Splash Pre-K Program

Houghton Mifflin Ha rcourt

! AG y a l P rea t P d n a la ce to Lea rn

A comprehensive integrated curriculum, featuring the work of Becky Bailey and Steve Spangler, and adapted for three-year-old learners. Available in English and Spanish

Spla sh into Pre-K Themes! Nine Great Ways to Make a Huge Splash for Pre-K! Theme 1

Theme 6

Week Week Week Week

Week Week Week Week

My School and Me 1: 2: 3: 4:

This Way to PreK! Physical Me My Senses I Think, I Feel

1: 2: 3: 4:

Construction Terms Tools and Machines I Can Build I Can Create

Theme 2

Theme 7

Week Week Week Week

Week Week Week Week

My Family and Friends 1: 2: 3: 4:

Families Families and Homes Friends and Pets Community

Things that Move 1: 2: 3: 4:

I Move Travel Transportation Mysterious Movers

Theme 3

Theme 8

Week Week Week Week

Week Week Week Week

Giants 1: 2: 3: 4:

Big and Little Nature’s Giants Giants Made by People Make-Believe Giants

Animals 1: 2: 3: 4:

Farm Animals Zoo Animals Bugs More Bugs

Theme 4

Theme 9

Week Week Week Week

Week Week Week Week

Choices 1: 2: 3: 4:

I Make Choices Healthy Choices Healthy Habits Problem Solving

Theme 5

Stories and Rhymes Week Week Week Week

2

I Build! I Create!

1: 2: 3: 4:

Nursery Rhymes Traditional Tales Folk Tales Ballads and Fables

Changes 1: 2: 3: 4:

Changes in and Around Me Earth Changes Nurturing Earth Before and Now

Splash into Pre-K Authors! An Incredible Group of Early Childhood Experts!

Contributing Authors:

Senior Authors: • Pam Schiller, Ph.D. • Alma Flor Ada, Ph.D. • F. Isabel Campoy, Ph.D. • Brian Mowry

• Becky Bailey, Ph.D. • Steve Spangler • Marlene Williams • Clarissa Willis, Ph.D. • Emilia Rivas • Sharon MacDonald • Pat Phipps, Ph.D. • Richele Bartkowiak • Karen Hickman • Mary Jo Huff • Pat Edwards, Ph.D. • Monte Selby, Ph.D. • Blanca Enriquez, Ph.D. • Jill Norris • Jean Feldman, Ph.D. • Thomas Moore, Ph.D. • Gerry West • Julie Gintzler • Sharon Burnett • Don Monopoli • Maria Nevarez-Solis • Ella Jenkins • Stephen Fite • Amy Noble

3

Litera cy a nd La ngua ge English and Spanish

Splash Instructional Big Books 20 Big Books provide a variety of genres as they support instruction.

Our Muscles_13x13 9/16/09 1:58 PM Page 1

PK0000109

adapted by Pam Schiller from a tale by the Brothers Grimm illustrated by Debbie Weekly Frog Street Press, Inc. www.frogstreet.com FSPK509 Cover.indd 1

Printed in China

FSPK0000701

Listening Library Authentic Literature adds a playful introduction to each of the nine Splash Themes.

4

2/10/11 12:44 PM

Listening Comprehension in the Lily pa d Theatre Splash Story Folders! Build oral language with 34 amazing magnetic Story Folders! Each folder has the story text printed on the inside of the folder and features magnetic manipulative props that help bring life to each story.

A few folder examples are: • Itsy Bitsy Spider • The Chihuahua and the Leopard • The Princess and the Pea • Animal Habitats • The Sun and the Moon • The Noisy House

5

Litera cy Support

Alphafriends The Alphafriends and Alfamigos will help you make your letter work lessons lively, interactive, and student centered. Use Alphafriends Cards and Alphafriends Song CDs to introduce the alphabet in a fun, fully research-based way. The Alphafriends Take-Home Books will build vocabulary and offer families some ideas for reinforcing letter names at home.

Anthology of Traditional Tales Antología de cuentos tradicionales

Anthology of Traditional Tales The Anthology of Traditional Tales is a read-aloud component that includes thirty richly-illustrated fables and folktales in both English and Spanish. Each tale is accompanied by several questions in each language that teachers can use to gauge children’s comprehension.

Magnetic Letters provide the hands-on experience children need to begin to recognize letters and build simple words. Set contains 70 lowercase and 58 uppercase letters.

6

Building Oral La ngua ge a nd Vocabula ry

#95

Things to Talk About

◆ Lions are magnificent animals that are a symbol of courage and nobility. They often appear on family crests and flags. Lions have a short tawny coat and a tufted tail. Male lions, called toms, have a heavy mane around their face and neck. Is this a male or a female lion? ¿Es éste un macho o una hembra? Do you know what the female lion is called? ¿Saben como se les llama a las hembras? (lioness • leonas) Baby lions are called cubs. A group of lions is called a pride. ◆ Lions live in Africa and in Northwest India. Show children these locations on a globe. ◆ The lion is a carnivore. It eats primarily meat. It likes to hunt at night. ◆ Lions grow to be about four feet tall. ◆ Why do they call the lion the king of the jungle? ¿Por qué llaman al león el rey de la selva? (the top of the food chain) Is this an accurate name for lions? ¿Es éste un nombre correcto para los leones? Lions are powerful and can easily kill most other animals, but they don’t live in the jungle. They live out on the Savannah.

lion león

Things to Do

Vocabulary Africa big carnivore cat cub India

África grande carnívoro gato cachorro India

lioness mane paws prey pride tom

◆ Lions have an excellent sense of balance. Invite children to walk the balance beam as they pretend to be lions. ◆ Give children 4-foot pieces of yarn. Encourage them to find things in the leona classroom that are the height of a lion or shorter. melena ◆ Sing “The Lion in the Jungle” • “El león de la selva.” patas presa orgullo gato macho

Read If I Were a Lion by Sarah Weeks The Happy Lion by Louise Fatio The Lion and the Mouse by Jerry Pinkney How Loud Is a Lion? by Clare Beaton © 2010 Frog Street Press, Inc.

The Lion

El león

The old lion roars a mighty roar And right next door brown bear snores. I guess when you live at the noisy zoo There’s not much else you can do.

¡Qué fuerte se escucha rugir al león, y el oso vecino ronca cual dragón! Creo que si vives en un zoológico ruidoso, no puedes ponerte demasiado quisquilloso

ISBN 9781601284228 Photo Activity Cards

© 2010 Frog Street Press, Inc.

ISBN 9781601284228 Photo Activity Cards

Photo Activity Cards 138 cards enhance children’s oral language development. Vocabulary lists, discussion prompts, and activities make these cards a powerful vocabulary support tool!

Vocabulary Cards — 216 Cards

How to Wash Your Hands

Build robust vocabulary in English and Spanish.

.

1. Turn on warm

squirt of

3. Use 4. Make

on

.

© 2010 Frog Street Press, Inc. FSPK3033_Vocab Cards.indd 171

.

s between finger

Cómo lavarte las manos

© 2010 Frog Street Press, Inc. FSPK3033_Vocab Cards.indd 295

8. Tira la

ISBN9781601283832 Vocabulary Word Card 2/1/10 8:55 AM

1/21/10 2:55 PM

© 2010 Frog Street Press, Inc.

ISBN9781601283832 Vocabulary Word Card

FSPK3033_Vocab Cards Sp.indd 51

4/7/10 9:42 AM

las palmas

entre los dedos

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Compound Word Cards

para cerrar la

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ISBN9781601284167 Vocabulary Word Card

The back of the English card gives the word and its pronunciation in five languages.

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1/21/10 2:54 PM

palms

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helicopter

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Compound Word Cards are designed to support an early look at blending and segmenting through critical visual reinforcement.

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Rebus Posters provide visual support for following multiple-step directions.

7

Ha nds-On Math for Pre-K Engaging math books, valuable resources, music, and manipulatives. Differentiated Instruction

Math Library

Building Math Skills and Concepts Features activities that help young children move through a continuum of math skills.

Sorting and Classifying

Level 1 instructions. describe shape when giving ■■ Use words that have a circular shape. objects in the room that ■■ Have children locate painting. geometric shapes for sponge ■■ Cut sponges into cereal for children to sort variety of crackers and dry At snack time, provide a

MaTChING PaIRS Level 1

Find a Match Encontrar la pareja

■■

into piles by shape.

Level 2 of objects in the room: ■■ Describe the shape

has a circular shape. The bottom of this glass tiene forma circular. El fondo de este vaso

shapes with clay triangular, and circular children make rectangular, make designs or objects. then use those shapes to

Target Skills

and

■■ Have

■■ physical ■■ visual

attributes discrimination

■■ comparative ■■ left

measurement and right discrimination

Materials ■■ several

pairs of shoes of different styles (e.g., child’s tennis shoes, girl’s black dress shoes, woman’s high heels, cowboy boots, man’s loafers, baby booties, ballet slippers, galoshes, flip-flops)

Activity 1. Place three to four pairs of shoes on the floor in a pile. Have children match of shoes and tell why they pairs matched them as they did. Encourage children to tell much as possible about as each pair of shoes. 2. To help children find matches or become aware of the thinking processes in matching, have them involved identify which •■ shoes are the same color •■ shoes are the same length •■ of

Center. Level 3 shapes in the Woodworking wood cut into geometric ■■ Place scraps of with the wooden shapes. Invite children to build

Attributes © 2010 by Frog Street Press,

Inc., Crandall, TX

32

Manipulatives

The Numeral Dance El baile de los números

pattern blocks

chain links

attribute buttons

connecting cubes

frog counters

AngLegs®

These Bones • Estos huesos

Five Silly Monkeys Cinco monos tontos

Frog Street Press, Inc.

Hands and Fingers

Manos y dedos

Pam Schiller and Richele Bartkowiak

Pam Schiller and Richele Bartkowiak traducido por Emilia Rivas

FSPKXXX

www.frogstreet.com

Frog Street Press, Inc. www.frogstreet.com

FPO

8

Hands and Fingers Manos y dedos

Building Math Skills and © 2010 by Frog Street Press,

Moving to Math CD Camino a las matemáticas CD

Three Bears’ Rap El rap de los tres osos

two shoes is longer

•■ of a pair is the right shoe and which is the left •■ shoes are tall and which are short 3. Invite children to name the colors of the shoes.

17

Game patterns included on the Games and Patterns CD.

Concepts

Inc., Crandall, TX

Science with Steve Spa ngler Explore science with the aid of Steve Spangler exploration activities and tools! When my twin boys were in preschool, I occasionally got the privilege of being the Helping Dad for the day. I’m not sure how much “helping” went on when I was at school, because I found myself playing with the best of them. It didn’t take long for me to forget my writing deadlines or lesson plans and other responsibilities because I was so caught up in the art of playing. Oh, yes… there is an art and science to playing. After a quick scan of the room, I zoomed in on the building blocks where I found a little guy who was having problems keeping his structure from falling down. It was Helping Dad to the rescue! I made a recommendation to my playing partner that we use big blocks on the bottom of the tower to make it more stable and to keep it from falling. He looked at me with those five-year-old eyes and said, “That’s so dumb! It’s supposed to fall over…because that’s why it’s fun!” What was I thinking?

Tools for Science Exploration • mixing tray • magnetic wand • graduated pipettes • test tubes and rack • rainbow peepholes • energy beads

FSP_SC_Animal Lives_13x13_SC_Animal Lives_13x13 9/24/09 1:46 PM Page 1

Animal Lives Frog Street Press, Inc. www.frogstreet.com

FSPK0001103

Printed in China

Frog Street Press, Inc. www.frogstreet.com

FSPK0001100

Frog Street Press, Inc. www.frogstreet.com

FSPK0001101

Printed in China

BL SC_PERF_ Their Eyes_13x13_NS.1 1

FSPK0001102

Printed in China

10/13/09 5:37:24 PM

10/13/09 5:35:35 PM BL SC_PERF_ Their Ears_13x13-NS.1 1

How Do Animals Use Their Mouths? ¿Como usan la boca los animales?

How Do Animals Use Their Eyes? ¿Como usan los ojos los animales?

10/13/09 5:33:59 PM

How Do Animals Use Their Ears? ¿Como usan los oídos los animales?

9

Spla sh into Pre-K Technology!

English and Spanish

Technology is always a splashy way to enhance Pre-K planning and instruction!

Frog Street Pre-K Interactive Software

©2010 Frog Street Press, Inc. www.frogstreet.com FSPK0003213 ISBN 9781601284389 All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher.

Frog Street Pre-K Interactive Software

Digital Online Library Provides convenient access to all teacher guides, literature, and resources. Use this online library to project stories for large and small classroom lessons.

Custom-designed software developed in conjunction with the instructional program.

Games and Patterns CD-ROM

All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher.

Storytellers

Games and Patterns CD

Storytellers on Frog Street

on

Frog Street DVD

Offers ready-to-print sorting mats, patterns, and cut-outs to support math and literacy lessons.

DVD

1. Little Red House 2. Five Little Monkeys 3. The Gingerbread Girl 4. Modern Three Bears 5. Honey Jar 6. Twinkle, the Star 7. The Gift 8. Anansi and the Pig 9. El chivo en la huerta 10. El gallo, la gallina el frijol

Provides English and Spanish themerelated stories.

©2010 Frog Street Press, Inc. www.frogstreet.com

©2006 Mary Jo Huff, Storytellin’ Time™ - Tracks 1-5 FSPK0003202 ISBN 9781601284273

Frog Street Press, Inc. www.frogstreet.com FSPK0003218 ISBN 9781601284914

All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher.

