Date Teacher Respect, Responsibility

Date Teacher

Literacy Math

brushing, closed, down, face, fingers, hands, head, knees, open, responsibility, shoulder, teeth, toes, up

Spanish Vocabularycepillar, cerrado, abajo, cara, dedos, manos, cabeza, rodillas, abierto, responsabilidad. hombro, dientes, dedos de los pies, arriba

Day 1 Day 2 Day 3 Day 5LESSON COMPONENTS

• Introduce concept of rhyming words• Use rhyming clues to identify body parts

Centers• Gross Motor Area-Play rhyming pair game• Language and Literacy-Role-play story with rhyming refrain• Library and Listening-Listen to story and identify pairs of rhyming words

Day 4

Greeting Circle

Morning Message: Good morning! Unite : Invite children to participate in the "Warm up chant". (pg. 189). Demo : Demonstrate the calming strategy Balloon (pg. 168). Connect : Ask the children if they taught "Twinkle Twinkle" to anyone at home last week. Commit : Remind children that last weeks commitment was using kind words and this week we are using kind hands.

Morning Message: Today is Tuesday. Unite : Teach children "Head, Shoulders, Knees and toes". Demo : Implement the Balloon strategy.Connect : Teach the children "On your face" (pg. 172). Commit : Invite a volunteer to demonstrate using helping hands.

Morning Message: We use helping hands. Unite : Sing "Rise and Shine" (pg. 168). Demo : Add wiggly arm movements during the exhalation like a balloon flying through the air. Connect : Play "Get ready" (pg. 176). Commit : Pass around the commitment box and have children place photo or name stick inside.

• Introduce facial features

Centers• Writer's Corner-Copy words with magnetic letters• Science-Practice making faces in mirror• Creativity Station-Make a play dough face

Moving and Learning

• Play Copy Cat• Listen for rhyming words

Centers• Gross Motor Area-Play “I Can, Can You?” • “Yo puedo, ¿y tú?”• Library and Listening-Listen to story• Creativity Station-Explore finger painting

• Introduce concept of compound words• Play with compound words

Centers• Writer's Corner-Make a class book• Language and Literacy-Manipulate concrete items to make compound words• Creativity Station-Finger paint

Morning Message : We use kind words. Unite : Sing " Open Shut Them" .Demo : Practice Balloon. Connect : Review "Twinkle Twinkle Little Star". Commit : Give the children a choice today between using kind words or helping hands

Morning Message: Today is Friday. Unite : Sing "This is Tiffany" (pg. 187). Demo : Review S.T.A.R and Balloon. Connect : Play "That was helpful". Help the children learn the words and movements. Commit : Allow the children to pick their own commitment from the last two weeks. Ask a volunteer to remind the class whose job it is to keep the room safe.

The Hokey Pokey • Baila el hokey pokey dance

Simon says • Simon dice game “Shake a Hand” handshakes “Hands and Fingers” • “Manos y dedos” participation song

Jumping jacks, toe touches, push-ups, squats, and arm swings

Body Talk in Rhyme • El cuerpo habla en rimas• Role-play story• Recognize letters in story title

Hands and Fingers • Manos y dedos• Demonstrate positional words in story• Compare story to classroom dance

Hands and Fingers • Manos y dedos• Discuss author and illustrator• Use hand movements to retell story

“I Like School” • “Me gusta la escuela” story folder• Pantomime action words• Extend story by adding activities

Body Talk in Rhyme • El cuerpo habla en rimas• Introduce vocabulary• Associate movements with body parts

“The Gingerbread Boy” • “El muñequito de jengibre” story folder• Participate in telling a story• Recall story events

Vocabulary, Phonological Awareness

CharacterEducation

Respect, ResponsibilityRespeto, Responsabilidad

Body Talk in Rhyme • El cuerpo habla en rimas• Introduce rebus story• Read the rebus story together

“My Aunt Millie” • “Mi tía Totoca” listening story• Use imagination to picture story details• Recall story events

“The Gingerbread Boy” • “El muñequito de jengibre” story folder• Describe Gingerbread Boy• Listen to “The Gingerbread Girl” and compare stories

Body Talk in Rhyme • El cuerpo habla en rimas• Play “Tummy Ticklers” • Barrigas que suenan”• Participate in reading story

