory Meeting 3:45 - 5:00

April 27: 2nd Classroom DRDP Summary of Findings to be completed

May 1: Distribute newsletters to families

May 4: Science/STEM Night for families 4:00 – 5:30

May 5: Partners In Print workshop for parents/children/9:30-10:30 and 1-2:00

May 6: Special Education Program Meeting/Staff Development: 8:00 am

May 13: CDT staff development: 7:30 am – 11:00 am / CDAT: 12:30 pm - 4:00 pm

Review DRDP Summaries of Findings Action Steps/ State Self Evaluation

May 20: Employee Recognition – All ECE staff and their families are invited to attend.

May 20: June newsletters due to Education Specialist

May 30: No School/Memorial Day

June 1: Distribute newsletters to families

June 3: Special Education Program Meeting/Staff Development: 8:00 am

June 8th: Last Day of School Happy Summer

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Alphabet and Second Step Schedule

2015 – 2016 Week Letter Words from Alpha friends Poem Second Step

Weekly Theme Aug. 10 Introduce the alphabet as a whole with the Alpha

friends and other visual cues

Welcoming

Aug. 17 Listening

Aug. 24 Focusing Attention

Aug. 31 Aa

Bb

apple, ant, acrobat

bear, basket, bee

Self-Talk

Sept. 7 Oo

Xx

octopus, otter, olive

X-ray, box

Review

Sept. 14 Cc

Mm

cat, candy, cornbread, cookies

mouse, mud, milk

Following Directions

Sept. 21 Hh

Pp

horse, hay, home, hungry

pit, penguin, pizza, peach

Asking for what you need or want

Sept. 28 Zz

Ii

zebra, zigzag, zoom

iguana, insect, instrument

Identifying Feelings (Happy, Sad)

Oct. 5 Ll

Kk

lion, lemon, lettuce, lunch

kangaroo, kite, kick, kazoo

More Feelings (Surprised, Scared)

Oct. 12 Gg

Vv

goose, garden, gate, goat

volcano, valley, valentine

Review

Oct. 19 Ee

Jj

elephant, eggs, elk, elm

Jumping Jill, joy, July, jump

Identifying Anger

Oct. 26 Rr

Uu

rooster, rocket, radio

umbrella, under, up

Same or different feelings

Nov. 2 Tt

Ss

tiger, toes, turn, tickle

seal, sea, seagull

Accidents

Nov. 9 Nn

Yy

Nyle Noodle, noodles, nap

umbrella, under, up

Caring and Helping

Nov. 16 Ww

Qq

worm, wiggle, wood, watermelon

queen, quickly, quit

Review

Nov. 30 Ff

Dd

fish, family, fun

duck, dive, dance, day

We Feel Feeling In Our Bodies

Dec. 7 Gg

Ss

goose, garden, gate, goat

seal, sea, seagull

Strong Feelings

Dec. 14 Review Introduced letters Review

Jan. 11 Pp

Vv

pig, party, penguin, pizza

volcano, valley, Valentine

Review

Jan 18 Tt

Dd

tiger, toes, turn, tickle

duck, dive, dance, day

Naming Feelings

Jan. 25 Mm

Bb

mouse, mud, milk

bear, basket, bee

Managing Disappointment

Week Letter Words from Alpha friends Poem Second Step

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Weekly Theme Feb. 1 Review Introduced Letters Managing Anger

Feb. 8 Ww worm, wiggle, wood, watermelon Managing Waiting

Feb. 15 Rr rooster, rocket, radio Review

Feb. 22 Aa

Cc

apple, ant, acrobat

cat, candy, cornbread, cookies

Fair Ways to Play (Play together,

Trade, Take Turns)

Feb. 29 Jj

Xx

Jumping Jill, joy, July, jump

X-ray, box

Having Fun With Friends

March 7 Ee

Qq

elephant, eggs, elk, elm

queen, quickly, quit

Review

March 14 Kk kangaroo, kite, kick, kazoo Inviting to Play

April 4 Oo

Ff

octopus, otter, olive

fish, family, fun

Joining in with Play

April 11 Review Introduced Letters Saying the Problem

April 18 Hh

Ii

horse, hay, home, hungry

iguana, insect, instrument

Thinking of Solutions

April 25 Zz zebra, zigzag, zoo Review

May 2 Nn

Ll

Nyle Noodle, noodles, nap

lion, lemon, lettuce, lunch

Learning in Kindergarten

May 9 Uu umbrella, under, up Making New Friends in

Kindergarten

May 16 Yy yoyo, yellow, yak Review

May 23 Teacher’s Choice Review

May 30 Teacher’s Choice Review

Second Step website: www.secondstep.org

Activation Key: SSPE FAMI LY68 - provides access to parent pages on various topics.

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Monthly Curriculum Plan

Curriculum Guide Lancaster Early Childhood Education Program

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Theme: Welcome to School

All About Me

Five Senses

Children’s Interest

Colors: Primary Colors - red, yellow, blue

Secondary Colors – green, orange, purple

Multicultural: Same and Different

Spanish Focus: Introduce the primary color in Spanish

Special Days: Labor Day – September 7

Teddy Bear Day - September 9

Tommie de Paola’s Birthday - September 15, 1934

Mexican Independence Day - Sept. 16

National Play-doh Day - September 18

First Day of Autumn - September 23

Johnny Appleseed’s Birthday - September 26, 1774

Literacy: Books we will READ, REPEAT, and EXPLORE

__________________________________________

__________________________________________

__________________________________________

Phonemic Introduce the Alpha friends: This month classes are

Awareness: introducing the alphabet as a whole. Let the children see you

write their name and create a print rich environment in the

classroom. Encourage children to hear letter sounds in their

own name and in other children’s names. Make up silly names

that contain the sound, play with letter sounds.

Second Step: Welcoming, Listening, Focusing Attention

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Social Skills: Make your classroom a community

Create your Peace Place. Teach the children how to use this

area, that they can go there on their own as needed, and

encourage them to use it remembering that it is a positive space.

Following Directions/rules. Play games where children follow

directions to participate. Make it fun as children are learning to

follow their leader (the teacher).

Listening Skills- play some listening games with children

Language: School Routine and School Rules

Vocabulary to teach this month: (Please write in the vocabulary

that is related to the classroom theme)

____________ _____________ _____________

____________ _____________ _____________

Read more than one book every day. Repeat books that you have read

before. Take a book and turn it into a weeklong theme, integrating the

theme into all areas of the classroom. Start with short books, books that

include singing or music, or picture books so you can tell the story rather

than read it.

Children respond to and state name

Responds to and makes verbal greetings

Listening skills and Following directions

Use words to express needs and engage in conversation

Nursery Rhymes: - The Itsy Bitsy Spider

I’m A Little Teapot

Math: Graph: How many boys in class? How many girls?

Graph: How do you get to school today?

Graph: What is your favorite thing to do at school?

Sing songs that have children counting and showing numbers with their

fingers, such as 5 Little Monkeys Jumping of the

Bed, and There were 10 in the Bed. Introduce counting songs along

with visual objects to count.

Matching/Sorting- by size and color

Play games or graph: Are you right handed or left handed?

What color are your eyes?

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Do you have brothers/sisters/or both? (makes a good Venn diagram)

What color is your hair? Who do you live with?

Measure and post children's height to compare at the middle and end

of the school year (this could be made into a math page for the

portfolio).

Science: Healthy habits

Cause and effect

Experiment with sand and water table, have this available for ½

hour per day.

Use senses to make observations, guessing smells

Mixing colors

Art: Review the ECERS and your art area to

determine if you have many and varied

art materials available for a substantial

portion of the day.

Do you have 3 – 5 items from each of these categories

accessible to children?

Drawing materials

Paints

Three-dimensional materials

Collage materials

Tool

Finger painting

Easel painting - indoor and outdoor

Painting pictures of own face and whole body in class

Activities related to self (trace bodies, cut out hands and feet, measure height and weight,

cut out shadows and hang around the classroom, talk about body parts and what they do).

Teach independent use of the art area as a choice area

Music: Introduce musical instruments

Learn songs about self, body parts,

Learn rhyming songs, chants, and rhythms

Clap to a beat

Dramatic Play: Play house – explore roles of family members

Turn the dramatic play area into a schoolhouse so children can

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take turns as the teacher. Add props to support play. Add materials of

different textures: fake fur, silk, burlap

Have teachers join in as the students to add to the fun.

