Counting Items in Labeling Groups of 1, 2, and 3
WhatPeople do for living? / Lesson Focus:
Neighborhood Jobs
The Gingerbread man / Math: / Week15
Date:
Dec 8th-12th, 2014 / Teachers
Olga Lucia Orozco Reyna Soberanes
Vocabulary Development
• II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. (C) Uses words to communicate how he is feeling.
(IDP: 23,24,25,28,29,31,33.35,36,37) / Social Emotional
• I.B.2.c Child is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary. (A) Uses appropriate strategies to decrease level of distress (requests help when feeling frustrated with a task; seeks comfort from teacher when feeling sad).
(IDP: 22,24,28,29,31,33,34,35,36,37) / Listening Comprehension Skills
• II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers. (IDP:23,24,28,29,30,31,32,33,35,36,37 PG27)
(ELL). (A) Follows a set of routines for activities and can make sense of what is happening.
(IDP: 22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37) / Objectives:
* Children will learn about types of transportation and how people depend on it to move food, merchandise, and to travel from place to place.
* Children will read different versions of the Gingerbread man story and will share writing our own end for the story.
Language and Literacy
• II.B.1 Child is able to use language for different purposes. (A) Requests help from a teacher to get a ball that went over the playground fence.
(IDP: 22,23,29,30,31,33,34,35,36,37) / Social Development / • VII.A.3 Child organizes their life around events, time, and routines. (A) Identifies common events and routines (snack time, story time).
(IDP: 21,22,23,24,25,26,28,29,30,31,33,34,35,36,37) / Safety
• I.A.3 Child shows reasonable opinion of his own abilities and limitations. (A) Exercises appropriate caution in clearly dangerous situations.
(IDP23,24,25,26,30,31,32,33,34,36,37) / Math:
• V.A.3 Child counts 1-10 items, with one count per item. (B) Knows that each finger represents one count (2 fingers represent two counts; 3 fingers represent three counts, etc.).
(IDP: 22,23,24,25,28,29,31,33,34,35,36,37)
English Vocabulary / Family, emotions, feelings, family members
Spanish Vocabulary / Familia, emociones, sentimientos, miembros de la familia.
LESSON COMPONENTS / Monday / Tuesday / Wednesday / Thursday / Friday
Individual Greeting
Morning Activities Writing Name
Calendar
Time: 8:00 – 8:30
Washing hands, potty as needed / Individual Greeting
Hello song, Days of the week song, Months of the year song, Today is Sunday song.
Pledge US & TX
Transition to Breakfast
Let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/Weather
News Day-Week / Individual Greeting
Hello song, Days of the week song, Months of the year song, Today is Sunday song.
Pledge US & TX
Transition to Breakfast
Let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/Weather
News Day-Week / Individual Greeting
Hola song, Dias de la semana, Meses del Año, Hoy es Domingo song
Pledge US & TX
Transition to Breakfast let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/Weather
News Day-Week / Individual Greeting
Hello song, Days of the week song, Months of the year song, Today is Sunday song.
Pledge US & TX
Transition to Breakfast let’s send hugs to…(Absent, sick, and family members)
Calendar/ Classroom helpers/Weather
News Day-Week / Individual Greeting
Hola song, Dias de la semana, Meses del Año, Hoy es Domingo song
Pledge US & TX
Transition to Breakfast let’s send hugs to…(Absent, sick, and family members)
Calendar/ Classroom helpers/Weather
News Day-Week
Time: 8:30-9:00 Breakfast
900-9:10
Brush teeth / Breakfast
Teacher and Co-teacher sit at the tables with the students / Breakfast
Teacher and Co-teacher sit at the tables with the students / Breakfast
Teacher and Co-teacher sit at the tables with the students / Breakfast
Teacher and Co-teacher sit at the tables with the students / Breakfast
Teacher and Co-teacher sit at the tables with the students
Math
Time: 9:10- 9:30 / Make the number.
Materials:
Song Poster 16 : Three Little Ducks, and CD;
After asking the students about their predictions on the poster s we will sing the song.