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s, e y FSPK0003209 rb lec tron g, o ISBN 9781601384341 ic or rdin 18. El príncipe sapo reco mech ying, anical, inc luding photocop 19. El gallo que fue a la boda de su tío 20. ¿Ves las figuras? 21. Máquinas grandes y pequeñas 22. La máquina de no hacer nada 23. ¡Baila! 24. Los músculos 25. ¡Ven y muévete así! 26. Abuelita se viene a mi casa 27. Fuerzas misteriosas 28. Animales de la granja 29. Bienvenidos al zoológico de Zippity 30. El canto del mosquito 31. La hamaca de la vaca 32. Cristina y la rana 33. Chispita la estrellita 34. Una oportunidad para Esperanza 35. Antes y ahora

All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher.

Frog Street Press, Inc. 308 E. Trunk St. • Crandall, TX 75114 800-884-3764

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11. Spring Is Here 12. New Chicken Dance 13. Did You Feed My Cow? 14. Dulce, Dulce 15. Big, Bigger, Biggest 16. Little Tree House 17. A Piece of String 18. Sloobers 19. Community Workers

19. Body Talk in Rhyme 1. Frog Street Branding Song 20. School is Fun 2. My Mother is a Baker 21. Miss Fanny Frog 3. My Hands on My Head 22. My Ten Best Friends 4. My Busy Garden 23. Penelope Pig 5. Can you Move with Me? 24. Zippity Zoo 6. Hamburger 25. La escuela es divertida 7. Fast Food 26. Mis mejores amigos 8. Apples and Bananas 27. Cathy Cook 9. Roly-Poly Caterpillar 28. Hippo Hop 10. City Travel 29. Katy Kangaroo 11. My Bonnie Lies 30. Willie and Wanda Over the Ocean 31. Uncle Ugbee 12. Buckle Up 32. Eduardo el elefante 13. Stars and Stripes Forever 33. Leo el león 14. Sara Sidney 34. Rosalinda la reina 15. Miss Mary Mack ©Frog Street Press - Tracks 1, 20-36 35. Rodrigo el perro 16. If I Had Wings Dallas Wind Symphony - Track 13 36. Zamora el zorro 17. Stack Up the Blocks ©Sharon MacDonald - Tracks 17-19 18. Watermelon Pie ©Schiller Educational Resources - Tracks 2-12, 14-16 m

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Feelin’ Froggy CD

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FSPK0003211 ISBN 9781691284365

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1. This Way to Pre-K 2. Body Talk in Rhyme 3. Our Senses 4. Skidamarink 5. Meet My Grandparents 6. Homes for Everyone 7. Sara Sidney’s Runaway Adventure 8. Neighborhood Helpers 9. Five Huge Dinosaurs 10. Nature’s Giants 11. Giants Made by People 12. Once Upon a Time in Dragon Land 13. The Gift 14. Food Around the World 15. A to Z Ps and Qs 16. Charlie Makes Thoughtful Choices 17. Little Red ©2010 Frog Street Press, Inc. 18. The Frog Prince www.frogstreet.com

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1. Little Miss Muffet 2. Hey Diddle, Diddle 3. One, Two, Buckle My Shoe 4. Little Boy Blue 5. Jack and Jill 6. Peter, Peter, Pumpkin Eater 7. One, Two, Three, Four, Five 8. The Itsy Bitsy Spider 9. There was an Old Woman Who Lived in a Shoe

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FSPK0003212 K ISBN 9781601284372 All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher.

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©Stephen Fite – Tracks 1-3 ©Monte Selby – Tracks 4-6 ©Thomas Moore – Tracks 7-9 ©Monopoli/The Learning Station – Track 10-12 ©Smithsonian Folkways Recordings – Tracks 13-15 ©Sharon MacDonald – Tracks 16-19 io Frog Street Press, Inc. at rm ny www.frogstreet.com nfo me yi an 1. Camino a Pre-Kinder y an FSPK0003208 s, e b lec or tron 2. El cuerpo habla en g,rimas ISBN 9781601284334 ic or rdin reco mech 3. Mis sentidos ying, anical, inc luding photocop 4. Es amor 19. The Rooster Who Went to 5. Conocer a los abuelos His Uncle’s Wedding 6. Casas para todos clases 20. Can You See the Shapes? 7. Sara, la iguana que se 21. Machines Large and Small escapó 22. The Do-Nothing Machine 8. Ayudantes del vecindario 23. Dance! 9. Cinco enormes 24. Our Muscles dinosaurios 25. Can You Move with Me? 10. Gigantes de la naturaleza 26. Gram Is Coming to My House 11. Gigantes hechos por el 27. Mysterious Movers hombre 28. Farm Animals 12. Había una vez en 29. Welcome to Zippity Zoo Dragonladia 30. The Song of the Teeny Tiny 13. El regalo Mosquito 14. Comidas de todo el mundo 31. In the Cow’s Backyard 15. Buenos modales de la A a la Z 32. Cristina and the Frog 16. Las decisiones consideradas de Carlitos 33. Twinkle, the Little Star 17. Gorrita Roja ©2010 Frog Street Press, Inc. 34. A Chance for Esperanza www.frogstreet.com 35. Before and Now FSPK0003210 ISBN 9781601284358

English Listening CD

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Cinco mariquitas Five Little Ladybugs Aquí en mi jardín All Around My Yard Caballito Horsie La feria de los animales Animal Fair Las mascotas de Emilia Amelia's Pets El oso subió a la montaña The Bear Went Over the Mountain 31. El cocaburra 32. Kookaburra 33. Los ratones bailarines 34. Three White Mice 35. El señor Don Gato 36. El Señor Don Gato

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FSPK0003207 ISBN 9781601284327

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19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

Frog Street Friends CD

1. Wiggles, Jiggles, Giggles 2. It Makes Me Jump 3. Your Five Senses 4. You Can Do It! 5. Watch Them Change 6. Push, Pull, Swing 7. Rock and Roll Pat-a-Cake 8. Itsy Bitsy Spider 9. Warm Up Chant 10. Nutrition Song or u

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20. Winter Is Coming 21. La Tierra es nuestro hogar 22. Earth Is Our Home 23. El mundo está aquí, en nuestras manos 24. We've Got the Whole World in Our Hands 25. Y la hierba verde creció y creció 26. The Green Grass Grew All Around 27. El otoño ya llegó 28. Falling Leaves Song 29. Blancas campanitas 30. White Coral Bells 31. De colores 32. America the Beautiful 33. ¡Que llueva, que llueva! 34. It's Raining 35. Las semillas brotanSmall Book 36. The Seeds Grow a

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Bilingual CD

Bilingual CD

1. Un elefante 2. One Elephant 3. Mi linda abejita 4. Baby Bumblebee 5. La canción de los insectos 6. The Insect Song 7. La araña chiquitita 8. Itsy Bitsy Spider 9. Cinco patitos 10. Five Little Ducks 11. Nadie me quiere 12. Nobody Likes Me 13. Diez monitos 14. Ten Little Monkeys 15. Mi zancudito 16. My Pet Mosquito 17. Tres tortugas tramposas 18. Three Tricky Turtles

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1. Señora Luna 2. Mister Moon 3. Juan Manzanero 4. Johnny Appleseed 5. Lluvia, lluvia, vete ya 6. Rain, Rain, Go Away 7. Vivan los campos 8. I Love the Mountains 9. Allá en el mar 10. Down by the Bay 11. La canción del clima 12. The Weather Song 13. Gota de rocío 14. Little Drop of Dew 15. Cuando el tiempo frío está 16. When I'm Chilly 17. Estrellita de cristal 18. Twinkle, Twinkle Little Star an19. El invierno ya está aquí

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Bu-Bu-Burbujas ISBN 9781601284280 B-B-B-Bubbles ¿Qué va siempre junto? What Goes Together? Ésta es la banda de Miguel Old MacDonald Has a Band Las llantas del bus The Wheels on the Bus Si estamos todos juntos The More We Get Together Pasitos Put Your Little Foot Dedo pulgar Where Is Thumbkin? El cacharrito Little Hunk of Tin ¡Al suelo y a rodar! Stop, Drop, and Roll Buenos días Good Morning to You

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19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38.

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La canción del abecedario The Alphabet Song La canción de los colores The Color Song Los meses del año Months of the Year La canción de los opuestos 8. Sing a Song of Opposites 9. La hora de las rimas 10. Rhyme Time 11. ¿Me escuchan? 12. Are You Listening? 13. Pan con mermelada 14. Bread and Jelly 15. A limpiar 16. Clean Up 17. El rap de las rimas infantiles 18. Nursery Rhyme Rap

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Catalina Margarina Catalina Magnalina Ésa es Carmen This Is Tiffany Son tus orejas tan largas Do Your Ears Hang Low? Ven mi bebito Hush Little Baby Es amor Skidamarink ¿Quién se comió las galletitas de mamá? 32. Who Took the Cookies? 33. Vente mi amiga 34. Say, Say My Playmate 35. Hombros, rodillas y los pies 36. Head, Shoulders, Knees, and Toes 37. Abre y cierra 38. Open, Shut Them ela

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All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher.

©Jean Feldman

Bilingual CD

21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31.

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ou n rc es en ,L Br LC ck .E tr i ng Pa i ne by ere ged da nd m rran gs. A ixed by Jeff ordin Smith at Southwest Rec

1. Compound Boogie 2. Let Me See You Boogaloo 3. Patelina Matalina 4. Rise and Shine 5. The Cool Bear Hunt 6. Shake a Hand 7. Mother Gooney Bird 8. Dr. Knickerbocker 9. I Had a Bird 10. Hello Friend 11. Hola Amigo

Bilingual CD20. You Are My Sunshine

1. Campanero 2. Are You Sleeping? 3. Si estás feliz de la vida 4. If You're Happy and You Know It 5. ¿Sabes leer como leo yo? 6. These Are Things I Like to Do 7. Vicente en el pajar 8. Farmer in the Dell 9. Nuevos amigos 10. Make New Friends 11. El país del dulce 12. Have You Been to Candyland? 13. Hoy día es el santo 14. Today Is a Birthday 15. Soy de Texas 16. I'm a Texas Star 17. Juntos 18. Side by Side an 19. Mi lucecita .S

En gin eer ed

Dr. Jean on Frog Street CD

ou rc es ,L LC .E

Music CDs Dr. Jean on Frog Street CD Songs of You and Me • Canciónes de ti y de mí CD Songs of Little Creatures • Canciónes de los animalitos CD Songs for Learning Fun • Canciónes para aprender con diversión CD Songs of Our Earth • Canciónes de nuestra tierra CD Frog Street Friends CD Feelin’ Froggy CD Nursery Rhyme CD Listening CDs Small Book Listening CD (English) Small Book Listening CD (Spanish)

at ric k

CD Collection

10

Dr. Jean Dr. Thomas Moore Don Monopoli Stephen Fite Dr. Monte Selby Ella Jenkins Suni Paz

Includes a handy CD carrying case!

yi an

Professional Development Opportunities Resource Guides that support a variety of Pre-K classroom needs! *Creative Storytelling by Mary Jo Huff Creative Storytelling provides tips for easy storytelling techniques, including patterns and props to make the stories, songs, and finger plays come alive. You will learn to tell stories in the most animated and inviting way! *Building Math Skills and Concepts by Dr. Pam Schiller Building Math Skills and Concepts features activities that help young children develop important math skills. These activities will help you become more aware of the skill development sequence that children need to become independent thinkers and doers. Strategies for English Language Learners by Dr. Blanca Enriques Strategies for English Language Learners provides important research on second language acquisition as well as specific classroom strategies you can use to apply the research to your preschool classroom. Activities and strategies are based on three major teaching approaches that are particularly valuable for the oral language development of preschool children. *Spanish Literacy Strategies for Young Learners by Alma Flor Ada and Isabel Campoy Spanish Literacy Strategies provides background information and activities you need to develop Spanish Literacy in your young learners so that they will be better prepared to master the same skills in English. Continuum of Physical Development by Dr. Pam Schiller The Splash Physical Development Guide features activities that help young children develop important physical skills. The activities cover basic movements and skills from their lowest level to the level at which more four and five year olds function. *Family Connections: Building a Sense of Community by Sharon Burnett and Jill Norris The Splash Family Connections Guide is packed with resources for welcoming families to become active participants on their child’s learning team. Resources include: Letter from the Authors, Theme Newsletters, Take-home Stóorybooks, Calming Strategies, and much more. *Assessment: A Portfolio Approach by Sharon McDonald This informative guide supports the development portfolio assessment for three and four year olds that measures growth over time! It includes an invaluable resource that provides key skills essential for success as children grow!

11

The Resea rch that Makes a Difference! Pa m Schiller, Ph.D.

Character Education Focus The My Family and Friends theme provides several opportunities for teaching tolerance and helpfulness. Tolerance • tolerant • tolerante—involves learning to accept and appreciate differences. Helpfulness • amabilidad • helpful • amable—is the practice of aiding and assisting others. It is also an attitude. For many children their family may have been their only window into the outside world. They may assume that all families are the same. They may have developed habits related to playing alone, to having access to whatever they want, and to being waited on. Here are some tips for teaching children to be tolerant and helpful. Incorporate activities that focus on differences—how many children like melons, live in apartments, have traveled outside the state, were born in May, have siblings, and so on. Provide variety in art materials, snacks, stories, field trips, music, routines, and so on. Encourage the children to try new things.

Becky Bailey, Ph.D.

Conscious Discipline™ Tips “Conscious Discipline advocates creating a positive school climate through the creation of the School Family™. Within the School Family, children and adults have a sense of belonging. In Theme 1, My School and Me, we began to build the School Family climate during the Greeting Circle with Brain Smart Start activities (stress reduction activities) and connecting rituals. We established The Kindness Tree, Ways to be Helpful Board or Book and the Safe Place to encourage children to be meaningful contributors to the welfare of others. In Theme 2, Family and Friends, we will continue building the School Family by creating The Friends and Family Book and the Job Board. In addition, here are two centers that can be used to nurture the School Family. The We Care Center, to be introduced during Week 2, provides children with a symbolic way of expressing empathy, encouragement, and affection for others. The Celebration Center provides a way to celebrate life events, individual achievements (losing a tooth, learning to button, birth of a sibling), and contributions to the School Family™ (using a big voice, helpful hands). You can introduce the Celebration Center when an opportunity arises naturally. Your job is to find the gift that each child or adult has to offer and celebrate it.”