Encourage cooperative play and interaction

Block area: explore and model appropriate play. Display

pictures of buildings that children can imitate in their building.

Learn about taking turns and sharing. Read stories, practice in

group times, and walk through the process with children as problems arise.

Motor skills: Participate in I Am Moving I Am Learning. Provide children with

(IMIL) opportunities to learn about what their bodies can do. Practice

making large movements as these are the precursors to smaller movements.

Talk about the difference between a hop and a jump, and use different types

of movement to transition from one activity to another. Plan at least ½ hour

of structured physical activity daily. This can occur indoors or outdoors and

include music or games. Make these activities a part of your free choice

indoors and outdoors. Also use your transition times for movement

activities.

Locomotion skills, walking in line, running, jumping, hopping, skipping,

marching, catching balls

Fine motor - stringing beads,

Small blocks, introduce scissors,

teach children how to hold

scissors correctly to cut

Nutrition: Manners (please and thank you,

using napkins)

Talk about food groups and nutritious food

Discuss eating a variety of foods daily, especially colorful foods

(and not just rainbow fish crackers!)

Talk about 5 senses we use when eating

Taste and identify different foods

Record the weight of children in the room. Save

the numbers to share with parents at the end of the year in a

book about each child.

Pedestrian Safety: Practice these skills with children by role playing on the

playground (try drawing the sidewalk or street with sidewalk

chalk so children can practice):

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1. Holding hands as crossing the street

2. Crossing only at corners

3. Look both ways before crossing the street

4. Walk on the sidewalk

Health & Safety: Brushing Teeth

Emergency procedures

Duck and cover – fire and earthquake drills

Playground rules

Remind children to drink plenty of water in hot weather

Teach children about washing hands before and after

eating, as they enter the classroom, after toileting and

after messy play. Train children to turn off the water faucet

with a paper towel.

Transition: Learning is Fun!

Encourage parent/family involvement

Sign up parent/family volunteers

On all lesson plans:

First week- Set up classroom rules with the children.

Discuss them with the children and together choose the top

five and post them for all children to be able to read. Play following

directions games so children learn how to do this

right away.

First week- Teach all children to wash hands as

they enter the classroom following the

required hand washing routine.

Second - Third week- It’s My Body

(appropriate and inappropriate touch)

Our program uses the Creative Curriculum. All classes have a copy

of this curriculum in their libraries. This book is a great resource for

information about setting up a classroom and working with

children. Take some time to review it, and encourage all classroom staff

to do the same.

Second Step is the social skills curriculum implemented in our

program. This curriculum has many great ideas for activities you can

use to encourage positive social skills with your children. Have a peace

place prepared before school starts and teach children how to use it the

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first week of school. Adventures in Peacemaking is also available as a resource with valuable

strategies that guide children toward resolving conflicts peacefully.

ECERS requires children to have access to blocks, science, dramatic play, art materials, fine

motor materials, math/number materials, a cozy area and a space for privacy for a substantial

portion of each day (1/3 of their school day).

ECERS requires children to have ½ hour of outdoor playtime daily. This length of time doesn’t

include the time to line up or clean up. Plan enough time in your schedule so that children get

the entire ½ hour to play.

Teaching Tip: Spend time teaching your students the expectations of the

classroom. Teach them what is required for following the routine and what

behavior is appropriate in a variety of setting and activities. By teaching this

behavior at the beginning of the year, children will know what is expected of

them and feel more secure in the classroom environment. It will also make

your job easier. Start out using the marble system as it is a successful way

to reinforce positive behavior in your classroom. If you have questions

regarding this or other strategies, please contact your education specialist.

Follow Through: When giving directions or stating expectations to children, it is very important

that you follow through. This is especially important at the beginning of the year. If children

learn that your directions are only suggestions that they can choose whether or not to follow,

then teachers will have a very difficult school year. Teachers can provide follow through and

rules while still remaining positive. Provide an alternate activity, talk with the child regarding

their choices, and build a rapport with the child that will help you interact with them during the

rest of the year. Tell children what they should be doing rather than chastising them for what

they are not doing. Have these conversations in private with the child. If the topic needs to be

addressed with the child and the group, address the child in private and then address the group

without naming the child. Being respectful to children will help staff to develop good

relationships with them and provides a strong model for how people should be treated. Give

children the important message “You matter to me!”

Spend time with staff building strong relationships with them. Having positive interactions

among staff members sets a tone in the classroom and provides children with a model of what

relationships should be like.

Take time to introduce books and demonstrate the proper way to use them. Make your class a

print rich environment!

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Take time to show children how to return materials to their proper places by matching their

object to the picture.

Begin your portfolio on each child. This is an excellent way to document progress. Each month

for every child collect:

self-portrait (have children draw pictures of themselves)

Journal writing (encourage child to write whatever they can, will be scribbles at first)

Drawing and dictation (have child draw a picture and then tell you about it, teachers write

child’s words on picture)

Math sheet (can follow current theme in the classroom)

Cutting sample

Take anecdotal notes of each child at least weekly and keep them in the child's file. Anecdotal

notes pages are written to align with the DRDP-PS 2010. They contain the domains and

measures to help you collect information in an organized way. All teachers are to complete the

anecdotal notes page on each child at least once every two months.

Create an individual art display so that each child has their work

displayed. Each child’s art should be different from other

children's and be identified with their name. Display these at

children's eye level.

Encourage children to learn to communicate to each other. They can communicate their feelings

and encourage each other. Children can also correct each other by telling one another what is

appropriate behavior and what is not. Create a feeling of family/community in the classroom.

Spend time every day talking to and listening to your students. How is their speech? Can you

understand most of what they say? Do they have a strong vocabulary? Are they using

sentences or just short phrases? Are they able to stay on topic? Listening to them will give

you a better idea of what activities you need to plan to help your individual students.

Do you have concerns about any of your students? Don’t hesitate to contact your Education

Specialist, or the Behavior Specialist if you have questions

or concerns regarding a student.

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Theme: Harvest

Farm Animals

Children’s Interest

Colors: Black, orange, white

Multicultural: Third Monday in October is National Multicultural Day

Discuss own ethnic background

Have families prepare a piece of artwork showing their favorite holiday or

family tradition to display in the classroom.

Say hello in different languages:

French – Bonjour

Spanish – Hola

Italian – Buon giorno

German – Guten Tag (pronounced GOOT-en Tahk)

Chinese – Ni hao

Irish – Dia Duit

Hindi – Namaste (pronounced Nah-mah-STAY)

Russian – Zdravstvuite (pronounced Zdra-stvooy-tyeh)

Greek – Kalimera (pronounced Kah-lee-MEH-rah)

Czech – Dobry den (pronounced DO-bry den)

Japanese - Konnichiwa (pronounced Kon-NEE-chee wah)

Hebrew – Shalom (this is used for hello, goodbye and peace)

Arabic - Al Salaam a'alaykum (pronounced Ahl sah-LAHM ah ah-LAY-koom)

Swedish – God dag (pronounced Goo dag)

Dutch – Hallo (pronounced Hal-low)

Swahili – Jambo .

Vietnamese – Chao

Korean –Annyong ha shimnikka (pronounced An-YOH HASHim-ni-kah)

Portuguese – Bom dia (Good Morning)

Hawaiian - Aloha (pronounced Ah-LOH-hah)

Spanish focus: Introduce greetings in Spanish

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Special Days: World Farm Animals Day- October 2

Columbus Day- October 12

Grover’s Birthday- October 14

United Nations Day- October 24

National Candy Corn Day- October 30

Halloween- October 31

Fire Safety Month (Fire Prevention Week Oct. 4 – 10)

International Dinosaur Month

Literacy: Books we will READ, REPEAT, and EXPLORE

__________________________________________

__________________________________________

__________________________________________

Phonemic Alpha frienda - Aa, Bb, Oo, Xx, Cc, Mm, Hh, Pp, Zz, Ii

Awareness: Encourage children to find other objects in the room that start

with the same sound of your Alpha friend. Write the names of

the objects you find so children can see the words and try

reading them later. Add pictures to help children identify the

words.

