Theme: Fairy Tales/Colors & Feelings Enrichment: Art Week ......Theme: Fairy Tales/Colors & Feelings Enrichment: Art Week: January 8-12, 2018 Day of the Week Garderie 2 Garderie 3

Theme: Fairy Tales/Colors & Feelings Enrichment: Art Week: January 8-12, 2018 Day of the

Week

Garderie 2

Garderie 3 Garderie 4

Crème Prep 1 Crème Prep 2/3

TK

Kindergarten

Monday

Make “The Frog Prince” From Pre-Cut

Forms FSP90

Obj.– Children will become familiar with fairy tales using art.

Make “The Frog Prince” From Pre-Cut Forms

FSP90



FSP90


Make Water Color Blotches on Paper SRA58

Obj.– Children will use

colors to express feelings.


Obj.– Children will use colors to

express feelings.

Tuesday

Make “The Gingerbread Man”

FSP91



FSP91



FSP91


Outline Water Color Blotches To Make A

Creature SRA 58

Obj.– Children will use colors to express feelings.

Wednesday

“The Elves and The Shoemaker” Collage

FSP91



FSP91



FSP91


Make A Picture Using Color To Show “Happy”

SRA58



Creature SRA 58


Thursday

Table Painting

Obj.– Children will engage in open-ended

art.

Table Painting


art.

Table Painting


art.

Table Painting

Obj.– Children will engage in open-ended art.

Friday

Play Dough Fun Day

Obj.– Children will manipulate playdough

to strengthen small muscles.

Play Dough Fun Day

Obj.– Children will manipulate playdough to

strengthen small muscles.

Play Dough Fun Day

Obj.– Children will manipulate playdough to strengthen small muscles.

Play Dough Fun Day


Play Dough Fun Day


Theme: Ballads, Fables & Folk Tales Enrichment: Computer Week: January 8-12,2018 Day Garderie 2 Garderie 3 Crème Prep Tk Kindergarten Après School

Monday

Reading center Cinderella

Obj– students will enhance literacy with the online

Library.


Obj– students will en-hance literacy with the

online Library.

Open book and Journals

Obj– interactive soft-ware to teach students advanced computer skills & literacy.





Reading center Pinocchio

Obj– students will enhance literacy with

the online Library.

Tuesday

Abc review

Obj– Students will review alphabets online with interac-

tive software.

Frogstreet Literacy

Obj– students will en-hance computer navi-

gation skills.





Brainpop.com What is new years? Obj– students will

watch an educational clip on new years.

Wednesday

-Reading center -computer -Puzzles

Obj– students will choose favorite ac-

tivity.

-Frogstreet Literacy


gation skills.







-Reading center -Starfall -Puzzles

Obj– students will choose favorite activ-

ity.

Thursday

Letters and num-bers

Starfall.com

Obj– online letter review.

Frogstreet Literacy


gation skills.



online Library.



online Library.



the online Library.

Friday

Friday Fun Day -Reading center

-Starfall -Puzzles


tivity.


-Starfall -Puzzles

Obj– students will choose favorite activi-

ty.

Friday Fun Day -Reading center -Computers -Puzzles


ty .



ty .



ty . .



ity.

Date Class

Literacy Math

Day 2 Day 3 Day 4

Greeting Circle

Phonological Awareness—rhyming words

LESSON COMPONENTS

Day 1

Spanish Vocabulary

English Vocabulary

add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take awaysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, convocado, quitar

Letter Knowledge

English-Mm, Nn, Oo, Pp, Qq, RrSpan.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr Number and Operation

Lesson Plans for Stories and Rhymes • Cuentos y rim as - Fairy Tales (Week 2)

Jan 8-12,2018 Garderie 2

magic, mágicoWonderful Word

CharacterEducation

Commitment, Compromiso Loyalty, Lealtad Technology

Words, Words, Words; Extra Reading Buddy

Day 5

Unite: Invite children to sing "This Little Elf" ; Can an elf make a shoe? Demo: Review "Wonderful Woman" Connect: Invite children to sing "That Was Helpful"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: The princess slept on the pea.

