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ROOM # 11 WEEKLY PLANNING FORM WEEK OF: 5/18/2020
TEACHER’S NAME: Ms. Brittany K.___
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|Day of the Week |DAILY FOCUS |Follow up Activity ON DAILY FOCUS |Skill Building Activity |Play focus |
| |(Focuses on the unit’s student outcomes- | |(Small group centers: |[Planting seeds for play activities (aka|
| |lesson) | |Math, Literacy, Cutting, Handwriting, |learning centers)] |
| | | |Library) | |
|Monday |Focus: Eating like a big kid |Media: Growing Up Song |MATH- Same/different activity: |Math- You, your scholar, and whoever |
|5/11 | |Activity: |Lay out 2 different colors of construction |else may be in your household can trace |
| |Essential Question: |Make a meal: |paper. Have your scholar go on a color hunt|their hands. Your scholar will then |
|Unit: |How/what do big kids eat? |Cut out 2 circles (or use paper plates!). |for items that match the construction |compare all of the traces and point out |
|Babies | |Construct a meal for a big kid (yourself),|paper. Ask them which items are the same |which is small, medium, large, or even |
| |Key vocab: sippy cup, solid food, baby |and for a baby. What kind of food is on |color? Which items are different colors? |the same. How many are the same? How |
|Weekly Focus: |food, bottle |your plate? How is it different from | |many are different? |
|What can we do now as kids that we | |what’s on a baby’s plate? | |Dramatic Play |
|couldn’t do as babies? |Key questions: | |LITERACY- Using the link below, practice |You and your scholar can play doctor. |
| |What do you eat? |Big ideas: |letter-recognition with your scholar. Go |They can be the doctor and you can be |
|Math skills: |Can a baby eat that? |Big kids eat solid food because they have |through the alphabet, first starting with |the patient with the baby who needs |
|-Big, medium, small |How do you eat? |teeth |the UPPERCASE letters. Have them say the |care. They can use a babydoll, bear, bag|
|-Same/ different |What/How do you drink? |Babies can’t eat solid food because they |letter, then practice the sound. |of flour/sugar or to make it even more |
| | |don’t have teeth |Letter Recognition flash cards |fun, their younger sibling! Is the baby |
|Letter(s) of the week: |**Before each lesson, I’ve included a |Big kids drink from a cup or sippy cup, |Phonics Song |sick? What does the baby need to feel |
|C, S |video (this may be a virtual read-aloud, |not a bottle | |better? |
| |song, or educational video). Start each |Big kids can drink water and juice, but |**If your scholar knows their letters, have|Music/movement- Learn this song with |
|# of the Week: |lesson by engaging your scholar in some |babies just drink milk |them go on a “word hunt” using |your scholar and practice the movements!|
|Continued practice of 1:1 correspondence |“techno time,” before introducing the | |books/magazines/ |Do the Baby Dance |
|for #s 1-10 (or 1-5 for our younger |lesson. | |Newspapers to find the sight word: “the” | |
|scholars). | | | | |
| | | |HANDWRITING- Write out various “Zs” on a | |
| | | |piece of paper (uppercase only). Have your | |
| | | |scholar practice tracing the letters. If | |
| | | |they are able, have them try to write the | |
| | | |letter on their own (on the back) | |
| | | | | |
| | | |LIBRARY/ MEDIA- | |
| | | |Babies Book by Gyo Fajikawa | |
| | | | | |
|Tuesday |Focus: Getting dressed like a big kid |Media: Growing Up Song |MATH- Practice 1:1 correspondence using |Science- How much water can a diaper |
|5/12 | | |dried pasta, coins, or various other |hold? You and your scholar will get a |
| |Essential Question: |Activity: |household manipulatives. Have your scholar |diaper (or pull-up) and see how many |
| |How do big kids get dressed? |It’s time to play dress up! Pick out an |draw a card from a deck—whatever number |cups it takes to fill up a diaper before|
| | |outfit for yourself, and get dressed all |they have, they must count out that many |it starts to leak. How many cups did you|
| |Key vocab: button, zipper |by yourself. |manipulatives (i.e. Draw a 5—count out 5 |use? Were they big or small? Why do |
| | |Remember to include: jackets (for |pieces of pasta—1, 2, 3, 4, 5). |babies need diapers? |
| |Key questions: |zippering, buttoning), shoes with laces or| |Art- Your scholar can then draw their |
| |Do you get dressed by yourself? |velcro, socks, underwear (if your child no|LITERACY- Have your scholar go on a ‘Z’ |favorite baby animal or baby in the |