12

Alma Flor Ada, Ph.D.

Cultural Sensitivity: The Family Dr. Alma Flor Ada is Professor Emerita at the University of San Francisco. She directed the Center for Multicultural Literature for Children and Young Adults at the University of San Francisco, where she has been a professor since 1976. She has guided the doctoral research of numerous students in the areas of bilingual education, multiculturalism, pedagogy, and children’s literature. Dr. Alma Flor Ada has been active in the National and California Associations for Bilingual Educators for many years. A frequent presenter at national and international conferences, Dr. Alma Flor Ada also works in schools with children, teachers, and parents. Dr. Alma Flor Ada received her Ph.D. in Spanish Literature from the Pontifical Catholic University in Lima, Peru and did postdoctoral research at Harvard University. Houghton Mifflin Harcourt Journeys Research Contributions: Literacy, Biliteracy, Multicultural Children’s Literature, Home-School Interaction, First and Second Language Acquisition.

F. I sabel Ca mpoy, Ph.D.

Early Learners F. Isabel Campoy is an award winning author and publisher in the fields of Applied Linguistics and Children’s Literature written in English and Spanish. She has published 12 books on teaching English as a Foreign Language and seven texts on Language Arts and Parental Involvement. An international speaker on multicultural issues, Latino children’s literature, and drama applied to teaching, Isabel Campoy is an active member of the California Associations of Bilingual Educators, the National Association for Bilingual Educators, and the International Reading Association (IRA). She is the President of Transformative Education Services and serves on the Board of Social Responsibility for the International Reading Association. F. Isabel Campoy earned her M.A. at the Universidad Complutense of Madrid and at the Reading University in England. Her doctoral studies in English Philology were completed at the Universidad Complutense in Madrid. Houghton Mifflin Harcourt Journeys Research Contributions: English as a Second Language, Applied Linguistics, Writing in the Curriculum, Family-Involvement

13

Houghton Mifflin Ha rcourt

Exceptional Resea rch Becomes Mea ningful Pra ctice

! AG y a l P rea t P d n la ce to Lea rn a Please turn the pages to join us for a walkthrough of one model week of instruction and activities. The lesson comes from Theme 7 and would generally come about 6 months into the Pre-K Year!

ThEmE 7

WEEK

1

I Move Yo me muevo

Word of the Week mobile móvil

Instructional Big Books

Learning Goals Phonological Awareness Match final sounds

Letter and Word Knowledge/Writing

Comprehension Table of contents and index Retelling

Compound words

Connect to real life

Content words Use prior knowledge

Math

Letter names and sounds: N, n, /n/, Ñ, ñ, /ñ/, P, p, /p/

Patterns

Write letters and words

Odd and even numbers Counting 0–29

Social/Emotional Development Work cooperatively Maintain concentration Help others Show empathy

Health and Safety Bike safety rules



Oral Language and Vocabulary

Technology Onset and rime

Increase vocabulary Discuss photographs

Social Studies Family activities Mexican culture

Letter identification Math patterns

Physical Development

Fine Arts Dramatic play

Awareness of body parts

Sing songs

Move body parts

Dance

Week 1

1

15

Week

1 Daily Lesson Plans Day 1

Day 2

Meeting Time, p. 10

Meeting Time, p. 16

Gather Together

Gather Together

Let’s Talk

Let’s Talk

Conscious Discipline

Conscious Discipline

Story Time, p. 11

Story Time, p. 17

Big Book

Traditional Tale

Letter Work Nn /n/, Ññ /ñ/

Letter Work Nn /n/, Ññ /ñ/

Daily Message

Daily Message

Literacy Time, p. 12

Literacy Time, p. 18

Story Folder

Songs of Learning Fun

Math Time, p. 13

Math Time, p.19

“Open, Shut Them” “Abre y cierra”

Traffic Light

• Meeting Time • Story Time

• Literacy Time • Math Time •

Literacy and Math

• Play and Learn • Story Time • Connection Time • Good-bye Time

2

16

Literacy and Math

Play and Learn, p. 14

Play and Learn, p. 20

Story Time, p. 14

Story Time, p. 20

Big Book

Story Folder

Connection Time, p. 15

Connection Time, p. 21

Social Studies

Physical Development and Safety

Good-bye Time, p. 15

Good-bye Time, p. 21

Theme 7 • Things That Move Cosas que se mueven

Day 5

Meeting Time, p. 22

Meeting Time, p. 28

Meeting Time, p. 34

Gather Together

Gather Together

Gather Together

Let’s Talk

Let’s Talk

Let’s Talk

Conscious Discipline

Conscious Discipline

Conscious Discipline

Story Time, p. 23

Story Time, p. 29

Story Time, p. 35

Math Book

Math Book

Big Book

Letter Work Pp /p/

Letter Work Pp /p/

Letter Work Nn /n/, Ññ /ñ/, Pp /p/

Daily Message

Daily Message

Daily Message

Literacy Time, p. 30

Literacy Time, p. 36

Rhyme

Big Book

Big Book

Math Time, p. 25

Math Time, p. 31

Math Time, p. 37

Count and Identify Patterns

Odd/Even Numbers

Review Odd/Even Numbers

Things to Talk About u u u

u u u

eat noodles comer fideos Vocabulary bowl carrots chopsticks girl green hands necklace

noodles pink © 2010 2010 © Frog Street Press, Inc. plate slurp FSPK3040_1-12.indd 3 soybeans spaghetti spoon

Sign noodle

Read

Things to Do u u

u

u

Everybody Brings Noodles by Norah Dooley Noodle by Munroe Leaf Noodle Man: The Pasta Superhero by April Pulley Sometimes I Wonder If Poodles Like Noodles by Laura Numeroff Strega Nona by Tomie dePaola

Card #2

What is the little girl eating? What is she using to eat her noodles? Do you like noodles? How do you eat your noodles? What are the sticks in the bowl called? Have you ever seen chopsticks before? Have you ever tried to use chopsticks? How difficult do you think it might be to eat noodles with chopsticks? Do you think the little girl is enjoying her noodles? What makes you think so? There are people sitting beside the little girl. We can’t see their faces. Who do you think they might be? Who sits by you at dinnertime? Show the children a variety of pasta and noodles. Discuss the various shapes and sizes (for example, spaghetti is long and thin, farfalle is bowtie-shaped, lasagna is rectangular-shaped). Ask the children if the shape of the pasta or noodle changes the taste. Have them explain their answers.

2/4/10 2:46 PM

Day 4

ISBN 9781601284228 Photo Activity Cards

Day 3

Provide a meat press and playdough. Suggest that the children make their own noodles. Discuss the size and shape of the noodles. Provide dry cereal for snack. Challenge the children to pick up their snack using chopsticks. Talk with them about the difference between using a fork or spoon and using chopsticks. Talk with the children about how noodles are flexible and bendable. Put on some music and encourage the children to dance like wet noodles. Teach the following poem to the children. Oodles of Noodles by Pam Schiller There are oodles of noodles on my plate. My father says, “You’re looking thinner.” They look like worms Dad uses for bait. I eat my noodles with a slurp, My mother says, “Finish your dinner.” And then I finish with a burp!

© 2010 2010 © Frog Street Press, Inc.

ISBN 9781601284228 Photo Activity Cards

2/4/10 2:45 PM

ISBN 9781601284228 Photo Activity Cards

Literacy Time, p. 24

© 2010 2010 © Frog Street Press, Inc.

2/4/10 2:45 PM

FSPK3040_1-12.indd 9

FSPK3040_1-12.indd 4

Literacy and Math

Literacy and Math

Literacy and Math

Play and Learn, p. 26

Play and Learn, p. 32

Play and Learn, p. 38

Story Time, p. 26

Story Time, p. 32

Story Time, p. 38

Social Emotional Book

Big Book

Story Folder

Connection Time, p. 27

Connection Time, p. 33

Connection Time, p. 39

Physical Development

Social Studies

Safety

Good-bye Time, p. 27

Good-bye Time, p. 33

Good-bye Time, p. 39



Week 1

3

17

Week

Materials for the Week

1

Books to Read Aloud

Our Muscles Los músculos

Body Talk in Rhyme El cuerpo habla en rimas

Gram Is Coming to My House Abuelita se viene a mi casa

Dance! ¡A bailar!

Thesaurus Rex Tesauro Rex

A to Z of Helping Hands Manos amables de la A a la Z

The Numeral Dance El baile de los números

These Bones Estos huesos

Hands and Fingers Manos y dedos

Gingerbread Man El muñeco de jengibre

Bilingual Story Folders

I Can, Can You? Yo puedo hacerlo, ¿puedes hacerlo tú?

4

18

The Gingerbread Boy El muñequito de jengibre

Theme 7 • Things That Move Cosas que se mueven

Half-Chicken Mediopollito

My Aunt Violet Mi tía Violeta

Manipulatives

Other Materials

Compound Word Cards: birdcage, football

chart paper, craft paper, crayons, drawing paper, easel paper, handheld mirrors, index cards, labels, magnifying lenses, markers, paintbrushes, paper, parachute, picture or drawing of a traffic light, play dough, red and blue dot stickers, rhythm sticks or empty paper-towel tubes, sand, spray bottle of water, stilts, tempera paint, tricycles, toy cars and trucks, wet sand, writing paper

Connecting Cubes Fanny Frog Puppet Frog Counters Letter Cards: B, b, N, n, Ñ, ñ , P, p, W, w Magnetic Letters Pattern Blocks English Pocket Photo Cards: bear, bee, bicycle, butterfly, nails, nickels, nose, nurse, nuts, pelican, penny, peppers, pig, wagon Spanish Pocket Photo Cards: bebé, bicicleta, botas, burro, naranjas, nariz, nubes, nueces, ñandú, ñu, pastel, pato, pelota, perro Photo Activity Cards: 2, 3, 5, 7, 8, 11, 136–138 Sequence Cards: Bike Safety, Giant Dance 1, Giant Dance 2, These Bones Enlgish Vocabulary Cards: dance, hop, jump, mobile, run, skip, walk Spanish Vocabulary Cards: bailar, brincar, caminar, correr, móvíl, saltar, saltear

CDs Dr. Jean on Frog Street Family Connections Feelin’ Froggy Frog Street Friends Games and Patterns It Starts in the Heart Moving to Math, Camino a las matemáticas Small Book Listening CDs (English, Spanish) Songs of Learning Fun/Canciones para aprender con diversión Songs of You and Me/Canciones de ti y de mí

Software Frog Street Pre-K Interactive Software

Teacher Materials Strategy Cards: H, J, U



Week 1

5

19

Week

1

Weekly Learning

Weekly Centers are optional small-group activities designed to support intentional instruction through the integration of learning goals. Small modifications are made each day to tie the activities in the Centers more closely to the daily focus and to create novelty. Teachers choose the extent to which they provide the adaptations.

Day

1 2 3 4

Fine motor M AT E R I A L S

tweezers; stringing beads; buckets

Children use tweezers to pick stringing beads from one bucket on and place them in a second bucket.

M AT E R I A L S

stringing beads; cookie sheet; bucket

Children pick up stringing beads from a cookie sheet with their toes and drop them into a bucket.

M AT E R I A L S

play dough

20

M AT E R I A L S

blocks

Children build a zigzag pathway with blocks. Have them walk the pathway first with baby steps and then giant steps. M AT E R I A L S

blocks

M A T E R I A L S Games and Patterns CD-ROM: finger puppets (instructions on Teacher’s Edition, p. 166)

M A T E R I A L S Games and Patterns CD-ROM: finger puppets (instructions on Teacher’s Edition, p. 166)

M AT E R I A L S

play dough

Children build wagons and scooters with Legos®.

Technology M AT E R I A L S

Frog Street Pre-K Interactive Software

Sounds and Rhymes Blend onset and rime to make a word. ABC and XYZ Identify letter and find it on the keyboard.

6

Print a copy of the body parts checklist. Ask children to place a check by the body parts they use as they build.

Children build using just one hand. Ask them to describe their experience.

Day

1-5

M A T E R I A L S Games and Patterns CD-ROM: body parts checklist; pencil; clipboard

Children work with play dough. Encourage them to think about how they are using their fingers and hands to shape the dough.

Children make the finger puppets dance.

5

Construction

Theme 7 • Things That Move Cosas que se mueven

Children build a dance stage for ballerinas to perform on. Provide finger puppets for dancers.

M AT E R I A L S

medium-sized shallow boxes

Provide medium-sized, shallow boxes to serve as wagons.

L i s te n i n g L i b ra r y Gross motor Area M AT E R I A L S

boxes and rope

Children navigate a maze and describe their movements.

M AT E R I A L S

masking tape; service bell

Create a masking tape line on the floor with a service bell placed at the end. Children walk the line and tap a service bell with their toe. M AT E R I A L S

clothespins; empty coffee cans

Children drop clothespins into a coffee can. Have them describe how they use their hands, arms, and fingers.

M AT E R I A L S

Sequence Cards: Giant Dance 1,

Giant Dance 2 Children place the Giant Dance 1 and Giant Dance 2 Sequence Cards in order, and then follow the sequence to create a dance. M AT E R I A L S

wagon

Provide a wagon for children to explore. Discuss the wagon parts (handle, bed, axle). Turn the wagon upside down. Suggest they try spinning the wheels.