Unite: Invite children to sing "Dragon Chase" ; Once upon a time in Dragon Land dragons ruled. Demo: Inhaling and exhaling like a dragon Connect: Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Jack climbed the beanstalk more than once.

Unite: Invite children to sing "Five Little Speckled Frogs" ; Today we will read about a frog prince. Demo: Invite children to swim like frogs in slow motion Connect: Invite children to create frog greeting ; Absent Child Ritual & Welcome Back Ritual Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM:Today we will read about a frog prince.

Unite: Invite children to sing "A Stomping Giant" ; Jack climbed the beanstalk more than once. Demo: Teach children to breathe like a giant Connect: Review words and actions to "Jack Be Noodle" ; Repeat Rituals from Day 1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Today we will read about a frog prince.

Literacy (Oral Language, Phonics, Handwriting, Read Aloud)

• Identify fairytale elements in story

Centers• ABC-Sort words by ending letter• Library and Listening-Listen to a story• Sensory Table-Retrieve magnetic letters and match to letter cards

• Reenact queen’s mattress test

Centers• Creativity Station-Design a bedcover• Library and Listening-Listen to a story

• Think about how shoes protect feet

Centers• Pretend and Learn-Sort and display shoes in store• Creativity Station-Draw a picture of a shoe house• Language and Literacy-Retell story with story props

• Retell “Jack and the Beanstalk” in a story circle

Centers• Library and Listening-Retell story with story props• Language and Literacy-Sequence story events

Unite: Invite children to sing "Are You Sleeping?" ; The princess slept on the pea. Demo: Invite children to breathe like a sleeping prince or princess Connect: Introduce "Wee Willie Winkie"; Repeat Rituals from Day1 Commit: Safe Keeper Ritual & the Daily Commitment Ritual MM: Once upon a time in Dragon Land dragons ruled.

• Compare fairytales• Identify real and make-believe elements in the story

Centers• ABC-Copy the word dragon• Library and Listening-Listen to story• Language and Literacy-Retell story with sound effects

Day 2 Day 3 Day 4LESSON COMPONENTS

Day 1 Day 5

Drawing Mat Man Shapes pg. 41 (Workbook pg. 63) Letter "P" pg, 146 (Workbook pg. 48)

Alphabet Knowledge: Capitals on the Edge pg. 52 Letter "B" pg. 147 (Workbook pg. 49)

Handwriting Without Tears

Sing, Sound, & Count With Me CD ; "Counting, Counting" Counting & Number Six (6) pg. 188 (Workbook pg. 84)

Pre-Stroke for "D, P, B, R" pg. 144 (Workbook pg. 46)

Letter Play for "D, P, B, R" Letter "D", pg. 145 (Workbook pg.47)

• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection


• Count to 20• Use dot cube to make towers of 20 cubes

Centers• Sensory Table-Use play dough and pebbles for counting game• Science-Compare “covering” attributes of different materials

• Use cubes to represent doubling patterns

Centers• Math-Create reflecting patterns with paint• Science-Use mirrors to make reflecting patterns

“Odon, the Giant” • “Odón, el gigante" listening story• Discuss onomatopoeia• Identify onomatopoeia words

“Kilum” • “Kilum” listening story• Develop vocabulary• Compare make-believe

“The Princess and the Pea” • “La princesa y el guisante” story folder• Identify characters in story• Develop vocabulary

The Frog Prince • El príncipe sapo• Discuss how word choice affects story• Compare princesses

• Construction-Build a bench for the shoemaker• Fine Motor-Encourage children to lace shoes• Creativity Station-Invite children to design a pair of shoes

• Construction-Design and build a maze for Bunny Foo Foo’s mice• Fine Motor-Challenge children to stack the giant’s gold coins (pennies)• Creativity Station-Show them how to make mice from their fingerprints

• Construction-Build a bed for the princess so she doesn’t have to sleep on so many mattresses• Fine Motor-Explore pebbles in socks• Creativity Station-Create pebble prints

Math and Science

• Introduce addition and subtraction with concrete models

Centers• Math-Match frog counters to dot cube numbers• Gross Motor Area-Roll dot cube to move along a path