Second Step: Self- Talk, Review, Following Directions, Asking for what you

need or want, Identifying Feelings (Happy, Sad)

Social Skills: All the basic skills for getting along in a classroom are taught in

all the activities that you do: Communication, Cooperation,

Working with others, Friendship skills, Expressing wants and

needs to others. Refer to your Adventures in Peacemaking

curriculum to get some ideas on lessons you can individualize to

the needs of your classroom in addition to the Second Step

Curriculum.

Language: Vocabulary to teach this month: (Please write in the vocabulary that is

related to the classroom theme)

____________ _____________ _____________

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____________ _____________ _____________

Write stories that children dictate and post them for children to “read” to

each other

Read repetitive text books; encourage children to fill in the familiar text,

use music and sound effects with your reading to increase interest

Encourage discussion about books

Introduce Alphabet Song with Alpha friends

Encourage children to use words to express needs

Listening Center (use as a choice activity daily)

Follow the leader (you can play this with language activities as well as

movement activities

Make a large pumpkin shaped mural from pieces of orange paper on which

children have dictated their answer to questions such as: “To grow the

biggest pumpkin ever I would…” or “The most important ingredients in

pumpkin pie are…” Post the patchwork pumpkin where parents can read it,

Chart observations of how a pumpkin looks/feels on the inside

and outside. (outside: orange, rough, bumpy, heavy/ inside:

orange, sticky, smelly, mushy)

Match letters of the alphabet

Nursery Rhymes: This Little Piggy

Old MacDonald

Mary Had A Little Lamb

Math: Graph: What is your favorite farm animal?

Graph: Do you think a pumpkin will sink or float? (then check to

see what really happens)

Rote counting - play a game of “How high can you count?”

Weigh items of different sizes

Count like objects

Count concrete objects

Predict how many pumpkin seeds are in a pumpkin

Use one-to-one correspondence to line up and count pumpkin

seeds

Introduce a pattern activity

Science: Review the ECERS and your science area to determine if you

have the needed materials in all the categories. Do you have 3 –

5 items from these categories:

Collections of natural objects

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Living things

Nature/science books, games, toys

Nature/science activities

Collect and classify objects from the environment

according to color, size, shape or other physical property

-leaves, rocks, shells, pinecones, seeds. Leave these

natural

objects in your science area.

Art: Painting fun

Sponge painting

Farm animal puppets

Music/Movement: Mary Had A Little Lamb

Old McDonald

Songs about animals

Counting and number songs

Marching skills – follow the

leader

Firefighters, firefighters, brave and strong, Hear the alarm go ding-ding-dong!

Slide down the fire pole lickety-split. Go find the fires! Quick, quick, quick! (have children go and search for small

paper cut-outs of fires that are hidden around the room.) From The Mailbox.

Dramatic play: Dramatize a simple story

Create a farm, feed store, veterinary clinic, or fair

Block area: Add fire trucks

Add yarn for fire hoses

Motor skills: Locomotion skills

(IMIL) Galloping, skipping

Throwing at a target

Games: Follow the leader, Mother May I?

Duck Duck Goose

Fine Motor: puzzles, unifix cubes, blocks

Nutrition: Discuss the food pyramid

Talk about pumpkins, where they fit on the food pyramid

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Make pumpkin pleaser recipe

Roast pumpkin seeds

Talk about apples – make apple salad

Pedestrian Safety:

What do all those signs say? Make some signs for your blocks, and for use outdoors, practice

reading them and following them.

Play red light green light

Red, yellow, green Red, yellow, green What do they mean? What do they mean? Red means stop and yellow means slow; Green means go and now we know What this colorful stoplight means. It’s red, yellow, green. From The Mailbox

Health/Safety: Make a poster with children’s heights represented with string

or blocks. Have children make a math page that

says “I am ___ blocks tall.” Or compare themselves to objects in the classroom “I

am taller than a ______” “I am heavier than a_______.”

Review playground rules

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Discuss Halloween safety

Transition: Encourage reading every day at home. Create a reading wall in the classroom for

documentation of all

the books read at home

Dramatic Play: Be creative with your dramatic play area. Alter this area to go with your

monthly theme to create opportunities for learning. Children learn language, social skills, and a

wide variety of pre-academic skills through a themed area. Set up a store, a museum, a beauty

shop, a bus station, a pizza parlor, or a restaurant, and be creative in how children incorporate

writing, counting, classifying, patterning, sharing, and role playing etc. into the area. Place items

such as paper, pencils, tape, string, etc. in the area to allow children to create materials to use

in their imaginary play. Adults are there to encourage play as needed and then back away when

children’s play takes off. For example, with a farm theme, set up a country store, or a barn

area in your dramatic play. Let children act out stories you have read or songs you have been

singing. Integrate your theme into other areas as well, for example: write the words to Old

MacDonald on sentence strips and place in your pocket chart at children’s eye level so they can

read the words as they sing the song. Make an Old MacDonald book with different animals on

each page for children to read and sing. Let them take them home to read with their family.

Keep a copy in your class library for children to review at school. Place animals into the block

area for children to create a farm out of blocks.

Teaching Tip: Focus on the positive and all children will be more likely to participate in

positive behavior.

Read books every day!! More than one book! Ask

questions afterward to encourage the children’s

comprehension and help build their vocabulary.

Teaching Tip: Introduce the writing

center. Show children the correct way to hold

their pencils, but be aware they may not be able

to do it yet. Make paper tablets, clipboards,

and notebooks available to them.

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Theme: Being Thankful

Traditions, Family

Children’s Interest

Colors: Brown, orange, yellow

Multicultural: Practice saying thank you in different languages

French: merci!

German: danke!

Italian: Grazie!

Spanish: Gracias!

Dutch: Dank u!

Spanish Focus: Sing the days of the week in Spanish

Special Days: Cookie Monster Birthday- November 2

Election Day- November 3

Hug a Bear Day- November 7

Sesame Street Birthday- November 10, 1969

Veteran’s Day-November 11

Young Readers Day-November 14

Mickey Mouse’s Birthday- November 18

Traffic Light Birthday (patented today) Nov. 20, 1963

Thanksgiving November 26

Literacy: Books we will READ, REPEAT, and EXPLORE

__________________________________________

__________________________________________

__________________________________________

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Phonemic Alpha frienda - Ll, Kk, Gg, Vv, Ee, Jj

Awareness: Encourage children to find other objects in the room that start

with the same sound as the Alpha friends you are learning.

Second Step: More Feelings (Surprised, Scared), Review, Identifying Anger

Language: Vocabulary to teach this month:

____________ _____________ _____________

____________ _____________ _____________

How many books did you read last month? Read more this

month!

Same and different

Comparative terms: under/over, around/through

Thanksgiving vocabulary (ex: feast, sharing, family)

Plan feast, make a visual graph of what will be prepared

Have child draw a picture of their Thanksgiving experience at home or

school and have them dictate a story.

Nursery Rhymes: One, Two, Buckle My Shoe

Little Miss Muffet

Do You Know The Muffin Man?

Math: Graph: What is your favorite kind of apple?

Graph: What letter does your name start with?

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Measurement and counting in cooking

Practice shapes and introduce new shapes

Art: Paint with different objects (twigs, sticks, leaves)

Make vests, hats for feast

Paint vegetable prints

Try sand painting

Music/Movement: Thanksgiving/ Nutrition songs

Counting songs

Dramatic play: Turn dramatic play area into a restaurant

Block area: children work together to build

Motor skills: Relay races

IMIL Practice using a knife to spread

Walking backwards

Nutrition: Healthy Food Choices

Make butter

Taste cranberries

Explore corn – make popcorn

from corn kernels

Pedestrian Safety: Discuss the danger zone behind a car. Practice by role-playing walking

around a car. Talk about how the driver cannot see pedestrians

because of blind spots.

Health/Safety: Reinforce good hygiene

-hand washing

-covering mouth when coughing or sneezing and using tissue

Transition: Discuss change; look for changes in

the environment and talk

about how change can be positive

Have parents teach the class how to say “thank you” in

their native language.

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Theme: Families

Homes

Sharing-giving and receiving

Children’s Interest

Colors: Red, green, white, blue, yellow

Multicultural: History and background of the songs,

foods, crafts and customs associated with the holidays

Spanish Focus: Introduce the numerals one to ten in Spanish

Special Days:

National Letter Writing day- December 7

Hanukah

First day of winter- December 21

Christmas

Kwanza

Literacy: Books we will READ, REPEAT, and EXPLORE

__________________________________________

__________________________________________

__________________________________________

Phonemic Alpha friends - Rr, Uu, Tt, Ss

Awareness: Have items to show children and have them guess what

sound all the items have in common.

