Week of:



Week of: Teacher:

Study: Signs Exploring the Topic: What do we know about signs? What do we want to find out?

Vocabulary—English: sign, inform, notice, in common

Spanish: señal, informar, notar, en común

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Library: nonfiction books about |Toys and Games: pictures of signs |Library: materials to make a class |Art: sign-making materials |Library: magazines; materials to make a|

| |signs; photos of signs |with words; magnetic letters and |book; pictures of signs the children | |class book |

| | |boards |have made or noticed | | |

|Question of the |What shape is this sign? (Display a|Do you know what this sign means? |Which of these is a sign? (Display a |What sign did you see today? |What does this sign tell us? |

|Day |“Do Not Enter” sign.) |(Display a stop sign.) |sign and a cover of a book.) | | |

|Large Group |Game: Stop & Go Colors |Movement: Freeze |Movement: Step, Hop, Jump |Game: Mr. Forgetful |Song: Clap a Friend’s Name |

| | | | | | |

| |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: Taking |Discussion and Shared Writing: Noticing |Discussion and Shared Writing: What Do |

| |Taking a Look |Exploring Writing on Signs |a Walk to Look For Signs |Signs |We Want to Find Out About Signs? |

| |at Signs | | | | |

| | |Materials: Mighty Minutes 25, |Materials: Mighty Minutes 132, “Step, |Materials: Mighty Minutes 55, “Mr. |Materials: Mighty Minutes 40, “Clap a |

| |Materials: Mighty Minutes 186, |“Freeze”; picture of a stop sign; |Hop, and Jump”; “What We Know About |Forgetful”; “What We Know About Signs” |Friend’s Name”; “What We Know About |

| |“Stop & Go Colors”; pictures of |chart paper |Signs” chart; photos of signs; camera |chart; photos of noticeable and |Signs” chart; “What We Want to Find Out|

| |signs; “What We Know About Signs” | | |unnoticeable signs |About Signs” chart |

| |chart | | | | |

|Read-Aloud |Marisol McDonald |Selection from the “Children’s |Marisol McDonald |Reread the book from Day 2 that features|Highlights High Five Bilingüe™, |

| |Doesn’t Match |Books” list that features signs |Doesn’t Match |signs. |¡Ven a saltar!/Jump In! |

| |Book Discussion Card 44 | |Book Discussion Card 44 | |Book Conversation Card 05 |

| |(first read-aloud) | |(second read-aloud) | | |

|Small Group |Option 1: Which Has More? |Option 1: Making Numerals |Option 1: The Farmer Builds a Fence |Option 1: Show Me Five |Option 1: Baggie Books |

| |Intentional Teaching Card M19, |Intentional Teaching Card M41, |Intentional Teaching Card M50, “The |Intentional Teaching Card M16, “Show Me |Intentional Teaching Card LL20, “Baggie|

| |“Which Has More?”; ice cube trays |“Making Numerals”; counting books;|Farmer Builds a Fence”; elastic band |Five”; collection of objects to count; |Books”; six to eight resealable bags |

| |or egg cartons; resealable bags; |modeling dough or clay; |or rope (about |dry erase board and marker or pen and |per book; environmental print; |

| |collection of objects that are |numeral/quantity card |8 feet long) with ends attached; |pencil |construction paper cut to fit inside a |

| |similar in size | |two-dimensional shapes | |bag; scissors; stapler; colorful tape |

| | |Option 2: Count & Trace | |Option 2: How Many in the Scoop? | |

| |Option 2: Sorting Signs |Intentional Teaching Card M93, |Option 2: Geoboards |Intentional Teaching Card M92, “How Many|Option 2: Signs Storyboard |

| |Intentional Teaching Card M05, |“Count & Trace”; numeral-quantity |Intentional Teaching Card M21, |in the Scoop?”; small scoop; jar or box;|Intentional Teaching Card LL46, |

| |“Sorting & Classifying”; objects |cards 1–10; assorted items that |“Geoboards”; geoboards; geobands; |small classroom items |“Storyboard”; collection of pictures of|

| |that define boundaries for sorting;|can be traced; paper; pencils or |shape cards with one shape on each | |signs; tape; index cards; construction |

| |pictures of signs |crayons |card | |paper; and writing tools |

Study: Insects Exploring the Topic, continued

|Outdoor Experiences: Physical Fun: Review Intentional Teaching Card P23, “Ways to Travel.” Follow the guidance on the card. |

|Family Partnerships: Introduce the study to families by sending a letter of explanation. Ask them to bring in items to add to the classroom signs collection such as materials to make signs and pictures of |

|signs. Encourage families to help their children notice what signs they see on their way to and from school. Invite families to assist with supervision during site visits. |

|Wow! Experiences: Day 3: A walk around the school to look for signs |

Week of: Teacher:

Study: Signs Investigation: 1. What are the characteristics of signs?

