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ROOM # 13 WEEKLY PLANNING FORM WEEK OF: 5/18/20 – 5/22/20

TEACHER’S NAME: Ms. Allie

|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 (Math, Literacy, Cutting, |Planting seeds for play activities (Learning |

| |outcomes (lessons) | |Handwriting and Library). |Centers). |

|Monday |How do babies change? |Directions: Have your child create the first |MATH- Practice counting and 1:1 correspondence |Dramatic Play – Share with your child that |

|Date: 5/18 | |2 pages of their, “Memory Book.” |with the number 7. |you are going to create a place to care for |

| |Introduce the concept that there | |Use household items such as pennies, Cheerios, |babies. Sometimes a place to care for babies |

| |are similarities and differences |Materials: |beans, or pasta. |is called a nursery. Ask your child what they|

| |in the way babies are cared for |Photographs of your child, glue and markers, |Place those 7 items into a cup. |know about babies and what you will need to |

| |verses the way children in |crayons or colored pencils. |Have your child take out one item at a time from |take care of babies. Chart your child’s |

| |preschool are cared for. |If available, have your child paste a |the cup and count until they reach 7 and there |responses, then follow up on their ideas by |

| | |photograph of themselves being fed as a baby |are no more items in the cup. |adding supplies, if possible, and assist your|

| |Review the vocabulary words |on a piece of paper. Have your child write |Have your child pick up one item at a time and |child in creating other items as necessary. |

| |bottle, spoon, fork and plate. |the words, “I was fed” underneath the |place it back in the cup until they reach 7 and | |

| | |photograph. |all items are back in the cup. |Math – Share how long, or approximately how |

| |View photographs of a baby being |If available, have your child paste a recent |LITERACY- Practice beginning letter sounds with |long, your child was at birth. Measure out a |

| |fed and a preschooler eating on |photograph of themselves eating food on their|the letter /D/. |piece of string or ribbon of this length. |

| |their own by clicking the links |own. Have your child write the words, “I can |Have your child find words in a book that begin |Measure your child with a piece of string or |

| |below. |eat” underneath the photograph. |with the letter /D/. |ribbon of a contrasting color. Compare the |

| | |If photographs are unavailable, your child |Practice the beginning letter sound of each word |two lengths and talk about how much bigger |

| | draw themselves as a baby being fed on |found. |your child is now than when she or he was |

| |com/wp-content/uploads/2013/04/shu|one piece of paper and draw themselves as a |HANDWRITING- Practice holding a writing utensil, |born. Use words such as longer and shorter |

| |tterstock_44964787.jpg |preschooler eating on their own on another |forming letters and writing words that begin with|throughout the activity. |

| | |piece of paper. Be sure your child labels |the letter /D/. | |

| | drawing. |Have your child find 5 words in a book that begin|Library – Invite your child to enjoy the read|

| |/contenthub/images/article-images/| |with the letter /D/ and practice writing them on |aloud, “Everywhere Babies,” by Susan Meyers. |

| |our%20education/learning%20in%20ou|*Remember, the finish product does not have |a piece of paper. |Click the link below to watch the read aloud.|

| |r%20classrooms/good%20eater%20how%|to be perfect. It is the process that counts.|Your child may use markers, crayons, pens, | |

| |20familystyle%20dining%20teaches%2|Have fun! |pencils etc. | |

| |0kids%20about%20food%20and%20life/| |CUTTING- Practice cutting horizontal and vertical| |

| |feature%20image%20little%20girl%20| |lines. | |

| |having%20salad.jpg | |Using a piece of paper, draw a set of horizontal | |

| | | |and vertical lines. | |

| |Questions – | |Have your child use scissors to cut along those | |

| | | |lines. | |

| |Why do babies need to be fed and | |If they wish, allow your child to make their own | |

| |preschoolers eat on their own? | |horizontal and vertical lines to cut. | |

| |How are babies and preschoolers | |LIBRARY/MEDIA- READ A BOOK FOR 20 MINUTES A DAY -| |