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Second Step: Same or Different Feelings, Review

Language: Vocabulary to teach this month:

____________ _____________ _____________

____________ _____________ _____________

Listen to fairy tales, stories and flannel board stories related to holidays

around the world

Have children retell the stories using flannel board

Have children describe how their families celebrate their own traditions

Talk about our homes, what is the same, what is different?

Nursery Rhyme - Little Jack Horner

Jack Be Nimble

Math: Graph: What month is your birthday?

Graph: How old are you?

Identify written numbers

Draw a map of our home, or a map of our classroom

Art: Gifts for parents

Greeting cards- write and decorate Wrapping paper- paint

butcher paper to create

Music/Movement: Learn holiday songs

Skate on paper on your carpet

Dramatic play: Create a toyshop

Add a gift-wrapping center include: boxes, tape, wrapping paper

Motor skills: How fast can you run? Time children going a short

IMIL distance and see if they can improve their time (compete against their own

time)

Writing with pencils (toy shop)

Draw or cut out pictures of your gift wish list

Cutting and wrapping

Ring around the rosy

Practice jumping/march/slide etc. over/around etc. a candlestick. Write

children names on cards, and different movements on a second set of cards,

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pull each from a hat and let children read whose turn it is and what

movement they will complete.

Nutrition: Ask families for their traditional recipes and try one in class

Decorate Cookies

Classify foods into different food groups

Pedestrian Safety: Safety belts (tune of Jingle Bells)

Safety belts, safety belts, wear them all the way Every time you’re in the car, every night and day, oh Safety belts, safety belts, wear them round your lap Then before you start to ride, everybody snap!

Health/Safety: Holiday safety – electric lights, candles, fireplaces

Teaching Tip: This is an excellent time for patterning activities! Holiday chains in a red - green

pattern, or painting stripes on a candy cane are fun.

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Themes: Winter

Animal Homes

Children’s Interest

Colors: Black, white, grey

Multicultural: Discuss how the New Year is celebrated in other countries

Spanish Focus: Review the names of the primary colors and introduce the

names of the secondary colors in Spanish.

Special Days: New Year’s Day- January 1

Rubber Ducky Birthday- January 13

National Poetry Day- January 13

A.A. Milne Birthday- January 18, 1882

Martin Luther King, Jr.

National Hugging day- January 21

Fun at Work Day- January 25

National Puzzle Day- January 29

National Oatmeal Month

Literacy: Books we will READ, REPEAT, and EXPLORE

__________________________________________

__________________________________________

__________________________________________

Phonemic Alpha friends- Nn, Yy, Ww, Qq, Ff, Dd, Gg, Ss

Awareness: Show children items and have them guess what beginning sound

all the items have in common. Can they guess if all the ending

sounds are the same?

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Second Step: Accidents, Caring and Helping, Review, We Feel Feeling in our

Bodies

Language: Vocabulary to teach this month:

_______________ _______________ __ _____________

____________ _____________ _____________

How many books did you read last month? Read more this

month!

Comparative terms

-hot/cold -in/out -up/down

Make class book of chicken soup with rice

(children learn refrain)

Nursery Rhymes: The Three Little Kittens

Rain, Rain, Go Away

Math:

Graph: make a graph showing the daily weather (add to the graph daily and count at the end of

the month the total number of sunny days, cloudy days etc.)

Graph: What is my favorite thing to drink? (Keep your graphs posted for children to go back

and read.)

Practice matching amounts to written numbers

Count children in class and really emphasize the last number as the

total of children that are there.

Patterning

Science: Liquids and solids, freeze and melt

Use magnifying glasses

Discuss weather changes

Art:

Illustrate a class book and add it to the library

Make snowflakes

Music/Movement: New Year’s songs from around the world

Introduce autoharp

Play musical instruments loud and soft, fast and slow

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Dramatic play: Add winter props

Firewood, shawls, mittens, earmuffs

Make some pretend snowballs and have a snowball fight

Set up a post office – add large mailbox and mail carrier bags; include

pencils, paper, and stamps for letter writing

Motor skills: Games – London Bridges

IMIL In and Out the Window

Parachute play

Continue to plan ½ hour of physical activity each day

Use movement to transition from one activity to another (hop to wash hands, skip to line up

etc.)

Nutrition:

Talk about how hot things warm us up when we are cold

Make chicken soup with rice

Make hot apple cider

Make snow cones

Make hot chocolate (don’t forget to invite your Ed Specialist when you do!)

Pedestrian Safety: Play red light green light

Twinkle Twinkle Traffic Light (tune: Twinkle Twinkle Little Star) Twinkle twinkle traffic light Shining on the corner bright Red means stop (hands held out)

Green means go (move hands to make go signal)

Yellow in the middle means you better go slow (point finger and

move slow) Twinkle twinkle traffic light Shining on the corner bright

Health/Safety: Practice fire and earthquake drills

Transition: Increase awareness of the school grounds

Visit the school library

Teaching Tip: When most children recognize their name, increase the difficulty of the task.

Ask questions such as “Whose name starts with a B, a /b/ sound?” This introduces the letter

and sound together. You can also ask whose name rhymes with fan? Yes, it’s Ann. The words

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don’t have to make sense; the kids will not care and will have more fun making up their own

rhymes when they don’t have the pressure of creating a real word. For example, “whose name

rhymes with Tilly?” (Billy) “How about Mecky?” (Becky)

Make snow people: bagels, cream cheese, baby carrots, raisins, popsicle sticks to spread. Cut

bagel in half, spread on cream cheese, use other items to create a snow person’s face (carrot

for nose, raisins for eyes etc.).

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Theme: Shapes

Community Helpers

Children’s Interest

Colors: Red, white, pink

Multicultural: Celebrate Chinese New Year (Year of the Goat)

Spanish Focus: Introduce the names of shapes in Spanish

Special Days: Groundhog Day – Feb. 2

Elmo’s birthday- Feb. 3

Chinese New Year – Feb. 8 – Year of the Monkey

Mardi Gras – Feb. 9

Inventors Day Feb. 11

Lincoln’s Birthday-Feb. 12

Valentine’s Day - Feb. 14

Presidents Day- Feb. 15

Washington’s Birthday-Feb. 22

Black History Month

Library Lovers Month

Dental Health Month

Literacy: Books we will READ, REPEAT, and EXPLORE

__________________________________________

__________________________________________

__________________________________________

Phonemic Alpha friends- Pp, Vv, Tt, Dd, Mm, Bb, Review

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Awareness: Have children name items that start with the Alpha friend

you are learning and write the words for children to read. Display at

children’s eye level. Add pictures that children draw or cut out.

Second Step: Strong Feelings, Naming Feelings, Managing Disappointment,

Managing Anger

Language: Vocabulary to teach this month:

____________ _____________ _____________

____________ _____________ _____________

911 Communication to get help

Saying kind things to friends and family

Terms – under/over, front, behind top, middle, bottom

Practice writing and reading names on valentines

Write letters to your friends and family

Nursery Rhymes: The Queen of Hearts

Hickory, Dickory, Dock

Little Boy Blue

Math: Graph: Do you like brown rice or white rice?

Graph: What is your families’ favorite food?

Graph: What is your favorite shape?

Sequencing smallest to largest

Top, middle, bottom

Identifies shapes – circle, square, triangle, rectangle, diamond, heart, star,

oval, hexagon, and use them in creating and identifying patterns. Work

shapes into your daily routine, such as in your helpers chart or calendar so

you will be working on shape names throughout the rest of the year. Talk

about how many sides the shapes have, and how many corners they have.

Science: Dental health, brushing teeth

Art: Valentines

Sidewalk Chalk

Music/Movement: Sing Valentine songs

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Rhythmic activities, use your rhythm sticks and your ribbon sticks. If you

don’t have ribbon sticks, make them with a streamer on a Popsicle stick.

Dramatic play: Add telephone – practice 911

Set up a dental office – include smocks and toothbrushes for the dolls.

Motor skills: Active dancing, do some classroom aerobics.