M AT E R I A L S

Weekly Read Alouds: Thesaurus Rex

Tesauro Rex

You can do this activity at any time during this week as an additional read aloud opportunity or as a replacement for any read aloud activity this week. • Display the book cover and read aloud the title. Point out that the young dinosaur on the cover is waving a flag. Tell children that when you wave a flag, you are using your muscles. • Tell children that the dinosaur in this story is mobile, just like they are. móvil Have children pay attention to all the different ways he moves. • Read the book, tracking the print. • As you read, point out the different ways Thesaurus Rex moves. Ask children to perform some of the motions. Model by demonstrating the exercises that Thesaurus Rex does on pages 2–3. Encourage children to join in. • After reading the story, review some of the activities Thesaurus Rex did. Ask children if they do any of these things during their day.

ELL English Language Learners Before reading, page through the book and identify possible names of different actions and movements in the story (stretching, reaching, extending, bending, poking, sliding, gliding).



Week 1

7

21

week

1

English Language Learners

The following strategies for English Language Learners can be used throughout the week to provide adaptations for a variety of daily activities.

ELL

Day 1

ELL

Day 2

Literacy Time (Teacher’s Edition, p. 12)

Story Time (Teacher’s Edition, p. 17)

• Before reading the story, discuss two or three vocabulary words that will help children follow the story line. Use gestures to support meaning.

• Teach the story words before reading the story. If possible, say the words in children’s first language, and then in English. Have children repeat the English words several times.

• Use the story props to provide visuals for the discussion.

Math Time (Teacher’s Edition, p. 13) • Help children understand the English words for the concepts of open and shut. Open a book and say “open.” Say “shut” as you close the book. Have children repeat the words after you. • Repeat with other objects that you can open and shut.

• Page through the Big Book, pointing out the objects in the illustrations as you say the English words. Have children repeat after you.

Literacy Time (Teacher’s Edition, p. 18) • Play a game of Simon Says to reinforce the motion words (hop, jump, walk, skip). Tell children to follow your command only if they hear you say “Simon Says.”

Math Time (Teacher’s Edition, p. 19) • Support meaning of the words go, slow, and stop. As you point to green, instruct the children to roll their hands quickly round and round and say “go.” • For yellow, tell the children to change to a slower rolling motion and say “slow.” • For red, direct the children to fold their hands onto their laps and say “stop.”

8

22

Theme 7 • Things that Move Cosas que se mueven

ELL

Day 3

Literacy Time (Teacher’s Edition, p. 24) • Play a quick-response game to reinforce the motion words (flap, clap, snap, nap). Say each word and have children follow your command. • For the word nap, have children pretend to sleep. • Say the words one after another, and challenge children to keep up.

: Creativity

(Teacher’s Edition, p. 25)

• Pair less proficient English speakers with speakers who are more proficient, and have children talk about their paintings. Encourage children to use words they know to explain how they made their patterns. • Remind children that they may use gestures if they can’t think of a word.

ELL

ELL

Day 5

Literacy Time (Teacher’s Edition, p. 36) • Review the terms scooter, skate, skateboard, wagon, wheelchair. • Draw or display a picture of one of the objects, and have children guess what it is. • Encourage children to answer in their first language, and then stress the English word and have them repeat after you.

Math Time (Teacher’s Edition, p. 37) • You may wish to take this opportunity to reinforce the meaning of color words in English. Point to one of the blocks and say what color it is (red, blue, green, and so on). • Have volunteers point out other objects in the room that are the same color. When they find an object, have them point to it and say the color word in English.

Day 4

Literacy Time (Teacher’s Edition, p. 30) • Before reading the Big Book, review vocabulary that will help children follow the story. Point to pictures in the book as you say the English words several times, and have children repeat after you.

: Library and Listening

(Teacher’s Edition, p. 30)

• Pair less proficient English speakers with speakers who are more proficient and encourage children to talk about the story. Have them share what parts of the story they liked. Remind children that they may perform actions if they do not remember the words.



Week 1

9

23

WeeK

DAY

1

TheMe

1

Meeting Time

i Move Yo me muevo

Gather Together M A T E R I A L S Bilingual CD: Songs of You and Me/Canciones de ti y de mí: “Heads, Shoulders, Knees and Toes”/“Hombros, rodillas y los pies” (Teacher’s Edition, p. R28)

Oral Language Show understanding through gestures and actions

• Invite children to sing “Head, Shoulders, Knees and Toes.” • Discuss ways that they can move their head, shoulders, knees, and toes. Invite volunteers to demonstrate with simple gestures.

Phonological Awareness Match final sounds

• Tell children that this week they will be learning about ways a person can be mobile, ways a person can move. móvil

Let’s Talk Big idea • Read aloud the Big Idea.

Word of the Week

I can bend low and stretch high. Me puedo doblar hasta muy abajo y estirar hasta muy arriba.

mobile móvil

• Ask children to show you how low they can bend and how high they can stretch.

Phonological Awareness • Say, up, tap, top. These words end with the sound /p/. Say the words with me and listen for /p/ at the end of each word: up, tap, top. Say the words several times with children, emphasizing the final sound. •

f O R s PA N i s h s P e A K e R s Say, par, amar, caminar. Tell children that these words end with the sound /r/. Have them say the words with you several times and listen for the sound.

Conscious Discipline™ Calm “Pretzel”/“La rosquita” (Teacher’s Edition, p. R16) M AT E R I A L S

Invite children to perform the song. Discuss ways the body moves during this activity.

10

24

Connect M AT E R I A L S

Commit Fanny Frog

M AT E R I A L S

Commitment Poster; Safe

puppet

Keeper Box

Use Fanny Frog to help implement the “Absent Child Ritual” and the “Welcome Back Ritual.”

Ask children about their experience talking with family members about something for which they are grateful.

Theme 7 • Things That Move Cosas que se mueven

Implement the “Safe Keeper Ritual” and the “Daily Commitment Ritual.”

Story Time Read the Big Book M AT E R I A L S

Instructional Big Books: Our Muscles,

Los músculos

• Display the book cover. Point to the boy’s arm muscles and tell children that this book is about muscles. Explain that muscles help us move in many ways, even smile.

Book/Print Awareness Recognize table of contents and index Retell important facts from an informational text

• Show the Table of Contents. Explain that it tells about each chapter. Show the Index. Say that it lists important ideas in the book.

Letter Knowledge English: Recognize letter names and sounds: Nn /n/ Spanish: Recognize letter names and sounds: Nn /n/, Ññ /ñ/

Story Words muscles músculos index índice skin piel healthy saludables

Modeling Comprehension • Read the book, tracking the print. • Discuss details in the photographs. Model by discussing the photographs on pages 4 and 5. Encourage children to copy actions pictured. Ask if they can feel their muscles.

Responding • Read aloud the questions on page 24. Ask children to answer.

Letter Work: Nn /n/, Ññ /ñ/ M AT E R I A L S

Letter-Sounds Routine 1 (Teacher’s Edition, p. R11)

• Use Letter-Sounds Routine 1: Introduce Consonant Letter-Sounds on page R11 to introduce the sound for n. •

f O R s PA N i s h s P e A K e R s

Use the same Routine to introduce the /ñ/

sound for ñ. • Encourage children to point out classmates or items whose names start with the sounds /n/ and /ñ/ throughout the day.

Listen to the Daily Message • Write the Daily Message on chart paper. Ask children to help you complete it. Invite volunteers to write the letters.

Daily Message Today is It is

.

• Reread the third line and have children clap for each word.

outside.

We read

Transition Time

.

We learned about the letters Hoy es

.

.

Afuera está Leímos Aprendimos las letras

• Explain the Library and Listening Center and the Writer’s Corner on TE p. 12. Identify any open Weekly Centers on TE pp. 6–7. • Call your first small group for Literacy Time. Send the other children to Centers.

. . .

• As you finish Literacy Time with each small group, send children to the Language and Literacy Center. Math Time Repeat this procedure (using Math Centers) when doing Math Time on TE p. 13. Week 1 • Day 1

11

25

WeeK

DAY

1

Literacy Time

1

M A T E R I A L S Bilingual Story Folder: “I Can, Can You?”/“Yo puedo hacerlo, ¿puedes hacerlo tú?”; Vocabulary Cards: mobile, móvil; Strategy Card U

Ready!

Dramatic Play Reenact a story after it is read aloud

• Display the Vocabulary Card mobile. móvil Ask a volunteer to remind the group what mobile means. Tell children that they will be mobile as they reenact the story in today’s lesson.

social/emotional Development Work with others

Set! • See Strategy Card U: Dramatic Expression. • Display the story props and present the story.

Special Needs Adaptations Adapt the literacy lesson for a child with motor or mobility issues by inviting him or her to demonstrate movements such as tapping fingers, shaking her or his hands—actions that children with mobility issues are able to perform.

• Ask children to find a partner. Have partners face each other and determine which of them will lead as they reenact the story. • Read a line of the story. Model the action. Then have the leader perform the action and ask his or her partner, Can you? ¿Puedes hacerlo tú? Partners respond by repeating the action. • After reenacting the story, invite children to create a couple of new lines to the story. Print these lines on chart paper.

Go! • Tell children that they will now go to the Language and Literacy Center where they will practice asking and answering questions. • Rotate groups so that all children can participate in the Literacy Time activity and in each of the Centers.

 LanguageandLiteracy Invite partners to work together. One partner states something they can do, acts it out, and then asks her or his partner, Can you? ¿Puedes hacerlo tú? Have children take turns demonstrating asking the questions.

Reflect: Which parts of our bodies help us move? ¿Qué partes del cuerpo nos ayudan a movernos?

12

26



LibraryandListening M A T E R I A L S Instructional Small Books: Our Muscles, Los músculos; Small Book Listening CD (English, Spanish)

Invite children to listen to the story. Encourage children to show you their arm and calf muscles.

Reflect: Which muscles help you smile and frown? ¿Qué músculos los ayudan a sonreír y a fruncir el ceño? Can you smile without your muscles? ¿Podrían sonreír sin los músculos?

Theme 7 • Things That Move Cosas que se mueven

Writer’sCorner M A T E R I A L S drawing paper; crayons; markers

Have children draw pictures of movements. Ask them to describe their drawings. Transcribe their descriptions onto their drawings.

Reflect: How would life be different if we couldn’t move different parts of our bodies? ¿Cómo sería la vida si no pudiésemos mover distintas partes del cuerpo?

Math Time M A T E R I A L S Instructional Big Books: Our Muscles, Los músculos; Bilingual CD: Songs of You and Me/Canciones de ti y de mí: “Open, Shut Them”/ “Abre y cierra” (Teacher’s Edition, p. R28); red and blue dot stickers; chart paper

Gross Motor skill Follow a sequence of movements

• Explain the Fine Motor and Technology Centers below and identify any open Weekly Centers on TE pp. 6–7.

Patterns Recognize and reproduce simple patterns

Technology

• Call your first small group for Math Time. Send the other children to the Centers.

Use a keyboard and screen

• Send children to the Math Center as you finish Math Time.

Ready! Make It Easier Reinforce the pattern by calling out blue, red as children march. azul, rojo Make It Harder Challenge children to create a threestep pattern, such as open, shut, clap.

• Invite children to sing “Open, Shut Them.” “Abre y cierra” Discuss the pattern created by opening and shutting fingers many times. Point out the two parts of the pattern—open and shut. • Introduce other motions, such as up/down or forward/back. Identify the body parts used. Invite children to act out each movement.

Set! • Place a blue dot sticker on each child’s left shoe, and a red dot sticker on each child’s right shoe. Ask children to look at the blue-red pattern they create as they march forward—left, right, left, right. • Remove the stickers from the shoes. Attach them to a sheet of paper to enable children to see the left foot-right foot pattern made.

Go! • Send children to the Math Center to practice making patterns.

FineMotor M AT E R I A L S

Pattern Blocks;

paper; crayons Ask children to make a pattern on paper using the Pattern Blocks. Then have them trace the pattern and color it.

Reflect:What did you make with the muscles in your hands? ¿Qué hiciste con los músculos de las manos?



Math M A T E R I A L S Games and Patterns CD-ROM: two-color combination pattern core cards; Connecting Cubes

Encourage children to select a pattern core card. Instruct them to use Connecting Cubes to replicate the two-color combination shown on the card. Have children replicate the two-color combination two additional times, and then connect the sets of cubes together to create a pattern.

Technology M A T E R I A L S Frog Street Pre-K Interactive Software: Theme 4 Math: “What Comes Next?”/”¿Qué viene después?”

Have children recognize and extend patterns.

Reflect:Invite children to tell how they extended patterns.

Reflect:Invite children to compare the patterns they created.

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Play inside M A T E R I A L S Frog Street Friends CD: “Wiggles, Jiggles, Giggles” (Teacher’s Edition, p. R24)

• Invite children to demonstrate how to wiggle, jiggle, and giggle. Ask which body parts are used in each movement.

Comprehension Connect information in books to real-life experiences

Gross Motor skill Follow a sequence of movements

• Encourage children to dance and sing along with “Wiggles, Jiggles, Giggles.”

Play Outdoors M AT E R I A L S

Game: “Keep Away” (Teacher’s Edition, p. R44); balls

• Invite children to play “Keep Away.” Discuss ways the body moves during the game.

Story Time Read the Big Book M A T E R I A L S Instructional Big Books: Body Talk in Rhyme, El cuerpo habla en rimas; Vocabulary Cards: mobile, móvil

• Display the cover of the book. Invite a volunteer to remind the class what this book is about. • Display the Vocabulary Card: mobile. móvil Remind children that mobile means “able to move.” Ask volunteers to match the card with a scene in the book.

Story Words chatter rechinan clap dan palmadas itch pica

Modeling Comprehension • Read the book aloud, tracking the print. Model mimicking the action on page 2. Invite children to mimic other actions described. Point out that their muscles allow them to perform the actions and to be mobile, able to move.

Responding • Invite children to read the rebus section of the book. • Ask volunteers to choose a rebus. Have them act out the action shown and tell what body parts they are using.

