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ROOM #25 WEEKLY PLANNING FORM WEEK OF: August 3
TEACHER’S NAME: Shoshana Schachter
|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 learning |
| |outcomes- lesson) | |Math, Literacy, cutting/ handwriting, |centers)] |
| | | |Library) | |
|Monday |This week we will focus on summer |Today you and your child will discuss what|MATH- |Science and Discovery |
|Date: |activities. Remind your child what |you see at the beach. Then they can chose |review numbers 10-12. Trace a big 10 and then|
|August 3 |we did in different seasons. For |which item they want to create for an art |add 10 stickers. Then trace a big number 11 |ate-kinetic-sand |
| |example in the fall we looked at |activity. Such a beach ball from a paper |and add11 stickers. Last trace a big number |Kinetic Sand-Materials: |
| |different color leaves and gathered |plate. |12 and add 12 stickers. |Baking soda |
| |acorns, in the winter we build a |[pic] |Math concept- |Baking powder |
| |snowman and in the spring we flew |[pic] |big and small |Dishwashing liquid |
| |kites and saw flowers blooming, now |Or a sand castle |Today you will review the difference between |Mixing bowl |
| |in the summer it is hotter so what |[pic] |big and small. Look at mommy or daddy and see|Spoon |
| |can they do? One of the best |Or a pail and shovel |if their hands and feet are bigger or smaller|1. Help your child mix together two parts baking soda |
| |activities is going to the beach. |[pic] |than yours. Then trace their hands and feet |and one part baking powder along with one part of |
| |Remind the children what they saw at|[pic] |and yours. Can you see the difference? |dishwashing liquid in a large bowl. |
| |the beach. Or show theme this video |Write/trace the word- |Use HIDEC resource page |2. Have your child stir the mixture with a spoon until|
| |to help them understand. |beach | sandy/doughy substance forms. If the powder mixture |
| |Let’s go to the beach video | |big-or-small-.pdf |seems too wet, add baking powder. |
| | |LITERACY- |3. Ask your child to knead the mixture together until |
| |snsKScc | |Letter of the week-Mm |it feels sandy and dough-like but not wet. Then, ask |
| |Read the book | |Review sound |him if he thinks more baking powder is needed to make |
| | | |Find pictures/words that begin with Mm in |it fluffy. (It’s likely he will need to add more.) Ask|
| |[pic] | |magazines or books |him to describe the texture. Also, ask if it’s easy or|
| |Seashore | |Use literacy resources to review letter Mm |hard to knead the mixture. |
| | |Page 49-50 |4. He can continue to play with it, which will help |
| |99 | | his fine motor skills. |
| | | |literacy.pdf |5. When he’s done, store the mixture in a sealed |
| | | | HANDWRITING- |plastic container. |
| | | |Ask family members their favorite activity at|Computer- |
| | | |the beach. Then try to draw a picture of it |Sandbox Search |
| | | |and write the word next to it. |
| | | |Then use handwriting resources Page 19 |Music and Movement Beach ball activity |
| | | |
| | | |handwriting-beginners-ii-1.pdf |utu.be |
| | | |LIBRARY/ MEDIA- READ A BOOK FOR 20 MINUTES A | |
| | | |DAY- VISIT A RECOMMENDED INTERACTIVE WEBSITE | |
|Tuesday |Today you will learn all about |Today you will create seashells. You can |MATH- |Science/Discovery |
|Date: |seashells. |use a paper plate. Trace a sea shell |review numbers 10-12 |What items can float in water? Using a bucket of |
|August 4 |Seashells are hard. |pattern on the plate. Then paint or color |Look around your house for the numbers 10-12.|water, gather several objects from around the house. |
| |They are created by animals that |the sea shell. After punch holes on top |Then draw a picture of what you were able to |Which objects sink, and which objects float? |
| |live in the sea. It is part of their|and bottom. Then have your child lace |find. |Dramatic Play – Create a place for your child to |
| |body. |string in the holes. Remind them to go up |Math Concept-. |pretend they are playing in the sand and an area for |
| |We can find empty seashells on the |and then and one whole after another. |Big and small |them to pretend to swim and play in the water. Add |
| |beach. |[pic] |Today you will look around your house for |beach chairs, towels, toys for building sandcastles |
| | | |items that are similar. For example 2 trucks.|and playing in the water, and a picnic basket or |
| |[pic] |[pic] |Then you will separate your toys into 2 |cooler of pretend food so your child can pretend to |