IMIL Basic movements to music:

walking, running, hopping, galloping, skipping

Yoga positions: Be a “tree”

Using pencils and crayons to write

Nutrition: Talk about how some foods are good for your teeth (dairy

products, fruits, vegetables)

Try a new recipe:

Little Boy Blue haystacks: Melt 2 packages of butterscotch chips, mix in a

large package of chow mien noodles. Drop spoonfuls onto waxed paper to

cool. Have Haystacks for snack!

Yogurt smoothie

Cut cheese slices into shapes with cookie cutters

Taste test brown and white rice- after reading book, “Everybody Eats Rice”

Pedestrian Safety: Review Pedestrian Safety

Holding hands as crossing the street

Crossing only at corners

Look both ways before crossing the street

Walk on the sidewalk

Practice on the playground. Have a teacher do it wrong so the children can

correct them! Read stories to children. Point out children being safe.

Discuss the importance of being safe.

Always

(tune: Mary Had A Little Lamb)

Always watch the Traffic Light The Traffic Light, the Traffic Light Always watch the traffic Light Before you cross the street

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Green means go and yellow means slow, Green means go, yellow means slow,

Green means go and yellow means slow, And Red means stop, stop stop. Always look both ways, Both ways, Both ways Always look both ways Before you cross the street Look to the left and right Left and right, left and right Look to the left and right Make sure there are no cars in sight.

Health/Safety: Dental Hygiene

Identify persons who provide health services

Fire drill - practice stop, drop, roll

Practice 911

Transition: Safety information

Learn full name, address, and phone number

Visitor: Have a Dentist visit

Teaching Tip: Set up a mailbox or post office to encourage creative writing. Provide envelopes

and “stamps” (stickers from magazine offers are good) to

extend the lesson.

Act out situations where children must call 911.

Have children use a pretend phone and state that they need help.

Theme: Desert

Transportation

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Children’s Interest

Colors: Green, orange, and yellow

Multicultural: Introduce animal names in different languages

English

Spanish

Arabic

French

Bird Elave ta’er Diseau

Horse El caballo hesaan Cheval

Rabbit El conejo arnab Un lapin

Sheep La oveja kharoof Un mouton

Dog El perro kalb Un chien

Cat El gato qett Un char

Lizard Lagarto Suhlia Lézard

Scorpion Escorpión aqrab Scorpion

Ants Hormigas namla Les fourmis

Spanish Focus: Introduce names of animals in Spanish

Special Days: National Pig day- March 1

Dr. Seuss’ Birthday-March 2

St. Patrick’s Day – March 17

First Day of Spring- March 20

Big Bird’s Birthday- March 20

World Water Day- March 22

Easter

Literacy: Books we will READ, REPEAT, and EXPLORE

_________________________

_________________________

_________________________

Phonemic Alpha friends- Ww, Rr, Aa, Cc,

Awareness: Have children name items (try naming different categories, such as animals, foods

etc) that start with the Alpha friends letter.

Write the words for children to read and let children add

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pictures

Second Step: Managing Waiting, Review, Fair Ways to Play

Social Skills: Make an “I Can” list. Have children list the things they can do.

Keep it up and add to it as they learn new things. This is a good addition to a “Me” book.

Language: Vocabulary to teach this month:

____________ _____________ _____________

____________ _____________

_____________

How many books did you read last month? Read more this month!

Identify animal picture

Identify animal sounds and reproduce

Tell animal stories on flannel board

Comparative terms - under/over, around/through

Encourage children to read you their favorite book from the classroom library

Nursery Rhymes: Baa, Baa, Black Sheep

Five Little Speckled Frogs

Math: Graph: What is your favorite weather?

Graph: How many legs different animals have?

Graph: What animals do you have at your house?

Recognize written numbers 1-5 and try matching to the quantity

Learn comparative vocabulary exploring size and weight of

animals, which weighs more, a spider or a rabbit, a rabbit or

a bear. Discuss heavier, lighter, smaller, bigger.

Science: What kind of sounds can we create?

Discuss care of animals, Classify animals according to

environment (desert, ocean, jungle, farm, etc.)

Art: Make animal puppets

Make play dough animals, make a play dough environment for the

different animals. Talk about where they live and what they eat.

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Music/Movement: Make children aware of spatial relations, their

position in relation to other people. Use concept

words with the children, such as in front, behind, next to,

around, under, over.

Dramatic play: Change your dramatic area into something the children

are interested in: a veterinary clinic, a beauty shop, a doctor’s office, or a

pizza parlor (how about a Chuck e Cheese and make up some games with the

children to include in it?)

Spring cleaning – add spray bottles, rags, sponges, aprons,

feather dusters

Block area – add farm animals, zoo animals, desert animals

Motor skills: Continue to plan ½ hour of physical activity each day.

IMIL Play freeze tag

Let children trace over their names on prepared

paper

Move like animals to music, fast music, slow music, and watch for

spatial awareness.

Have children choose which animals to imitate.

Nutrition: Make a salad a bunny would love.

Make green eggs and ham for Dr. Seuss’ birthday

Dye and eat Easter Eggs, Make Humpty Dumpty Deviled Eggs (1 hard-boiled egg per child, shell

and cut egg in half, remove and cut-up yolk, mix yolk with Thousand Island salad dressing until

creamy, spoon back into egg white and eat!

Pedestrian Safety: Safe bike riding (tune: Twinkle Twinkle Little Star) When riding a bicycle, please be smart Safety first right from the start Wear a helmet on your head Make sure it fits, that’s what I said Do not play around on any road And do not carry a heavy load. Do not ride on a busy street And do not ride while you try to eat Always stop at every stop sign

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Think safety first and you’ll do fine When riding a bicycle, please be smart Safety first right from the start

Health/Safety: Wash hands after playing with pets

Never approach strange animals

Review outdoor safety

Transition: Discuss what is needed to have a good day at school, enough rest and

breakfast.

Encourage parents to attend the kindergarten transition fair.

Field Trip: Walk around school site, talk about the different

buildings and what goes on inside. Begin preparation for

Kindergarten transition. Discuss how they are learning many things they will

need to know in Kindergarten. Assure them that Kindergarten will be a fun

time for them when they get to attend the ‘big school’.

Distribute Kindergarten Round Up Information

Discuss changing weather and the different clothing we wear because of it.

Theme: Spring

Plants

Insects

Children’s Interest

Colors: Pastel colors– lavender, pink

Multicultural: Introduce the names of fruits in different languages.

Spanish Focus: Introduce the names of fruit in Spanish (grapes – uvas,

banana – plata, melon – melón, apple – manzana, orange –

naranja, etc)

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Special Days: April Fool’s Day-April 1

Children’s Book day- April 2

Earth Day-April 22

Arbor Day-(always last Friday in April)

National Poetry month

Literacy: Books we will READ, REPEAT, and EXPLORE

Phonemic Alpha friends- Jj, Xx, Ee, Qq, Kk, Oo, Ff, review

Awareness:

Use alliteration to make up chant from Alpha friends sound.

For example, for sound /S/, recite “Silly Sally Sat in the Sand”

Second Step: Having Fun with Friends, Inviting to Play, Joining in with Play, Saying the

Problem, Thinking of Solutions

Language: Vocabulary to teach this month:

____________ _____________ _____________

____________ _____________ _____________

Compare seeds

Names of plants we eat

Insect’s names

Practice making noises like insects

Comparative terms – bigger/smaller,

taller/shorter, more/less

Vehicle names- different types of trucks and

their purpose

Learn some fun jokes, knock-knock jokes, etc.

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Nursery Rhymes: Hey, Diddle, Diddle

Humpty Dumpty

Math:

Graph: How tall am I? (Choose a child in class and measure who is taller and who is shorter.)

Graph: Insect, Not and Insect

Graph: What insect would you be if you could be an insect?

Compare seeds, sort by attributes

Make a graph: What transportation signs did you see on your way to school today?

At what store do you shop?

Count number of legs on insects

Measure growth of plants (compare sizes)

Graph how tall plants grew

Recognize #'s 6 - 10 and try matching to the quantity

Measure your classroom and playground. Graph and compare lengths. Be creative with your

measuring materials. You can use blocks, shoes, books, etc.

Science: Plant seeds

Plant two seeds, water only one, which one grew and why?

Discuss what plants need to grow (water, air, food, light)

Describe what insects do, have a bug box in class, bring in bugs

to observe and then let the children let them go back to

their natural habitat.

