Date Teacher
Literacy Math
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
•Reading Readiness: Missing letters!
Print the missing letters in the
alaphabet.
Letter
Knowledge
English/Spanish - Letters in
Child’s NamePosition Words
Lesson Plans for My School and Me • Mi escuela y yo - Physical Me (Week 2)Sept. 3-7 Transitonal Kindergarten
responsibility
responsabilidadWonderful Word Technology
Name Game - Letters in first name
Vocabulary, Phonological Awareness
Character
Education
Respect, Responsibility
Respeto, Responsabilidad
Body Talk in Rhyme • El cuerpo habla
en rimas BB
• Introduce rebus story
• Read the rebus story together
“My Aunt Millie” • “Mi tia Totoca”
listening story
• Use imagination to picture story
details
• Recall story events
“The Gingerbread Boy” • “El
munequito 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
Body Talk in Rhyme • El cuerpo habla
en rimas BB
• 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 BB
• Introduce vocabulary
• Associate movements with body parts
“The Gingerbread Boy” • “El
munequito de jengibre” story folder
• Participate in telling a story
• Recall story events
• Play Copy Cat
• Listen for rhyming words
Centers
• Gross Motor Area-Play “I Can, Can
You?” • “Yo puedo, ¿y tu?”
• 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
• Phonice Readiness: Match letter
pairs pg( 29)
• Sing "Open, Shut Them" (pg 183)
Continue learning about body parts.
• Practice Balloon (pg168)
•Review Twinkle Twinkle Little Star
Describe the helpful ways you see
children touching one another.
Commit: Give children a choice today
to commit to using kind words or
helping hands or both.
• Morning Message-We use kind
words. Count the words using your
fingers.
• Sing "This is Tiffany" (pg 187) to
practice learning names. Use physical
attibutes.
• Review STAR and Balloon. Teach
someone at home Balloon.
•Play That was Helpful. Help chidlren
learn the words and actions. (pg175)
• Morning Message-Today is Friday.
Ask children to help you finish the
sentence by ttelling you what day of
the week
• Demo Hokey Pokey (og. 194) Review
body parts and body space.
Simon Says • Simon dice game (196)
Focus on body parts as you play.
“Shake a Hand” handshakes
(pg 185) Following directions.
Handshakes and high fives are ways
of greeting .
“Hands and Fingers” • “Manos y
dedos” participation song (181) Stay in
our own personal space as they move
their hands.
Jumping jacks, toe touches, push-ups,
squats, and arm swings Warm
Up Chant (pg189) Name body parts
and actions.
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
•MCP Phonics : Sound of "H" lesson 6
pg(15-16)
Day 4
Greeting Circle
• Recite the "Warm-Up Chant" (pg 189)
• Demo Balloon.(pg168) Breathe in
and out through nose.
• Action Rhyme On Your Face (pg
172) Demo the actions
• How might you use helping hands if a
friend falls down? Keep putting hearts
on Kindness Tree.
• Morning Message-Good Morning!
Say each word as you write and
count out the words.
• Move to "Head, Shoulders, Knees,
and Toes" (pg 181) Children will learn
about parts of the body.
• Implement Baloon.(pg 172)
•Review On Your Face (pg172)
Perform actions with words.
Do you remember what our
commitment is this week?
• Morning Message-Today is
Tuesday. Say each word as you
write.
• Sing "Rise and Shine" (pg 183)
• Practuce Balloon(pg 168). Add wiggly
arm movements.
•Play Get Ready (pg176) Help children
learn the words and actions.
•Ask Children to demo with a partner
how they may use helping hands.
• Morning Message-We use helping
hands. Count the words using your
fingers.
• 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
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
COMPONENTSDay 4Day 1 Day 2 Day 3
Closing Circle
• What ways have you used your body
today?
• Check on Commitments: How did
you do today using helping hands?
• Check on Kindness Tree
• Family Connection-What different
ways do I use this leg?
• What was your favorite part of the
day?
• Check on Commitments to use
helping hands. How did you use
helping hnads today?
• Check on Kindness tree
• Family Connection-Look through
family photos to find facial fetures
and expressions that are alike and
different.
