WordPress.com



ROOM # 20 WEEKLY PLANNING FORM WEEK OF: 4/27/20 -5/01/20

TEACHER’S NAME: Katelynn C.

|Day of the Week |DAILY FOCUS |Follow up Activity ON DAILY FOCUS |Skill Building Activity |Play focus |

| |(Focuses on the unit’s student | |(Small group centers: |[Planting seeds for play activities (aka |

| |outcomes- lesson) | |Math, Literacy, cutting/ handwriting, Library) |learning centers)] |

|Monday |Unit: Plants |Time to create our very own worm finger |MATH- Review # 8 this week |Music and Movement Activity: You’re your little|

|Date: 4/27/2020 |Focus- How worms and plants help each |puppets. |Watch this video practicing counting to 8: |learner moving to the Alphabet: |

| |other? |[pic] |Create a number 8 on a piece of paper. Work with | |

| | |Let us remind our little learner “where do |your little learner to count and paste 8 pictures| |

| |Last week we were talking all about |worms live? – in the soil/dirt. |on it. |Dramatic Play: |

| |different ways that people can be | | |Get some big blankets and lay them out on the |

| |earth protectors and help plants by |Have your little learner color with brown and|LITERACY- This is a fun review of our alphabet. |floor so that they overlap and cover each |

| |Reducing how much we use, Reusing |black on a piece of paper or cardboard to |Help your little learner get to hear and see the |other. Then heave your little learner pretend |

| |things more than once, and Recycling |create a dirt/soil layer. |alphabet using this link: |to be a worm and burrow through the blankets |

| |making something used into something | | |pretending the blankets are dirt. |

| |new. |Then help your little learner by putting a |Click on the different letter blocks to hear the | |

| | |hole in the paper/carboard that is big enough|letters. |Sensory: |

| |Let’s watch this video about worms. |for them to put their finger through. | |Try to get some dirt from outside in a bowl or |

| |Worms are very important plant helpers| | |bin. You could also use cooked and crumbled |

| |and great recyclers: |Before we help them put their finger through |HANDWRITING/FINEMOTOR- Help your little learner |chocolate cake or brownie if you prefer. Then |

| | reminder our little learner “what do |to create worms out of cheerios or pasta rings. |put some cooked spaghetti in the same |

| |bNb9M&t=42s |worms look like?” |If you don not have pipe cleaners you could use |container. Encourage your little learners to |

| | |-Do they have arms and legs? – no, worms do |string or cut a thin strip of foam from an egg |touch and feel. Pretend with them that they are|

| |Where do worms live? |not have arms or legs. They have skinny |crate or card board box to thread through the |actually touching the slimy squiggly worms in |

| |-underground in the soil/dirt |segmented bodies. |cheerios or pasta. |the dirt. |

| | | |[pic] | |

| |What do worms do that helps plants? |Lets see if we can get a worm to pop out of | |Puzzle Play: Lets not forget about any puzzles |

| |They eat dead/decaying leave and parts|the dirt you drew? (Now place your little |LIBRARY/ MEDIA- |we might have in the house. Puzzles are always |

| |or animals and recycle them through |learner’s finger in the hole) |Please look in your emails. I had Epic send email|a great way to work on skills like learning the|

| |their bodies to create nutrients in | |invitations to all of your emails. If you sign in|names of things, being able to point to them, |

| |the soil. They also create tunnels |Act surprised and pretend when their finger |with the emails I have for contacting you it will|as well as fine and gross motor movements. |

| |that help plants’ roots get the water |is in the hole that it is a worm. “Gasp wow, |automatically link you to books that I have | |

| |they need. |look at that worm. Hi worm” |recommended for you to look at you’re your little| |

| | | |learner. Our little learners need to hear a lot | |

| |How do plants help worms? When parts |If your little learner does not want it on |of words in a day and reading books for at least | |

| |of a plant die and fall to the ground |their finger, then do it with your finger. |20mins a day is a great way for them to hear a | |

| |it becomes food for the worms. |The more exciting it looks the more likely |lot of words. | |

| | |they will want to try. | | |

| | | | | |

| | | | | |

|Tuesday |Unit: Plants |Let us show our little learners some pictures|MATH- Review # 8 this week |Music and Movement Activity: Get your little |