Observe and document the life cycle of silkworms.

Make a class book about their lifecycle.

Art: Seed pictures

Painting flowers

Make insects- count legs and spots

Easel painting, inside and outside (tape butcher paper to the fence and paint a mural.)

Decorate large cardboard boxes to be trains, cars, etc.

Dramatic play: Set up a pet store – include cash register and play money

for counting

Create a train or bus station

Line up chairs and give bus tickets

Use cardboard vehicles to go on an adventure

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Block Play: Add cars, stop signs and people.

Have children make a city out of butcher paper to drive their

cars around on. Have them include stores, parks, homes, etc.

that they visit with their family.

Motor skills: Follow the leader and pretend to be insects buzzing over,

IMIL under, around and through things.

Walk on a balance beam like a spider

Take a walk around school grounds looking for signs of spring

Take a walk and see how many bugs can be found. Bring them to

your science area to observe before letting them go back home.

Nutrition: Talk about where fruits and vegetables come from

Make fruit or vegetable salad

Pedestrian Safety: Transportation signs.

The Car Song (Tune: When Johnny Comes Marching Home)

We like to travel in our car, hurrah, hurrah A car can take us near or far, hurrah, hurrah We buckle up before we go, Whether we’re going fast or slow, So we’ll all be safer while riding in our car!

Health/Safety: Discuss safe/poisonous plants and harmful/safe insects

Transition: Check out Kindergarten books from the ECE library.

Borrow Kindergarten Here I Come video and watch with your class. Teacher

Library has it in English and Spanish.

Teaching Tip: Use nursery rhymes to familiarize children to rhyming words. Reinforce

throughout the year by having children name a rhyme pair before they wash for lunch, go to

play, etc. They’ll be calling out ball-fall, red-bed in no time!

Teaching Tip: Great time for counting numbers of

seeds, insect spots or legs, etc.

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Theme: Friends

Insects and Plants (Continue from April)

Children’s Interest

Colors: Red, green, white

Multicultural: Cinco de Mayo celebration

Spanish Focus: Introduce courtesy/request phrases (please, thank you, may

I please have, no thank you, etc.)

Special Days: May Day- May 1

Mother Goose Day- May 1

Star Wars day-May 4 (May the fourth be with you!)

Cinco de Mayo – May 5

Children’s Book Month

Mother’s Day - May 8

Armed Forces Day- May 16

Memorial Day – May 30

Flower Month

Literacy: Books we will READ, REPEAT, and EXPLORE

__________________________________________

__________________________________________

__________________________________________

Phonemic Alpha friends-Hh, Ii, Zz, Ll, Nn, Uu

Awareness: Use alliteration to make up chants from the Alpha friends

sound. (Ex: sound M- Merry Milly Made Many Monkeys Mad)

As you create them this month, write them down so children

can go back and read them. Post them so children have many

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opportunities to read them.

Second Step: Review, Learning in Kindergarten, Making New Friends in

Kindergarten, Review

Language: Vocabulary to teach this month:

____________ _____________ _____________

____________ _____________ _____________

How many books did you read last month? Read more this month!

Children state first and last name

Identifies and states a problem about a situation

Retells a story or experience in sequence

Read stories about kindergarten

Nursery Rhymes: Twinkle, Twinkle, Little Star

Star Light, Star Bright

Math: Graph: How many laps can I run? (Make a graph at the beginning

of the month, practice during the month and again at the end of

the month. Were the children able to run more or less the

second time? Why?)

Graph: How many letters in your name. Write children names using identical

sized squares so children can compare lengths.

Investigate measurement of objects with units to determine longer than,

shorter than, more than, less than

Measure children, compare to first measurement at

beginning of the year, graph each child’s growth

Learn about what more and less mean

Graph your favorite pizza toppings. Give each child a four inch circle to decorate

with their favorite “toppings” before posting on the graph.

How Many Toppings?

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1

Topping

2

toppings

3

toppings

4

toppings

5

toppings

6

toppings

Science:

What will happen when my friend and I mix our favorite colors together?

Am I the same height as when school started? What happened? What made me grow?

Art:

Make Mother’s Day cards

Have children dictate: “I love my Mom because she….” Children

can add a picture.

Cinco de Mayo decorations and costumes

Music/Movement: Learn Mexican songs and dances

Dramatic play: Add Mexican costumes – make hats, skirts, jackets

Motor Skills: Have a running contest.

How far can you run? Count the

IMIL number of laps each child can make. See if each child

can beat their own record.

Just for fun – bend, twist, stoop, and squat

Have children try to copy their name

Nutrition: Make tortillas

Pedestrian Safety:

When the crossing guard is not at the busy street corner say:

“No no I won’t go! I will tell someone I know!”

When a stranger offers to give you a ride home say:

“No no I won’t go! I will tell someone I know!”

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Health/Safety: Discuss importance of sleep/ why we sleep

Have children help to measure each other and tell how tall their friends are

and how much they weigh. Add the information to their “me” book. Have

children measure other items around the room. Have them use string,

spaghetti noodles, blocks, pipe cleaners, tongue depressors, etc. Make a

graph for each child that includes their real height along with their

measured heights with these other objects. Try this with weight also.

Transition: Borrow Kindergarten Here I Come video and watch with

your class. Teacher Library has copies in English and Spanish.

Set up a day/time to visit a Kindergarten classroom.

Discuss new things they will learn and do in Kindergarten.

Reassure them that they will do a great job in their Kindergarten class.

Teaching Tip: Have students “write” a letter to their family.

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Theme: Ocean

Kindergarten transition

Children’s Interest

Colors: Blue, brown

Multicultural: Learn to say good-bye in various languages

English: Goodbye

Arabic: Salam

Italian: Arivederci

French: Au Revoir

(aw reh- VWAH)

Spanish: Adios

Filipino: Paalam

Chinese: zai jian

Spanish Focus: Review Spanish vocabulary

words from the year.

Special Days: Oscar the Grouch Birthday- June 1

Donald Duck’s Birthday - June 9

Maurice Sendak’s Birthday - June 10, 1928

National Juggling day- June 13

Flag Day - June 14

Father’s Day –

Eric Carle’s Birthday - June 25, 1929

Literacy: Books we will READ, REPEAT, and EXPLORE

__________________________________________

__________________________________________

Phonemic Alpha friends- Yy, Review

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Awareness: Review some of your past alliteration.

Have the children help

you write a short story using primarily words that start

with a favorite Alpha friend. Copy it onto paper so all children

can have a copy of their “book.” Have them draw pictures to go

with the story. They can put their name on the cover as

author and illustrator.

Second Step: Review

Language: Vocabulary to teach this month:

____________ _____________ _____________

____________ _____________ _____________

Learn names of fish and ocean plants

Continue reading books about kindergarten

Encourage discussion about what kindergarten will be like

Nursery Rhymes: Row, Row, Row Your Boat

Down By the Bay

Have the class write their own ocean story using all the

vocabulary words they have been learning.

Math: Graph: Take home activity- How many pairs of shoes can you

find at your house? Have parents help children count. Back at school talk

about why some children have many and some have less (larger family etc).

Recognize numbers 1-10

Rote counting 1 to 20

Got kids who need a challenge? Use the tune of Michael Row

Your Boat Ashore and teach them their phone number.

On National Chocolate Ice Cream day, graph children’s favorite flavor and

then taste some of the favorites (another event that could require the

presence of an education specialist!)

Science: Experiment with levers, pulleys, simple machines

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Use magnifying glasses to look at seashells

Experiment with sand

Art: Make Father’s Day cards

Collage with natural objects

Music/Movement: Ocean songs

Take some music and your large parachute outside and play games moving it

up and down, and around in a circle. Have children take turns running under

it as it goes up and down.

Dramatic Play: Act out an ocean story

Have children use puppets, ocean animal toys to act out stories that you have

read to them.

Motor Skills: Play all the children’s favorite motor games, races, etc.

IMIL Celebrate an active year and encourage them to keep it up!

Walking in line

Take a nature walk and pick up trash to help keep environment clean.

Writing their name, can they do it without a visual cue?

Nutrition: Eat watermelon

Tour cafeteria and eat there, if possible.

Pedestrian Safety: We Are Safe

(tune: Mulberry Bush)

This is the way that we are safe

We are safe, we are safe

This is the way that we are safe

Every day of the year.