Lesson Plans for My School and Me • Mi escuela y yo - Physical Me (Week 2)Sept 11th -15th

responsibilityresponsabilidad

Wonderful Word TechnologyName Game - Letters in first name

Letter Knowledge

English/Spanish - Letters in Child’s Name

Position Words

English Vocabulary

Literacy (Oral Language, Phonics, Handwriting, Read Aloud)

• Introduce body part vocabulary

Centers• ABC-Use magnetic letters to copy words• Science-Make and compare fingerprints• Creativity Station-Draw self-portrait


Day 4

• Pretend and Learn-Dress-up• Gross Motor Area-Walk,hop,crawl along a straight line• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up• Gross Motor Area-Walk, hop, crawl along a zigzag pattern• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up• Gross Motor Area-Broad-jumping activity• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up• Gross Motor Area-Broad-jumping challenge• Creativity Station-Children will trace their bodies and add to picture throughout the week.

• Pretend and Learn-Dress-up• Gross Motor Area-Activities with legs and feet• Creativity Station-Children will trace their bodies and add to picture throughout the week.

Math and Science

• Introduce spatial vocabulary• Practice using new vocabulary

Centers• Math-Practice one-to-one counting with l inks• Science-Use a mirror to view location of hand

• Practice using positional vocabulary to describe location of facial features

Centers• Math-Make a face with pattern blocks• Creativity Station-Put a photo face puzzle together

• Introduce position words up, down, left, and right• Use body to demonstrate vertical and horizontalCenters• Construction-Build a block structure and divide it to compare left and right sides• Creativity Station-Fold painted handprints to create vertical and horizontal reflections

• Introduce open, closed, inside, and outside

Centers• ABC-Sort letters by open and closed shapes• Science-Sort objects by safe and unsafe to put in mouth

• Discuss the importance of brushing teeth• Learn how to brush teeth

Centers• Math-Sequence picture cards for teeth brushing and hand washing• Science-Make homemade toothpaste and brush teeth

• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection



Character Education

Social Studies : National Grandparents Day- Explain the concept of grandparents to the children. Ask them what they call their grandparents; Nana, Poppop? Give each child a copy of "A Grandchild's Hand" poem, trace their hands and encourage them to color inside the hands nicely.

PATHS: Lesson 2: Animals- Use the dialogue to introduce the children to the PATHS puppets. Explain afterwards that they will be using these puppets throughout the school year. They will help the children learn about sharing, compliments, and our feelings.

Outdoor Learning

• Large muscle games such as Hopscotch, Keep Away, or Red Rover



Character Ed : Respect: Respect is thinking and acting in a way that shows others you care about their feelings and their well-being. Read "Chrysanthemum" Were the characters in the story repsectful to Chrysanthemum?

• Blue construction paper experiment • Review and discuss playground rules

PATHS: Lesson 2: Animals- Review the names of the puppets. Allow children to create a paper plate Twiggle!

Character Ed : Respect:treat others the way you would like to be treated. Read "Hey Little Ant" Discuss why we should treat all living things with respect.

Closing Circle• Reflecting on the day• Check on Commitments• Kindness Tree• Family Connection


Weekly Learning Centers


Day 4

• Separates a normally spoken four-word sentence into individual words• Combines words to make a compound word• Asks and answers appropriate questions about the book• Shows understanding by responding appropriately• Perceives differences between similar-sounding words• Produces a word that rhymes with a given word• Is aware of where own body is in space, respects personal boundaries• Demonstrates use of location words• Investigates and describes position and motion of objects• Describes, observes, and investigates properties and characteristics of common objects

• Demonstrates empathy and caring for others• Shows understanding by responding appropriately• Demonstrates receptive vocabulary (three to four thousand words)• Names common shapes• Demonstrates use of location words• Shows increasing control of tasks that require eye-hand coordination• Practice good habits of personal safety

• Shows understanding by responding appropriately• Coordinates sequence of movements to perform tasks• Retells or reenacts a story after it is read aloud• Combines words to make a compound word • Names at least 20 upper- and at least 20 lowercase letters• Practices good habits of personal health and hygiene• Uses the verbal ordinal terms• Combines words to make a compound word• Coordinates sequence of movements to perform tasks