| |It’s a Seashell Day |Write/trace the word- |piles, a big pile and a small pile. Then |spend a day at the beach. |
| | |count to see which pile has more toys. |Computer |
| |58 | |Afterward chose a page to practice from HIDEC|Children Learn All About What Makes Seashells |
| | | |resources, | |
| | | | Tiger’s Neighborhood – Sandcastle |
| | | |math-concept-size.pdf | |
| | | |LITERACY- | |
| | | |Review Mm sound | |
| | | |cut items from magazines that start with | |
| | | |letter M. Use literacy resources to review | |
| | | |letter pages Mm pages 51-52 | |
| | | | |
| | | |literacy.pdf | |
| | | |HANDWRITING- | |
| | | |Practice writing the name of your favorite | |
| | | |shape | |
| | | |Then use handwriting resources Page 20 | |
| | | | |
| | | |handwriting-beginners-ii-1.pdf | |
| | | |LIBRARY/ MEDIA- READ A BOOK FOR 20 MINUTES A | |
| | | |DAY- VISIT A RECOMMENDED INTERACTIVE WEBSITE | |
|Wednesday | |Today your child will create their own |MATH- |Art |
|Date: |Today You will talk about summer |bubbles. |Review numbers 10-12. Write the numbers 10, |Fill a container with bubble solution and a few drops |
|August 5 |activities that have to do with |Homemade Bubble Solution recipe- |11, and 12 on three separate papers. Turn |of food coloring. Under your supervision, the children|
| |water. First have your child come up|This simple recipe produces good bubbles. |them over. Then have your child turn over one|can use a straw and blow into the solution to create a|
| |with their own ideas. Then you can |Many people use just water and dishwashing|paper and name the number. Then have your |cluster of bubbles. As the bubbles rise, place a sheet|
| |suggest the beach (ocean), |liquid, but the addition of corn syrup, |child either jump, run in a circle or clap |of white paper carefully on top. When the bubbles |
| |sprinkler, pool, bubbles, sailing on|like Karo syrup, or glycerin holds the |their hands that many times. |break they will leave an impression on the paper. Let |
| |a boat, fishing… |solution together to make better bubbles. |Math Concept- Big/small |each child have a turn to blow his bubbles and capture|
| |Today we will focus on bubbles. |1 cup water |Go outside and look for similar items, such |them on paper. |
| |How are bubbles made? |2 tablespoons light Karo syrup or 2 |as leaves or sticks. Then separate them into |Music and movement- |
| |Remind your child that all living |tablespoons glycerin |2 piles-big or small. Afterwards complete |Bubble Catch Game |
| |things breathe. We breathe air. |4 tablespoons dishwashing liquid |this page at the end of the lesson plan, |Children can develop motor skills, like eye/hand |
| |Bubbles are made when we blow air |Stir together until everything is |[pic] |coordination, by playing “bubble catch.” As the |
| |into a liquid such as water or milk.|dissolved. |LITERACY- |children play in pairs, one child blows a bubble and |
| |Also remind your child this is how |Then you can make your own bubble wand by |Watch the video about the letter M and its |the other one catches it on a piece of cardboard. Then|
| |fish breathe in water. When we add |using pipe cleaners. |sound. |the children switch positions. Another fun movement |
| |soap the bubble is able to last |[pic] | |activity is to “bubble dance.” Play music in different|
| |longer and even float up in the air.|Write/trace the word- |Use literacy resources to review letter page |tempos and invite the class to pretend they are round |
| |Also bubbles are round. They also |Bubbles |m page 13 |bubbles floating around the room. They can spin and |
| |pop when someone or something | | up and ‘pop’! |
| |touches the bubble. | |uppercase-letters-with-pictures.pdf |Reinforce concepts while blowing bubbles using the |
| | | |HANDWRITING- |words big, little, many, few, high and low. Ask |
| | | |ask family members the name of their favorite|questions like: Can you blow big bubbles? Little |
| |Read the book- | |water activity and write it down. |bubbles? Many bubbles? High bubbles? And so on. |
| |[pic] | |Then use handwriting resources Page 21 | |
| |" POP! A Book About Bubble" | | |
| | |handwriting-beginners-ii-1.pdf |Curious George Bubble Pop Game in English |
| |kZY6oMc | | LIBRARY/ MEDIA- READ A BOOK FOR 20 MINUTES A| |
| | | |DAY- VISIT A RECOMMENDED INTERACTIVE WEBSITE |Curious George Bubble Pop Game in Spanish |
| | | | |
| | | | |/ |
|Thursday |Today you will talk about another | |MATH- |Science |