Weekly Learning
Centers
• Blue contruction paper experiment
(pg 67)
• Review and discuss playground rules
Respect and Responsibility
"Responsible or not" Dice game
PATHS Animals Create an animal
stick puppet
Review STAR and Balloon
Outdoor Learning• Large muscle games
Hopscotch
• Large muscle games
Keep Away
• Large muscle games
Red Rover
Conscious Discipline
Practice Balloon (pg168)
• How do we use our hands to say
hello?
• Check on Commitments: How did
you do today using helping hands?
• Kindness Tree: Count the hearts on
the tree
• Family Connection-Teach children
the chant Nose, toes, nose, toes.
• Name a letter that is an example of a
closed shape
• Check on Commitments-Ask chidren
to turn to a partner and tell them one
thing they did to help keep the
classroom safe today.
• Kindness Tree- Count the hearts
• Family Connection-Challenge
children to find open and closed
shapes at home.
• Which compond word did we make
with foot and ball?
• Check on Commitments- How did
you do today using kind words and
gentle hands?
• Kindness Tree- Count the hearts
• Family Connection-Use an
unopened food can to play a game
of Roll the Can. Send home Balloon
note.
Character
Education
Respect and Responsibility
Read- "How to be friends"
Demo Balloon (pg168)
PATHS Animals
Discuss why turtles use their shell for
protection
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
•Modern Curriculum Press: Identify
number of objects and cirlce matching
number. pgs( 23,24,26,28,34)
• Introduce position words up, down,
left, and right
• Use body to demonstrate vertical and
horizontal
Centers
• Contruction-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
•Duck Math: Left and Right pg(10)
•MCP: Math write numbers 1-5 pg 36
• 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
• Pretend and Learn-Dress-up
• Gross Motor Area-Activites with legs
and feet
• 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 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.
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
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
• 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
Date Teacher
Literacy Math
aromas, ears, eyes, hear, listen, nose, odors, see, sensational, senses, skin, smell, taste, tongue
Spanish Vocabularyaromas, oidos, ojos, escuchar, oir, nariz, olores, ver, sensacion, sentidos, piel, olor, gusto, lengua, tacto
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTS
• 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
•MCP Phonics: Sound of letter M pg(
17-18)
Day 4
Greeting Circle
• Sing "The Bear Went Over the
Mountain" (pg 179) Which body part
did the bear use to know what was on
the other side of mountatin?
•Demo DRAIN
•Intro Row,Row Your Boat (pg173)
Teach words and actions
• Ways to keep our classroom safe
• Morning Message-I see with my
eyes.. Invite children to fill in the
last word
• Sing "Do Your Ears Hang Low?" (pg
180) Today we will learn about ears
and hearing.
• Practice DRAIN- Sing If You're Happy
and You Know It
• Review Row Row Your Boat- Demo
new ways row their boat
• Ask children how they will use their
big voice if someone forgets to use
their words.
• Morning Message-I hear with my
ears. Ask someone to point to the
first word you wrote.
• Sing "Little Skunk's Hole" (184)
Discuss the stinky smell of the skunk.
•Practice DRAIN- Going bug crazy
mad to caterpillar calm.
•Intro Here's the Bunny (pg171)-
Teach the words and actions.
• Morning Message-I smell with my
nose.Invite children to fill in the last
word.
• Identify nonrhyming word in set of
three words
Centers
• Gross Motor Area-Play Freeze
• Science-Recognize loud and
soft sounds
• Creativity Station-Draw to music
Moving and
Learning
• 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
•MCP Phonics : Sound of letter "K" pg
( 19-20)
• Sing "The Raindrop Song" (p.182)-
what does rain taste like?
•Demo DRAIN-it is a way to calm down
when you are upset.
• Review-Here's The Bunny(pg171)
Demo using entire body. Sing and act
out with partners.
•Commit- To use kind words and use
helping hands.
• Morning Message-I taste with my
tongue. Read the first words and
have the children fill in the last word.
• Sing "My 5 Senses" (182)- today we
will focus on the sense of touch. And
review other 4 senses.
• Review three calming strategies
STAR, Balloon, and DRAIN,
•Play That was Helpful and review the
movements
•Commit- Allow children to choose to
commit to kind words,helping hands,
using their big voices or all three.
• Morning Message-I feel with my
hands. Write the first words and
inivite children to help you fill the
last word.
