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Essential Question? How the weather affects my life?Lesson Focus:WinterDate:Jan 10th-13th, 2017Week 18TeachersOlga Lucia Orozco & Reyna SoberanesVocabulary Development? II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. IDPs: 22,25,26,28,29,34,36,37(C) Uses words to communicate how he is feeling.IDPs: 22,25,28,29,34,35,37Literacy? III.A.1 Child engages in pre-reading and reading related activities. (A) Repeats or "chimes in" on repeated parts of predictable stories. IDPs: 22,23,24,25,26,28,29,30,31,32,33,34,35,36,37,38? II.A.1 Child shows understanding by responding appropriately. (E) Follows a change in the morning activity schedule as described by the teacher. CLI dataIDPs: 22,25,28,29,30,32,34,35,36,37Social Emotional ? I.B.2.b Child is aware of own feelings most of the time. IDPs: 34,29? I.B.1.c Child regulates his own behavior with occasional reminders or assistance from teacher.IDPs: 21,29,31,34,36,37,38 Science? VI.C.3 Child observes and describes what happens during changes in the earth and sky IDPs: 21,22,24,25,27,28,29,30,31,32,34,35,36,37,38? I.C.5 Child initiates problem-solving strategies and seeks adult help when necessary. (C) Asks the teacher for help in resolving a conflict with a classmate after attempting to solve the problem herself.IDPs: 22,24,25,26,29,30,32,34,36,37Math: ? 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, CLI dataIDPs: 22,24,25,28,29,30,31,32,34,35,36,37Letter Knowledge? III.C.1 (C) Manipulates letters in a variety of ways (finds letters buried in sand; letter sorts, IDPs: 22,24,25,28,29,30,31,32,33,34,35,36,37? III.C.1 (C) Manipulates letters in a variety of ways …matching upper/lower case letters.IDPs: 21,23,24,26,27,31,32,33,38English VocabularyWinter, warm, cold, weather, environment, snow, freeze. Spanish VocabularyInvierno, cálido, frío, clima, medio ambiente, nieve, congelarLESSON COMPONENTSMondayTuesdayWednesdayThursdayFridayIndividual GreetingMorning Activities Writing NameCalendarTime: 8:00 – 8:30Washing hands, potty as neededIndividual GreetingHello song, Days of the week song, Months of the year song, Today is Sunday song.Pledge US & TXTransition to Breakfast Let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/WeatherNews Day-WeekRoutines and ProceduresIndividual GreetingWriting names/playing with lettersHello song, Days of the week song, Months of the year song, Today is Sunday song.Pledge US & TXTransition to Breakfast Let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/WeatherNews Day-WeekRoutines and ProceduresIndividual Greeting Writing names/playing with lettersHola song, Dias de la semana, Meses del A?o, Hoy es Domingo songPledge US & TXTransition to Breakfast let’s send hugs to…(Absent, sick, and family members) Calendar/ Classroom helpers/WeatherNews Day-WeekRoutines and ProceduresIndividual GreetingWriting names/playing with lettersHello song, Days of the week song, Months of the year song, Today is Sunday song.Pledge US & TXTransition to Breakfast let’s send hugs to…(Absent, sick, and family members)Calendar/ Classroom helpers/WeatherNews Day-WeekRoutines and ProceduresIndividual Greeting Writing names/playing with lettersHola song, Dias de la semana, Meses del A?o, Hoy es Domingo songPledge US & TXTransition to Breakfast let’s send hugs to…(Absent, sick, and family members)Calendar/ Classroom helpers/WeatherNews Day-WeekRoutines and ProceduresTime: 8:30-9:00 Breakfast/Brushing teeth/Transition after breakfast: Language Arts JournalsBreakfastTeacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures.BreakfastTeacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures.BreakfastTeacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures.BreakfastTeacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures.BreakfastTeacher and Co-teacher sit at the tables with the students and will talk about Daily routines and procedures.9:00-9:10Brain Gym Teachers and Students do a routine of exercises to improve the brain disposition to learn Math Time: 9:10- 9:30Potty as needed –washing hands9:35-9:40 – lineup- waking to the playground Make the number.Materials:Song Poster 17: Simon says, 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.Looking at real life patternsMaterials:Song Poster # 17, Simon Says, and CD; Discussion Book pages 24-25After singing the song, TS will be asked about the pictures on the pages displayed, identify the patterns on the objects and read the patters (white, black, white, black, and so on) repeated with each object shown on the pages (24-25) of the discussion book.Patterns in the environmentMaterials:Song Poster # 17, Simon Says, and CD; Discussion Book pages 24-25.After singing the song, TS will be asked to retell the story (rhyme) in the displayed pages of the book, then, there will be a brief description of the patterns.Then, TS will be invited to find some patterns in the classroom, in their clothes, and to try to continue them.Identifying PatternsMaterials:Song Poster # 18, Head, shoulders, knees, toes; musical instruments (drum, triangle, tambourine).After asking the students about their predictions on the poster s we will sing the song.After singing the