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Theme 7 • Things That Move Cosas que se mueven

Connection Time social studies M A T E R I A L S Games and Patterns CD-ROM: Photo Fanny, Photo Fanny’s Adventure Journal Cover; Fanny Frog puppet

• Display the Fanny Frog puppet, a copy of Photo Fanny, and a copy of the Journal Cover.

Written expression Record family activities in a journal

Oral Language and Vocabulary Demonstrate use of steadily increasing vocabulary Discuss today’s accomplishments

• Tell the children that they will each take home a Photo Fanny at the end of the week. Photo Fanny will visit their family for two weeks. While she is visiting, they will involve her in their regular activities (dinner, playing, family trips) and record the adventures in a special journal they will make at school this week. They can add photos and drawings to their journals to show the fun they have with Fanny. • Invite several volunteers to share some of the family activities where they might include Photo Fanny.

Good-bye Time M AT E R I A L S

Family Connections CD: Theme Letter, PATT Mat

• Read the Big Idea again (TE, p. 10). Invite volunteers to give examples and demonstrate ways they can move. • Display the Daily Message created earlier in the day (TE, p. 11). Ask children what they would like to add. • Ask, What did you learn about muscles today? ¿Qué aprendieron hoy sobre los músculos? Can you point to the muscles you use when you walk? ¿Pueden señalar los músculos que usan cuando caminan? • Invite children to share what they did in the Centers today. family Connection Send home the Theme Letter and PATT Mat and encourage children to show family members some ways their muscles help them move.

Conscious Discipline™ Kindness Tree If you have a Kindness Recorder, have him or her count the hearts on the Kindness Tree and report on kind acts. If not, you count them.



Daily Commitment Check Ask children for examples of ways children followed through on their commitments.

Week 1 • Day 1

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Meeting Time Gather Together M A T E R I A L S Song: “Walk, Walk, Walk Your Feet”/“Camina, camina, usa los pies” (Teacher’s Edition, p. R30)

Comprehension Connect information in a song to real-life experiences

oral Language Show understanding through gestures and actions

phonological awareness Match final sounds

• Invite children to sing “Walk, Walk, Walk Your Feet.” Discuss the movements mentioned in the song. • Tell children that today they will continue to learn about ways a person can be mobile, ways a person can move. móvil Today they will learn about ways they move their legs and feet.

Let’s Talk Big idea • Read aloud the Big Idea.

Word of the Week mobile móvil

I can walk and run very fast. Puedo caminar y correr muy rápido. • Invite volunteers to demonstrate walking. Remind children that they use muscles when they move.

phonological awareness • Say, up, tap, top. These words end with the sound /p/. Say the words with me and listen for /p/: up, tap, top. Say new words and have children clap if a word ends in /p/: dip, fill, tip. •

f o R S pa N i S h S p e a K e R S Say, par, amar, caminar. Tell children that these words end with the sound /r/. Have them say the words with you several times and listen for the sound. Say new words and have children clap if a word ends in /r/: foto, volar, saber.

Conscious Discipline™ Calm Teach children Toe Touches. Have them stand with their arms out to each side and their legs apart. Have them take a deep breath, bend slowly and touch their right hand to their left foot, exhaling as they bend down and inhaling as they stand back up. Have them repeat, touching their left hand to their right foot.

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Connect Fanny Frog puppet; “Walk and Stop” (Teacher’s Edition, p. R18) M AT E R I A L S

Use Fanny Frog to help implement the “Absent Child Ritual” and the “Welcome Back Ritual.” Invite partners to play “Walk and Stop.” Change actions to jump and stop, and hop and stop.

Theme 7 • Things That Move Cosas que se mueven

Commit M A T E R I A L S Commitment Poster; Safe Keeper Box

Implement the “Safe Keeper Ritual” and the “Daily Commitment Ritual.”

Story Time Listen to the Story M A T E R I A L S Bilingual Anthology of Traditional Tales: “The Gingerbread Man”/”El muñeco de jengibre”

Comprehension Answer questions about details in a story

Letter Knowledge

• Display the book. Point out that this is a story about a gingerbread cookie.

Modeling Comprehension

English: Recognize letter names and sounds: Nn /n/

• Read the story aloud. Pause to introduce words or phrases.

Spanish: Recognize letter names and sounds: Nn /n/, Ññ /ñ/

Story Words catch alcanzar chase perseguir dough masa gingerbread pan de jengibre tasty sabroso

• Discuss with children some of the details in the story. Ask, Why do you think the Gingerbread Man runs away? ¿Por qué crees que se escapa el muñeco de jengibre? Model answering by telling that the Gingerbread Man ran away because he didn’t want to be eaten.

Responding • Ask children if a gingerbread man could really jump out of a pan and run. Help them understand that this is a make-believe story.

ELL English Language Learners

• After reading, choose a few words to teach in some more detail.

Before reading the story, discuss two or three story words that help children follow the story line. Include nonverbal gestures (stirring batter in a bowl and pretending to roll it out). Use the story props to provide visuals for the discussion.

Letter Work: Nn /n/, Ññ / ñ/ M AT E R I A L S

Letter-Sounds Routine 2 (Teacher’s Edition, p. R12)

• Use Letter-Sounds Routine 2: Review Consonant Letter-Sounds on page R12 to review the sound for n. •

f o R S pa N i S h S p e a K e R S

Use the same Routine to review the /ñ/

sound for ñ. • Encourage children to point out printed words in the classroom that begin with today’s letters and say its sounds.

Listen to the Daily Message • Write the Daily Message on chart paper. Ask children to help you complete it. Invite volunteers to write the letters. • Reread the fourth line and have children clap for each word.

Daily Message Today is It is

Transition Time

. outside.

We read

• Explain the Library and Listening Center and the Writer’s Corner on TE p. 18, and identify any open Weekly Centers on TE pp. 6–7.

.

We learned about the letters Hoy es

.

.

Afuera está Leímos

• As you finish Literacy Time with each small group, send children to the Writer’s Corner.

. .

Aprendimos las letras



• Call your first small group for Literacy Time. Send the other children to Centers.

.

Math Time Repeat this procedure (using Math Centers) when doing Math Time on TE p. 19.

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Social/emotional Development

M A T E R I A L S Vocabulary Cards: hop, jump, run, skip, walk, brincar, caminar, correr, saltar, saltear; Bilingual CD: Songs of Learning Fun/ Canciones para aprender con diversión: “Put Your Little Foot”/“Pasitos” (Teacher’s Edition, p. R37); Magnetic Letters; Letter Cards

Cooperate in group activities

Ready!

Letter Knowledge Identify letters in words

• Display the Vocabulary Cards and say each action word.

Writing

• Invite volunteers to show the actions. Model with walk. caminar

Copy letters and form words

• Point out to children that all these are actions that they can do with their feet. Name the letters in each action word.

Set! • Teach children the moves to “Put Your Little Foot.”

Special Needs Adaptations For a child with hearing loss, demonstrate each movement on the vocabulary cards. Remember to place the child so that he or she can see what you are doing.

• Spread Magnetic Letters and Letter Cards in random order on the floor. Tell children that you are going to play the song again. Each time they hear the words right there (allá), they will put their toe on a letter that is in their name.

Go! • Tell children that they will now go to the Writer’s Corner to shape letters and copy the words on the Vocabulary Cards. • Rotate groups so that all children can participate in the Literacy Time activity and in each of the Centers.

Writer’s Corner M A T E R I A L S copies of the Vocabulary Cards from the lesson; play dough; sand; markers; writing paper

Encourage children to copy the words on the Vocabulary Cards by shaping the letters with play dough, drawing the letters with their fingers in sand, or by writing the letters with markers.

Creativity Station M AT E R I A L S

paper; markers

Invite children to draw something they like to do with their feet, such as jump, run, or skip. Afterwards, they can dictate the sentence: I like to .

Reflect: Invite children to share their sentences.

Reflect: What do you like to do with your feet? ¿Qué te gusta hacer con los pies?

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Theme 7 • Things That Move Cosas que se mueven

Library and Listening M A T E R I A L S Bilingual Story Folder: ”The Gingerbread Boy,”/“El muñequito de jengibre”

Encourage children to use the story props to create a new story.

Reflect: Have children name the characters they use in their new story. Ask if the story is real or make-believe.

Math Time M A T E R I A L S picture or drawing of a traffic light; red, yellow, and green Connecting Cubes

oral Language and Vocabulary

Ready!

English: Use the content word repeat

• Show children a picture or drawing of a traffic light. Invite children to identify the three colors, and where each color is.

Spanish: Use the content word repetir

Gross Motor Skill

• Point out that the colors tell when people can move. Explain that green means “go,” yellow means “slow down,” red means “stop.”

Perform actions

patterns

• Have children stand behind a line. Tell them that when you say a color, they should do what that color says. Model by saying “green” and walking, “red” and stopping. Then spend a few moments doing the activity with children, saying a color, and having them obey it.

Recognize and reproduce patterns

Set! Make It Easier Simplify by taking away one of the colors of connecting cubes and having children create a two-color pattern. Make It Harder Add blue connecting cubes to cubes children have and challenge them to make a four-color pattern.

• Point out that the three colors in a traffic light make up a pattern. Distribute a red, yellow, and green Connecting Cube to each child. Tell children to copy the traffic light pattern. • Help children line up all their patterns in a row so that the pattern repeats – red, yellow, and green. Point out to children that they can see the same pattern over and over again in the row. Explain that the pattern repeats, or happens over and over again. • Have children join their patterns to make one long connecting train. Point to the end of the train and ask which color would come next if you wanted to add on to the pattern train.

Go! • Send children to the Math Center to replicate patterns.

Gross Motor Pair the children. Ask them to work together to create a threestep pattern dance with their feet. For example, they could combine a hop forward, a step sideways, and a hop backward.

Reflect: Invite children to demonstrate their dance and to describe the steps.

Math M A T E R I A L S Games and Patterns CD-ROM: three-color combination pattern core cards; Connecting Cubes

Invite children to select a pattern core card. Instruct them to use Connecting Cubes to replicate the three-color combination shown on the card. Have children make three additional three-color cube cores and then connect them all together to create a complete pattern.

Technology M A T E R I A L S Frog Street Pre-K Interactive Software: Theme 4 Math: “What Comes Next?”/“¿Qué viene después?”

Have children recognize and extend patterns.

Reflect: Invite children to describe a pattern they worked with.

Reflect: If you add on to the end of the pattern, what color cube will come next? Si continúan el patrón, ¿qué color de cubo seguirá?



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play inside M A T E R I A L S Frog Street Friends CD: “It Makes Me Jump” (Teacher’s Edition, p. R30)

Gross Motor Skill Show an awareness of moving through space

oral Language and Vocabulary Show understanding through gestures and action

Social Studies Listen to a Mexican story and learn about the location of Mexico City

• Ask children which body parts they use when they jump. Invite a volunteer to demonstrate jumping. Tell children that the song they will move to today is about jumping. Remind children to be mindful of other children’s space as they move to this song. • Play the song. Ask children what the song makes them feel like doing. Have them demonstrate their moves.

play outdoors M AT E R I A L S

Cooperative Parachute Games (Teacher’s Edition, p. R44)

• Encourage children to play parachute games. • Discuss which parts of their bodies they used for these games.

Story Time Listen to the Story M A T E R I A L S Bilingual Story Folder: “Half-Chicken”/ “Mediopollito”; globe or map (optional)

• Display the story props. Ask a volunteer to remind classmates what this story is about.

Modeling Comprehension • Encourage children to listen to the descriptions of ways HalfChicken is mobile, ways HalfChicken can move. móvil

Story Words weather vane veleta pigeon paloma viceroy virrey Mexico City Capital de México vicereine virreina

• Present the story. Use the story props to show Half Chicken’s actions. Ask children to describe what Half-Chicken is doing. Model by holding up the prop showing Half-Chicken hatching and telling children that Half-Chicken has used his beak and wings to break away from his shell.

Responding • Ask children to hip-hop (tip-tap) like Half-Chicken. • Explain that this story is from Mexico. You may wish to show children where Mexico City is on the globe or map.

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Theme 7 • Things That Move Cosas que se mueven

Connection Time physical Development and Safety M AT E R I A L S

Instructional Big Books: Our Muscles, Los músculos

• Take a walk around the school grounds or, if possible, the surrounding neighborhood. Alternate walking, skipping, hopping, galloping, and tiptoeing.

physical Movement Practice different ways of moving legs and feet (walking, running, skipping)

oral Language and Development Discuss today’s accomplishments

Safety Discuss safety rules for walking

• Ask questions: Which movement allows us to move more quickly? ¿Qué movimiento nos permite avanzar más rápidamente? Which movement slows us down? Which movement feels awkward? ¿Qué movimiento nos hace avanzar más lentamente? ¿Qué movimiento nos resulta raro? • Discuss walking safety (paying attention to street signs, walking on smooth and even surfaces, staying away from unleashed dogs and cats, staying on the road, crossing the road with eyes and ears open).

Good-bye Time • Read aloud the Big Idea again (TE, p. 16). Invite volunteers to give examples and demonstrate ways they can move with their legs and feet. • Display the Daily Message created earlier in the day (TE, p. 17). Ask children what they would like to add. • Ask, What did you learn about your legs and feet today?¿Qué aprendieron hoy sobre las piernas y los pies? • Invite children to share what they accomplished in the Centers today. family Connection Suggest that children compare their feet to a family member’s feet.

Conscious Discipline™ Kindness Tree If you have a Kindness Recorder, have him or her count the hearts on the Kindness Tree and report on kind acts. If not, you count them.



Daily Commitment Check Ask children for examples of ways they followed through on their commitments.

Week 1 • Day 2

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Meeting Time Gather Together M A T E R I A L S Bilingual CD: Songs of You and Me/Canciones de ti y de mí: “Open, Shut Them”/“Abre y cierra” (Teacher’s Edition, p. R28)

Music Participate in a music activity

Social/Emotional Development Share and cooperate in group activities

Phonological Awareness Match final sounds

• Invite children to sing “Open, Shut Them.” • Ask children to name other things they can do with their fingers and hands. • Tell children that today they will continue to learn about ways a person can move – ways a person is mobile. móvil Today they will focus on hands, arms, and fingers.