“Stop and Go” • “Sigue y detente”
game (pg 197)-Sit in a circle and pass
bean bag around
Freeze • Las estatuas game (pg 194)
Ask children what role their ears play
in the game.
“One Elephant” • “Un elefante” song
and game (pg 188)-Sing with the
actions.
Tongue exercises, Teach children
"Tooty-Ta" (p.193) What role does the
tongue play in this chant?
Perform the “Listening Story” (pg 190)
This is a story about weather. Ask
children to name the senses in the
story.
“I Use My Senses” • “Yo uso mi
sentidos” story folder
• Recall story details
• Participate in telling story
How Do Animals Use their Mouths? •
¿Como 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 BB
• Introduce vocabulary
• Talk about parts of a book
Shubert Is a S.T.A.R. (KTV)
• Talk about feelings
• Introduce Safe Place in classroom
Listening, Phonological Awareness (or Rhyme
Awareness), Vocabulary
Character
Education
Respect, Responsibility
Respeto, Responsabilidad
Little Red • Gorrita Roja BB
• 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 BB
• Finish story
• Review story with story props
How to Care for Books • Como
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. 10-14 Transitional Kindergarten
sensational, sensacionalWonderful Word TechnologyReading Buddy
Letter
Knowledge
English/Spanish - Letters in
Child’s NameAttributes
English Vocabulary
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• 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
• Writing of First/ Last name
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
• 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
• Sensory Table-Bubbles and colors
• Gross Motor Area-Use various tactile
items
• Creativity Station-Finger paint
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
• MCP: Mathematics Numbers 6-9
mathcing objects to the correct
numbers pg(39,40)
• 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
• Duck Math: Naming Attributes pg 13-
14.
• Use a grid to play the memory game
Centers
• Math-Practice recording data
• Fine Motor-Play Hiding Game • El
juego
del escondite
• Share some of your favorite smelling
and tasting activities from today
• Check on Commitments-Did you
hear other people using their big
voices?
• Kindness Tree- Count the hearts and
record.
• Family Connection-Be smell
detectives at home.
• Share some sensory experiences
you had today
• Check on Commitments- Ask
children how they did with their
commitments today?
• Kindness Tree-Count the hearts and
compare to yesterdays number
• Family Connection-Practice "Tooty
Ta" (pg 193)
• Share experiences the children had
with the sense of touch
• Check on Commitments-share ways
children used their kind words today.
• Kindness Tree-Count the number of
hearts on the tree.
• Family Connection-Practice the
calming strategy DRAIN (pg 118)
Character
Education
Respect and Responsibility
Sing: "How nice am I?" (pg 9)
Demo DRAIN
PATHS Kid for today
Discuss responsibility and assign
classroom jobs.
Sing: If You're Happy and You Know It
Outdoor Learning•Have children put on sunglasses on
and describe how the glasses change
the way things look.
• Listening walk • Bubble mixtures
Conscious Discipline
Practice Drain (pg 94)
• Enjoy Snacks outside • Challenge children to discover
indicators that the wind is moving.
Respect and Responsibility
Draw a favorite pet and discuss the
responsibilities.
PATHS Kid for today
Create a "Wall of fame"
Review STAR, Balloon and DRAIN
Closing Circle
• What did you learn from reading
"Our Senses"?
• Check on Commitments- How did
you do using your big voice?
• Kindness Tree-Count hearts on tree
and write down the number
• Family Connection-Encourage
children to use what they learned
about crossing the street safely.
• How do we use our ears?
• Check on Commitments-Who used
their big voice today?
• Kindness Tree- Count hears and
record.
• Family Connection-Close your
eyes on the way home and see how
many different sounds you can
identify.
Weekly Learning
Centers
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
• 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
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
• Sing "If You're Surprised" (pg 183)-
discuss emotion. Add a verse to the
song.
•Teach Pretzel- Remind children this
helps energize their thinking while it
relieves anxiety.
•Reivew On Your Face (pg172) Recite
words while performing actions with a
partner.
•Commit- Role-play how we can use
our big voice.
• Morning Message-I can feel. SAy
the message pause between each
word Ask children to find the letter
F in the sentence.