• Play Catch and Compare • Atrapa y compara

Centers• Pretend and Learn-Match scooped cotton balls to dot card• Math-Build towers to match dot cards



• Estimate number of cubes in a grab• Organize data in two-column chart

Centers• Science-Plant bean seeds• Gross Motor Area-Toss beanbags and score throws

Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection

• Construction-Construct a cage for the golden goose• Fine Motor-Play Is the Giant Asleep? • ¿Está dormido el gigante?• Creativity Station-Provide green paint and invite children to paint beanstalks

Weekly Learning Centers

• Construction-Build small bed for the frog so he doesn’t have to sleep on the princess’s pillow• Fine Motor-Encourage children to sort frogs by size• Creativity Station-Invite children to design a new ball for the princess

The Frog Prince • El príncipe sapo• Discuss main characters• Introduce fairytale elements

Reagan’s Journal • El diario de Reagan• Develop vocabulary• Discuss family

The Frog Prince • El príncipe sapo• Discuss story setting• Notice Frog’s actions reveal his character

“Jack and the Beanstalk” • Juan y los frijoles mágicos” story folder• Discuss story setting• Compare castles in two

“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder• Identify and compare parts of shoes• Develop concept of consumer

“The Sweet Mother Who Lives in a Shoe” • “La señora que vive en un


Day 1 Day 5

Learning Goals

• Is aware of where own body is in space; respects personal boundaries• Shows competence in initiating social interactions• Coordinates sequence of movements to perform tasks• Uses a wide variety of words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Shows interest in books• Verbally identifies, without counting, the number of objects from 1 to 5• Uses concrete models or makes a verbal word problem for adding up to 5 objects• Uses concrete models or makes a verbal word problem for subtracting 1 to5 objects from a set• Identifies and describes the characteristics of organisms• Combines sentences that give detail, stays on topic, and clearly communicates

• Assumes various roles and responsibilities as part of a classroom community• Coordinates sequence of movements to perform tasks• Deletes a word from a compound word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Retells or reenacts a story after it is read aloud

• Demonstrates understanding that when counting, the item can be chosen in any order• Verbally identifies, without counting, the number of objects from 1 to 5• Collects data and organizes it in a graphic representation• Identifies good habits of nutrition and exercise• Uses a wide variety of words to label and describe people, places, things, and actions

• Is aware of where own body is in space; respects personal boundaries• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Investigates and describes sources of energy including light, heat, and electricity• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Counts up to ten items and demonstrates that the last count indicates how many items were counted• Verbally identifies, without counting, the number of objects from 1 to 5• Uses art as a form of creative self-expression and representation• Creates or re-creates stories, moods, or experiences through dramaticrepresentations

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others• Produces a word that rhymes with a given word• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Uses a large speaking vocabulary, adding several new words daily• Counts 1 to 10 items, with one count per item• Demonstrates use of location words• Identifies equal and unequal

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Assumes various roles and responsibilities as part of a classroom community• Participates in activities to help them become aware of what it means to be a consumer• Asks and answers appropriate questions about the book• Practices good habits of personal safety• Provides appropriate information for various situations• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Verbally identifies, without counting, the number of objects from one to five• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns

Outdoor Learning

• Teach the children how to play Leap Frog • Salta la rana or set them up to do Frog Jumps • Salta la rana (p. 193).

• Play Grab the Goose • Atrapa el ganso (p.193)

• Invite children to play Duck, Duck, Goose • Pato, pato, ganso (p. 193)