Let’s Talk Big Idea Word of the Week mobile móvil

• Read aloud the Big Idea. I can wave good-bye. Yo sé decir adiós con la mano. • Ask children to demonstrate waving. Point out that they use muscles in their arms, hands, and fingers when they wave.

Phonological Awareness • Say, sit, bat, jet. These words end with the sound /t/. Repeat the words emphasizing /t/. Say new words and have children clap if a word ends in /t/: pat, fit, run. •

f o R S PA n I S h S P E A K E R S Say, dos, adiós, casas. Tell children that these words end with the sound /s/. Have them say the words with you several times and listen for the sound. Say new words and have children clap if a word ends in /s/: cuna, niños, estudias.

Conscious Discipline™ Calm Ritual: “Here’s the Bunny”/“¡Aquí está el conejito!” (Teacher’s Edition, p. R19) M AT E R I A L S

Invite children to implement “Here’s the Bunny.” “¡Aquí está el conejito!” Call attention to how children use their hands, arms, and fingers in this activity.

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Connect Fanny Frog puppet; Ritual: “The Wave” (Teacher’s Edition, p. R18) M AT E R I A L S

Use Fanny Frog to help implement the “Absent Child Ritual” and the “Welcome Back Ritual.” Invite partners to do “The Wave.” Ask a volunteer to describe how they use their bodies and why cooperation is so important in this activity.

Theme 7 • Things That Move Cosas que se mueven

Commit M AT E R I A L S

Commitment Poster; Safe Keeper Box Implement the “Safe Keeper Ritual” and the “Daily Commitment Ritual.”

Story Time Read the Book M A T E R I A L S Math Books: Hands and Fingers, Manos y dedos

• Display the book cover. Read the name of the author and photographer.

Comprehension Answer questions about details in a book Obtain information from photographs

• Tell the children to listen carefully as you read the story so that they can remember the many ways hands and fingers move in the story.

Letter Knowledge Recognize letter names and sounds Pp /p/

Modeling Comprehension • Read the book, tracking the print.

Story Words up arriba down abajo around alrededor between entre behind detrás

• Ask what each photograph shows. Model by discussing the photographs on page 2. • Ask what body parts are doing all the different actions.

Responding • Ask children to demonstrate each hand movement in the story.

Letter Work: Pp /p/ M AT E R I A L S

Letter-Sounds Routine 1 (Teacher’s Edition, p. R11)

• Use Letter-Sounds Routine 1: Introduce Consonant LetterSounds on page R11 to introduce the sound for p. • Encourage children to point out classmates or items whose names start with the sound /p/ throughout the day.

Listen to the Daily Message • Write the Daily Message on chart paper. Ask children to help you complete it. Invite volunteers to write the letters. • Reread the second line and have children clap for each word.

Transition Time

Daily Message Today is It is

• Explain the Writer’s Corner and Creativity Station on TE p. 24, and identify any open Weekly Centers on TE pp. 6–7.

.

• Call your first small group for Literacy Time. Send the other children to Centers.

outside.

We read

.

We learned about the letters Hoy es

.

.

Afuera está Leímos

• After you finish Literacy Time with each small group, send children to the Language and Literacy Center. Math Time Repeat this procedure (using Math Centers) when doing Math Time on TE p. 25.

. .

Aprendimos las letras



.

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M A T E R I A L S Photo Activity Cards: 2, 5, 7, 8, 11; chart paper Advance Preparation: Print “Arms Flap” or “Brazos abrazadores” on chart paper.

oral Language and Vocabulary Show understanding through gestures and actions

Phonological Awareness Identify rhyming words

Social/Emotional Development Maintain concentration over time

Ready! • Display the Photo Activity Cards. Ask how the children in the photographs are moving their hands, arms, and fingers. • Say, flap, clap, snap, nap. Ask children what they notice about this group of words. Be sure they recognize that all end with -ap. •

f o R S PA n I S h S P E A K E R S

Say, abrazadores, tronadores, soñadores.

Set! • Read the rhyme. Have children create the actions.

Special Needs Adaptations For a child who has not learned to rhyme, have him or her echo the rhyming words you say (hop, pop, or flap, clap). (flor, color, o pato, rato)

• For English-speaking children, ask a volunteer to circle the ap at the end of each word. •

f o R S PA n I S h S P E A K E R S

Ask a volunteer to circle the ores at the end

of each word. Arms Flap Arms flap. Fingers snap. I nap.

Brazos abrazadores Brazos abrazadores. Dedos tronadores. Y nosotros soñadores.

Go! • Send children to the Language and Literacy Center.

 LanguageandLiteracy markers; Song: “Where Is Thumbkin?”/“Dedo pulgar” (Teacher’s Edition, p. R37) M AT E R I A L S

Show children how to draw dot eyes and a smile on the inside of each finger to create puppets. Have them use their puppets to enact “Where Is Thumbkin?” “Dedo pulgar”

Reflect: Ask children about ways they use each of their fingers. For example, what things can they do with their index fingers? What things can they do with their thumbs?

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Creativity M A T E R I A L S drawing paper; crayons; markers

Encourage children to trace their hands on a sheet of paper and then dictate a sentence about something their hands can do.

Reflect: Ask children what might be different if our hands were attached to our head where our ears are now.

Theme 7 • Things That Move Cosas que se mueven

Writer’sCorner M A T E R I A L S Games and Patterns CD-ROM: Photo Fanny’s Adventure Journal Cover, Photo Fanny (for inspiration)

Encourage children to create a cover for the Photo Fanny Adventure Journal.

Reflect: Ask children how they will introduce Fanny to their family.

Special Needs Adaptations If children have trouble drawing their journal covers, sit with them and take a good look at Fanny. Discuss the colors and body parts as children draw their journal cover.

Math Time M A T E R I A L S Games and Patterns CD-ROM: Numeral Cards 0–29 Advance Preparation: Create a 0–29 number line to lay on the floor.

oral Language and Vocabulary

Ready!

English: Use the content word repeat Spanish: Use the content word repetir

Math Rote count from 0–29 Order numbers from 0–29

Patterns Identify patterns in numbers

Social/Emotional Development Cooperate with others in group activities

• Remind children that they can count to 29. Invite them to count with you from 0–29. • Lay the number line on the floor and ask children to count the numbers again, this time having them do different actions as they count, such as hop 1, 2, 3; jump 4, 5, 6; step 7, 8, 9, and so on.

Set!

• Tell children that they can also arrange numbers in another way. Work with them to arrange the Numeral Cards in rows. Place the single digits (0–9) in the top row, the teens (10–19) in the second row, and the twenties (20–29) in the bottom row. • Ask children to look for patterns. Model by moving your fingers across the first line and pointing out that all the numbers in it have one digit, or number.

Special Needs Adaptations Review the numbers 0–9. Have children count from 0–9. Then lay out the Numeral Cards 0–29 in three rows. Help children see the pattern.

• Help children continue looking for patterns. (In the second row, all the numbers begin with 1; in the third row, all the numbers begin with 2. When looking at columns, all the numbers end with 0, 1, 2, and so on.)

Go! • Send children to the Math Center to practice ordering numbers.

Creativity M AT E R I A L S

tempera paint; paper;

paintbrushes Model how to use a paintbrush to make rows of a dancing zigzag pattern running horizontally or vertically across the paper. Encourage children to practice making zigzags with a dry paintbrush before actually beginning to paint. Encourage children to recite the up and down pattern as they make their paint strokes. Challenge children to make up another paint pattern.

Reflect: Have children describe their patterns.



Math M A T E R I A L S Games and Patterns CD-Rom: Numeral Cards 0–29

Encourage children to work in teams to arrange the Numeral Cards in numerical order, 0–9, 10–19, 20–29. 

Reflect: Invite children to identify patterns they see.

Technology M A T E R I A L S Frog Street Math Pre-K Interactive Software: Theme 3 Math: “Concentration,” “Concéntrate en los numerales”

Encourage children to play a memory game about counting.

Reflect: Ask children what was challenging about this game. Ask if counting was difficult, or remembering was difficult.

Week 1 • Day 3

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Play Inside M A T E R I A L S CDs: Moving to Math, Camino a las matemáticas: “Hands and Fingers,” “Manos y dedos” (Teacher’s Edition, p. R26)

Gross Motor Skill Show an awareness of body parts Show proficiency in using muscles to perform a task

Comprehension Connect information in books to real-life experiences

• Practice spatial vocabulary. Encourage children to use their hands and fingers to demonstrate locations and positions. Have children move their hands up, down, to the left of their body, and to the right. Have them tuck their fingers in and spread them out and hide them behind their back. • Play the song. Invite children to dance to “Hands and Fingers.” • Ask children to describe the positions and locations in which they placed their hands during the dance.

Play outdoors • Have children experiment with making different movements and watch how their shadows move. They can create a shadow dance. [Note: This activity is for a day when the sun is out.]

Story Time Read the Story M A T E R I A L S Social Emotional Books: A to Z of Helping Hands, Manos amables de la A a la Z

• Display the book cover. Point out the title and photograph. Ask children what this book will be about.

Modeling Comprehension • Read the book aloud, tracking the print as you read.

Story Words ball balón fish peces bed cama books libros

• Point to the alphabet letters at the top of each page and ask children to identify the letter. Discuss how the letter is the first letter of each word. Model by discussing page 5. Point out that the letter A is the first letter in the word “Answer.”

Responding • Discuss the ways hands and fingers are used in the book. Call on volunteers to mimic actions in the book.

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Connection Time Physical Development M AT E R I A L S

Instructional Big Books: Our Muscles, Los músculos

• Display page 4 of the book. • Encourage children to select a partner. Have them raise their left arm and make a fist to flex their muscles like the child in the photo. Encourage partners to feel each other’s arm muscles.

oral Language and Vocabulary Discuss today’s accomplishments

Social/Emotional Development Work with a partner in an activity

• Teach children how to arm wrestle. Point out that it is their muscles that will help them win the game. Allow children to arm wrestle for a few minutes. • Discuss ways to strengthen our muscles, such as by eating healthy foods and exercising.

Good-bye Time M A T E R I A L S Feelin’ Froggy CD: “Hippo Hop”; Family Connections CD: Take-Home Storybook: “Hippo Hop”/”El baile de los hipopótamos”

• Read the Big Idea again (TE, p. 22). Invite volunteers to give other examples of things they can do with their arms and hands. • Display the Daily Message created earlier in the day (TE, p. 23). Ask children what they would like to add. • Ask, What did you learn about your arms and hands today? ¿Qué aprendieron hoy sobre los brazos y los manos? • Ask children what they accomplished in the Centers today. • Read “Hippo Hop” or “El baile de los hipopótamos” in the Take- Home Storybook. Play the CD as a volunteer turns the pages. family Connection Practice a snap-clap pattern. Challenge children to teach the pattern to a family member. Send home the Take-Home Storybook with each child.

Conscious Discipline™ Kindness Tree If you have a Kindness Recorder, have him or her count the hearts on the Kindness Tree and report on kind acts. If not, you count them.



Daily Commitment Check Ask children for examples of ways they followed through on their commitments.

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I Move Yo me muevo

Gather Together M A T E R I A L S Song: “Three White Mice”/“Tres ratoncitos” (Teacher’s Edition, p. R27)

• Teach children “Three White Mice.”

Oral Language and Vocabulary Show understanding through gestures and actions English: Use the content word dance Spanish: Use the content word baile

Phonological Awareness

• Ask a volunteer to demonstrate how a mouse might dance. • Tell children that they will continue learning about ways a person is mobile, able to move. móvil Today they will focus on listening and moving to sounds.

Let’s Talk

Match final sounds

Big Idea • Read aloud the Big Idea. I can listen and move to sounds! ¡Puedo escuchar los sonidos y moverme al ritmo de ellos! • Tell children that dancing is one way they can move to sounds. Discuss the body parts that move when dancing.

Word of the Week

Phonological Awareness

mobile móvil

• Say, run, in, fun. These words end with the sound /n/. Repeat the words emphasizing /n/. Say new words and have children clap if a word ends in /n/: ran, bus, win. •

f O R S PA n I S h S P e A K e R S Say, dos, adiós, casas. Tell children that these words end with the sound /s/. Have them say the words with you several times and listen for the sound. Say new words and have children clap if a word ends in /s/: muchas, hablar, corres.

Conscious Discipline™ Calm Invite children to practice S.T.A.R. (Smile, Take a deep breath, And Relax.)

Connect Fanny Frog puppet; It Starts In the Heart CD: “Shubert Shuffle” (English/Spanish lyrics, Teacher’s Edition, p. R22) M AT E R I A L S

Use Fanny Frog to help implement the “Absent Child Ritual” and the “Welcome Back Ritual.” Invite children to dance to “Shubert Shuffle.” Point out that this is a dance of respect. Explain that when you respect someone, you show consideration. For example, you don’t interrupt someone when they are talking.

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Commit M AT E R I A L S

Commitment Poster; Safe Keeper Box Implement the “Safe Keeper Ritual” and the “Daily Commitment Ritual.”

Story Time Read the Book Comprehension Connect information in books to real-life experiences

Gross Motor Skill Perform dance movements

M A T E R I A L S Strategy Card H; Math Books: The Numeral Dance, El baile de los números; CDs: Moving to Math, Camino a las matemáticas: “The Numeral Dance,” “El baile de los números”

• See Strategy Card H: Introduce and Build Vocabulary. Use the card to introduce and teach new words. • Display the book cover. Read the names of the author and illustrator.

Letter Knowledge Review letter names and sounds Pp /p/

Modeling Comprehension

Story Words numeral números twist dale vuelta float vuela slide resbala shake sacude

• Read the story. • Ask children to demonstrate their favorite numeral movement. Model by showing children how to twist for numeral three. Have them use the vocabulary words to describe their action.