Moving and
Learning
“The Old Gray Cat” • El viejo gato gris”
action chant (pg 197)- One child will
be cat and rest will be the mice.
Itsy Bitsy Spider dance (pg 184)
Have children take big spider steps.
Spanish Vocabularylisto, valor, creativo, determinacion, emociones. expresiones, facial, sentimiento, altura, longitud, minuto, persistente, resolver problemas, pensar, peso
Day 1 Day 2 Day 3 Day 4
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
• 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
•MCP Phonics: Cosonants h, m, k
Pg ( 21,22)
• 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
Day 5LESSON
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
• MCP Phonics: Lesson 10 Beginning
and Ending sounds. Pg ( 23)
Greeting Circle
• Sing "If Your Clever And You Know
It" (pg 184) Say - You all are so clever
•Demo Pretzel (pg169) Teach
movements and sing the song.
•Play- "I wish you well" (pg.174)
Children will learn the words and
movements.
•Commit- Listening to other peoples
big voice to keep us safe.
• Morning Message-I am clever. Say
the message, pausing between each
word. Have children count the
words.
• Sing "If Your Clever And You Know
It" (pg 183)- Discuss ways we show we
are clever.
•Practuce Pretzel- why might you use
pretzel.
•Demo how to use Cranky Cream
•Commit-Listening to other peoples big
voice
• Morning Message-I can think.
Write each word saying the word as
you write it. Have children say the
sentence slowly.
• Sing "Happy Faces" (pg 181)-
Discuss the value of smiling. Smiling
makes you feel better.
•Sing Twinkle Twinkle Little Star -Ask
what do the words talented person
mean?
•Commit-Display Shuberts Big Voice
Ask what did big benny do to show he
was listening to Shuberts big voice?
• Morning Message-I am creative.-
Point to letter C in creative . Askl
children to name the letter.
Spider and monster dance- Ask how
spider dancing differs from monster
dancing?
“The Alphabet Song”—forward and
backward (pg 179)- sing it forward and
sing it backwards.
Shubert’s Big Voice ( KTV)
• 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
maquina 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
• Uppercase and Lowercase C,c
tracing/ writing
• Sing "S-M-I-L-E" (pg 186)-Have
children smile at each other.
•Practice STAR- discuss what you
might use STAR for.
•Intro Absent Child Ritual (p.170)
•Commit- Review four commitiments
and movents learned so far.
• Morning Message-Some things
frighten me.Write each word, saying
the word as you write ite. Have
children repeat the sentence.
Shubert is a S.T.A.R. ( KTV)
• 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
Letter
Knowledge
“Skidamarink” • “¡Es amor!” action
song (pg 187) Invite children to sing
along and teach the hand motions
“The Chihuahua and the Leopard” • “El
perrito chihuahua y el leopardo” story
folder
• Discuss character feelings
Skidamarink • ¡Es amor! BB
• Teach sign language words
• Discuss night sky
• Discover rhyming word pairs
Our Senses • Los sentidos BB
• 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
Lesson Plans for My School and Me • Mi escuela y yo - • I Think and Feel (Week 4)Sept. 17-21 Transitional Kindergarten
clever, listoWonderful Word
Problem Solving, Oral Language
Character
Education
Respect, Responsibility
Respeto, Responsabilidad Technology
Words Words Words
English - C, c, F, f, T, t
Spanish - O, o, A, a, P, p, F, fMeasuring, Attributes
English Vocabularyclever, courage, creative, determination, emotions, expressions, facial, feeling, height, kindness, length, minute, persistent, problem solving, think, weight
Day 1 Day 2 Day 3 Day 4 Day 5LESSON
COMPONENTS
• Gross Motor Area-Crawl through
maze
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets
with different facial expressions
Character
Educaiton
Respect and Responsibility
What does Respect mean? How can
we show it ? What would she do? (pg
14)
Math and Science
• Compare Fanny Frog’s height to
familiar objects
Centers
• Math-Compare length of play dough
ropes
• Gross Motor Area-Toss beanbags
Weekly Learning
Centers
• Invite a volunteer to share how she
was persistent today
• Check on Commitments-Reflect on
daily commitments
• Kindness Tree-Have kindness
recorder to make a report.
• Family Connection-Prepare family
posters for children to share.