• Provide chalk and invite children to trace around their shoe

• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker

Date Class

Literacy Math















Day 5






CharacterEducation




LESSON COMPONENTS

Day 1

Spanish Vocabulary

English Vocabulary


Letter Knowledge


Day 2 Day 3 Day 4

Greeting Circle

Day 5LESSON COMPONENTS

Day 1 Day 2 Day 3 Day 4










Math and Science





























Day 5LESSON COMPONENTS

Day 1 Day 2 Day 3 Day 4

Outdoor Learning






Learning Goals







Date Class

Literacy Math

Day 2 Day 3 Day 4

Greeting Circle


LESSON COMPONENT

Day 1

Spanish Vocabulary

English Vocabulary


Letter Knowledge





CharacterEducation



Day 5

















Day 2 Day 3 Day 4LESSON COMPONENT

Day 1 Day 5




















Math and Science



















Day 2 Day 3 Day 4LESSON COMPONENT

Day 1 Day 5

Learning Goals

• Is aware of where own body is in space; respects personal boundaries• Shows competence in initiating social interactions• Coordinates sequence of movements to perform tasks• Uses a wide variety of words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Shows interest in books• Verbally identifies, without counting, the number of objects from 1 to 5• Uses concrete models or makes a verbal word problem for adding up to 5 objects• Uses concrete models or makes a verbal word problem for subtracting 1 to5 objects from a set• Identifies and describes the characteristics of organisms• Combines sentences that give detail, stays on topic, and clearly






Outdoor Learning






Date Teacher

Literacy Math

Day 1

• Pretend and Learn-Invite children to make acorn soup• Construction-Reenact the story of Henny Penny using plastic farm animals

• Fine Motor-Invite children to pretend they are rolling dough for bread• Pretend and Learn-Invite children to plant and harvest wheat• Construction-Build a farm

• Fine Motor-Challenge children to tie up a stuffed animal wolf with ribbons• Pretend and Learn-Pretend that Little Red is carrying a basket of magneticletters to her Grandmother’s home• Construction-Build a jail cell for the wolf

• Fine Motor-Play pick-up sticks (Pig Two’s house)• Pretend and Learn-Invite children to pretend they live with the troll• Construction-Build a home that the wolf can’t blow down

What Time Is It, Mr. Wolf? • Sr. Lobo, ¿qué hora es? game

“One Pink Piglet” • “Un cerdito rosado” action song

“Goldilocks” • “Ricitos de oro” Walk-on Nursery Rhyme

Day 2 Day 4

• Building community: "I'm a Little Acorn Brown"• Morning Message: Henny Penny and Goosey Loosey went to find the king.

• Compare two versions of Little Red Riding Hood• Determine most significant differences

Centers• Creativity Station-Sequence story events• Library and Listening-Listen to a story

HWT: Letter K Workbook Practice

• Compare real and make-believe pigs

Centers• Writer's Corner-Label pictures as fiction or factual• Science-Conduct “blowing” test

HWT: Letter K Roll-A Dough

• Reenact the story of the three bears with emphasis on sound effects

Centers• Pretend and Learn-Dress up as three bears and Goldilocks• Language and Literacy-Retell the story

HWT: Introduce the Letter K Wooden Pieces

“Henny Penny” • “La gallina Tina” story folder• Identify rhyme in character names• Discuss story problems

“The Gingerbread Boy” • “El muñequito de jengibre” story folder• Discuss fox’s trick• Compare Foxy Loxy to this fox

“Little Red Hen” • “La gallinita roja” story folder• Describe the setting• Consider Little Red Hen’s decision to eat alone

“Little Red” • “Gorrita Roja” story folder• Compare characters• Describe how Little Red uses her senses

• Fine Motor-Invite children to spoon porridge (ice-cream salt) from a pot intosmall, medium, and large bowls• Pretend and Learn-Make Alphabet Soup for Little Miss Muffet using the magnetic letters Gg through Ll.• Construction-Build a bed for baby bear



• Analyze rhyming character names• Create sound effects for retelling of the story

Centers• Writer's Corner-Copy character names• Creativity Story-Paint a story setting• Language and Literacy-Change story by eliminating a character

HWT: Free Write “K”

• Identify story characters

Centers• ABC-Find alphabet letters in character names• Creativity Station-Create a new story character• Language and Literacy-Retell a story

HWT: Letter K Stamp-n-See

• Building community: Through the Woods"• Morning Message: Little Red sat on the high bed.