Learning Goals

• Assumes various roles and responsibilities as part of a classroom community• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Shows understanding by responding appropriately• Uses category labels to understand how words and objects relate to each other• Demonstrates receptive vocabulary (three to four thousand words)• Counts one to ten items, with one count per item• Demonstrates use of location words• Investigates and describes position and motion of objects• Practices good habits of personal safety

• Develops warm relationships with teachers• Shows understanding by responding appropriately• Uses books and other written materials to engage in prereading behaviors• Uses a wide variety of words to label people, places, things, and actions• Engages in conversations in appropriate ways• Provides appropriate information for various situations• Demonstrates receptive vocabulary (three to four thousand words)• Shows control of task that requires small-muscle strength and control• Demonstrates use of location words• Investigates and describes position and motion of objects• Uses art as a form of creative self-expression and representation

Date Teacher

Literacy Math

aromas, ears, eyes, hear, listen, nose, odors, see, sensational, senses, skin, smell, taste, tongue

Spanish Vocabularyaromas, oídos, ojos, escuchar, oír, nariz, olores, ver, sensación, sentidos, piel, olor, gusto, lengua, tacto

• Sensory Table-Bubbles and temperature• Gross Motor Area-Use various tactile items• Creativity Station-Paint to music

• Sensory Table-Sand exploration• Gross Motor Area-Use various tactile items• Creativity Station-Use scented paints

• Sensory Table-Sand exploration• Gross Motor Area-Use various tactile items• Creativity Station-Paint with pudding

• Sensory Table-Excavating in sand• Gross Motor Area-Use various tactile items• Creativity Station-Use textured or tactile paints


• Introduce sense of smell• Experience different scents with smelly bottles

Centers• Science-Match aromas in smelly bottles• Writer's Corner-Draw with scented markers• Creativity Station-Paint with scratch and sniff paint

Day 4

Greeting Circle

Morning Message "I see with my eyes" Sing "Bear went over the mtn" (Intro sight) Demo Drain Strategy Sing "Row your boat" (with partner) Commit Review helping hands/intro big voice

Morning Message "I hear with my ears" Sing "Do your ears hang low" (intro hearing) Review Drain w? "If you're happy…" and Saftey with "Row your boat" Commit Practice big voice scenarios

Morning Message "I smell with my nose" Sing "Little Skunks Hole" (intro smell) Review Drain (using mad face/calm face) Teach "Heres the Bunny" Commit use big voice

• Identify nonrhyming word in set of three words

Centers• Gross Motor Area-Play Freeze• Science-Recognize loud andsoft sounds• Creativity Station-Draw to music

Moving and Learning

• Sensory Table-Bubbles and colors• Gross Motor Area-Use various tactile items• Creativity Station-Finger paint

• Introduce different tastes• Describe tastes

Centers• Math-Categorize tastes• Writer's Corner-Create a collage of tasty foods• Language and Literacy-Retell “I Use My Senses”

• Categorize things that can be felt as seen or not seen

Centers• Gross Motor Area-Use feet to feel• Creativity Station-Finger paint with thick and thin paint• Fine Motor-Make handprints with textured play dough

Morning Message "I taste with my tongue" Sing "Raindrop song" (intro taste) Review Drain before big voice/ "Here's the bunny" Act it out Commit Review the 3 gestures for commitments

Morning Message "I feel with my hands" Sing"My 5 Senses" Review STAR, Balloon and Drain Play "That was helpful" Commit "I'm going to use blank today to keep our classroom safe"

“Stop and Go” • “Sigue y détente” game

Freeze • Las estatuas game “One Elephant” • “Un elefante” song and game

Tongue exercises Perform the “Listening Story”

“I Use My Senses” • “Yo uso mi sentidos” story folder• Recall story details• Participate in telling story

How Do Animals Use their Mouths? • ¿Cómo usan la boca los animales?• Introduce vocabulary• Introduce vocabulary Compare ways animals and humans use their mouths

“I Use My Senses” • “Yo uso mis sentidos” story folder• Create a T-chart to compare what is heard versus what is seen

Body Talk in Rhyme • El cuerpo habla en rimas• Identify pattern in story text• Extend story with new verse

Our Senses • Mis sentidos• Introduce vocabulary• Talk about parts of a book

Shubert Is a S.T.A.R.• Talk about feelings• Introduce Safe Place in classroom

Listening, Phonological Awareness (or RhymeAwareness), Vocabulary

CharacterEducation


Little Red • Gorrita Roja• Take a picture walk through book• Introduce vocabulary and make predictions