| |Who picks out your clothes? |longer uses a diaper). |hunt by looking through different books or |house! Using tools of their choice: |
| |Can a baby pick out their own clothes? |What sort of things did you need help with|food labels to try and find words that |markers, crayons, colored pencils, |
| |What do you need help with when you get |getting dressed? Could a baby get dressed |start with that letter. Have them practice |pencils, etc. Why is it their favorite?|
| |dressed? |on their own? Why/why not? |making the initial sound of the letter with|Literacy- (interactive game) |
| |What can big kids do that babies can’t |Big ideas: |each word they find. |Alphabet Hunt |
| |(ex: buttoning, zippering, etc.)? |Big kids can get dressed (almost) all by | | |
| | |themselves! |CUTTING- Using a ruler, draw out straight | |
| | |Babies need help getting dressed because |lines going across the paper. Have your | |
| | |they’re not strong enough. |scholar practice holding scissors and | |
| | |Big kids can pick out their own clothes |cutting across these lines. **For those | |
| | |Babies need someone else to pick out their|turning 5, draw 6 squares (3”x3”), and have| |
| | |clothes. |them color in the lines, then cut out the | |
| | | |squares. | |
| | | | | |
| | | |LIBRARY/ MEDIA- | |
| | | |Grow Up, David! By David Shannon | |
|Wednesday |Focus: Big kid transportation |Media: Growing Up Song |MATH- |Writing- Your scholar can practice |
|5/13 | |Activity: |Same/different activity: |writing the word “baby” or even their |
| |Essential Question: |Play pretend bus driver. Make a bus using |Lay out 3 different colors of construction |baby brother or sister’s name! |
| |How do big kids get from one place to |chairs, pillows, and a plate for a |paper. Have your scholar go on a color hunt|Music/movement- Learn this song with |
| |another? |steering wheel. What can you use to make a|for items that match the construction |your scholar and practice the movements!|
| | |booster seat? What about a car seat? |paper. Ask them which items are the same | |
| |Key vocab: transportation, bus, car seat | |color? Which items are different colors? |Five Little Ducks |
| |booster seat, bike, tricycle |Big ideas: | |Dramatic Play- Move like a baby! It’s |
| | |Big kids can bike, run, and take the bus. |LITERACY- Using the link below, practice |time to race! Using a parent or sibling,|
| |Key questions: |Babies can crawl, but not run or ride a |letter-recognition with your scholar. Go |one of you can move like a baby (crawl),|
| |How do you get from one place to another? |bike. |through the alphabet, first starting with |and the other one can move like a big |
| |What do you sit in? |Big kids may need a booster seat, but |the UPPERCASE letters. Have them say the |kid (run). Who moves faster? Why do you |
| |What does a baby sit in? Why? |babies need car seats (because they are |letter, then practice the sound. |think that is? |
| |Can a baby ride a bike? Why/why not? |small). |Letter Recognition flash cards | |
| |Can a baby go on a school bus? Why/why |Babies don’t take the bus. |Phonics Song | |
| |not? | | | |
| | | |**If your scholar knows their letters, have| |
| | | |them go on a “word hunt” using | |
| | | |books/magazines/ | |
| | | |Newspapers to find the sight word: “the” | |
| | | | | |
| | | |HANDWRITING- Write out various “D”s on a | |
| | | |piece of paper (uppercase only). Have your | |
| | | |scholar practice tracing the letters. If | |
| | | |they are able, have them try to write the | |
| | | |letter on their own (on the back) | |
| | | | | |
| | | |LIBRARY/ MEDIA- | |
| | | |I Used to be a Baby by Robin Ballard | |
|Thursday |Focus: Making friends as a big kid |Media: Growing Up Song |MATH- Practice 1:1 correspondence using |Fine Motor- Continue to practice |
|5/14 | |Activity: |seeds, dried pasta, coins, or various other|buttoning, zipping/unzipping, and lacing|
| |Essential Question: |Draw a picture of you and your best |household manipulatives. Have your scholar |with your scholar. As big kids, they |
| |How do big kids make friends? |friend. Talk to your parent(s) about what |draw a card from a deck—whatever number |need to practice getting dressed all by |
| | |you like doing with your friend. Can |they have, they must count out that many |themselves. Have a race--who can get |
| |Key vocab: share, join in, invite (review |babies do that? Why/why not? On the bottom|manipulatives (i.e. Draw a 5—count out 5 |their coat on the fastest--mommy or me? |
| |of past SEC vocab) |of the picture, be sure to write the word |pieces of pasta—1, 2, 3, 4, 5). |Literacy- (interactive game) |
| | |“Friend.” | |Alphabet Hunt |