Then we will discuss about what the song is about and in groups of four they will act out the song, and the rest of the group will use their fingers to show each number while they count. /
Counting items in Labeling groups of 1, 2, and 3
Materials:Song Poster 16 : Three Little Ducks, and CD; Discussion book pages 22-23; several labels for 1,2,3.
After singing the song, display the discussion book pages. Encourage TS to talk about the picture. Remind TS that our song this week is about ducks. Ducks are birds. Can you see any birds in this picture? What kinds? (penguins, parrots) what creatures can you see that are not birds?
Read the rhyme. Ask, how many elephants are at the zoo?
Invite responses. Then say< Let’s count to check. Have a child to point to the elephants, one at a time as the class counts aloud. Repeat for each group of animals in the picture. This will give TS practice in counting to five. / Beginning to form numbers.
Materials:
Song Poster 16 : Three Little Ducks, and CD;
Jumbo pocket cube and number domino dot cards (1-3) for packets.
After singing the song, we will play “say the number” tossing the cube and asking TS how many dots (or number) are there. In groups of two, the students will take turns to toss the cube and say the number. / Numbers, groups, and dot pictures for 1-3
Materials:
Song Poster 16 : Three Little Ducks, and CD; Jumbo packet cube and number domino dot cards (1-3)for pockets.
After singing the song, TT will say: I will start writing a number. Watch carefully, and tell me as soon as you know what number it is. Write a number and ask TS to say what number it is. Invite TS to explain how they know it is that number. Write numbers 1,2, and 3 few times .
Then invite TS to trace the number with you, hold the cut out number and invite TS to trace it and say what number is it. Repeat and invite TS to draw numbers in the air using their fingers.
Gross Motor Development
Time: 9:30-9:50 / Play Ground
Students play supervised/interact with teacher & co-teacher / Play Ground
Students play supervised/interact with teacher & co-teacher / Play Ground
Students play supervised/interact with teacher & co-teacher / Play Ground
Students play supervised/interact with teacher & co-teacher
Language Arts
Time: 9:55--10:15 / Letter of the week: Y
Prior knowledge: Brainstorming words starting withY.
Materials:
Cancionero, Yo
Alfarrimas, cuento de la F
PorLadaKratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter Y, students will trace a textured letter Y . / Letter of the week: Y
Prior knowledge: Brainstorming words starting with Y.
Materials:
Cancionero,Yo
Alfarrimas, cuento de la Y
PorLadaKratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter Y, students will Find letter Yon a songs chart using magnifying lenses. / Letter of the week: Y
Prior knowledge: Brainstorming words starting with Y.
Materials:
Cancionero, Yo
Alfarrimas, cuento de la Y
PorLadaKratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letterY, students will write letter Y on a board. / Letter of the week: Y
Prior knowledge: Brainstorming words starting with Y.
Materials:
Cancionero, Yo
Alfarrimas, cuento de la Y
PorLadaKratky
After reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter Y, students will help creating the letter Ythinking map.
Washing hands
Family Style Snack
Time:10:15- 10:30
Potty as needed / Banana, vanilla wafers, and water.
Teacher and Co-teacher sit at the tables with the students. / Cereal bar and water.
Teacher and Co-teacher sit at the tables with the students. / Gogurt, animal crackers, and water.
Teacher and Co-teacher sit at the tables with the students. / Apples, cheez-it, and water.
Teacher and Co-teacher sit at the tables with the students.
Social Studies
Time: 10:30-10:50 / Thinking Map: How people move from place to place?
Book: Tugboats
By Ellen Ungaro
Bilingual Pair discussion / Book: Quiénhundió el bote?