This is the way we cross the street

Look left, then right, left then right

This is the way we cross the street

Look left then right for safety

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This is the way we ride in a car

Sit up straight, buckle your belt

This is the way we ride in a car

Buckle your belt for safety.

Do you know the police officer

The police officer, the police officer,

Oh do you know the police officer

Who helps me when I need it.

Health/Safety: Teach water safety.

Practice 911, review fire drill, stop, drop and roll.

Classes are encouraged to have an end of the year party to celebrate a successful preschool

year. Please, when planning this event be very aware that it is not a graduation. We do not

have a graduation with caps and gowns in our program. There should not be any special

recognition for any child, you may give out certificates for a successful preschool year, as long

as each child receives the same certificate. The goal of this event is to celebrate the progress

every child has made throughout the year and it would not be appropriate to recognize one child

over another. If you do plan an event, be sure to hold it in an environment that is familiar to

the children. All “End of the Year” plans require prior approval from your Education

Specialist.

All classes must have full attendance until the last day of school. If you plan an event for a day

other than the last day, a special event must also be planned for the last day. This is a good

time of year for a water day! Maybe the kids can help wash chairs, toys, furniture etc.!

Plan on stopping at the office before going home on the last day to check out, return keys, turn

in files, etc.

Music

Kookaburra

Kookaburra sits in the old gum tree

Merry, merry king of the bush is he

Laugh, Kookaburra! Laugh, Kookaburra!

Gay your life must be

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Kookaburra sits in the old gum tree

Eating all the gum drops he can see

Stop, Kookaburra! Stop, Kookaburra!

Leave some there for me

Kookaburra sits in the old gum tree

Counting all the monkeys he can see

Stop, Kookaburra! Stop, Kookaburra!

That's not a monkey that's me

Aiken Drum

There was a man lived in the moon,

Lived in the moon, lived in the moon.

There was a man lived in the moon

And his name was Aiken Drum.

And he played upon a ladle,

A ladle, a ladle,

And he played upon a ladle

And his name was Aiken Drum.

And his hat was made of good cream cheese,

Of good cream cheese, of good cream cheese.

His hat was made of good cream cheese,

And his name was Aiken Drum.

And he played upon a ladle,

A ladle, a ladle,

And he played upon a ladle

And his name was Aiken Drum.

And his coat was made of good roast beef,

Of good roast beef, of good roast beef.

His coat was made of good roast beef

And his name was Aiken Drum.

And he played upon a ladle,

A ladle, a ladle,

And he played upon a ladle

And his name was Aiken Drum.

And his buttons made of penny loaves,

Of penny loaves, of penny loaves,

His buttons made of penny loaves

And his name was Aiken Drum.

And he played upon a ladle,

A ladle, a ladle,

And he played upon a ladle

And his name was Aiken Drum.

And his breeches made of haggis bags,

Of haggis bags, of haggis bags,

His breeches made of haggis bags

And his name was Aiken Drum.

And he played upon a ladle,

A ladle, a ladle,

And he played upon a ladle

And his name was Aiken Drum.

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Apples and Bananas

I like to eat, eat, eat apples and bananas

I like to eat, eat, eat apples and bananas

Now change the vowel sound to A:

I like to ate, ate, ate ay-ples and ba-nay-nays

I like to ate, ate, ate ay-ples and ba-nay-nays

Now change the vowel sound to E:

I like to eat, eat, eat ee-ples and bee-nee-

nees

I like to eat, eat, eat ee-ples and bee-nee-

nees

Now change the vowel sound to I:

I like to ite, ite, ite i-ples and bi-ni-nis

I like to ite, ite, ite i-ples and bi-ni-nis

Now change the vowel sound to O:

like to ote, ote, ote oh-ples and bo-no-nos

I like to ote, ote, ote oh-ples and bo-no-nos

Do your ears hang low?

Do your ears hang low?

Do they wobble to and fro?

Can you tie them in a knot?

Can you tie them in a bow?

Can you throw them over your shoulder?

Like a continental soldier?

Do your ears hang low?

Do your ears flip flop?

Can you use them for a mop?

Are they stringy at the bottom?

Are they curly at the top?

Can you use them for a swatter?

Can you use them for a blotter?

Do your ears flip flop?

Down By the Bay Down by the bay

Where the watermelons grow

Back to my home

I dare not go

For if I do

My mother will say

"Did you ever see a bear

Combing his hair

Down by the bay?"

Down by the bay

Where the watermelons grow

Back to my home

I dare not go

For if I do

My mother will say

"Did you ever see a bee

With a sunburned knee

Down by the bay?"

Down by the bay

Where the watermelons grow

Back to my home

I dare not go

For if I do

My mother will say

"Did you ever see a moose

Kissing a goose

Down by the bay?" Down by the bay

Where the watermelons grow

Back to my home

I dare not go

For if I do

My mother will say

"Did you ever see a whale

With a polka dot tail

Down by the bay?"

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H-H-H-Hotdogs!

H-H-H-Hotdogs!

Dee-licious hotdogs!

You're the only f-f-f-food

That I adore!

When you s-s-s-sizzle

Over the campfire,

You can c-c-c-count me in

For a dozen more!

I'm a Little Teapot

I'm a little teapot

Short and stout

Here is my handle

(one hand on hip)

Here is my spout

(other arm out straight)

When I get all steamed up

Hear me shout

"Tip me over

and pour me out!"

(lean over toward spout)

I'm a clever teapot,

Yes it's true

Here let me show you

What I can do

I can change my handle

And my spout

(switch arm positions)

Just tip me over and pour me out!

(lean over toward spout)

I'm Being Swallowed by a Boa

Constrictor

I'm being swallowed by a boa constrictor,

I'm being swallowed by a boa constrictor,

I'm being swallowed by a boa constrictor,

And I don't like it very much.

Oh no (oh no) he swallowed my toe

(he swallowed my toe)

Oh me (oh me) he swallowed my knee

(he swallowed my knee)

Oh fiddle (oh fiddle) he's up to my middle

(he's up to my middle)

Oh heck (oh heck) he swallowed my neck

(he swallowed my neck)

Oh dread, he's up to my

(slurp gulp)

If You'll Be M-I-N-E, Mine

If you'll be m-i-n-e, mine,

Then I'll be th-i-n-e, thine,

And I'll love you, love you, love you,

All the t-i-m-e, time.

For you're the b-e-s-t, best

Of all the r-e-s-t, rest,

And I'll love you, love you, love you,

With a z-e-s-t, zest.

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Little Bunny Foo Foo,

Little Bunny Foo Foo,

Hopping through the forest

Scooping up the field mice

And boppin' 'em on the head

Down came the good fairy and she said

"Little Bunny Foo Foo,

I don't want to see you

Scooping up the field mice

And boppin' 'em on the head.

I'll give you three chances,

And if you don't behave

I'll turn you into a goon!"

The next day:

Little Bunny Foo Foo,

Hopping through the forest

Scooping up the field mice

And boppin' 'em on the head

Down came the good fairy and she said

"Little Bunny Foo Foo,

I don't want to see you

Scooping up the field mice

And boppin' 'em on the head.

I'll give you two more chances,

And if you don't behave

I'll turn you into a goon!"

The next day:

Little Bunny Foo Foo,

Hopping through the forest

Scooping up the field mice

And boppin' 'em on the head

Down came the good fairy and she said

"Little Bunny Foo Foo,

I don't want to see you

Scooping up the field mice

And boppin' 'em on the head.

I'll give you one more chance,

And if you don't behave

I'll turn you into a goon!"

The next day:

Little Bunny Foo Foo,

Hopping through the forest

Scooping up the field mice

And boppin' 'em on the head

Down came the good fairy and she said

"Little Bunny Foo Foo,

I don't want to see you

Scooping up the field mice

And boppin' 'em on the head.

I gave you three chances

And you didn't behave

Now you're a goon! POOF!!"

The moral of the story is:

HARE TODAY, GOON TOMORROW

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Little Peter

Rabbit Tune: Battle Hymn of the

Republic

Little Peter Rabbit had a fly upon his ear

Little Peter Rabbit had a fly upon his ear

Little Peter Rabbit had a fly upon his ear

And he flicked it till it flew away!

Little Peter Rabbit had a fly upon his _____

Little Peter Rabbit had a fly upon his _____

Little Peter Rabbit had a fly upon his _____

And he flicked it till it flew away!