| |similar? | |VISIT A RECOMMENDED INTERACTIVE WEBSITE. | |

| | | | | |

| |Answers – | | | |

| | | | | |

| |A baby cannot feed themselves. | | | |

| |A mommy, daddy, brother or sister | | | |

| |can feed the baby using a bottle. | | | |

| |A preschooler learns to eat on | | | |

| |their own with finger foods first | | | |

| |and then lots of practice using a | | | |

| |spoon. | | | |

| |A preschooler who eats on their | | | |

| |own is developing independence, | | | |

| |fine motor skills and food | | | |

| |awareness. | | | |

| |Both mommies and daddies give | | | |

| |babies and preschoolers food to | | | |

| |eat. | | | |

| | | | | |

| |*Visit your student epic! account | | | |

| |and click, “Assignments.” Please | | | |

| |read, “You Are One.” | | | |

|Tuesday |How do babies change? |Directions: Have your child create the next 2|MATH- Practice same and different. |Building – Invite your child to consider some|

|Date: 5/19 | |pages of their, “Memory Book.” |Review the vocabulary words same and different. |of the furniture people can use to care for |

| |Introduce the concept that there | |Definition of same: identical; not different. |babies (crib, highchair, playpen etc.) and |

| |are similarities and differences |Materials: |Definition of different: not the same as another;|use blocks, if available, to build these |

| |in the way babies are cared for |Photographs of your child, glue and markers, |unlike. |items. Provide pictures of |

| |verses the way children in |crayons or colored pencils. |Invite your child to empty out your Tupperware |some of these items for your child to |

| |preschool are cared for. |If available, have your child paste a |drawer. |reference as they work. Talk with your child |

| | |photograph of themselves in a diaper as a |Have your child match the lids with the tubs. |about the names of these furniture pieces as |

| | |baby on a piece of paper. Have your child |Encourage your child to use the vocabulary words |they create. Additionally, provide paper and |

| | |write the words, “I wore a diaper” underneath|same and different while sorting through and |writing utensils for your child to use to |

| |Review the vocabulary words diaper|the photograph. |matching the correct lid with its tub. |create labels for their furniture or to write|

| |and bathroom. |If available, have your child paste a recent |LITERACY & CUTTING- Practice beginning letter |directions for assembling the furniture they |

| | |photograph of themselves near the potty. Have|sounds with the letter /D/ while practicing |created. |

| |View photographs of a baby wearing|your child write the words, “I can use the |cutting skills. |View a variety of baby furniture by clicking |

| |a diaper and a preschooler using |potty” underneath the photograph. |Using a magazine or circular, have your child |the links below. |

| |the potty by clicking the links |If photographs are unavailable, your child |find items that begin with the letter /D/. |

| |below. |can draw themselves as a baby wearing a |Have your child cut out these items to create a |ct/cache/1/image/565x/040ec09b1e35df139433887|

| | |diaper on one piece of paper and draw |collage. |a97daa66f/l/o/london-lane-room-shot-final-hig|

| | as a preschooler using the potty |If possible, have your child glue these items |h-2res.jpg |

| |-baby-wearing-diaper.jpg |on another piece of paper. Be sure your child|onto paper. |

| | |labels each drawing. |Practice the beginning letter sounds of each item|s/I/71PeAUiV-rL._SL1500_.jpg |

| | |in their collage. |

| |ntent/uploads/2013/07/Steps-Presch|*Remember, the finish product does not have |HANDWRITING- |uct/cache/1/image/9df78eab33525d08d6e5fb8d271|

| |ool.jpg |to be perfect. It is the process that counts.|Practice holding a writing utensil and coloring |36e95/s/-/s-l1600_49__1_1.jpg |

| | |Have fun! |within the lines. | |

| |Questions – | |Using a piece of paper, draw simple shapes, such |Art – Invite your child to look at baby |

| | | |as a circle, square, triangle, and/or rectangle. |pictures of themselves. Have your child draw |

| |Why do babies wear diapers and | |Have your child choose a writing utensil, and |or paint a portrait of themselves as a baby. |

| |preschoolers use the potty? | |practice coloring inside that shape. |As your child observes and considers their |