“Henny Penny” • “La gallina Tina” dance

“New Chicken Dance”

Little Red • Gorrita Roja• Discuss wolves• Identify factual and fictional information

“The Boy Who Cried Wolf” • “El pastor mentiroso” listening story• Listen for the word wolf in a story• Identify lesson (moral)

“Three Billy Goats Gruff” • “Los tres chivos” (Developmental Storybook )• Discuss character motivation• Think of alternative endings

“The Three Pigs” • “Los tres cerditos”(Developmental Storybook )• Discuss attributes of building materials• Consider characters’ commitments

.

Day 3

Technologytraditional, tradicional

English-Gg, Hh, Ii, Jj, Kk, LlSpanish-Gg, Hh, Ii, Jj, Kk, Ll

Commitment, Compromiso Loyalty, Lealtad

Three Bears’ Rap • El rap de los tres osos• Describe setting• Compares Papa Bear and Baby Bear

“The Three Bears” • “Los tres osos” story folder• Compare two versions of the same story

CharacterEducation

Greeting Circle

Comprehension and Dramatic Expression

Moving and Learning

audiencia, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versiónSpanish Vocabulary

LESSON COMPONENTS

Day 5

• Building community: "Three Bears' Rap"• Morning Message: The bears sat on chairs.

January 11-13 2018

Wonderful Word

English Vocabulary

Lesson Plans for Stories and Rhymes • Cuentos y rim as - Traditional Tales (Week 2)

• Building community: "Caring Friends"• Morning Message: Little Red Hen can count to ten.

Measurement, Ordering by Attributes

Garderie 4

• Building community: "Three Pigs"• Morning Message: Who huffs and puffs and blows houses down?

Letter Knowledge: K

audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version

Reading Buddy; Sounds and Rhymes

1

• Make cube towers to represent characters in a story scene

Centers• Language and Literacy-Track number of characters in each scene• Math-Order dot cards and represent numbers with cubesScience-practice observation skills

• Observe and test attributes of different paper squares

Centers

Science-Compare weight and buoyancy of diff materials

• Match character voices to xylophone pitches• Order balls from softest to hardest

Centers• Science-Mix and compare colors• Math-Measure and compare the rolls of different balls

Math and Science

PATHS- Sharing and Caring IIDiscuss what loyalty means?

• Play a matching and counting game• Tally results to a survey question about Little Red HenCenters• Writer's Corner-Create a picture graph• Math-Make predictions, order cubetowers of different heights

Character Education

• Sort objects and explain categories• Order Anglegs by size

Centers• Math-Play Shortest Straw game

Health-Evaluate Little Red's treats in terms of healthy food options

• Is aware of where own body is in space, respects personal boundaries• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates receptive vocabulary (three to four thousand words)• Retells or reenacts a story after it is read aloud• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Is able to use language for different purposes• Demonstrates understanding of terms used in the instructional language of the classroom• Names at least 20 upper and 20 lowercase letters• Uses the verbal ordinal terms• Child demonstrates use of location• Describes, observes, and investigates properties and characteristics of common objects• Recognizes and compares weights of objects or people• Describes attributes

• Encourage children to play with small,medium, and large balls

• Reflecting on the day• Check on Commitments

Reflecting on the day Check on commitments

Outdoor Learning


• Invite children to play Mr. Troll, May I? • Sr. Duende, ¿puedo…? (p. 193)

• Encourage children to play What Time Is It, Mr. Wolf? • ¿Sr. Lobo, qué hora es? (p. 194)

• Shows competence in initiating social interactions• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Participates in classroom music activities• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary (three to four thousand words)• Retells or reenacts a story after it is read aloud• Creates or re-creates stories, moods, or experiences through dramaticrepresentations• Produces a word that rhymes with a given word• Uses the verbal ordinal terms• Uses concrete models or makes a verbal word problem for adding up to five objects• Recognizes and creates patterns• Describes, observes, and investigates properties and characteristics of common objects• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• Begins to have meaningful friends• Participates in classroom music activities• Names at least 20 upper- and at least 20 lowercase letters• Uses a wide variety of words to label and describe people, places, things, and actions• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Combines sentences that give detail, stays on topic, and clearly communicates• Engages in voting as a method for group decision making• Uses the verbal ordinal terms• Identifies equal and unequal sets• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects• Recognizes how much can be placed within an object• Investigates and describes sources of energy including light, heat, and electricity