Little Peter Rabbit had a _____ upon his

_____

Little Peter Rabbit had a _____ upon his

_____

Little Peter Rabbit had a _____ upon his

_____

And he flicked it till it flew away!

Little Peter _____ had a _____ upon his

_____

Little Peter _____ had a _____ upon his

_____

Little Peter _____ had a _____ upon his

_____

And he flicked it till it flew away!

Little _____ _____ had a _____ upon his

_____

Little _____ _____ had a _____ upon his

_____

Little _____ _____ had a _____ upon his

_____

And he flicked it till it flew away!

Miss Lucy

Miss Lucy had a baby

She named him Tiny Tim

She put him in the bath tub

To see if he could swim

He drank up all the water

He ate up all the soap

He tried to eat the bath tub

But it wouldn't go down his throat

Miss Lucy called the Docter

Miss Lucy called the Nurse

Miss Lucy called the Lady

With the Alligator Purse

Mumps said the Doctor

Measles said the Nurse

Pizza! said the Lady

With the Alligator Purse

Miss Mary Mack

Miss Mary Mack Mack Mack

All dressed in black, black, black

With silver buttons, buttons, buttons

All down her back, back, back.

She asked her mother, mother, mother

For 50 cents, cents, cents

To see the elephants, elephants, elephants

Jump over the fence, fence, fence.

They jumped so high, high, high

They reached the sky, sky, sky

And they didn't come back, back, back

'Til the 4th of July, ly, ly!

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On Top of Spaghetti

On top of spaghetti all covered with cheese.

I lost my poor meatball when somebody

sneezed.

It rolled off the table, it rolled on the floor,

And then my poor meatball rolled out of the

door.

It rolled in the garden and under a bush,

And then my poor meatball was nothing but

mush.

The mush was as tasty as tasty could be,

And early next summer it grew to a tree.

The tree was all covered with beautiful moss.

It grew great big meatballs and tomato sauce.

So if you eat spaghetti all covered with

cheese,

Hold on to your meatball and don't ever

sneeze.

Peanut Butter and Jelly First you take the peanuts

And you crunch 'em,

You crunch 'em

First you take the peanuts

And you crunch 'em,

You crunch 'em

For your peanut, peanut butter

And jelly

Peanut, peanut butter

And jelly

Then you take the grapes

And you squish 'em,

You squish 'em

Then you take the grapes

And you squish 'em,

You squish 'em

For your peanut, peanut butter

And jelly

Peanut, peanut butter

And jelly

Then you take the bread

And you spread it,

You spread it

Then you take the bread

And you spread it,

You spread it

For your peanut, peanut butter

And jelly

Peanut, peanut butter and jelly

Then you take your sandwich

And you eat it,

You eat it

Then you take your sandwich

And you eat it,

You eat it

'Cause its good, peanut butter

And jelly

Good, peanut butter and jelly

The Crocodile

She sailed away on a sunny summer day

On the back of a crocodile

"You see," said she, "he's as tame as tame can

be,

I'll ride him down the Nile."

The croc winked his eye as she bade them all

goodbye

Wearing a happy smile

At the end of the ride, the lady was inside,

And the smile was on the crocodile!

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There's a Hole in the Bucket

There's a hole in the bucket,

Dear Liza, dear Liza

There's a hole in the bucket,

Dear Liza, there's a hole.

Then fix it, dear Henry,

Dear Henry, dear Henry

Then fix it, dear Henry,

Dear Henry, fix it.

With what shall I fix it,

Dear Liza, dear Liza?

With what shall I fix it,

Dear Liza, with what?

With a straw, dear Henry,

Dear Henry, dear Henry

With a straw, dear Henry,

Dear Henry, with a straw.

But the straw is too long,

Dear Liza, dear Liza

But the straw is too long,

Dear Liza, too long

Then cut it, dear Henry,

Dear Henry, dear Henry

Then cut it, dear Henry,

Dear Henry, cut it.

With what shall I cut it,

Dear Liza, dear Liza?

With what shall I cut it,

Dear Liza, with what?

With an axe, dear Henry,

Dear Henry, dear Henry

With an axe, dear Henry,

Dear Henry, an axe.

The axe is too dull,

Dear Liza, dear Liza

The axe is too dull,

Dear Liza, too dull

Then sharpen it, dear Henry,

Dear Henry, dear Henry

Then sharpen it, dear Henry,

Dear Henry, sharpen it.

With what shall I sharpen it,

Dear Liza, dear Liza?

With what shall I sharpen it,

Dear Liza, with what?

With a stone, dear Henry,

Dear Henry, dear Henry

With a stone, dear Henry,

Dear Henry, a stone.

The stone is too dry,

Dear Liza, dear Liza

The stone is too dry,

Dear Liza, too dry

Then wet it, dear Henry,

Dear Henry, dear Henry

Then wet it, dear Henry,

Dear Henry, wet it.

With what shall I wet it,

Dear Liza, dear Liza?

With what shall I wet it,

Dear Liza, with what?

With water, dear Henry,

Dear Henry, dear Henry

With water, dear Henry,

Dear Henry, with water.

How shall I get it,

Dear Liza, dear Liza,

How shall I get it,

Dear Liza, how shall I?

In the bucket, dear Henry,

Dear Henry, dear Henry

In the bucket, dear Henry,

Dear Henry, in the bucket.

There's a hole in the bucket.

Dear Liza, dear Liza

There's a hole in the bucket,

Dear Liza, there's a hole.

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Willoughby Wallaby Woo

Willoughby wallaby woo,

An elephant sat on you!

Willoughby wallaby wee,

An elephant sat on me!

Willoughby wallaby Wacob,

An elephant sat on Jacob!

Change the names to include all the children

singing

Willoughby wallaby Wadison,

An elephant sat on Madison.

Willoughby wallaby woo,

An elephant sat on you!

Willoughby wallaby wee,

An elephant sat on me!

Roly Poly

Roly Poly, roly poly, roly poly, roly poly,

Up, up, up!

Roly Poly, roly poly, roly poly, roly poly,

Down, down, down

Roly Poly, roly poly, roly poly, roly poly,

Out, out, out

roly poly, roly poly, roly poly, roly poly,

In, in in,.

Movement Tune: Frere Jaques

Walk, walk, walk, walk,

Walk, walk, walk, walk,

Jump, jump, jump,

Jump, jump, jump,

Running, running, running,

Running, running, running,

Now let’s stop, now let’s stop!

Teddy Bear Teddy Bear

Teddy Bear Teddy Bear,

Turn around.

Teddy Bear Teddy Bear,

Touch the ground.

Teddy Bear Teddy Bear,

Reach up high,

Teddy Bear Teddy Bear,

Touch the sky.

Teddy Bear Teddy Bear,

Bend down low,

Teddy Bear Teddy Bear,

Touch your toes

Old MacDonald Has A Band

Old MacDonald has a band

Mi, Mi, re, re, do. And in this band he has some drums,

Mi, Mi, re, re, do.

With a rum-tum here,

And a rum-tum there,

Here a rum-tum, there a rum-tum,

Everywhere a rum-tum.

Old MacDonald has a band

The best band in the land.

…flutes…toot-toot…

…fiddles…zing-zing…

…cymbols..clang-clang…

…guitars..strum-strum…

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A Sailor Went to Sea

A sailor went to sea, sea, sea,

To see what she could see, see, see,

But all that she could see, see, see,

Was the bottom of the deep blue sea, sea,

sea.

The Iguana in Lavender Socks Tune: On Top of Old Smokey

On top of a hillside,

All covered with rocks,

There lives an iguana,

With lavender socks.

She bathes in the sunshine

And cools in the lake.

She dines on tamales

And fly covered cake.

When she is happy

She plays her guitar.

And all the iguanas

Think she’s a rock star.

They dance on the hillside

And over the rocks.

They dance with the iguana

In lavender socks.

I love that iguana

She’s totally cool.

I wish that iguana

Would dance at my school.

S-M-I-L-E Tune: The Battle Hymn of the Republic

It isn’t any trouble just to s-m-i-,l-e.

It isn’t any trouble just to s-m-i-,l-e. So smile when you’re in trouble-

It will vanish like a bubble.

If you only take the trouble

just to s-m-i-,l-e.

G-r-i-n—grin

L-a-u-g-h

Ha-Ha