By Pamela Allen
Bilingual Pair discussion
My feelings book / Book: ZorritaViaja al fin del mundo
By Ann Tompert
Bilingual Pair discussion
My feelings book / Book: The wheels on the bus
By Maryann Kovalski
Bilingual Pair discussion
My feelings book
Small Groups/BLC and Play Centers
Time: 10:50—11:50Students play in different centers of their interest to develop/enhance social skills. / Small Groups
T1: Letter Y
T2: #13
T3: Third Six Weeks assessments / Small Groups
T3: Letter Y
T1: # 13
T2: Third Six Weeks assessments / Bilingual Learning Centers
Math: Shapes Sortinggame
Science: classifying colors
Language Arts: Comparing Slugs and Snails.
Social Studies: La transportación / Bilingual Learning Centers
Math: Shapes Sortinggame
Science: classifying colors
Language Arts: Comparing Slugs and Snails.
Social Studies: La Transportación
Gross Motor Development
Time: 11:50-12-10
Teacher and Co-teacher supervise / Activity Center
Students play & Interact with teacher and co-teacher / Centers
Students play & Interact with teacher and co-teacher / Activity Center
Students play & Interact with teacher and co-teacher / Activity Center
Students play & Interact with teacher and co-teacher / Activity Center
Students play & Interact with teacher and co-teacher
Lunch
Time: 12:10- 12:40
Potty as needed / Balanced Food
Fruit
Teacher and Co-teacher sit at the tables with the students. / Balanced Food
Fruit
Teacher and Co-teacher sit at the tables with the students. / Balanced Food
Fruit
Teacher and Co-teacher sit at the tables with the students. / Balanced Food
Fruit
Teacher and Co-teacher sit at the tables with the students. / Balanced Food
Fruit
Teacher and Co-teacher sit at the tables with the students.
Science
Time: 12:45-1:00
Cots down
Nap: 1:05-2:05
Cots Up / Thinking Map
Trabajos
By Susan Canizares
Bilingual pair discussion / Enhancing learning
Jobs
By Susan Canizares
Bilingual pair discussion
Science Journals / Enhancing learning
El intense día de Jamal
By Wade Hudson
Bilingual pair discussion
Science Journals / Comparing both Stories
Mijardín
By J.M. Parramón
Bilingual pair discussion
Science Journals / The Little Red Hen
By Jackie Carter
Bilingual pair discussion
2:10-2:25
2:30 Dismissal / Puzzles, counting days at school, ReadingWord Walls / Puzzles, counting days at school, ReadingWord Walls / Library
Students check out a book to read at home. / Puzzles, counting days at school, ReadingWord Walls / Puzzles, counting days at school, ReadingWord Walls
Learning Goals / Language & Literacy
Listening Comprehension
• II.A.1 Child shows understanding by responding appropriately. (C) Makes comments related to the topic being discussed. (F) Follows verbal directions.
• II.A.2 Child shows understanding by following two-step oral directions and usually follows three-step directions.(A) Follows directions given by the teacher to "Please put your things away, and then sit down on the carpet."
• II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL). (B) Responds to consistent and simplified language when instructed in literacy activities and assignments. (D) Responds to questions by using the following to represent answers: popsicle sticks (with green/red ends); white socks vs. colored socks; yes-no cards; thumbs- up thumbs down; beanbag; beach ball.
• II.B.4 Child demonstrates knowledge of verbal conversational rules. (A) Participates in a conversation with a peer or adult, taking turns talking and not interrupting.
• II.B.5 Child demonstrates knowledge of nonverbal conversational rules. (D) Talks to the people in her vicinity, at the table or beside her on the carpet.
Vocabulary and Sentence Skills
• II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. (B) Relates experiences from a field trip, using specific words to describe what she saw and did, such as naming the tools the firefighter uses and how the siren sounded.
• II.D.3 Child demonstrates understanding in a variety of ways or knowing the meaning of 3,000 to 4,000 words, many more than he or she uses. (B) Demonstrates understanding of new words by using the new word appropriately ("The rock sank, but the boat floats.")
• II.D.4 Child uses a large speaking vocabulary, adding several new words daily. (E) Uses new words in retelling/acting out a story read by the teacher.
• II.D.6 Child increases listening vocabulary and begins to develop vocabulary of objects names and common phrases in English (ELL). (C) Responds appropriately to simple instructions given by the teacher (follows two consecutive instructions, or chooses two flowers from the tray and draws pictures of them).(F) Retells a story in his own words.