song, new patterns will be acted out to encourage the students to continue the pattern.Then, the musical instruments will be used to play sequences of sounds, and students will be asked to repeat the pattern, identify when it is a patter, or/and continue the pattern. The sequences of sounds will be played several times in order to help the students practicing.Participating in making a patternMaterials:Song Poster # 18, Head, shoulders, knees, toes; After singing the song, new patterns will be acted out in order to encourage the students to continue the pattern.Then the students will be asked to sit in a circle in a pattern (standing and sitting, or boy and girl,)After deciding what pattern, they are making, each student will be asked what to do (sit or stand) to continue the pattern, a child will need to read the pattern after it is accommodated the last student. Work with the students to form other patters AB, AAB, AABB, etc.Gross Motor Development Time: 9:40-10:00Play GroundStudents play supervised/interact with teacher & co-teacherRoutines and ProceduresPlay GroundStudents play supervised/interact with teacher & co-teacherRoutines and ProceduresPlay GroundStudents play supervised/interact with teacher & co-teacherRoutines and ProceduresPlay GroundStudents play supervised/interact with teacher & co-teacherRoutines and ProceduresPlay GroundStudents play supervised/interact with teacher & co-teacherRoutines and ProceduresLanguage ArtsTime: 10:00-10:20Letter of the week: CPrior knowledge: Brainstorming words starting with C.Materials:Cancionero: El Conejo!Alfarrimas, cuento de la CPor Lada KratkyAfter reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter C, students will trace a textured letter C.Letter of the week: CPrior knowledge: Brainstorming words starting with C.Materials:Cancionero, El Conejo!Alfarrimas, cuento de la CPor Lada KratkyAfter reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter C, students practice with the “Estrellita sounds Chart” Letter of the week: CPrior knowledge: Brainstorming words starting with C.Materials:Cancionero, El Conejo!Alfarrimas, cuento de la CPor Lada KratkyAfter reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter C students will Find letter C on a song’s chartLetter of the week: CPrior knowledge: Brainstorming words starting with C.Materials:Cancionero, El Conejo!Alfarrimas, cuento de la CPor Lada KratkyAfter reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter C, students will write letter C on a chart.Letter of the week: CPrior knowledge: Brainstorming words starting with C. Materials: Cancionero, El Conejo!Alfarrimas, cuento de la CPor Lada KratkyAfter reading and discussing the books, singing the songs, and reviewing objects in the ABC Tub starting with letter C, the students will participate creating the Thinking Map letter CSmall Groups M-T-WStudents develop /enhance their fine motor, logical, and intellectual skills Time: 10:20-10:30Table 1: Language Arts:Fine motor( cutting, pasting, writing) and concept development Table 2: Math: Counting, one to one correspondence, shape recognition, and fine motor refinementTable 3: Art- creativity, writing, letter recognition, & solving problems. Table 2: Language Arts:Fine motor( cutting, pasting, writing) and concept development Table 3: Math: Counting, one to one correspondence, shape recognition, and fine motor refinementTable 1: Growing with Math:Day and Night sequence Table 3: Language Arts:Fine motor( cutting, pasting, writing) and concept development Table 1: Math: Counting, one to one correspondence, shape recognition, and fine motor refinementTable 2: Growing with Math: Day and Night sequence Learning/Socialization Centers Teachers interact with the students while pretended playLearning/Socialization Centers Teachers interact with the students while pretended playLearning- Socialization CentersTime: 10:30-11:30 Learning/Socialization Centers Teachers interact with the students while pretended play Learning/Socialization Centers Teachers interact with the students while pretended playLearning/Socialization Centers Teachers interact with the students while pretended playLearning/Socialization Centers Teachers interact with the students while pretended playLearning/Socialization Centers Teachers interact with the students while pretended playLunchTime: 11:30-12:00 Potty as neededTime 12:00-12:10Potty, transition reading with a buddy (peer or puppet)Balanced Foodand FruitTeacher and Co-teacher sit at the tables with the students.Balanced Foodand Fruit Teacher and Co-teacher sit at the tables with the students.Balanced Foodand FruitTeacher and Co-teacher sit at the tables with the students.Balanced Foodand FruitTeacher and Co-teacher sit at the tables with the students.Balanced Foodand FruitTeacher and Co-teacher sit at the tables with the students.Gross Motor DevelopmentTime: 12-10- 12:30Activity Center Students play & Interact with teacher and co-teacherActivity Center Students play & Interact with teacher and co-teacherActivity Center Students play & Interact with teacher and co-teacherActivity Center Students play & Interact with teacher and co-teacherGross motor timeStudents play & Interact with teacher and