|Date: 4/28/2020 |Focus- What are bugs and how do they |of different bugs. You may use the picture |Continue to work on positional concepts. |learner moving like some of the bugs they |

| |help plants and plants help them? |below: [pic] | |learned about today: |

| | | | | |

| |Let’s watch this video to find out |Now let us ask your little learner to draw |LITERACY- Work with your little learner to trace | |

| |about bugs: |their favorite bug. |letters in this fun game: |Dramatic Play: |

| | | |Go on a bug hunt – if you can print out some |

| |cbP9I |When they have finish their picture: | |pictures or draw a few bugs or if your little |

| | |-Ask your little learner what bug they drew? |HANDWRITING/FINEMOTOR- |learners has some toy bugs hide them or the |

| |Recap: |You can have them point to a bug on the |Have your Little learner strengthen their grasp |pictures around the house. Then tell your |

| |-What are bugs? |picture above that you showed them at the |by ripping and crumpling paper into small ball. |little learner that you thought you saw a bug |

| |Insects and Arachnids (write these |beginning. |Then pretend they are bugs and ask your little |in the house and ask them to help you look for |

| |words for your little learner) | |learner to help catch them and put them in a old |them. |

| | |Then ask them to draw the plant that it |water bottle. | |

| |-How do bugs help plants? |helps. | |Blocks/ Building: |

| |-Protect them from bad bugs and help | |LIBRARY/ MEDIA- |Use blocks and other building materials |

| |them create more plants. | |Read a book for 5-10 mins with your little |including things like: boxes, empty containers,|

| | | |learner 2 to 4 times a day for a total of 20 |egg crates, cans, plastic bottle etc. to build |

| |How do plants help bugs? Provide them | |mins. While reading try to have your little |place you could keep the bugs that you and your|

| |with food and some bugs live in or on | |learner looking at the book with you. Pause and |little learner found on your bug hunt. |

| |plants. | |point to pictures with them. Ask them to point to| |

| | | |objects in the pictures. | |

|Wednesday |Unit: Plants |Let us put knowledge into action by playing |MATH- Review # 8 this week |Music and Movement Activity: |

|Date: 4/29/2020 |Focus- How Bees and Butterflies help |pretend with our little learner. |Lets keep working with our little learner on | |

| |plants? How do plants help Bees and | |counting with this great game: | |

| |Butterflies? |-Pretend to be a pollinator, have your little| |Art Activity: [pic] |

| | |learner decide if you are bees or | |Get some paint and let your little learner use |

| |-Bees and butterflies are insects |butterflies. |LITERACY- Review the letter X. |their hands. Work with your little learner to |

| | | |Watch this video with your little learner about |draw in the paint. Encourage your little leaner|

| |-Bees and butterflies are called |-Pretend different pieces of furniture are |the sounds the letter X makes: |to make 2 handprints on a piece of paper remind|

| |Pollinators. |flowers (put a small amount of cheerios or a | |them that they learned about butterflies today.|

| | |carrot, small piece of fruit or small snack |Draw an x for your little learner to trace then |Ask them if they can they make butterfly wing |

| |-Pollinators are insects and animals |that your little learner likes in different |ask them to try and draw an x next to yours. |with their hands on the paper? |

| |that help pollen move from plant to |dish on several pieces/parts of the | | |

| |plant so that more plants, fruits, and|furniture). |HANDWRITING/FINEMOTOR- |Sensory: |

| |vegetables can grow. | |Lets work on cutting today: draw a straight lines|Pour a small amount of honey on a plate. Then |

| | |Pretend to buzz to the different flowers |on a piece have your little learner |encourage your little learner to touch and feel|

| |Let’s watch this video on pollinators:|(furniture areas) and eat remind your little |LIBRARY/ MEDIA- |the honey with their fingers. Help your little |

| | that the pretend flower they are |Read a book for 5-10 mins with your little |learner identify what the honey feels like. “Oh|

| |y-01M |visiting is giving them food just like real |learner 2 to 4 times a day for a total of 20 |wow this honey sticky look my but it also feels|

| |Recap: |flowers give food to bees and butterflies. |mins. While reading try to have your little |smooth on my skin: Then encourage your little |

| |-Plants help bees and butterflies by | |learner looking at the book with you. Pause and |learner to taste the honey. -“Yum, the honey |

| |providing them with food from their | |point to pictures with them. Ask them to point to|tastes sweet.” |