Little Red • Gorrita Roja• Read first part of book• Make additional predictions

Little Red • Gorrita Rojo• Finish story• Review story with story props

How to Care for Books • Cómo debemos cuidar los libros rebus poster• Children practice reading books and sharing information

Lesson Plans for My School and Me • Mi escuela y yo - My Senses (Week 3)Sept 18th -22nd

sensational, sensacionalWonderful Word TechnologyReading Buddy

Letter Knowledge

English/Spanish - Letters in Child’s Name

Attributes

English Vocabulary



• Use sense of sight in memory game• Identify missing object

Centers• ABC-Play memory game with letters• Language and Literacy-Play rhythm instrument guessing game• Writer's Corner-Focus on eyes—drawing and writing


Day 4

Math and Science

• Identify attributes of buttons

Centers• Math-Explore sets of manipulatives• Science-Explore with a magnifying glass

• Explore the xylophone• Predict high and low sounds

Centers• Math-Use a ten-frame to count• Science-Feel the vibrations on the xylophone

• Use senses to gather information

Centers• Math-Sort and categorize foods by taste• Science-Use sense of smell

• Describe how objects feel

Centers• Math-Trace numerals in shaving cream• Science-Describe objects in feely boxes

V.A.9., V.E.1., VI.A.1.

• Use a grid to play the memory game

Centers• Math-Practice recording data• Fine Motor-Play Hiding Game • El juegodel escondite




Character Education

PATHS: PATHS Kid for Today Discuss with the Puppets what it means to be the PATHS Kid for the Day. Allow children to decorate their class PATHS kids for the day badge and jar for the PATHS kids I have/have not had a turn jars.

Character Education : Responsibility: Being responsible means you do the things you are expected to do and accept the consequences (results) of your actions. Discuss the idea of actions having consequences. Give the children different situations, good and bad and discuss the good and bad consequences of the situations.

Outdoor Learning

• Learning with sunglasses • Listening walk • Bubble mixtures

PATHS: Name Letters- Allow the children to use letter pieces to practice spelling their names. Older children that can write may use the smartboard to write their name on the Smartboard.

• Develops warm relationships with teachers• Engages in conversations in appropriate ways• Uses a wide variety of words to label and describe people, places, things, and actions• Retells or reenacts a story after it is read aloud• Uses a large speaking vocabulary, adding several new words daily• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Collects data and organizes it in a graphic representation• Describes, observes, and investigates properties and characteristics of common objects

• Begins to understand difference and connection between feelings and behaviors• Assumes various roles and responsibilities as part of a classroom community• Retells or reenacts a story after it is read aloud• Shows understanding by responding appropriately• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Recognizes one-digit numerals 0 through 9• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Describes, observes, and investigates properties and characteristics of common objects• Uses a variety of art materials and activities for sensory experience and exploration

• Begins to understand difference and connection between feelings and behaviors• Develops warm relationships with teachers• Assumes various roles and responsibilities as part of a classroom community• Uses category labels to understand how words and objects relate to each other• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation• Recognizes and creates patterns• Describes, observes, and investigates properties and characteristics of common objects• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Independently writes letters on request

• Snacks outside • Finding the wind

Character Education : Responsibility: Repsonsibility also means being able to do things independently. One thing the children are responsible at school for is cleaning up after themselves. Have them practice pushing in chairs and cleaning up after themselves after they color a picture. Remind them of being responisble for cleaning throughout the day and year.

Social Studies : First Day of Autumn Sing a song about fall. Work together to compile a list about changes in Fall. Work together as a class to create a fall window cling project.