| |How are babies and preschoolers | |If they wish, allow your child to create their |pictures, engage them in a discussion about |

| |similar? | |own shapes to color. |the details they notice in the pictures. What|

| | | |LIBRARY/MEDIA- READ A BOOK FOR 20 MINUTES A DAY -|has changed about the way they look now |

| |Answers – | |VISIT A RECOMMENDED INTERACTIVE WEBSITE. |compared to when they were babies? Why? |

| | | | |Encourage your child to add words to their |

| |Babies cannot use the bathroom on | | |portraits. |

| |their own, so they wear diapers. | | | |

| |A preschooler has scheduled potty | | |Cooking – Talk with your child about what |

| |breaks. | | |types of food they think babies eat and why. |

| |A preschooler can communicate that| | |Invite your child to create baby food. This |

| |they need to use the potty. | | |can be done by pureeing steamed fruits or |

| |A preschool can practice good | | |vegetables in a blender. Consider inviting |

| |hygiene (wiping themselves and | | |your child to help you follow an existing |

| |washing their hands). | | |recipe to create the baby food or to write |

| |Both mommies and daddies change | | |their own baby food recipes. |

| |babies’ diapers and help | | | |

| |preschoolers learn to use the | | |View a baby food recipe by clicking the link |

| |potty on their own. | | |below. |

| |*Visit your student epic! account | | | |

| |and click, “Assignments.” Please | | |

| |read, “I’m Big Now.” | | |zucchini-peas-puree/ |

| | | | | |

| | | | | |

|Wednesday |How do babies change? |Directions: Have your child create the next 2|MATH- Practice counting and 1:1 correspondence |Dramatic Play – Create a pediatrician’s |

|Date: 5/20 | |pages of their, “Memory Book.” |with the number 7. |office. If available, supply baby dolls and |

| |Introduce the concept that there | |Use household items such as pennies, Cheerios, |instruments for your child to use to take |

| |are similarities and differences |Materials: |beans, or pasta. |care of babies. Measure their growth using |

| |in the way babies are cared for |Photographs of your child, glue and markers, |Place those 7 items into a cup. |scales and measuring tapes as well as writing|

| |verses the way children in |crayons or colored pencils. |Have your child take out one item at a time from |utensils for your child to take notes about |

| |preschool are cared for. |If available, have your child paste a |the cup and count until they reach 7 and there |the babies, schedule appointments, etc. Use |

| | |photograph of themselves in a crib as a baby |are no more items in the cup. |the term pediatrician and other related words|

| |Review the vocabulary words sleep,|on a piece of paper. Have your child write |Have your child pick up one item at a time and |such as appointment, infant, height and |

| |crib and bed. |the words, “I slept in a crib” underneath the|place it back in the cup until they reach 7 and |weight throughout the experience to help your|

| | |photograph. |all items are back in the cup. |child learn these vocabulary words. |

| |View photographs of a baby |If available, have your child paste a recent |LITERACY- Practice beginning letter sounds with | |

| |sleeping in a crib and a |photograph of themselves on their bed. Have |the letter /C/. |Science – If available, supply a diaper, |

| |preschooler sleeping in a bed by |your child write the words, “I sleep on a |Have your child find words in a book that begin |water and tool for your child to use to pour |

| |clicking the links below. |bed” underneath the photograph. |with the letter /C/. |water onto the diaper such as a pipette or |

| | |If photographs are unavailable, your child |Practice the beginning letter sound of each word |measuring spoon. Invite your child to pour |

| | draw themselves as a baby sleeping in a |found. |water onto the diaper, predict how much water|

| |2016/10/safecrib.jpg?|crib on one piece of paper and draw |HANDWRITING- Practice holding a writing utensil, |the diaper can hold and keep track of how |

| |w=857 |themselves as a preschooler sleeping in a bed|forming letters and writing words that begin with|much water they can add before the diaper |

| | |on another piece of paper. Be sure your child|the letter /C/. |leaks. Graph the results or have your child |

| | each drawing. |Have your child find 5 words in a book that begin|attempt to create their own graph. Use the |