| |Key questions: | |LITERACY- Have your scholar go on an “D” |Music/movement- Continue practicing this|
| |How do you make friends? |Big ideas: |hunt by looking through different books or |song with your scholar and add the |
| |What are some ways big kids make friends? |You can make friends by inviting others to|food labels to try and find words that |movements! |
| |Can a baby do that (ask to play, join in, |play with you, joining in, or talking to |start with that letter. Have them practice |Do the Baby Dance |
| |share)? Why/why not? |others. |making the initial sound of the letter with| |
| | |I make friends by _____________. |each word they find. | |
| | |Babies can’t talk yet, so they can’t make | | |
| | |friends on their own. |CUTTING- Using a ruler, draw out straight | |
| | | |lines going across the paper. Have your | |
| | | |scholar practice holding scissors and | |
| | | |cutting across these lines. **For those | |
| | | |turning 5, draw 6 squares (3”x3”), and have| |
| | | |them color in the lines, then cut out the | |
| | | |squares. | |
| | | | | |
| | | |LIBRARY/ MEDIA- | |
| | | |Baby Bedtime by Mem Fox & Emma Quay | |
|Friday |Focus: How/what big kids learn |Media: Growing Up Song |MATH- Same/different activity: |Dramatic Play- Continue your game of |
|5/15 | |Activity: |Lay out 4 different colors of construction |School teacher with your scholar. Set up|
| |Essential Question: |It’s time to play TEACHER! You are the |paper. Have your scholar go on a color hunt|your classroom--what does it need? . |
| |How/what do big kids learn? |teacher, just like Ms. Brittany! What |for items that match the construction |Fine Motor- continue to practice |
| | |kinds of things are you teaching in your |paper. Ask them which items are the same |buttoning, zipping/unzipping, and lacing|
| |Key vocab: learn, school |classroom? What kinds of songs do you |color? Which items are different colors? |with your scholar. As big kids, they |
| | |sing? How is it different from what babies| |need to practice getting dressed all by |
| |Key questions: |learn? |LITERACY- Using the link below, practice |themselves. Have a race--who can get |
| |How do you learn? | |letter-recognition with your scholar. Go |their coat on the fastest--mommy or me? |
| |Who teaches you? |Big ideas: |through the alphabet, first starting with |Art- Your scholar can draw a baby |
| |Can babies go to school? |Big kids go to school and have teachers |the UPPERCASE letters. Have them say the |picture of themselves! They can get the |
| |What do you learn? |Babies learn from mommy/daddy. |letter, then practice the sound. |idea by looking at a baby picture that |
| |What do babies learn? |Big kids learn the alphabet and their |Letter Recognition flash cards |you may have around the house. Were they|
| |Are they the same? Why/why not? |numbers |Phonics Song |smiling? Were they crying? How do they |
| | |Babies learn other things like | |think they felt in their baby picture |
| | |_____________ (how to walk, how to talk, |**If your scholar knows their letters, have|and why? |
| | |how to eat, etc.). |them go on a “word hunt” using | |
| | | |books/magazines/ | |
| | | |Newspapers to find this week’s sight word: | |
| | | |“the” | |
| | | | | |
| | | |HANDWRITING-Name day! Have your scholar | |
| | | |practice writing their first names on a | |
| | | |piece of paper. Draw out boxes so that they| |
| | | |can practice writing their names in a | |
| | | |confined space. | |
| | | | | |
| | | |LIBRARY/ MEDIA- | |
| | | |Peter’s Chair by Ezra Jack Keats | |
Social/Emotional Learning—Week to review: Week 4
• Early Learning Unit 1—Week 4: Self-Talk
Follow the link, and scroll all the way to the bottom (page 4)
• Aprendizaje temprano Unidad 1—Semana 4: Hablar consigo mismo
Para español, haga clic en el enlace de abajo y vaya (a la página 4)
May Common Core Goals:
• Life Sciences:
o PK.SCI.4.a [P-LS1-1.] Explores what a variety of living organisms need to live and grow (e.g., water, nutrients, environment)
o PK.SCI.6. b [P-LS3-1.] Compares baby and adult animals and recognizes similarities (e.g., matches adult stuffed animals with their baby in a play setting)
• Mathematics:
o PK.MATH.10 [NY-PK.MD.1.] Identify measurable attributes of objects such as length or weight, and describe them using appropriate vocabulary (e.g., small, big, short, tall, empty, full and light)
• Communication, Language, and Literacy:
o PK.AC.1.a Participates in small or large group activities for story-telling, singing or finger play
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