Learning Goals

• Increasingly interacts and communicates with peers to initiate pretend- play scenarios that share a common plan and goal.• Matches language to social contexts• Demonstrates understanding of terms used in the instructional language of the classroom• Demonstrates receptive vocabulary (three to four thousand words)• Uses a wide variety of words to label and describe people, places, things, and actions• Describes, observes, and investigates properties and characteristics of common objects• Verbally identifies, without counting, the number of objects from one to five• Names common shapes• Practices good habits of personal safety

• Initiates problem-solving strategies and seeks adult help when necessary• Uses category labels to understand how words and objects relate to each other• Asks and answers appropriate questions about the book• Shows understanding by responding appropriately• Perceives differences between similar-sounding words• Uses words to rote count from 1 to 30• Demonstrates that the order of the counting sequence is always the same regardless of what is counted• Describes, observes, and investigates properties and characteristics of common objects• Investigates and describes position and motion of objects



Date Teacher

Literacy Math

• Gross Motor Area-Hop through maze• Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Go through maze with partner• Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Explore maze of tactile squares • Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions

English - C, c, F, f, T, tSpanish - O, o, A, a, P, p, F, f

Measuring, Attributes

Day 5

Lesson Plans for My School and Me • Mi escuela y yo - • I Think and Feel (Week 4)Sept 25th -29th

clever, listoWonderful Word

English Vocabularyclever, courage, creative, determination, emotions, expressions, facial, feeling, height, kindness, length, minute, persistent, problem solving, think, weight

CharacterEducation


TechnologyWords Words Words

Our Senses • Los sentidos• Develop connection between senses and brain• List things children can create

“The Chihuahua and the Leopard” • “El perrito chihuahua y el leopardo” story folder• Introduce the word mischievous• Perform story actions

Skidamarink • ¡Es amor!• Introduce idea of nonsense words• List things children can create

“Reagan’s Journal” • “El diario de Reagan” (page 160)• Consider characters’ feelings• Develop vocabulary

Morning Message "Some things frighten me" Sing "S-M-I-L-E" Demo STAR with STAR song Commit Review all 4 with school family chant

Letter Knowledge

• Develop concepts of persistence and determination

Centers• Creativity Station-Draw spiders• Writer's Corner-Match alphabet letters• Language and Literacy-Retell story with story props

Problem Solving, Oral Language

• Develop strategies for putting puzzles together

Centers• Writer's Corner-Assemble name puzzles• Creativity Station-Create puzzles• Literacy and Language-Put giant floor puzzles together

“Skidamarink” • “¡Es amor!” action song

Shubert is a S.T.A.R.• Introduce idea of a Safe Place in the classroom• Brainstorm possible locations in your classroom

“The Cat and the Mice” • “El gato y los ratones” listening story• Introduce story vocabulary• Evaluate cat’s actions

Morning Message " I am creative" Sing "Happy Faces" Review Pretzel with "I can be a pretzel" Commit Shuberts Big Voice , Review Big voice Sing "Twinkle, Twinkle"

Spider and monster dance “The Alphabet Song”—forward and backward

Shubert’s Big Voice• Introduce new vocabulary• Reinforce using a big voice

Developmental Storybook “The Three Billy Goats Gruff” • “Los tres chivos”• Introduce vocabulary• Discuss goats’ feelings

• Discuss fear• Develop possible solutions to fearful situations

Centers• Sensory Table-Create Monster Spray• Pretend and Learn-Reenact familiar stories• Creativity Station-Draw something frightening

• Read The Do-Nothing Machine • La máquina de no hacer nada•Brainstorm different uses for a clothespin

Centers• Sensory Table-Sift gravel with a variety of tools• Construction-Create a “do-nothing” machine• Library and Listening-Listen to a story


Spanish Vocabularylisto, valor, creativo, determinación, emociones. expresiones, facial, sentimiento, altura, longitud, minuto, persistente, resolver problemas, pensar, peso


• Gross Motor Area-Crawl through maze• Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions

• Gross Motor Area-Walk through maze• Fine Motor-Puzzle fun• Creativity Station-Create puppets with different facial expressions

“The Chihuahua and the Leopard” • “El perrito chihuahua y el leopardo” story folder• Discuss character feelings

Skidamarink • ¡Es amor!• Teach sign language words• Discuss night sky• Discover rhyming word pairs

LESSON COMPONENTS

• Discuss emotions• Play Happy or Sad • Feliz or triste

Centers• Language and Literacy-Play Facial Expression Concentration• Writer's Corner-Write and draw in journals• Creativity Station-Fingerpaint happy and sad faces

Greeting Circle

Day 1 Day 2 Day 3 Day 4

Morning Message "I can feel" Sing "if you're surprised" Review Pretzel Strategy Commit Big Voice (with Demo) Sing "On your face" Act out with partner

Moving and Learning

“The Old Gray Cat” • El viejo gato gris” action chant

Itsy Bitsy Spider dance

Morning Message "I am clever" Sing "If you're clever and you know it" Demo Pretzel Strategy w/ "I can be a pretzel" Commit Review Big Voice Sing I wish you well

Morning Message "I can think" Sing "If you're clever and you know it" Review Pretzel Strategy Commit Review Big Voice. Intro Cranky Cream

Day 5LESSON COMPONENTS


• Explore different ways to transfer water





Outdoor Learning






PATHS: Compliments 1 - Discuss with the PATHS Puppets what a compliment is and how to properly give a compliment.