co-teacherTime: 12:30-12:50Science / Social StudiesThe Jacket I wear in the snowBy Shirley NeitzelBilingual Discussion Wilbur the weather watcher (Growing with Math)Bilingual Discussion El gorro de lanaBy Jan BrettBilingual Discussion Classroom bookEn un día de nieve12700120650Library00LibraryComparing:El gorro de lana & El mitten By Jan BrettBilingual Discussion Journals- Cots downTime: 12:50-1:00Nap: 1:00-2:00SS/SC JournalNap: 1:00-2:00SS/SC JournalNap: 1:00-2:00SS/SC JournalNap: 1:00-2:00SS/SC JournalNap: 1:00-2:00SS/SC JournalNap: 1:00-2:00Time:2:00-2:05Cots Up Washing hands Time Time:2:05-2:20Family Style Snack.Potty as neededYogurt, vanilla wafers, and water.Library centerCrackers, ham, & cheese, and juice.Library centerGrapes, graham crackers, and water. Library centerOranges, animal crackers, and water. Manipulative timeRice crispies treats and juice. Manipulative timeTime: 2:20-2:30Conceptual Refinement/ReviewGood bye rituals Language Art JournalsCounting the days at schoolCounting the days at school SS Journals Language Art JournalsCounting the days at schoolStudents read at the library and take a book to read at home Math JournalsCounting the days at schoolLearning Goals Fourth six weeksListening Comprehension Skills? II.A.1 Child shows understanding by responding appropriately. (E) Follows a change in the morning activity schedule as described by the teacher.? II.A.2 Child shows understanding by following two-step oral directions and usually follows three-step directions. (B) Responds to instructions given to the whole class ("Please get your jackets, put them on, and get in line.").? II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers(ELL). (C) Turns to a partner and repeats instructions- Think, Turn, and Talk.Speaking Skills? II.B.1 Child is able to use language for different purposes. (D) Participates in a discussion about magnets, making predictions about what things the magnet will attract.? II.B.2 Child engages in conversations in appropriate ways. (C) Initiates or terminates conversations appropriately. (D) Engages in appropriate greeting and departing conversations.? II.C.1 Child's speech is understood by both the teacher and other adults in the school. (C) Communicates in a way that others understand what is being said without constantly having to ask "What did you say?"? II.C.2 Child perceives differences between similar sounding words. (A) Follows directions without confusion over the words heard. (B) Points to the appropriate pictures when prompted (when shown a picture of a goat and a coat, points to the picture that matches the word spoken).? II.C.3 Child investigates and demonstrates growing understanding of the sounds and intonation of the English language (ELL). (D) Uses phonograms (cat, hat, sat, mat, fat pat) when playing with rhymes.Vocabulary and Sentence Skills? II.D.1 Child uses a wide variety of words to describe people, places, things and actions. (G) Tells a classroom visitor about his experiences with the materials in the science center, using appropriate terminology.? II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom. (D) Points to the appropriate pictures or objects when prompted.? 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. (E) Uses new words when engaged in child initiated play.? II.D.5 Child uses category labels to understand how the words/objects relate to each other. (C) Identifies which objects are in a specific category and which are not.? II.D.6 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English (ELL). (E) Sequences story picture cards.? II.E.2 Child uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. (A) Uses the correct tense when describing something he did yesterday or last week.? II.E.3 Child uses sentences with more than one phrase. (A) Talks with a friend as they play using sentences with more than one phrase ("Let's go to the store and get milk for the baby.") (C) Describes a family event, combining phrases to show sequence ("We went to the grocery store and then drove back home.")? II.E.4 Child combines more than one idea using complex sentences. (B) Tells a friend what to do when taking an order for pizza in a pretend restaurant.Reading/ Phonological Awareness and Comprehension Skills? III.A.3 Child asks to be read to or asks the meaning of written text. (D) Asks the meaning of the writing on a food container.? III.B.1 Child separates a normally spoken four-word sentence into individual words. (A) Repeats a sentence spoken by the teacher, stepping forward as the word he is assigned is spoken in the sentence.? III.B.2 Child combines words to make a compound word. (C) Makes compound words by responding with a second part after the teacher has provided the first part. (D) Names the two words that are said in a compound word when prompted by the teacher.? III.B.3 Child deletes a word from a compound word. (A) Takes compound words apart by deleting either the first or second part and stating the word that is left (sunflower - sun = flower; in Spanish, arcoiris - arco = iris).? III.B.4 Child combines syllables into words. (C) Provides second syllable of theme-related objects when the teacher says the first syllable, then entire