| |flowers. | |objects in the pictures. |Ask your little learner who makes honey? - Lets|

| |-Bees and butterflies help plants by | | |watch this video together to find out: |

| |spreading pollen so that more plants | | | |

| |can grow. | | |-Wow Bees make honey |

| | | | | |

| | | | |Puzzle Play: Lets not forget about any puzzles |

| | | | |we might have in the house. Puzzles are always |

| | | | |a great way to work on skills like learning the|

| | | | |names of things, being able to point to them, |

| | | | |as well as fine and gross motor movements. |

| | | | | |

|Thursday |Unit: Plants |Let us help our little learners create |MATH- Review # 8 this week and counting things to|Music and Movement Activity: |

|Date: 4/30/2020 |Focus- How Ladybugs and plants help |ladybugs to put in our gardens or in our |8. | |

| |each other? |windows near plants. Remind your little |Positional Concepts: Work with your little | |

| | |learners “we want to make ladybugs so that we|learner to understand positional directions. Work|Sensory snack time Activity : |

| |-Ladybugs are beetles |can put them in our gardens so that they can |on “In”/ “Out”/“Beside” or “Next to”/ and “On”. |Lets see if we can make a LADYBUG with our |

| | |live in the garden and protect our plants |Work on having your little learner follow one |little learner using different foods in our |

| |-Ladybugs protect plants by eating |from bad bugs. |step directions to put a toy “in a bin”, “take |house Recommended: apples raisins peanut butter|

| |other bugs that want to hurt or eat | |the out of the bin”, “put the toy beside the bin”|and pretzel stick. |

| |the plants |Now let us help our little learners to find | |[pic] |

| |-Plants help lady bugs by giving the a|some reusable materials around our house such|LITERACY- |Help your little learner count the spots. |

| |safe place to live and attracting bugs|as paper plates/bowls[pic], tops of jars or | | |

| |for them to eat. |egg crates[pic] to use as the body of the | |Blocks/Building: Use blocks and other building |

| | |Ladybug. Or you could have them reuse a piece|HANDWRITING/FINEMOTOR- |materials including things like: boxes, empty |

| |Watch this video to hear from a |of paper that they have only colored on one |Lets continue to work on cutting today: draw a |containers, egg crates, cans, plastic bottle |

| |Ladybug about his important job: |side[pic]. You can even use rocks. [pic] |square for your on a piece have your little |etc. with your little learner to build plant |

| | |learners to work on cutting out. |that your little learner can put in the window |

| |zH5dg&t=33s |-Ask your little learner what colors ladybugs| |with their ladybug. Remind them why it is |

| | |can be? “Do you remember in the video Teacher|LIBRARY/ MEDIA- |important for the plant to be in the window and|

| | |Katelynn showed us the three colors a ladybug|Read a book for 5-10 mins with your little |why we want the ladybug near it: |

| | |could be?” - Red, yellow, or orange. |learner 2 to 4 times a day for a total of 20 |The plant should be in the window so it can ge |

| | | |mins. While reading try to have your little |the sun light it needs and neat the ladybug so |

| | |-Then if you can give them the choice, ask |learner looking at the book with you. Pause and |it can protect your plant from bad bugs. |

| | |your little learner what color they want |point to pictures with them. Ask them to point to| |

| | |their ladybug to be? |objects in the pictures. |Kitchen/Dramatic Play: |

| | | | |The ladybugs did their job and protected the |

| | |Work with your little learner to create their| |fruits and vegetables now it is time to pick |

| | |ladybug. | |the fruits and vegetables wash them and cell |

| | | | |them. |

| | | | |Pretend the refrigerator and other places you |

| | | | |keep fruits and vegetables in your home are |

| | | | |gardens. Have your little learner pick a fruit |

| | | | |and a vegetable. Then remind them that before |

| | | | |we can eat it or cell it we need to wash it. |

| | | | |Help your little learner wash the fruit and |

| | | | |vegetable they picked. Then pretend to be a |

| | | | |buyer and ask them for the fruit or the |

| | | | |vegetable. - Can they identify which one you |

| | | | |were asking for? |

|Friday |Unit: Plants |Let us remind our little learner that many |MATH- Review # 8 this week and counting things to|Music and Movement Activity: |