• II.E.2 Child uses regular and irregular plurals, regular past tense, person and possessive pronouns, and subject verb agreement. (B) Says "went" although a younger classmate says "goed." (C) Identifies the work that is hers, using "my" and "mine" and those that belong to friends, using "his" or "hers."
• II.E.4 Child combines more than one idea using complex sentences. (A) Describes what happened when she put the last block on the tower and it fell.
Reading/Phonological Awareness and Comprehension Skills
• III.A.2 Child uses books and other written materials to engage in pre-reading behaviors. (B) Holds a book right-side-up and turns the pages one at a time in a way that will not damage the book.(C) imitates reading behaviors (repeating what is remembered; pointing to words; moving top to bottom and left to right; return sweep) on charts, lists, big books, etc.
• III.A.3 Child asks to be read to or asks the meaning of written text. (B) Asks what is said on posters or charts throughout the classroom or school. (E) Understands that print carries a message.
• III.B.2 Child combines words to make a compound word. (A) Creates a new word by putting two words together to make compound words ( dog + house = doghouse; Spanish example: lava+ manos = lavamanos)
• III.B.2 Child combines words to make a compound word. (B) Uses picture cards to create compound words.
• III.B.4 Child combines syllables into words. (A) Claps with the teacher as they say children's names together, segmenting the parts. (B) Combines two syllables together to say a word (pa + per = paper; Spanish example: li + bro = libro). (D) Claps the syllables in her own names and classmates' names.
• III.B.6 Child can produce a word that rhymes with a given word. (B) Gives the pairs of words from a nursery rhyme that rhyme. (D) Identifies two objects out of a rhyming basket that rhyme.
• III.D. 1 Child retells or reenacts a story after it is read aloud. (A) Participates in acting out a story she is familiar with, either in circle time or in a small group.. (B) Retells and sequences the main events of a story. (D) Reads using the pictures in the books to recall the words of his favorite stories.
• III.D.3 child asks and answers appropriate questions about the book. (E) Actively participates while being read to by predicting what might happen next in a story.
Alphabet Knowledge and Skills
• III.C.1 Child names at least 20 upper and at least 20 lower case letters. (A) Names letters on name cards, posters, books, and signs around the room. (B) Participates in circle time alphabet identification games ("If Your Name Starts With"; name cheers).
Writing Skills
• IV.A.1 Child intentionally uses scribbles/writing to convey meaning. (C) Writes a few letters or mock letters as a caption under a drawing.
• IV.C.1 Child independently writes some letters on request (not necessarily well-formed). (A) Writes his name with letters may not be well-formed and could miss some letters. (D) Makes a birthday wish list.
• IV.D.1 Child uses some appropriate writing conventions when writing or giving dictation. (A) Scribbles a list starting at the top of the page.
Math
Counting Skills
• V.A.1 Child knows that objects or parts of an object can be counted. (B) Says that the number of polka dots in a picture can be counted.
• V.A.4 Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted. (A) Demonstrates the counting sequence when counting does not change (When counting a set of 3 bears, counts 1, 2, 3....Then when counting 3 monkeys, counts 1, 2, 3...).
• V.A.4 Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted. (D) Sings a counting song without support, for example, "1 little, 2 little, 3 little children."
• V.A.5 Child counts up to 10 items and demonstrates that the last count indicates how many items were counted. (C) Counts the number of balls on the playground.
• V.A.5 Child counts up to 10 items and demonstrates that the last count indicates how many items were counted. (E) Counts fingers and says "I have 5 fingers."
• V.A.7 Child uses the verbal ordinal terms. (A) Uses ordinal numbers (first, second, third, fourth, fifth) to count objects.(B) Tells a friend, "You're first in line. I'm second. John is fourth." (C) Identifies in games who was in first place, second place, etc. (D) Uses ordinal numbers to describe the order of what happened in a short story, including the "next" and "last" event in the story.