Closing Circle

• Demonstrates empathy and caring for others• Produces a word that rhymes with a given word• Names at least 20 upper- and at least 20 lowercase letters• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by responding appropriately• Shows interest in books• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates an understanding that others have perspectives and feelings that are different from her own• Demonstrates receptive vocabulary (three to four thousand words)• Demonstrates use of location words• Recognizes and compares heights or lengths of people or objects• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Identifies good habits of nutrition and exercise• Asks and answers appropriate questions about the book

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Demonstrates empathy and caring for others• Provides appropriate information for various situations• Shows interest in books• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Uses category labels to understand how words and objects relate to each other• Retells or reenacts a story after it is read aloud• Creates or recreates stories, moods, or experiences through dramatic representations• Demonstrates use of location words• Recognizes and compares heights or lengths of people or objects• Describes, observes, and investigates properties and characteristics of common objects• Uses a wide variety of words to label and describe people, places, things, and actions• Collects data and organizes it in a graphic representation

• Invite children to play a traditionalMexican game, La gallinita ciega • TheBlind Hen (p. 193)

Learning Goals

• Vary the game of Duck, Duck, Goose • Pato, pato, ganso by changing the goose to a hen—Duck, Duck, Hen • Pato, pato, gallina (p. 193)

Practice the Kite Breathing technique. Who are you loyal to?



Manners and Etiquette Lesson 8

2

LESSON COMPONENTS

Language Development

Brain Start Way to Start the Day

Unite: You are my sunshine Calm: Greet babies by name Connect: Mirror Play- Who do I see?

(0-3) L10 Babble and Coo Obj: Takes turn with caregiver who is talking-to them. (3-6)L13 Squeak, Squeak Obj: Take turns with caregiver who is talking to them. (6-12)L33 Point of View. Obj: Crawl on the floor with little ones.

ThursdayUnite: Use Lilly to greet babies Calm: Gently wiggle baby toes Connect: Bubble fun

Tuesday Wednesday

(0-3)L10 Babble and Coo Obj: Babbles and coos with caregiver during diaper- changing time. (3-6)L14 Squeak, Squeak Obj: Lay several squeak toys and rattle around baby. (6-12)L33 Point of View Obj: Tries to name familiar objects.

(0-3) L10 Babble and Coo Obj: Takes turn with caregiver who is talking-to them. (3-6)L13 Squeak, Squeak Obj: Take turns with caregiver who is talking to them. (6-12)L33 Point of View. Obj: Crawl on the floor with little ones.

(0-3)L5 Stroll with Baby Obj: Watches a person face or body language when they are talking. (3-6)L12 Shake, Shake, Rattle, Rattle Obj: Looks towards sound or voice of caregiver. (6-12)L31 Look at Me. Obj: Watches when others speak and than make sounds themselves.

Unite: Teddy Bear, Teddy bear who do I see? Calm: Smile and greet babies Connect: Read to babies

(0-3) C5 Bubbles Obj: pays attention and exhibits curiosity in objects. (3-6)C18 Problem Solving Obj: Applies knowledge to new situations. (6-12)C34 One,Two,Three Obj: Use the counting sequence ''one, two, three''

(0-3)C1 Cause and Effect Obj: Experiments with different uses for objects. (3-6)C12 Change of View. Obj: Pays attentions and exhibits curiosity in people and objects. (6-12) C34 One, Two ,Three Obj: Imitates adult actions.

(0-3) C5 Bubbles Obj: Pays attention and exhibits curiosity in people. (3-6)C15 Tickle and Touch Obj: Coo, giggles ,laughs when caregiver plays with them. (6-12)C34 One,Two,Three Obj: Use words such as big,little,more,and one, two, three.

(0-3) L5 Stroll with a Baby. Obj: Turn toward caregiver's voice. (3-6)Shake, Shake, Rattle, Rattle Obj: Turn towards sounds or voice of caregiver. (6-12) Look at Me. Obj: Touches and feels other's face, skin, or hair

Cognitive Development

(0-3) C5 Bubbles Obj: Pays attention and exhibits curiosity in people. (3-6)C15 Tickle and Touch Obj: Coo, giggles ,laughs when caregiver plays with them. (6-12)C34 One,Two,Three Obj: Use words such as big,little,more,and one, two, three.