|Date: |favorite water activity, fishing. |Today your child will be creating a |Review numbers 10-12. |Make an ice cube sailboat: |
|August 6 |What is fishing |fishing pole craft. |Then use HIDEC resource pages 10-12. Your |Freeze Ice cubes insert a straw and a triangular paper|
| |Fishing is an activity that people |You can use a pencil, stick, branch or |child can either color or paint the numbers. |to the straw. Sail your ice cube boat in a bowl of |
| |do to catch fish. |rolled up paper for a fishing rod. Then | |
| |How do people go fishing? |add string. Afterward, add a fish. |do-a-dot.pdf |[pic] |
| |Some people will use a rod and |You can use this pattern for your fish or |Math concept- |Music and movement-fishing game |
| |string while others might use a net.|create your own. |long/short- |You will need: |
| | |[pic] |Take strings and measure items such as toys |A stick or dowel |
| |Why do people go fishing? People go |[pic] |or books or even people. Then see which ones |Yarn |
| |fishing to catch fish that they will|Write/trace the word- |are taller or shorter. Then complete the |Small magnet |
| |eat or sell to other people such as |fishing |worksheet on taller at the end of the lesson |Pipe cleaners |
| |stores where mommy and daddy will | |plan. |Paper |
| |buy them. Other people go fishing | |[pic] |Paper clips |
| |because it is fun. | |LITERACY- |Crayons, colored pencils or markers |
| | | |Read the book, My M book- |Scissors |
| |Read the Book: | | |How to make a fishing game: |
| |[pic] | |Use literacy resources to review letter page |Make the fishing rod first – if you choose to make |
| |Piggy and Dad Go Fishing | |m page 13 |paper fish, allow your child to be creative with their|
| | | creations. Making the fish can be an activity all|
| |iiW_Ijc | |lowercase-letters-with-pictures.pdf |in itself. |
| | | |HANDWRITING- |Tie some yarn to your stick letting the yarn hang at |
| | | |Look in a book or online for different types |least 18″. Make sure to measure the length of the yarn|
| | | |of fish. Then try to write down your favorite|so the bottom end will reach the location of the fish |
| | | |ones. |from where your child sits or stands to do their |
| | | |Then use handwriting resources |fishing. |
| | | | the magnet to the end of the hanging yarn |
| | | |what-to-wear-in-the-summer.pdf |Make the fish |
| | | |LIBRARY/ MEDIA- READ A BOOK FOR 20 MINUTES A |Cut and twist pipe cleaners to make simple fish or |
| | | |DAY- VISIT A RECOMMENDED INTERACTIVE WEBSITE |Cut and color fish using paper |
| | | | |Attach a paper clip |
| | | | |How to play the fishing game: |
| | | | |Place all the fish on the floor. |
| | | | |Hold fishing rod so the magnet touches the “fishing |
| | | | |pond”. |
| | | | |Move fishing rod around until one of the fish is |
| | | | |picked up by the magnet. |
| | | | |Play just for fun, everyone wins! |
| | | | |Mix up the fun by challenging your child to catch a |
| | | | |certain color or size of fish |
| | | | |Computer- |
| | | | |Counting fish |
| | | | | |
|Friday |Today you will remind your child |Today your child will create an art |MATH- |Art: |
|Date: |what they learned about the summer |project with with summer activity they |Review numbers 1-12. |Make colored ice cubes out of water and food coloring.|
|August 7 |weather. For example it is hot we do|chose as their favorite. Some examples are|Write the numbers 1-12 on separate papers. |Insert a Popsicle stick into the water as it freezes |
| |not need coats and we can go outside|a baseball and bat. Trace a circle on a |Then Find objects around your house to place |to create a handle for your child to hold while |
| |and play. Such as going to the beach|white paper. Then punch out holes. Then |on these papers. Place one object on number |painting. Your child can then use the colored ice |
| |or park, riding our bikes, playing |your child can lace a red string on it. |1, 2 objects on number 2, 3 objects on number|paint. Before they begin painting, ask them to predict|
| |baseball, and going swimming in a |Then trace a bat pattern and haveyour |3, 4 objects on number 4 and so on. |how the paints will work and what will happen as they |
| |pool. You can then discuss what is |child cut it out. |Math Concept-taller/shorter |use them. |
| |their favorite activity and why. |[pic] |Draw a picture of each member f your family. |Sensory Play- What items can float in water? Using a |
| |Read the book- |If your child chooses swimming in a pool |Then place them in size order form tallest to|bucket of water, gather several objects from around |