|Date: 5/01/2020 |Focus- How do spiders and plants help |spiders create webs. They use their webs and |8. |Shake your body out you’re your little learner:|

| |each other? |protect plants by catching insects and other |Positional Concepts: Work with your little | |

| | bugs. |learner to understand positional directions. Work| |

| |_query=how+do+spinders+help+plants+for| |on “In”/ “Out”/“Beside” or “Next to”/ and “On”. |Dramatic Play: |

| |+kids |Lets help our little learner create their own|Work on having your little learner follow one |Have you little learner pick a snack that came |

| | |spider web. Give them thin cut strips of |step directions to put a toy “in a bin”, “take |from a plant either a fruit vegetable. Tell |

| | |paper or long pieces of string. |the out of the bin”, “put the toy beside the bin”|your little learner you want to play pretend. |

| | | | |You are going to put the snack for your little |

| | |Show your little learner a picture of ta |LITERACY- Help your little learner get to hear |learner on the table. But before your little |

| | |spider web: |and see the alphabet using this link: |learner can enjoy their snack they must pretend|

| | |[pic] | |it is a flower and protect it like spiders and |

| | | |Try to focus on reviewing the letters we focused |ladybugs protect plants. Tell your little |

| | |Now if your little learner is using strips of|on this month: P,V,I, A, L, G, N, X |learner they are a spider and that you are a |

| | |paper and glue help them to glue the strips |HANDWRITING/FINEMOTOR- |bad bug that wants to eat the flower. Play a |

| | |of paper together so they connect. |Lets make more webs. Have your little learner use|game of catch me before I get to the flower. |

| | |[pic] |crayons or markers to draw their own spider webs.|Encourage your little leaner to come and |

| | |If your little learner is using string help | |catch/get you. When they get you tell them good|

| | |them to make a design using glue on paper and|[pic] |job you stopped a bad fly. Repeat the play a |

| | |then let them glue down the pieces of string.| |few times then enjoy the healthy snack from |

| | |Or if you have string and white paint, they |LIBRARY/ MEDIA- |earth’s plants with your little learner. |

| | |can dip the string in the paint and make a |Read a book for 5-10 mins with your little | |

| | |web design on a piece of brown cardboard or |learner 2 to 4 times a day for a total of 20 |Blocks/Building: |

| | |other colored paper. |mins. While reading try to have your little |Use blocks and other building materials |

| | |[pic] |learner looking at the book with you. Pause and |including things like: boxes, empty containers,|

| | | |point to pictures with them. Ask them to point to|egg crates, cans, plastic bottle etc. with your|

| | |If you do not have glue or paint or want to |objects in the pictures. |little learner to build tree for your little |

| | |have your little learners using glue and/or | |learner’s spider web to go in. |

| | |paint then have them use crayons or markers | | |

| | |to draw their own spider web. | |Puzzle Play: Lets not forget about any puzzles |

| | |[pic] | |we might have in the house. Puzzles are always |

| | | | |a great way to work on skills like learning the|

| | | | |names of things, being able to point to them, |

| | | | |as well as fine and gross motor movements. |

| | | | | |

| | | | | |

Social/ Emotional- Review Week 2 page 2.

Please refer to for the complete social emotional parent newsletter.

English:

Spanish:

NYS Common Core Standards

PK.AL.3: Approaches tasks, activities and problems with creativity, imagination and/ or willingness to try new experiences or activities.

a. Chooses materials/props and uses novel ways to represent ideas, characters, and objects

PK.AL.4: Exhibits curiosity, interest, and willingness in learning new things and having new experiences.

g. Willingly engages in new experiences and activities

PK.PDH.3: Demonstrates coordination and control of large muscles

b. Maintains balance during sitting, standing, and movement activities

PK.SE.3: Demonstrates and continues to develop positive relationships with significant adults.

a. Interacts with significant adults

PK.AC.5: Demonstrates a growing receptive vocabulary

b. Identifies pictures related to words

PK.MATH.12:Describes objects in the environment using names of shapes and describes the relative positions of these objects using terms such as top, bottom, up, down, above, below, in front of, behind, over, under, next to.

PK.SCI.5: Plans and Conducts investigations to determine how familiar plants and/ or animals use their external parts to help them survive the environment.

a. Observe the relationships between the physical and living environment Observe the relationships between the physical and living environment

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download