Responding • Play the song and invite children to perform all the dance moves.

Letter Work: Pp /p/ M AT E R I A L S

Letter-Sounds Routine 2 (Teacher’s Edition, p. R12)

• Use Letter-Sounds Routine 2: Review Consonant Letter-Sounds on page R12 to review the sound for p. • Encourage children to point out printed words in the classroom that begin with today’s letter and say its sound.

Listen to the Daily Message • Write the Daily Message on chart paper. Ask children to help you complete it. Invite volunteers to write the letters. • Read the first line and have children clap for each word.

Daily Message Today is It is

Transition Time

.

• Explain the Gross Motor Area and Library and Listening Center on TE p. 30, and identify any open Weekly Centers on TE pp. 6–7.

outside.

We read

.

We learned about the letters Hoy es

.

.

Afuera está Leímos

• After you finish Literacy Time with each small group, send children to the Language and Literacy Center.

. .

Aprendimos las letras



• Call your first small group for Literacy Time. Send the other children to Centers.

.

Math Time Repeat the same procedure (using Math Centers) when doing Math Time on TE p. 31.

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M A T E R I A L S Math Books: These Bones, Estos huesos; CDs: Moving to Math, Camino a las matemáticas: “These Bones,” “Estos huesos” (Teacher’s Edition, p. R30); Vocabulary Cards: dance, bailar; rhythm sticks or empty paper-towel tubes

Oral Language and Vocabulary Show understanding through actions

Ready!

Music

• Display the book cover. Tell children that this book is about some dancing bones. It is a make-believe story; it is fiction.

Participate in a music activity

Letter Knowledge

• Remind children that bones can only move with the help of muscles. Tell them that this story is based on a song.

Identify letters in a word

• Read the book aloud and track the print as you read.

Set! Special Needs Adaptations Display the Vocabulary Card for dance and Photo Activity Card 138. bailar Invite children to demonstrate dancing for you. Help them use the word dance in a sentence. bailar

• Tell children that they are going to tap the patterns suggested in the story. Distribute rhythm sticks or substitute empty paper-towel tubes or allow children to clap the patterns with their hands. • Play the song. • Display the Vocabulary Card for dance. bailar Ask children to identify the letters and place the Vocabulary Card on the letter wall.

Go! • Tell children that they will now go to the Language and Literacy Center where they will tap patterns. • Rotate groups so that all children can participate in the Literacy Time activity and in each of the Centers.

 LanguageandLiteracy M A T E R I A L S Sequence Cards: These Bones; rhythm sticks or paper-towel tubes

Invite children to use the Sequence Cards to replay the patterns in the book or make up new patterns.

Reflect: Ask children which parts of their bodies they used when they played the rhythm sticks.

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GrossMotorArea M A T E R I A L S Sequence Cards: Giant Dance 1; Giant Dance 2

Invite children to sequence the cards and then use the cards to recreate the two dances.

Reflect: Is the dance simple? Why or why not? ¿Es un baile sencillo? ¿Por que sí o por qué no?

Theme 7 • Things That Move Cosas que se mueven

LibraryandListening M A T E R I A L S Instructional Small Books: Body Talk in Rhyme, El cuerpo habla en rimas; Small Book Listening CD (English, Spanish); finger puppets (instructions on Teacher’s Edition, p. R14)

Encourage children to listen to the story. Invite children to make the finger puppets dance.

Reflect: Turn to pages 10 and 11 of the book. Ask children which body parts the man and woman are using as they dance.

Math Time M A T E R I A L S Games and Patterns CD-ROM: 1–10 ten-frame counting cards, 1–10 number line cards; Frog Counters; red and blue Connecting Cubes

Ready!

Oral Language and Vocabulary English: Use content words pair, odd, even Spanish: Use content words pareja, impar, par

Math Identify odd and even numbers

Patterns Recognize patterns in numbers

• Show children the ten-frame counting cards. Tell them you’re going to count out as many frogs as there are dots. Point out one dot for 1. Count out one frog. Point out that it doesn’t have a partner. Place a red cube under the number 1 on the number line. • Continue with the number 2. Point out that you now have a frog pair. Explain that when you have a pair, the number is even. Place a blue Connecting Cube under 2 on the number line. • Continue with the number 3. Point out that you have one pair of frogs, but there is one frog without a partner. Since you cannot make complete pairs, the number is odd. Place a red Connecting Cube under the number 3 on the number line. The numbers with red cubes are odd. The number with a blue cube is even.

Set! • Work with children to continue the procedure for the numbers 4–10. Help children identify if the number is even (each frog has a partner) or odd, and place the appropriate color cube under that number. • Point out the cube pattern—every other cube is the same color. The numbers follow the same pattern—odd, even, odd, and so on.

Go! • Send children to the Math Center to practice counting and identifying odd and even numbers.

FineMotor

Math

M A T E R I A L S wet sand; spray bottle of water; toy cars and trucks; magnifying lenses

M A T E R I A L S Games and Patterns CD-ROM: 1–10 ten-frame counting cards, 1–10 number line cards; Frog Counters; Connecting Cubes

Have children make tire imprints in the sand with the toy cars and trucks. Encourage them to use a magnifying lense to observe and describe the zigzag patterns made by the tire tracks.

Pair children. Have them count out as many Frog Counters as there are dots on each ten-frame counting card, and say which ten-frame counting cards are even numbers and which are odd.

Reflect: How would you describe the patterns made by the tire tracks? ¿Cómo describirían los patrones que dejan las ruedas del camión?

Instruct children to mark all of the odd numerals on the number line with a red cube and all the even numerals with a blue cube.

Technology M A T E R I A L S Frog Street Pre-K Interactive Software: Theme 4 Math: “What Comes Next?”/“¿Qué viene después?”

Have children recognize and extend patterns.

Reflect: Invite children to describe a pattern they worked with.

Reflect: Ask children what number comes next on the number line, and if it is odd or even.

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Play Inside M A T E R I A L S CDs: Moving to Math, Camino a las matemáticas: “The Numeral Dance,” “El baile de los números”; numeral necklaces (instructions on Teacher’s Edition, p. R14)

• Invite children to dance to the song.

Gross Motor Skill

• Distribute numeral necklaces. Invite children to wear them while singing the song.

Show an awareness of body parts

Oral Language and Vocabulary Show understanding through gestures and action

Comprehension Retell important facts from a story

Play Outdoors M AT E R I A L S

stilts (instructions on Teacher’s Edition, p. R15)

• Encourage children to walk on stilts. • Discuss which parts of their bodies moved with this activity.

Story Time Read the Story M A T E R I A L S Instructional Big Books: Dance!, ¡A bailar!; Photo Activity Card 138

• Display the Photo Activity Card. Ask children to describe what the girl is doing. Ask them how they think she might feel. • Display the book cover. Ask a volunteer to remind classmates what the story is about.

Modeling Comprehension

Story Words patiently pacientemente sheepishly obedientemente ordinary corriente extraordinary extraordinario

• Read the story aloud, tracking the print. Discuss targeted words with children. • Model figuring out the meaning of a word by turning to page 4. Point out that Audrey and her mom were waiting their turn patiently. Explain that when you wait patiently, you stay calm while you wait for your turn. Continue discussing the remaining targeted story words.

Responding • Ask children what inspired the people in the deli to dance. Ask how the story would have been different if the man and woman hadn’t agreed to dance.

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Connection Time Social Studies M A T E R I A L S Games and Patterns CD-ROM: a copy of Photo Fanny, Photo Fanny’s Adventure Journal Cover; chart paper; Fanny Frog puppet

• Display Photo Fanny. Have Fanny remind children about her upcoming visit to their homes.

Oral Language and Vocabulary Discuss today’s accomplishments

Social Studies Show awareness of family activities

• Tell children that they will each take Photo Fanny home today. Explain that Fanny will be their guest for two weeks. They can take her with them wherever they go, as long as their family says it is all right. Encourage them to take photos of or draw the things they do with Fanny and to remember to describe Fanny’s adventures in their journals. • Make a list of things Fanny might do at their homes (play indoors and outdoors, eat dinner, meet family members, sleep under their pillow, visit friends and relatives or attend dance class).

Good-bye Time M A T E R I A L S Games and Patterns CD-ROM: Photo Fanny; Family Connections CD: Reproducible Letters about Photo Fanny

• Read the Big Idea again (TE, p. 28). Discuss which parts of our bodies we can move when we dance or move to different sounds. • Display the Daily Message created earlier in the day (TE, p. 29). Ask children what they would like to add. • Invite children to share what they did in the Centers today. • Ask children how they will introduce Fanny to their families. family Connection Send home a letter explaining Photo Fanny and providing ideas for family members of things they might do with her during her two-week stay. Ask families to help document the things Fanny does while visiting. Encourage them to help children take photos or draw pictures and write about activities in their journal.

Conscious Discipline™ Kindness Tree If you have a Kindness Recorder, have him or her count the hearts on the Kindness Tree and report on kind acts. If not, you count them.

Daily Commitment Check Ask children for examples of ways children followed through on their commitments.

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Meeting Time Gather Together M A T E R I A L S Song: “My Little Red Wagon”/“Mi carrito rojo” (Teacher’s Edition, p. R26)

Oral Language Use prior knowledge in a discussion

Phonological Awareness Match final words

• Invite children to sing the song. • Ask children about their experiences with wagons. Do you push a wagon or pull it? Un carrito, ¿se debe empujar o jalar? What things can you put inside a wagon? ¿Qué cosas pueden poner dentro de un carrito? • Tell children we will continue learning about ways we move.

Let’s Talk Big idea • Read aloud the Big Idea.

Word of the Week mobile móvil

Wagons and scooters help me move. Los carritos y las patinetas me ayudan a moverme. • Tell children that wagons and scooters are things a person can use to be mobile, able to move from place to place. móvil

Phonological Awareness • Say, jog, hug, tug. These words end with the sound /g/. Repeat the words emphasizing /g/. Say new words and have children clap if a word ends in /g/: leg, toss, dig. •

f O R s PA N i s h s P e A K e R s Say, dos, adiós, casas. Tell children that these words end with the sound /s/. Have them say the words with you several times and listen for the sound. Say new words and have children clap if a word ends in /s/: mesas, gato, aprendes.

Conscious Discipline™ Calm Calming Strategy: “Belly Breathing Strategy” (Teacher’s Edition, p. R16) M AT E R I A L S

Have children lie on the floor with their hands on their bellies so they can feel their tummy rise and fall. Inhale slowly to the count of three. Exhale as you slowly count to five.

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Connect Fanny Frog puppet; Ritual: “Move What I Touch” (Teacher’s Edition, p. R18) M AT E R I A L S

Use Fanny Frog to help implement the “Absent Child Ritual” and the “Welcome Back Ritual.” Invite partners to play “Move What I Touch.” Partners sit facing each other. One child sits still while the partner gently touches some part of his or her partner’s body (elbow, shoulder). The still child moves that body part. Switch partners.

Theme 7 • Things That Move Cosas que se mueven

Commit M AT E R I A L S

Commitment Poster; Safe Keeper Box Implement the “Safe Keeper Ritual” and the “Daily Commitment Ritual.”

Story Time Read the Book M A T E R I A L S Strategy Card J; Instructional Big Books: Our Muscles, Los músculos; Pocket Photo Cards: bicycle; wagon, bicicleta; Letter Cards: B, b, W, w

Comprehension: Answer questions about details in a story

Oral Language and Vocabulary: Demonstrate use of steadily increasing vocabulary

Letter Knowledge English: Review letter names and sounds Nn /n/, Pp /p/ Spanish: Recognize letter names and sounds Nn /n/, Ññ /ñ/, Pp /p/

• See Strategy Card J. Display the Pocket Photos. Discuss how we move each vehicle. Have children identify the first letters of bicycle (or bicicleta) and wagon.

Story Words muscles músculos arm brazo skin piel

• Display the book cover. Tell children that as you read the story, they are to look for scooters and wagons.

Modeling Comprehension • Read the story aloud, tracking the print. • Ask children to identify scooters and wagons. Model by using the picture on page 7 to point out the wagon.

Responding • Ask why you move faster on a scooter. Use the photograph on page 15 to discuss how wheels help the scooter move fast. Point out that the boy is not wearing a helmet, which is not safe.

Letter Work: Nn /n/, Ññ /ñ/, Pp /p/ M AT E R I A L S

Letter-Sounds Routine 3 (Teacher’s Edition, p. R13)

• Use Letter-Sounds Routine 3: Review the Week’s Consonant Letter-Sounds on page R13 to review the sounds for n and for p. •

f O R s PA N i s h s P e A K e R s

Use the same Routine to review the /ñ/

sound for ñ. • Encourage children to point out printed words that begin with these letters in any materials they use throughout the day.

Listen to the Daily Message • Write the Daily Message on chart paper. Ask children to help you complete it. Invite volunteers to write the letters.

Daily Message Today is It is

.

• Read the third line and have children clap for each word.

outside.

We read

Transition Time

.

We learned about the letters Hoy es

.

.

Afuera está Leímos Aprendimos las letras

• Explain the Writer’s Corner and Creativity Station on TE p. 36, and identify any open Weekly Centers on TE pp. 6–7. • Call your first small group for Literacy Time. Send the other children to Centers.

. . .

• After you finish Literacy Time with each small group, send children to the Gross Motor Area. Math Time Repeat this procedure (using Math Centers) when doing Math Time on TE p. 37. Week 1 • Day 5

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M A T E R I A L S Instructional Big Books: Gram Is Coming to My House, Abuelita se viene a mi casa; Song: “My Little Red Wagon”/“Mi carrito rojo” (Teacher’s Edition, p. R26); Photo Activity Card 137

Ready!