| |[pic] |as their favorite activity they can color |shortest. |the house. Which objects sink, and which objects |
| |Maisy Learns to Swim |or paint a big blue circle. Then you can |Then complete the worksheet on shorter at the|float? |
| | pictures of their family member |end of the lesson plan. |Music |
| |4jW8vZI |swimming in the pool or they can draw |[pic] |Make letters with your body and sing the alphabet |
| | |their family. |LITERACY- |song. |
| | |[pic] |Review the letter Mm and name the letter and |[pic] |
| | |If your child chooses riding a bike they |its sound. Then create a picture with the |Outdoorplay |
| | |can create a bike with pop sticks and |letter M an example is- |Go outside and play the favorite activity you chose. |
| | |paper. Remind them a bicycle has 2 wheels |[pic] |Play baseball, ridea bike, swim in a pool with your |
| | |and a tricycle has 3 wheels. | |family. |
| | |[pic] |[pic] | |
| | |Write/trace the word- | | |
| | |Your favorite summer activity. | | |
| | | |HANDWRITING- | |
| | | |Practice writing the letters of the alphabet.| |
| | | | | |
| | | |Then use handwriting resources | |
| | | | |
| | | |summer-clothing.pdf | |
| | | | LIBRARY/ MEDIA- READ A BOOK FOR 20 MINUTES A| |
| | | |DAY- VISIT A RECOMMENDED INTERACTIVE WEBSITE | |
Social/ Emotional- Week to Review # 14
Word of the Week-frustrated
Monday- Your child is learning that sometimes he or she has strong feelings that are uncomfortable. Your child is also learning about feeling frustrated. Children can feel frustrated when they are trying to do something that is really hard. Children are learning this step for when they feel frustrated: Put your hands on your tummy and say “Stop” to begin calming down. Knowing how to calm down helps your child learn at school and at home.
Tuesday- Play a game with your child. Practice calming down while trying to do something really hard, such as buttoning a coat, tying a shoe, or putting together a new puzzle. Say: We’re going to play Freeze! while you are buttoning your coat. Explain the game. You will start buttoning your coat. When I say “Freeze!” you stop, put your hands on your tummy, and notice if your body feels uncomfortable. If you are feeling frustrated, you say “Stop!” Then when I say “Go,” start buttoning your coat again. Play the game while your child tries one or two difficult tasks.
Wednesday- This week’s story is about Tatiana. Tatiana is trying to tie her shoe. [pic] Ask your child about this story. • What do you see in this photo? • How is Tatiana feeling? (Frustrated.) • How can you tell? (By the look on her face—she’s crying. By what she is doing—something really hard.) • What can Tatiana do to start calming down? (She can put her hands on her tummy and say “Stop.”)
Now let’s pretend you’re Tatiana. Show me what you can do to start calming down. Put your hands on your tummy and say “Stop.”
Thursday- play the clap-down and snap up game.
Tell your child that they will need to use their listening skills to follow the game.
• First rule is when they hear you my clap you need to sit down
• Second rule is when they hear you my snap you need to jump up
• Third rule is when they hear you stomp you feet turn around.
• Then you will clap or snap or stomp and have your child follow the rule. If they need help remembering show them what to do.
• Repeat until your child can remember the rules.
Friday-read the book
Beautiful Oops
Sight word – review
Monday- - Use crayons or markers to write the word me or color the words the, to, at, it, and, in,
Tuesday- Use crayons or markers to write the word me or color the words on, you, me, go and can.
Wednesday- Use play-doh to trace the words. Then try to use play-doh to create the words yourself.
Thursday-Write the words in big letters then glue string on the words.
Friday-
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Domain 1. PK.AL.4. Exhibits curiosity, interest, and willingness to learn new things and have new experiences
a. Asks questions using who, what, how, why, when, where, what if
Domain 3.PK.SEL.1. Regulates responses to needs, feelings and events
b. Appropriately names types of emotions (e.g., happy, excited, sad) and associates them with different words and behaviors
Domain 4.A.PK.AC.1. Demonstrates motivation to communicate
d. Initiates and extends conversations, both verbally and nonverbally
Domain 5D. PK.ARTS.16. [VA:Cr1-3.PK] Creates Visual Arts c. Shares and talks about personal artwork
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