(0-3) C 6 Mirror Reflection Obj: Looks or smiles at themselves in the mirror. (3-6)C16 Change it Up. Obj: Uses senses to investigate environment. (6-12)C32 Tactile Path. Obj: Uses sense to investigate environment to discover what objects and people do.

Unite: Story Time Calm: Smile/ Play with babies Connect: Colorful scarf play

Unite: You are my sunshine Calm: Greet babies by name Connect: Mirror Play- Who do I see?

American Sign Language (ASL): Milk, All Done, Eat

Monday

��Infant ProgramJanuary 8-11 2018

Approach Towards Learning: Persistence, Communicatio n, attention

Spanish Vocabulary: Si, Azul, NonEnglish Vocabulary: Yes, No, Blue

Parents as Partners: Supporting language developmen t

Infant Class: Infants (0-3 mo) (3-6 mo) (6-9 mo)

Friday

LESSON COMPONENTS

Unite: You are my sunshine

ThursdayUnite: Use Lilly to greet babies

Tuesday WednesdayUnite: Teddy Bear, Teddy bear who do Unite: Story Time Unite: You are my sunshine

Monday Friday

Social Emotional Development

(0-3)SE6 Snuggles Obj: Show social interactions with a smile and mutual eye gaze. (3-6)SE22 Pat- a Cake Feet Obj: Show social interactions with eye's. (6-12)SE37 Name that Emotion Obj: Expresses a variety of emotions.

PhysicalDevelopment

(0-3)P8 Tracking Obj: Turns head from side to side. (3-6)P17 That's my Baby Obj: Develop control of small muscle for manipulation and exploration (6-12)P21 Crawling Fun Obj: Move body to achieve a goal.

(0-3)P3 tracking Obj: Look at and follow face and objects with eyes. (3-6)P11 Hand Movement Obj: Engages in positive relationships and objects with adults.. (6-12)P21 Crawling Fun Obj: Rocks, rolls ,and crawls from place to place.

(0-3)SE6 Snuggles Obj: Show social interaction wit ha smile and mutual eye gaze. (3-6)SE11 Mirror, Mirror Obj: Look at or smile at themselves in the mirror. (6-12)SE37 Name that Emotion. Obj: Show ability to cope with stress.

(0-3)P8 Finger Squeeze Obj: Develops control of small muscle for manipulation and exploration. (3-6)P11 Hand Movement Obj: Looks and follow faces and objects with eyes. (6-12)P31 Shake, Shake, Shake Obj: Sits and uses hands.

(0-3)SE2 Eye to Eye Connection. Obj: Show interest in familiar faces by staring at them. (3-6)SE11 Mirror, Mirror Obj: Show social interaction with a smile and a mutual gaze. (6-12)SE35 I Can Do What You Do. Obj: Move body to achieve a goal.

(0-3)SE2 Eye to Eye Connection Obj: When u with a baby make eye contact and hold it as long as the baby is capable. (3-6)SE22 Pat -a Cake Feet Obj: Claps and smile back and fourth with familiar adult. (6-12)SE35 I Can Do What You Do. Obj: Imitates body language, sounds during familiar songs and finger plays.

(0-3) P3 Tracking Obj: Turns head from side to side. (3-6)P11 Hand Movement Obj: Encourage a baby to watch your hands (6-12)P31 Shake,Shake,Shake Obj: Frog Street Baby Songs Cd.

(0-3)P8 Finger Squeeze Obj: Demonstrate interest and eagerness in exploring the world around them (3-6)P17 That's my Baby Obj: Coordinates eye and hand movements. (6-12)P31 Shake,Shake,Shake Obj: Shakes objects.

(0-3) SE3 I'm Coming Obj: Stops crying and calm when comforted by familiar caregiver. (3-6)SE11 Mirror Mirror Obj: Sit with a baby in your lap facing the mirror. (6-12)SE37 Name that Emotion. Obj: Express a variety of emotions.