| |b/bwQG63SqOlKdmQhkbP40d9jAJ7k=/382| |with the letter /C/ and practice writing them on |word diaper frequently throughout this |

| |7x2605/filters:no_upscale():max_by|*Remember, the finish product does not have |a piece of paper. |activity to help your child learn this |

| |tes(150000):strip_icc()/Getty_boy_|to be perfect. It is the process that counts.|Your child may use markers, crayons, pens, |vocabulary word. Additionally, guide your |

| |sleeping_bedroom_LARGE_TetraImages|Have fun! |pencils etc. |child in considering why babies need diapers |

| |DanielGrill-5654aab73df78c6ddf1bd7| |CUTTING- Practice cutting diagonal and curved |and what other things babies need. |

| |66.jpg | |lines. | |

| | | |Using a piece of paper, draw a set of diagonal |Technology – Share videos of babies just |

| |Questions – | |and curved lines. |learning to walk. Ask your child to reflect |

| | | |Have your child use scissors to cut along those |on what the baby might be thinking as she or |

| |Why do babies sleep in a crib and | |lines. |he is just starting to walk. |

| |preschoolers sleep in a bed? | |If they wish, allow your child to make their own | |

| |How are babies and preschoolers | |diagonal and curved lines to cut. | |

| |similar? | |LIBRARY/MEDIA- READ A BOOK FOR 20 MINUTES A DAY -| |

| | | |VISIT A RECOMMENDED INTERACTIVE WEBSITE. | |

| |Answers – | | | |

| | | | | |

| |A crib keeps babies cozy, | | | |

| |comfortable and safe while | | | |

| |sleeping. | | | |

| |A preschooler sleeps in a bed when| | | |

| |they are too big to sleep in a | | | |

| |crib. | | | |

| |When sleeping in a bed, a | | | |

| |preschooler has a bedtime routine | | | |

| |that includes hugs, kisses and | | | |

| |encouragement | | | |

| |Both mommies and daddies kiss | | | |

| |babies and preschooler’s | | | |

| |goodnight. | | | |

| |*Visit your student epic! account | | | |

| |and click, “Assignments.” Please | | | |

| |read, “You Are Three.” | | | |

|Thursday |How do babies change? |Directions: Have your child create the next 2|MATH- Practice comparing sizes (big, medium and |Art – Provide recycled materials and beans or|

|Date: 5/21 | |pages of their, “Memory Book.” |small). |seeds for your child to use to create their |

| |Introduce the concept that there | |Review the vocabulary words big, medium and |own baby rattle. Use the word rattle |

| |are similarities and differences |Materials: |small. |frequently throughout this activity to help |

| |in the way babies are cared for |Photographs of your child, glue and markers, |Definition of big: Large, as in size. |your child learn this vocabulary word. Your |

| |verses the way children in |crayons or colored pencils. |Definition of medium: Neither big nor small, but |child can think critically about the |

| |preschool are cared for. |If available, have your child paste a |approximately hallway between the two. |structure of the rattle as well as how to |

| | |photograph of themselves being held as a baby|Definition of small: Not big; little. |decorate the rattle so it would be appealing |

| |Review the vocabulary words hold |on a piece of paper. Have your child write |Invite your child to organize materials by size |to a baby; allow them to explore this task |

| |and walk. |the words, “I was held” underneath the |in your home. |creatively. |

| | |photograph. |Items to organize can include articles of | |

| |View photographs of a baby being |If available, have your child paste a recent |clothing, eating and cooking utensils, envelopes,|Movement – Create an obstacle course for your|

| |held and a preschooler walking by |photograph of themselves walking. Have your |books, and containers. |child and encourage them to crawl through the|

| |clicking the links below. |child write the words, “I can walk” |Encourage your child to use the vocabulary words |course as a baby might. After crawling |

| | |underneath the photograph. |big, medium and small while organizing materials |through the course invite them to walk or run|

| | photographs are unavailable, your child |by size. |through the course then compare the |