Vocabulary—English: English: octagon, classify, symbol, banner, universal

Spanish: octágono, clasificar, símbolo, pancarta, universal

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Music and Movement: red, yellow, |Toys and Games: cut-out shapes; |Art: materials to make signs; |Art: materials to make a class |Technology: pictures of signs from |

| |and green signs |pictures of signs |pictures of wordless signs |banner |different countries |

|Question of the |What is your favorite color? |What shape is this sign? |Which picture is the arrow pointing |How many pencils wide is this sign? |What does this sign mean? (Show a stop |

|Day | | |to? | |sign from another country.) |

|Large Group |Game: Rainbow Colors |Movement: The Name Dance |Game: What Could This Be? |Game: Up & Down on the Seesaw |Game: Color Clues |

| | | | | | |

| |Discussion and Shared Writing: |Discussion and Shared Writing: Shapes |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: Signs |

| |Colors of Signs |of Signs |Wordless Signs |Looking at Banners |From Different Countries |

| | | | | | |

| |Materials: Mighty Minutes 184, |Materials: Mighty Minutes 60, “The Name|Materials: Mighty Minutes 122, “What |Materials: Mighty Minutes 157, “Up &|Materials: Mighty Minutes 120, “Color |

| |“Rainbow Colors”; various colored |Dance”; books, magazines, or photos of |Could This Be?”; signs with |Down on the Seesaw”; pictures of |Clues”; pictures of signs from |

| |signs including red and green |signs |directional arrows; pictures of signs|street signs and banners |different countries including a stop |

| | | |with symbols or arrows | |sign |

|Read-Aloud |Marisol McDonald |Signs of All Kinds |Selection from the “Children’s Books”|Estela’s Swap |Reread the book from Day 3. |

| |Doesn’t Match | |list that explores feelings |Book Discussion Card 45 | |

| |Book Discussion Card 44 | | |(first read-aloud) | |

| |(third read-aloud) | | | | |

|Small Group |Option 1: Color Tally |Option 1: I’m Thinking of a Shape |Option 1: Did You Ever See…? |Option 1: Textured Letters |Option 1: Pearler Patterns |

| |Intentional Teaching Card M06, |Intentional Teaching Card M20, “I’m |Intentional Teaching Card LL14, “Did |Intentional Teaching Card LL15, |Intentional Teaching Card M85, “Perler |

| |“Tallying”; clipboard; paper; |Thinking of a Shape”; geometric solids;|You Ever See …?”; pictures of |“Textured Letters”; uppercase and |Patterns”; large perler beads; square |

| |pencils or crayons |empty containers of different sizes |familiar animals; audio recorder |lowercase letters cut out of a |or rectangle pegboards; parchment or |

| | |similar in shape to the geometric | |variety of materials; heavy paper or|iron paper; iron |

| |Option 2: Dig It! |solids |Option 2: Sign Riddles |cardstock | |

| |Intentional Teaching Card M89, “Dig| |Intentional Teaching Card LL11, | |Option 2: Cube Trains |

| |It!”; sensory table or bin; sand; |Option 2: Shape Bingo |“Rhyming Riddles”; chart paper and |Option 2: Stick Letters |Intentional Teaching Card M40, “Cube |

| |collection of small objects; |Intentional Teaching Card M88, “Shape |markers; pictures of signs; props |Intentional Teaching Card LL28, |Trains”; interlocking cubes; pictures |

| |sifters, sieves, rakes, slotted |Bingo”; tangram shapes; cardstock or |that rhyme with sign names |“Stick Letters”; pictures of signs |or illustrations of trains |

| |spoons, and strainers |construction paper; bag or box | |with words; sticks; alphabet cards | |

|Outdoor Experiences: Invite the children to play “Red Light, Green Light” outdoors. Invite children to use arrow signs to create paths around the playground. |

|Physical Fun: Review Intentional Teaching Card P14, “Moving Through the Forest.” Follow the guidance on the card. |

|Family Partnerships: Encourage families to help their children notice what signs they see near their homes. |

|Wow! Experiences: Research grocery stores that children can visit next week to look for signs. |

Week of: Teacher:

Study: Signs Investigation: 2. Where are signs found?