(0-3)L10 Babble and Coo Obj: Babbles and coos with caregiver during diaper- changing time. (3-6)L14 Squeak, Squeak Obj: Lay several squeak toys and rattle around baby. (6-12)L33 Point of View Obj: Tries to name familiar objects.

Unite: Teddy Bear, Teddy bear who do I see? Calm: Smile and greet babies Connect: Read to babies

(0-3) C5 Bubbles Obj: pays attention and exhibits curiosity in objects. (3-6)C18 Problem Solving Obj: Applies knowledge to new situations. (6-12)C34 One,Two,Three Obj: Use the counting sequence ''one,

Unite: Teddy Bear, Teddy bear who do

(0-3) P3 Tracking Obj: Turns head from side to side. (3-6)P11 Hand Movement Obj: Encourage a baby to watch your hands (6-12)P31 Shake,Shake,Shake Obj: Frog Street Baby Songs Cd.

(0-3) SE3 I'm Coming Obj: Stops crying and calm when comforted by familiar caregiver. (3-6)SE11 Mirror Mirror Obj: Sit with a baby in your lap facing the mirror. (6-12)SE37 Name that Emotion. Obj: Express a variety of emotions.

Theme: Fairy Tales/Colors & Feelings Enrichment: Art Week: January 8-12, 2018 Day of the

Week

Garderie 2

Garderie 3 Garderie 4

Crème Prep 1 Crème Prep 2/3

TK

Kindergarten

Monday

Make “The Frog Prince” From Pre-Cut

Forms FSP90



FSP90



FSP90



Obj.– Children will use

colors to express feelings.


Obj.– Children will use colors to

express feelings.

Tuesday


FSP91



FSP91



FSP91



Creature SRA 58


Wednesday


FSP91



FSP91



FSP91


Make A Picture Using Color To Show “Happy”

SRA58



Creature SRA 58


Thursday

Table Painting


art.

Table Painting


art.

Table Painting


art.

Table Painting

Obj.– Children will engage in open-ended art.

Friday

Play Dough Fun Day

Obj.– Children will manipulate playdough

to strengthen small muscles.

Play Dough Fun Day

Obj.– Children will manipulate playdough to

strengthen small muscles.

Play Dough Fun Day


Play Dough Fun Day


Play Dough Fun Day


Theme: Ballads, Fables & Folk Tales Enrichment: Computer Week: January 8-12,2018 Day Garderie 2 Garderie 3 Crème Prep Tk Kindergarten Après School

Monday


Obj– students will enhance literacy with the online

Library.



online Library.







Reading center Pinocchio


the online Library.

Tuesday

Abc review

Obj– Students will review alphabets online with interac-

tive software.

Frogstreet Literacy


gation skills.





Brainpop.com What is new years? Obj– students will

watch an educational clip on new years.

Wednesday

-Reading center -computer -Puzzles


tivity.

-Frogstreet Literacy


gation skills.







-Reading center -Starfall -Puzzles


ity.

Thursday

Letters and num-bers

Starfall.com

Obj– online letter review.

Frogstreet Literacy


gation skills.



online Library.



online Library.



the online Library.

Friday


-Starfall -Puzzles


tivity.


-Starfall -Puzzles


ty.



ty .



ty .



ty . .



ity.

Date Class

Literacy Math

Day 2 Day 3 Day 4

Greeting Circle


LESSON COMPONENTS

Day 1

Spanish Vocabulary

English Vocabulary


Letter Knowledge





CharacterEducation



Day 5


















Day 1 Day 5




















Math and Science




















Day 1 Day 5

Learning Goals







Outdoor Learning






Date Class

Literacy Math











Unite: Invite children to sing "A Stomping Giant" ; Jack climbed the beanstalk more than once. Demo: Teach children to breathe like a giant Connect: Review words and a

Documents

Theme: Fairy Tales/Colors & Feelings Enrichment: Art Week ......Theme: Fairy Tales/Colors & Feelings Enrichment: Art Week: January 8-12, 2018 Day of the Week Garderie 2 Garderie 3