| |7418675836.jpg?fit=crop&crop=faces|can draw themselves as a baby being held on |LITERACY & CUTTING- Practice beginning letter |experiences. Which was harder? Why? Which did|

| | |one piece of paper and draw themselves as a |sounds with the letter /C/ while practicing |they like better? Why? |

| | walking on another piece of |cutting skills. | |

| |connect/childrenspublic/2ba13f01-5|paper. Be sure your child labels each |Using a magazine or circular, have your child |Water – If available, add child-safe soap, |

| |b35-41e4-90eb-b2456303ff5c/shutter|drawing. |find items that begin with the letter /C/. |baby dolls and washcloths to a bucket of |

| |stock_341904785_800x480.jpg?MOD=AJ| |Have your child cut out these items to create a |water. Invite your child to give the baby a |

| |PERES&CVID= |*Remember, the finish product does not have |collage. |bath and consider why babies need help to |

| | |to be perfect. It is the process that counts.|If possible, have your child glue these items |wash or take a bath. Model using vocabulary |

| |Questions – |Have fun! |onto paper. |words such as baby, infant, newborn, gentle |

| | | |Practice the beginning letter sounds of each item|and tiny as you interact with your child in |

| |Why are babies held and | |in their collage. |this activity. |

| |preschoolers walk? | |HANDWRITING- | |

| |How are babies and preschoolers | |Practice holding a writing utensil and coloring | |

| |similar? | |within the lines. | |

| | | |Using a piece of paper, draw simple shapes, such | |

| |Answers – | |as a circle, square, triangle, and/or rectangle. | |

| | | |Have your child choose a writing utensil, and | |

| |At first, babies do not have the | |practice coloring inside that shape. | |

| |coordination and muscle strength | |If they wish, allow your child to create their | |

| |to walk. | |own shapes to color. | |

| |Babies need to be held in order to| |LIBRARY/MEDIA- READ A BOOK FOR 20 MINUTES A DAY -| |

| |give them the foundation to grow | |VISIT A RECOMMENDED INTERACTIVE WEBSITE. | |

| |emotionally, physically and | | | |

| |intellectually. | | | |

| |A preschooler has the coordination| | | |

| |and muscle strength to move one | | | |

| |foot in front of the other. | | | |

| |Both mommies and daddies take | | | |

| |babies places. | | | |

| |*Visit your student epic! account | | | |

| |and click, “Assignments.” Please | | | |

| |read, “Growing Up.” | | | |

|Friday |How do babies change? |Directions: Have your child create the last 2|MATH- Practice counting and 1:1 correspondence |Art – Provide an outline of a baby for your |

|Date: 5/22 | |pages of their, “Memory Book.” |with the number 7. |child to trace, cut out and use as a paper |

| |Introduce the concept that there | |Use household items such as pennies, Cheerios, |doll. Supply materials such as yarn, cloth |

| |are similarities and differences |Materials: |beans, or pasta. |samples, markers, etc., for your child to use|

| |in the way babies are cared for |Photographs of your child, glue and markers, |Place those 7 items into a cup. |to create clothing for their doll. |

| |verses the way children in |crayons or colored pencils. |Have your child take out one item at a time from |Alternatively, use a sock to create a baby |

| |preschool are cared for. |If available, have your child paste a |the cup and count until they reach 7 and there |doll. Stuff the sock with quilt batting |

| | |photograph of themselves at home as a baby on|are no more items in the cup. |(stuffing) and secure the end closed (using |

| |Review the vocabulary words home, |a piece of paper. Have your child write the |Have your child pick up one item at a time and |rubber bands, glue, tape, etc.). Invite your |

| |school, teachers and friends. |words, “I stayed home” underneath the |place it back in the cup until they reach 7 and |child to draw a face on the baby and use |

| | |photograph. |all items are back in the cup. |squares of fabric to create blankets to |

| |View photographs of a baby at home|If available, have your child paste a recent |LITERACY- Review beginning letter sounds of the |swaddle the baby. |

| |and preschoolers at school by |photograph of themselves at school. Have your|letters /D/ and /C/. | |