word (teacher says "buck", child says "et" = "bucket").? III.B. 5 Child can delete a syllable from a word. (B) Chooses a theme-related object (with from one to three syllables) and deletes the initial or final syllable from that word. (C) Participates in word games that focus on playing with syllables.? III.B.6 Child can produce a word that rhymes with a given word. (F) Participates in word play games that focus on making rhyming words ( "Willoughby, Walloughby, Woo" in Spanish: tio, mio, sio).? III.D.1 Child retells or reenacts a story after it is read aloud. (F) Tells what might happen next if the story continued. (G) Role plays or pantomimes stories.? III.D.2 Child uses information learned from books by describing, relating, categorizing or comparing and contrasting. (C) Describes the reason for sorting airplanes and helicopters separately from boats or cars.? III.D.3 Child asks and answers appropriate questions about the book. (D) Makes comments about the characters or actions within a story.Alphabet Knowledge and Skills? III.C.3 Child produces the correct sounds for at least 10 letters. (A) Makes the sounds in her first name as she attempts to write the letters. (B) Produces the correct sound when shown the first letter of her name. (C) Makes the correct letter sound while pointing to a letter in a book or on a poster.Writing Skills? IV.A.1 Child intentionally uses scribbles/writing to convey meaning. (A) Signs name on sign-in sheets, art work, graphs, letters, lists, etc.B) Uses letter-like shapes when taking an order at a restaurant during dramatic play. (D) Makes letters in shaving cream. (E) Builds a block structure to represent the house of the three bears from a story and asks the teacher for help writing "keep out."? IV.B.1 Child independently uses letters or symbols to make words or parts of words. (B) Labels a picture with shapes which are letter-like in form. (C) Writes spontaneous letters they know, such as in their names. (D) Engages in "write the room," copying letters from posters, charts, letter walls, books, etc. found around the room.? IV.B.2 Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or well-formed letters. (B) Labels a building in the construction center using her name.? IV.D.1 Child uses some appropriate writing conventions when writing or giving dictation. (D) Writes first name. (G) Scribbles or writes more or less in a horizontal line.MathCounting Skills? V.A.1 Child knows that objects or parts of an object can be counted. (A) Places objects to be counted in a row and begins counting.? Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted. (A) Counts 8 plastic cows and says, "I have 8 cows."Adding To/Taking Away Skills? V.B.1 Child uses concrete models or makes a verbal word problem for adding up to 5 objects. (C) Shows joining (adds) 1 more cube to a set (up to 5).? V.B.3 Child uses informal strategies to share or divide up to 10 items equally. (D) Uses language associated with fair-sharing "one for me," "one for you."Geometry and Spatial Sense Skills? V.C.1 Child names common shapes. (D) Describes attributes of shapes using his own language.? V.C.2 Child creates shapes. (A) Puts together shapes to make real-world objects and other shapes (using a square and triangle to make a house.)? V.C.3 Child demonstrates use of location words. (A) Uses "near" and "far" to describe places on the playground and in the classroom.Measurement Skills? V.D.2 Child recognizes how much can be placed within an object. (D) Arranges tea cups in the dramatic play center from smallest to largest or largest to smallest.? V.D.3. Child informally recognizes and compares weights of objects or people. (A) Uses a rocker balance or seesaw scale to determine heavy and light objects or objects of equal weight.? V.D.4 Child uses language to describe concepts associated with the passing of time. (B) Talks with friends about what happened yesterday, what is happening today, and what might happen tomorrow.Classification and Pattern Skills? V.E.1 Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different. (A) Puts all the cars in a box and all the trucks in a different box and says why.? V.E.2 Child collects data and organizes it in a graphic representation. (D) Uses mathematical language to describe data (more, less, same, longer, shorter, etc.).? V.E.3 Child recognizes and creates patterns. (C) Contributes pictures for the pattern class book (cuts out pictures for the pattern class book).ScienceMotion? VI.A. 1 Child describes, observes, and investigates properties and characteristics of common objects. (E)Describes and compares the effects magnets have on other objects (attract to some things but not to others).? VI.A.2 Child investigates and describes position and motion of objects. (A) Observes, measures, describes and demonstrates the various ways objects can move (straight, zigzag, round and round, fast, slow).? VI.A.2 Child investigates and describes position and motion of objects. (B) Investigates and states conclusions after moving a variety of toy vehicles on different surfaces. Shadows? VI.C.3 Child observes and describes what happens during changes in the earth and sky. (E) Observe shadows and describes