Character Education : Responsibility: As children get older, they need to learn to be more and more responsible for themselves. Allow children to practice taking off and putting on their shoes and socks to help gain independence and personal responsibility.

• Compare weights of similar objects• Sort into groups of heavy and light

Centers• Pretend and Learn-Flatten play dough with blocks• Sensory Table-Count frogs necessary to sink a lid

• Compare different timers

Centers• Creativity Station-Compare paint strokes made with thick and thin brushes• Writer's Corner-Time name writing

• Compare volume of similar containers

Centers• Math-Fill boxes and compare amounts• Sensory Table-Pour and fill to find containers with same capacity

PATHS: Compliments 1- Review what a compliment is. Form a compliment circle and encourage children to practice giving and receiving compliments

Character Education : Responsibility: Read "The Bearnstein Bears Blame Game" Use the characters as an example of taking responsibility for our actions.Character

Education

Smartboard: As a class, vote on the ABCMouse games to play together as a class.

Math and Science

• Compare Fanny Frog’s height to familiar objects

Centers• Math-Compare length of play dough ropes• Gross Motor Area-Toss beanbags

• Take a “taller and shorter” walk.• Compare familiar outdoor objects to Fanny Frog

Centers• Math-Explore heavy and light with balance• Science-Use a magnifying glass

Day 5LESSON COMPONENTS


Learning Goals

• Is aware of own feelings most of the time• Demonstrates empathy and caring for others• Separates a normally spoken four-word sentence into individual words• Initiates problem-solving strategies and seeks adult help when necessary• Demonstrates receptive vocabulary (three to four thousand words)• Shows initiative in independent situations and persists in attempting to solve problems• Initiates problem-solving strategies and seeks adult help when necessary• Demonstrates use of location words• Recognizes and compares heights or lengths of people or objects• Describes, observes, and investigates properties and characteristics of common objects

• Is aware of own feelings most of the time• Persists in attempting to solve problems• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Shows awareness of areas of competence and describes self positively in what he is able to do• Names at least 20 upper- and at least 20 lowercase letters• Recognizes and compares heights or lengths of people or objects• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Uses simple measuring devices to learn about objects• Demonstrates use of location words

• Initiates problem-solving strategies and seeks adult help when necessary• Demonstrates empathy and caring for others• Begins to understand difference and connection between feelings and behaviors• Asks and answers appropriate questions about the book• Demonstrates interest in and shows appreciation for the creative work of others• Is aware of own feelings most of the time• Demonstrates knowledge of nonverbal conversational• Demonstrates use of location words• Slides, flips, and turns shapes to demonstrate that the shapes remain the same• Recognizes and compares heights or lengths of people or objects• Recognizes how much can be placed within an object• Uses art as a form of creative self-expression and representation

• Is aware of own feelings most of the time• Demonstrates empathy and caring for others• Uses a large speaking vocabulary, adding several new words daily• Asks and answers appropriate questions about the book• Retells or reenacts a story after it is read aloud• Begins to understand difference and connection between feelings and behaviors• Recognizes and compares weights of objects or people• Uses some appropriate writing conventions when writing or giving dictation• Uses art as a form of creative self-expression and representation

• Names at least 20 upper- and at least 20 lowercase letters• Participates in classroom music activities• Begins to understand difference and connection between feelings and behaviors• Asks and answers appropriate questions about the book• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• Provides appropriate information for various situations• Initiates problem-solving strategies and seeks adult help when necessary• Uses some appropriate writing conventions when writing or giving dictation• Uses language to describe concepts associated with the passing of time• Investigates and describes position and motion of objects• Identifies and describes the characteristics of organisms

Documents

Date Teacher Respect, Responsibility