Vocabulary—English: advertisement, display, words related to signs at a grocery store (e.g., deli, produce, bakery), strategy, traffic

Spanish: anuncio, exhibición, palabras relacionadas con los rótulos en el supermercado (e.g., carnes, panadería, frutas y verduras), estrategia, tránsito

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Art: sign-making materials |Block: display signs |Dramatic Play: sign-making materials; |Toys and Games: board games with signs |Art: sign-making materials |

| | | |materials for a grocery store | | |

|Question of the |Where is this sign? (Show image of |What store do you like to visit? |What will you look for on our site |Where did we see this sign? (Show a |What number is on this sign? (Show |

|Day |a sign around the school.) | |visit? |picture of a location sign from the site|a speed limit sign.) |

| | | | |visit.) | |

|Large Group |Movement: High Knees |Game: Listen for Your Name |Game: Syllable Surprise |Movement: Action Counting |Game: Syllable Stroll |

| | | | | | |

| |Discussion and Shared Writing: |Discussion and Shared Writing: Signs|Discussion and Shared Writing: |Discussion and Shared Writing: Location |Discussion and Shared Writing: |

| |Signs Outside of Buildings |Inside of Stores |Site Visit: Grocery Store |Signs |Traffic Signs |

| | | | | | |

| |Materials: Mighty Minutes 180, |Materials: Mighty Minutes 85, |Materials: Mighty Minutes 151, |Materials: Mighty Minutes 140,“Action |Materials: Mighty Minutes 155, |

| |“High Knees”; pictures |“Listen For Your Name”; |“Syllable Surprise”; clipboards; paper;|Counting”; pictures of signs that tell |“Syllable Stroll”; video clip of |

| |of buildings with signs; |chart paper |writing materials; camera |you where to go; chart paper; |traffic; pictures of traffic signs |

| |chart paper | | |clipboards; paper; writing materials | |

|Read-Aloud |Selection from the “Children’s |Estela’s Swap |Highlights High Five Bilingüe™, ¡Ven a |Selection from the “Children’s Books” |Estela’s Swap |

| |Books” list that features a store |Book Discussion Card 45 (second |saltar!/Jump In! |list that features letters of the |Book Discussion Card 45 |

| |or business |read-aloud) |Book Conversation Card 05 |alphabet |(third read-aloud) |

|Small Group |Option 1: Treasure Hunt |Option 1: I Went Shopping |Option 1: Number Cards |Option 1: Writing With Wordless Books |Option 1: Stop & Go |

| |Intentional Teaching Card M87, |Intentional Teaching Card LL31, “I |Intentional Teaching Card M04, “Number |Intentional Teaching Card LL60, “Writing|Intentional Teaching Card P29, |

| |“Treasure Hunt”; treasure items; |Went Shopping”; five or six pieces |Cards”; set of cards with a numeral and|With Wordless Books”; wordless |“Stop & Go”; stop-and-go signs |

| |paper; pencils |of print found in a grocery store; |its number word printed on one side; |storybooks from the study; paper; | |

| | |grocery bag |small manipulatives |pencils or crayons; ringed index cards |Option 2: The Tortoise and the Hare|

| |Option 2: Signs to an Adventure | | |with frequently used words with |Intentional Teaching Card P41, “The|

| |Intentional Teaching Card M36, |Option 2: Coupon Match |Option 2: Number Line Hop |illustrations |Tortoise and the Hare”; a storybook|

| |“We’re Going on an Adventure”; |Intentional Teaching Card LL22, |Intentional Teaching Card M91, “Number | |of “The Tortoise and the Hare”; a |

| |pictures of signs; various |“Coupon Match”; empty food and other|Line Hop”; masking tape or chalk; |Option 2: Book Reviews |picture of a tortoise and a picture|

| |materials to use as obstacles; |commercial product containers or |numeral cards 1–20 |Intentional Teaching Card LL68, “Book |of a hare; traffic cones; large |

| |photographs with geographic |brand-name labels; laminated coupons| |Reviews”; a book with a review on the |outdoor area |

| |features |for the products; grocery bag; | |back; books from the study; variety of | |

| | |envelope | |writing tools; clear contact paper | |

|Outdoor Experiences: Invite the children to make and display location signs on the playground. Provide traffic signs for children to use to direct traffic on the tricycle paths. |

|Physical Fun: Review Intentional Teaching Card P34, “Clay Engraving.” Follow the guidance on the card to create clay signs for the playground. |

|Family Partnerships: Invite family members to accompany the class on the site visit to the grocery store (Day 3) |

|Wow! Experiences: Day 3: Site visit to a local grocery store. |

Week of: Teacher:

Study: Signs Investigation: 3. How do signs help?

Vocabulary—English: signal, intersection, detour

Spanish: señal, intersección, desvío

| |Monday |Tuesday |Wednesday |Thursday | |

|Interest Areas |Music and Movement: musical instruments |Dramatic Play: “walk” and “don’t walk” signs |Technology: pictures of animal-crossing signs |Toys and Games: classroom map; detour signs | |

| |including a whistle | | | | |

|Question of the |What does this sign tell us? |What does this mean? (Display a picture of a |How many signs do you see? (Display a picture of |Can you add to this pattern? (Use signs to | |

|Day | |“walk” and “don’t walk” sign.) |a city street.) |create a pattern.) | |

|Large Group |Song: Abby Had an Anteater |Game: My Name, Too! |Song: Baxter the Black Dog |Movement: Away I Go | |

| | | | | | |

| |Discussion and Shared Writing: Signals |Discussion and Shared Writing: How Do Signs |Discussion and Shared Writing: Animal Crossing |Discussion and Shared Writing: Detour Signs | |

| | |and Signals Keep Us Safe? |Signs | | |

| |Materials: Mighty Minutes 103, “Abby Had | | |Materials: Mighty Minutes 138, “Away I Go”; | |

| |an Anteater”; pictures or videos of |Materials: Mighty Minutes 35, “My Name, Too!”;|Materials: Mighty Minutes 161, “Baxter the Black |detour signs; chart paper; classroom map | |

| |signals; chart paper; whistle |masking tape; “stop” and “walk” signs; chart |Dog”; chart paper | | |

| | |paper; camera | | | |

|Read-Aloud |Selection of a counting book from |Highlights High Five Bilingüe™ |The Dot |Sopa de frijoles/Bean Soup | |

| |the “Children’s Books” list |¡Pasa!/Come In! |Book Discussion Card 46 | | |

| | |Book Conversation Card 09 |(first read-aloud) | | |

|Small Group |Option 1: Morning, Noon, and Night |Option 1: Sticky Tables |Option 1: Huff & Puff |Option 1: Bigger Than, Smaller Than, Equal To | |

| |Intentional Teaching Card M60, “Morning, |Intentional Teaching Card LL75, “Sticky |Intentional Teaching Card M26, “Huff & Puff”; |Intentional Teaching Card M09, “Bigger Than, | |

| |Noon, and Night”; magazines, newspapers, |Tables”; rolls of plain or colored masking |small, lightweight balls; standard and |Smaller Than, Equal To”; building blocks; | |

| |catalogs; chart paper; markers; scissors; |tape or first-aid adhesive cloth tape; |nonstandard measuring tools |standard and nonstandard measuring tools; | |

| |glue sticks |child-size table; chart paper; markers | |plastic links or yarn; dry erase board and | |

| | | |Option 2: Pendulum Power |marker | |

| |Option 2: Play Dough |Option 2: Color Hunt |Intentional Teaching Card M83, “Pendulum Power”; | | |

| |Intentional Teaching Card M15, “Play |Intentional Teaching Card LL61, “Color Hunt”; |nylon stockings; tennis balls; blocks; small |Option 2: The Long and Short of It | |

| |Dough”; recipe chart; ingredients; |small cards that show and name |cardboard boxes; collection of toilet paper |Intentional Teaching Card M25, “The Long and | |

| |materials to make |a color; color paddle |tubes; two chairs; broom or mop |Short of It”; a container; pieces of ribbon or | |

| |play dough | | |yarn of the same width | |

|Outdoor Experiences: Invite children to use signs to set up intersections and crosswalks across the tricycle path. Use signs to create a detour and walk to the playground in a new way. |

|Physical Fun: Review Intentional Teaching Card P22, “Follow the Leader.” Follow the guidance on the card. Invite one child to give directional signals to the leader such as stop, go, turn right, and turn left.|

|Family Partnerships: Invite a family member who works with signs to visit the classroom next week. |

|Wow! Experiences: Day 2: A walk around the school to look for signs and signals that help keep us safe. |

Week of: Teacher:

Study: Signs Investigation: 4. Who works with signs?