the relationship between the shadow and a light source (sun, flashlight, lamp). (F) Investigates and draws conclusions about shadows.Health & SafetyHS1 Health? (H1.4) Refines use of eating utensils? (H1.5) Begins to recognize and select healthy foodsHS2 Safety? (HS2.7) Recognizes the danger of poisonous substances, including drugsPhysical DevelopmentGross Motor? IX.A.1 Child demonstrates coordination and balance in isolation. (E) Moves and stops with control over speed and direction (moves back and forth, side to side).? IX.A.2 Child coordinates sequence of movements to perform tasks. (A) Moves within a space of defined boundaries, changing body configuration to accommodate the space (moving through an obstacle course).Fine Motor? IX.B.2 Child shows increasing control of tasks that require eye-hand coordination. (E) Draws recognizable pictures and shapes.Technology? X.A.4 Child uses software applications to create and express own ideas. (A) Creates writings and drawings using software.Social StudiesCalendar? VII.A.3 Child organizes their life around events, time, and routines. (B) Categorizes time intervals using words today, tomorrow, next time). (C) Connects past events to current events (linking yesterday's activity with what will happen today).Community Workers? VII.B.2 Child participates in activities to help them become aware of what it means to be a consumer. (A) Participates in buying items found in the store/restaurant in the pretend play center (I had enough money to buy 2 apples, but not 3).?. (B) Shares experiences with the other children detailing shopping experiences with their family.? VII.B.3 Child discusses the roles and responsibilities of community workers. (C) Identifies community helpers (police officers, firefighters, paramedics, bus drivers, etc.). (D) Pretends to be different community helpers during play. (E) Participates in the creation of class books about school and community helpers.? VII.C.1 Identifies common features of the local landscape (houses, buildings, streets).Fine ArtsArt? VIII.A.2 Child uses art as a form of creative self-expression and representation. (D) Creates drawings and paintings that gradually become more realistic and detailed. (E) Uses a variety of materials to create art forms. Music? VIII.B.2 Child responds to different musical styles through movement and play. (C) distinguishes between different types of music (loud/soft, fast/slow, happy/sad, etc.).Dramatic Play? VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations. (A) Dramatizes a story read aloud (a familiar fairy tale). (B) Engages in dramatic play with classmates (plays the part of different characters in familiar books). (C) Creates props to dramatize a story read aloud or represent mood. (F) Uses voice to represent sound to act out characters in a story (high and low pitches).Personal & Social DevelopmentWords? I.A.2 Child shows awareness of areas of competence and describes self positively in what he is able to do. (C)Describes self using specific competencies ("I can buckle my shoes." "I'm good at drawing.")? I.A.3 Child shows reasonable opinion of his own abilities and limitations. (B) Requests help from adults when appropriate. (C) Declines help politely when not needed ("No thanks, I can do it myself.").? I.B.2.a Child begins to understand difference and connection between feelings and behaviors. (B) Uses words to express feelings about specific events ("It makes me mad when you take my toy!" "I Love to paint!").? I.C.1 Child uses positive relationships as modeled by his teacher for her own pro-social behaviors. (B)Coordinates eye contact with communication (looks at teacher or peer during communicative exchanges). (D) Takes multiple turns during a conversation.? I.C.5 Child initiates problem-solving strategies and seeks adult help when necessary. (B) Asks an adult or peer for help when needed ("Will you push me on the swing?"). (C) Asks the teacher for help in resolving a conflict with a classmate after attempting to solve the problem herself ("Mary won't give me a turn on the swing!")? I.C.7 Child begins to have meaningful friends. (A) Talks with the friend to plan their play (planning to play house in the pretend learning center). (C) Talks about the friend.? I.D.1 Child demonstrates an understanding that others have specific characteristics. (A) Describes others using specific characteristics ("Mrs. Smith wears glasses." "Calvin is the tallest child in the class.").Transition Learning OpportunitiesSong from: Growing with Math / Cancionero/ Dr. Jean/ Dan St.Romain/ Alfarrimas/ Codes: PM Progress Monitoring PG Parent Goal T TableStudent Interest IntegrationMusic: Different instruments in the classroom and pod to help students expressing through music.Music: Different instruments in the class-room and pod to help students expressing through music.Music: Different instruments in the classroom and pod to help students expressing through music.Music: Different instruments in the classroom and pod to help students expressing through music.Music: Different instruments in the classroom and pod to help students expressing through music. ................
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