Oral Language and Vocabulary

• Display the photo and final page of the book. Discuss the wagon and scooter. Have children express ways that wagons and scooters are alike and different.

Show understanding through actions

social/emotional Development Cooperate in group activities

• Ask volunteers to demonstrate bumping, swaying, and rocking. Sing the song.

Set!

Special Needs Adaptations Reinforce the understanding of up (arriba) and down (abajo) by demonstrating it with several objects in the classroom. Look for opportunities throughout the day to help the child demonstrate his or her understanding of up and down.

• For English-speaking children, say, scooter, skate, and skateboard, stretching the /s/. Invite children to repeat the list of items, stretching the /s/. Say, wagon and wheelchair, emphasizing the /w/. Invite children to repeat the two words, emphasizing the /w/. •

f O R s PA N i s h s P e A K e R s Focus on the sounds of the words patineta and patines. Ask children if they know words with similar sounds (patinaje, patinar). Ask them to pronounce all the words, emphasizing the root word, patín.

Go! • Tell children that they will now go to the Gross Motor Area where they will pretend to skate. • Rotate groups so that all children can participate in the Literacy Time activity and in each of the centers.

Gross Motor Area

Writer’s Corner

Encourage children to take off their shoes and pretend to skate in their socks or on paper plates.

M A T E R I A L S craft paper; index cards; labels (up or arriba, down or abajo)

Reflect: Have you ever skated with real skates? ¿Alguna vez han patinado con patines de verdad? Who taught you to skate? ¿Quién les enseñó a patinar?

Print Bumping and in my little red wagon on craft paper. Paseando y en mi carrito rojo. Draw an up arrow in the first blank and a down arrow in the second blank. Give children index cards with the words up/down written on them. arriba/abajo Challenge children to place the words in the correct blank spots.

Reflect: Ask children which is the first letter in the word up or arriba.

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Creativity Station M A T E R I A L S red, white, and black tempera paint; easel paper

Invite children to paint a picture of a wagon.

Reflect: Why are wagons red? ¿Por qué los carritos son rojos? Do wagons have to be red? ¿Tienen que ser rojos los carritos?

Math Time M A T E R I A L S Games and Patterns CD-ROM: two-color combination pattern core cards, number line cards; Connecting Cubes

Math Review odd and even numbers

Patterns Review simple patterns

Ready! • Revisit the odd and even number line you created on chart paper yesterday. Emphasize the red-blue pattern that appears when you put red cubes under odd numerals and blue cubes under even numbers.

Set! Make It Easier Put ten Frog Counters in a cup. Invite a volunteer to grab some counters from the cup and count them. Write the number. Have children make pairs. If there is one frog without a partner, point out that the number is odd, otherwise it is even. Make It Harder Follow the above procedure, using twenty counters instead of ten.

Math M A T E R I A L S Games and Patterns CD-ROM: two-color combination pattern core cards, number line cards; Connecting Cubes

Invite children to select a two-color combination pattern core card. Encourage them to use Connecting Cubes to make five pattern cores that match the color arrangement on their assigned card. Instruct them to arrange the cubes on the number line card so that they make an odd-even pattern.

Reflect: Which numbers have a (color) cube underneath them? ¿Qué números tienen un cubo (de color) debajo? Are those numbers odd or even? ¿Son números pares o impares?

• Take a two-color combination pattern core card. Model how to create the pattern with cubes. Then make four more of the same two-color patterns to make five pattern cores. • Arrange the cubes on the number line to make an odd-even pattern. Separate the cubes so that they go under the numbers, keeping the pattern intact. • Ask children what numbers have a (color) cube below them. Ask if those numbers are odd or even.

Go! • Send children to the Math Center to do the activity with partners.

Creativity Station M A T E R I A L S index cards; crayons or marker

Ask children to draw a pair of eyes on an index card. Make a display of the cards. Count the eyes and the pairs of eyes and write the total of each on a card and post them with the display.

Reflect: How many pairs of eyes are there in the classroom? ¿Cuántos pares de ojos hay en el salón de clase?

Technology M A T E R I A L S Frog Street Pre-K Interactive Software: Theme 3 Math: “Concentration”/“Concéntrate en los numerales“

Have children play a memory game about counting.

Reflect: Ask children what was challenging about this game. Ask if counting was difficult, or remembering was difficult.

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Play inside M A T E R I A L S Dr. Jean on Frog Street CD: “Compound Boogie” (Teacher’s Edition, p. R30)

• Invite children to dance to the song. • For English-speaking children, encourage them to add compound words to the list.

Gross Motor skill Show an awareness of body parts

Oral Language and Vocabulary English: Learn compound words

Play Outdoors M AT E R I A L S

tricycles; Game: Tricycle Relays (Teacher’s Edition, p.R45)

• Invite children to participate in tricycle relays.

Comprehension Review story events

Story Time Listen to the story M A T E R I A L S Bilingual Story Folder: “My Aunt Violet”/“Mi tía Violeta”; Compound Word Cards: birdcage, football; chart paper

• Display the story props. Tell children that in this story a little boy and his aunt use a wagon in a special way.

Modeling Comprehension

Story Words sunflower girasol grasshopper saltamontes

• Present the story. • Make a list of the things Aunt Violet and her nephew put in the wagon. Model by telling children, I remember the first thing Aunt Violet put in the wagon was a sunflower. Recuerdo que lo primero que tía Violeta puso en la carretilla fue un girasol. Invite children to name other things.

Responding • Point out that the names of several of the things in the wagon are compound words (sunflower, grasshopper, football, fishbowl, pocketbook, birdcage, buttercup). • For English-speaking children: Use the Compound Word Cards birdcage and football to demonstrate how compound words work. •

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f O R s PA N i s h s P e A K e R s Write compound words from the story on the board and explain how compound words work.

Theme 7 • Things That Move Cosas que se mueven

Connection Time safety M AT E R I A L S

Oral Language and Vocabulary Discuss today’s accomplishments

safety Discuss bike safety rules

Photo Activity Cards: 3, 136; Sequence Cards: Bike Safety

• Display the Photo Activity Cards. Discuss bike safety. Why are the children wearing helmets? ¿Por qué los niños usan cascos? What other things do you need to do in order to be safe on bicycles and scooters? ¿Qué otras cosas deben hacer para estar seguros en bicicletas y patinetas? Recast children’s grammar as needed. • Display the Bike Safety sequence cards. Point out the importance of riding on the correct side of the street, stopping at intersections, and wearing a helmet. Reflect: Ask children to state a bicycle safety rule.

Good-bye Time • Read the Big Idea again (TE, p. 34). Discuss how wagons and scooters can help you move. • Display the Daily Message created earlier in the day (TE, p. 35). Ask children what they would like to add. • Invite children to share what they accomplished in the Centers today. • Ask English-speaking children to name some compound words we have discussed today. • Ask children what piqued their curiosity today. family Connection Challenge children to think of a way to share the importance of wearing a helmet when riding bikes or scooters with their families (sing a song, create a chant, draw a poster, write a note).

Conscious Discipline™ Kindness Tree If you have a Kindness Recorder, have him or her count the hearts on the Kindness Tree and report on kind acts. If not, you count them.



Daily Commitment Check Ask children for examples of ways children followed through on their commitments.

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Story Time Read the Big Book

Comprehension Make connections using photographs and real-life experiences

Book/Print Awareness Recognize how graphic features clarify informational text

M A T E R I A L S Instructional Big Books: Our Muscles, Los músculos; Bilingual CD: Songs of You and Me/Canciones de ti y de mí: “Open, Shut Them”/“Abre y cierra” (Teacher’s Edition, p. R28)

• Display the book cover. Point to the boy’s arm muscles and tell children that this book is about muscles. Explain that muscles attach to our bones and they help us to walk, push, pull, run, jump, pick things up, and even smile.

Story Words muscles músculos index índice skin piel smile sonreír frown fruncir el ceño

• Read the book, tracking the print.

Word of the Week mobile móvil

• Sing the song. Point out that it is our muscles that open, close, and walk our fingers. Encourage children to close (make a fist) and then open their hands. Ask children to use one hand to squeeze the index finger of the other hand. Ask them if they can feel the muscles in their squeezing hand work. • Encourage children to focus on their thighs. Have them stand and place their hands on their thighs and then squat and then stand up again. Ask them if they can feel the muscles in their legs working. • Explain that muscles allow a person to be mobile—able to move. móvil

First Reading: Modeling Comprehension • Display the book cover. Ask a volunteer to recall what the book is about. • Ask children to name some ways they have used their muscles today. Model by telling children that you are using muscles to hold up the book. Invite children to tell about something they did. Point out that they used their muscles to do it. • Page through the book. Point out how children in the book are moving more quickly, using their muscles with scooters and wagons. • Explain that we move our bodies by using our muscles and bones. When we can combine our body movements with vehicles like scooters, skates, wagons, and wheelchairs, and play equipment like swings, we can move more quickly.

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Second Reading: Responding • Ask the following questions and invite children to answer: Which body part helps you pedal a tricycle? ¿Qué partes del cuerpo te ayudan a pedalear un triciclo? Which body part helps you use the handlebars to steer the tricycle? ¿Qué partes del cuerpo te ayudan a usar el manillar para dirigir el triciclo?

Ideas for Additional Readings • Turn to the Table of Contents and demonstrate how it is used. Turn to the back of the book and display the Index. Demonstrate how the Index is used. • Pause on each page as you read. Ask children to identify which muscles they believe are helping with the movement. • Questions to ask: Can we see our muscles? ¿Podemos ver nuestros músculos? How can you show me the muscles in your arms? ¿Cómo pueden mostrarme los músculos de los brazos? Can you feel your muscles? How? ¿Pueden sentir los músculos? ¿Cómo?



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Week

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Adaptations for Young Learners

Literacy Time Listen to the Story

Comprehension Connect information in a story to real-life experiences

M A T E R I A L S Bilingual Story Folder: “I Can, Can You?”/“Yo puedo hacerlo, ¿puedes hacerlo tú?”

Oral Language and Vocabulary

• Display the story props. Tell children that this story is about things they can do.

Show understanding through gestures and actions

• Invite a volunteer to help you with the story props.

Story Words wink guiñar el ojo wrinkle arruga

Modeling Comprehension • Present the story. • Review the story, asking after each line, Which muscles do we use for this? ¿Qué músculos usamos para hacer esto? Model by rereading the first line. Tell children that when we reach our hands up high, we use arm and hand muscles. Then continue with the remaining lines.

Responding • Encourage children to answer the final question in the rhyme.

Ideas for Additional Readings • Invite children to physically perform the action in each line. • Encourage children to chime in, Can you? ¿Puedes hacerlo tú? • Challenge children to create new lines for the rhyme. • Questions to ask: Other than a hug, how else might we greet a friend? Además de con un abrazo, ¿de qué otra manera podríamos saludar a un amigo? Could we do these actions without muscles? ¿Podríamos hacer estas acciones sin los músculos?

Other Program Resources • Bilingual Story Folders: “Forest Friends”/“Los amigos del bosque”, “Half-Chicken”/“Mediopollito”

Connect to the Theme One Wheel, Two Wheels, Three Wheels, More Photo Activity Cards: 11, 71, 86, 121, 136, 137; self-stick notes M AT E R I A L S

Provide Photo Activity Cards. Discuss the number of wheels on each vehicle. Have children put self-stick notes with tally marks representing the number of wheels on each vehicle. Encourage them to arrange the cards from vehicles with the least number of wheels to the vehicles with the most wheels. Challenge children to think of something with one wheel (unicycle).

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Theme 7 • Things That Move Cosas que se mueven

Line Dance M AT E R I A L S

Sequence Cards: Giant Dance 1

Display Giant Dance 1 Sequence Cards. Review the sequence of steps in the dance. Invite children to do the dance. Discuss the sequence of actions. Ask, Which step comes first? ¿Qué paso viene primero? Which step is last? ¿Cuál es el último paso? Which step comes after turning around? ¿Qué paso viene después de darse vuelta?

Math Time M AT E R I A L S

Oral Language and Vocabulary English: Use the content words first, next, last Spanish: Use the content words primero, siguiente, último

Comprehension Identify sequence of events

Math Recognize patterns

Sequence Cards: Off to School, Hand Washing

Ready! • Display the Off to School Sequence Cards. Discuss the sequence of events and activities that occur from the first card in the sequence until the last card. Use first, next, and last vocabulary in the discussion. Point out that this sequence is a routine that is followed to make getting off to school a smooth activity.

Set! • Mix the cards up—putting the eating breakfast card in front of the waking up card. Ask why this doesn’t make sense. Ask, Can you eat while you are sleeping? ¿Pueden comer mientras duermen? • Place the cards back in correct order and move the putting on your backpack card in front of the getting dressed card. Ask, What is wrong with this arrangement? ¿Qué tiene de malo este orden? • Repeat these activities with the Hand Washing Sequence Cards.

Go! • Send children to the Math Centers.

Other Program Resources • Sequence Cards: Giant Dance 1, Giant Dance 2 • Bilingual Story Folders: “There Was an Old Lady Who Swallowed a Fly,”/“Ésta era una viejita que se tragó una mosca”, “The Great Enormous Rock”/“Una piedra enorme”

Creativity M A T E R I A L S paper folded into three segments

Encourage children to draw three things that happen in a sequence before they come to school.

Math

Language and Literacy

M A T E R I A L S play dough ingredients: 1/2 cup salt, 1/2 cup water, 1 cup flour, food dye (any color); mixing bowl; newspaper to cover the surface you’re working on

Invite children to help make play dough. 1. Mix the salt and water. 2. Blend in the flour. 3. Add the food coloring. (Wash hands between colors if making more than one color.) Explain that the sequence of steps in a recipe are essential to the success of the recipe.



M A T E R I A L S Sequence Cards: Baby to Adult, Hand Washing, Off to School

Invite children to sequence the cards. Ask children to describe the stages. Point out that the sequence represents growth and aging.

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