| |clicking the links below. |child write the words, “I go to school” |Have your child find words in a book that begin |Writing – Provide pictures of babies that |

| | |underneath the photograph. |with the letters /D/ and /C/. |show their physical development from laying |

| | photographs are unavailable, your child |Practice the beginning letter sounds of each word|on their backs with their feet in the air to |

| |/files/thumbor/_aeYpnStAVsW5LQMsf4|can draw themselves as a baby staying home |found. |rolling over, crawling, to toddling and |

| |CmZI2QgQ/fit-in/2048xorig/filters:|with mommy and daddy on one piece of paper |HANDWRITING- Practice holding a writing utensil, |finally to walking. Lead your child in |

| |format_auto-!!-:strip_icc-!!-/2019|and draw themselves as a preschooler at |forming letters and writing words that begin with|imitating each stage of development. |

| |/06/26/773/n/1922729/tmp_YkcHdE_20|school with friends and their teachers on |the letters /D/ and /C/. |Highlight the sequence of the movements and |

| |44439032f8d798_PS19_FAMILY_LAFACE_|another piece of paper. Be sure your child |Have your child find 3 words in a book that begin|encourage your child to explore sequencing |

| |KIDS_LM_LIVINGROOM_02215.jpg |labels each drawing. |with the letter /D/ and 3 words in a book that |with the pictures. |

| | |At the end of the week, have your child put |begin with the letter /C/. Practice writing these|View photographs of a variety of babies’ |

| | all the pages of their, “Memory |6 words on a piece of paper. |physical developments in sequential order by |

| |pp/uploads/sites/73/2019/08/iStock|Book.” |Your child may use markers, crayons, pens, |clicking the links below. |

| |-473032112.jpg |Flip through the book with your child, look |pencils etc. |

| | |at the photographs or drawings and discuss |CUTTING- Practice cutting zigzag lines. |19/04/constant-kicking-baby.jpg |

| |Questions – |with your child how they’ve grown. |Using a piece of paper, draw a set of zigzag |

| | |Your child can also create a cover to their, |lines. |55b7764ffe3b9c4147.ashx?la=en |

| |Why do babies stay home, and |“Memory Book” if they’d like. |Have your child use scissors to cut along those |

| |preschoolers go to school? | |lines. |loads/2019/12/79522124_s-640x426.jpg |

| |How are babies and preschoolers |*Remember, the finish product does not have |If they wish, allow your child to make their own |

| |similar? |to be perfect. It is the process that counts.|zigzag lines to cut. |st-Steps-722x406.jpg?width=414 |

| | |Have fun! |LIBRARY/MEDIA- READ A BOOK FOR 20 MINUTES A DAY -|

| |Answers – | |VISIT A RECOMMENDED INTERACTIVE WEBSITE. |ds/2016/07/best-baby-walking-shoes-for-boys-f|

| | | | |eatured.jpg |

| |Babies are too young to go to | | |Library – Invite your child to enjoy the read|

| |school. | | |aloud, “Babies,” by Gyo FujiKawa. |

| |A preschooler goes to school two | | |Click the link below to watch the read aloud.|

| |years before kindergarten. | | | |

| |A preschooler learns and makes | | | |

| |friends in school. | | | |

| |Both babies and preschoolers are | | | |

| |cared for. | | | |

| | | | | |

| |*Visit your student epic! account | | | |

| |and click, “Assignments.” Please | | | |

| |read, “I am growing and | | | |

| |changing/Crezco y cambio.” | | | |

Social/Emotional – Week 5 (Review)

English:

Spanish:

Prekindergarten Foundation for the Common Core (PKFCC) Focus Standards for May:

• PK.CLL.8: With guidance and support, recall information from experiences or gather information from provided sources to answer a question.

• PK.CKW.4: Develops an understanding of how people and things change over time and how to relate past events to their present and future activities.

• PK.CKW.5: Participates in a variety of dramatic play activities to represent fantasy and real-life experiences.

• PK.CLL.2: With guidance and support, confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

If you have any questions or concerns, please email me at abenitez@ and I will be happy to help you. Have fun!

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