Vocabulary—English: printer, sign language, interpreter

Spanish: impresora, lenguaje de señas, intérprete

| |Monday |Tuesday |Wednesday |Thursday | |

|Interest Areas |Dramatic Play: signs similar to the ones |Art: materials from the print shop (e.g., |Technology: videos of sign language |Library: books that feature sign language | |

| |the visitor used |large paper, discarded signs, etc.); paint | | | |

| | |rollers; stencils | | | |

|Question of the |What do you want to ask our visitor? |What will we see at the print shop? |What letter is this hand making? (Show sign |What word would you like to learn in sign | |

|Day | | |language letters, L, O, C, V, or W.) |language? | |

|Large Group |Game: I Spy With My Little Eye |Game: Don’t Forget Your Ears |Movement: Let’s Make Letters |Song: Finger Flexing | |

| | | | | | |

| |Discussion and Shared Writing: Visitor Who|Discussion and Shared Writing: |Discussion and Shared Writing: Sign Language |Discussion and Shared Writing: Meet an | |

| |Uses Signs |Site Visit to See How Signs are Made | |Interpreter | |

| | | |Materials: Mighty Minutes 84, “Let’s Make | | |

| |Materials: Mighty Minutes 19, “I Spy With |Materials: Mighty Minutes 195, “Don’t Forget |Letters”; sign language alphabet chart; chart |Materials: Mighty Minutes 176, “Flexing | |

| |My Little Eye”; chart paper; camera |Your Ears”; picture of a large printer; |paper |Fingers”; chart paper; camera | |

| | |clipboards; paper; pencils; chart paper | | | |

|Read-Aloud |The Dot |Highlights High Five Bilingüe™ |The Dot |Selection of a poetry book from the “Children’s| |

| |Book Discussion Card 46 (second |¡Pasa!/Come In! |Book Discussion Card 46 |Books” list | |

| |read-aloud) |Book Conversation Card 09 |(third read-aloud) | | |

|Small Group |Option 1: Rhyming Chart |Option 1: Guessing Jar |Option 1: Nesting Dolls |Option 1: Sign Language Shadows | |

| |Intentional Teaching Card LL10, “Rhyming |Intentional Teaching Card M17, “Guessing Jar”;|Intentional Teaching Card M46, “Nesting Dolls”; |Intentional Teaching Card M47, “My Shadow and | |

| |Chart”; chart paper and marker; rhyming |large plastic jar; collection of objects to |nesting dolls |I”; overhead projector or flashlights; | |

| |poem; props that illustrate the poem |put in the jar; chart paper | |construction paper or colored transparencies; | |

| | | |Option 2: Lining it Up |shapes | |

| |Option 2: Rhyming Tubs |Option 2: Graphing Signs |Intentional Teaching Card M31, | | |

| |Intentional Teaching Card LL44, “Rhyming |Intentional Teaching Card M11, “Graphing”; |“Lining It Up”; collection of objects |Option 2: Straw Shapes | |

| |Tubs”; plastic tub; bag or small box; |chart paper; markers; stickers; pictures |to be arranged by size; dry erase board and |Intentional Teaching Card M42, “Straw Shapes”; | |

| |pairs of objects with names that rhyme |related to the study; dry erase board and |marker |geometric shapes; drinking straws cut to | |

| | |marker | |different lengths; pipe cleaners; paper; pencil| |

| | | | |or crayons | |

|Outdoor Experiences: Physical Fun: Review Intentional Teaching Card P33, “Obstacle Course”. Follow the guidance on the card. |

|Family Partnerships: Invite family members to accompany the class on a site visit to a local print shop (Day 2). Invite a family member who uses sign language to visit the class. Invite families, friends, |

|site visit experts, and visitors to attend the end-of-study celebration. Send them a letter that explains the event. |

|Wow! Experiences: Day 1: Classroom visitor who works with signs; Day 2: Site visit to a print shop; Day 4: Classroom visitor who uses sign language |

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

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

Google Online Preview   Download