• Did anyone use the Safe Place to
help get calm today?
• Check on Commitments- Reflect on
commitments of the day.How did you
commit?
• Kindness Tree- Count the hearts and
record the number.
• Family Connection-Identify
something at home that is full and
something that is empty.
Respect and Responsibility
What are some things kids can be
responsible for? Make a list
PATHS Compliments
Practice giving each other a
compliment.
Review Pretzel
• 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
•MCP Mathamatics: Trace and write
number 6,7 / Number sets Pg ( 46-47)
• 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
Discuss the meaning of the word
"compliment". How does it feel when
you receive a compliment
Conscious discilpine
Practice Pretzel (pg 130)
• 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
MCP: Math number sets pg 48-49
• Compare different timers
Centers
• Creativity Station-Compare paint
strokes made with thick and thin
brushes
• Writer's Corner-Time name writing
• Gross Motor Area-Walk through maze
• Fine Motor-Puzzle fun
• Creativity Station-Create puppets
with different facial expressions
• 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
• Explore different ways to transfer
water
• Explore different ways to transfer
water
Closing Circle
• What did you learn about assembling
puzzles?
• Check on Commitments-create a
reflecting on commitments board.
• Kindness Tree- Count hearts and
share examples of the acts of
kindness from the day
• Family Connection-Search at home
for an unusual material that you
could use to stuff a pillow.
Outdoor Learning• Explore different ways to transfer
water
• Explore different ways to transfer
water
• Explore different ways to transfer
water
• What did you learn about fear today?
• Check on Commitments-Reflect on
your commitments for the day. Did you
fullfill them?
• Kindness Tree-Count Hearts and
record
• Family Connection-Practice the
motions to "Skidamarink".
• Ask children to describe the item
they built in the Construction Center
• Check on Commitments-Reflect on
your commitiments of the day
• Kindness Tree- Count the hearts and
make a report of kind actions.
• Family Connection-Teach
someone the calming stategy
"Pretzel".
Day 1 Day 2 Day 3 Day 4 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
Date TeacherTransitional Kindergarten
Literacy Math
Day 5
• Play "Alphabet Song"(pg181)-Invite
children to sing along.
• Have a child lead the calming strategy.
•Give examples of good behavior you
have noticed.
• Morning Message: Each family is
unique. Invite child to circle the letter
and say the name of the letter
“The Numeral Dance” • “El baile de los
numeros” song and dance (Pg. 202)-
Invite children to name the numbers on
their necklace.
• Compare alphabet letters
• Recognize straight and curved lines
Centers:
• Writer's Corner - Trace letters on gel
bags
• Creatvity Station - Paint large letters
• Sensory Table - Write letters in sand
• MCP Phonics: Beginning and ending
letters in words. (pg 34)
A to Z Ps and Qs • Buenos modales de
la A a la Z- BB
• Discuss good manners
• Enjoy an alphabet book
The Numeral Dance • El Baile de los
numeros
• Introduce movement vocabulary
• Move in new ways
• Pretend and Learn - Sort clothes
• Creativity Station - Use play dough to
create alphabet letters
• Writer's Corner - Practice writing
uppercase and lowercase letters (the
alphabet family)
Sounds and Rhymes - Compound Words
Math - Listen and Find It
Letter
Knowledge
English—F, f, M, m, T, t, C, c
Spanish—F, f, M, m, C, c
English VocabularyAmerica, cooperative, crowded, extended family, fabulous, family, family name, fragile, grandfather, grandmother, nuclear family, relatives, slide, soar, spin, twist, unique,
wiggle
Lesson Plans for My Family and Friends • Families (Week 1)Sept 24th-28th
fabulous, fabulosaWonderful Word
Oral Language, Vocabulary, Phonological Awareness
Character
Education
tolerance, tolerancia
helpfulness, amabilidad Technology
“My Aunt Violet” - Story Folder
• Discuss extended family members
• Introduce compound words
Meet My Grandparents • Conocer a
los abuelo s
• Discuss names grandmothers are
called
• Introduce Pledge of Allegience
•Sing "Five Little Ducks"-Discuss the
family members in the song.
•STAR Helper chose a calming
strategies.
•Perform Gerogie Porgie.
•Make a commitment to using kind
words, helping hands,using our big
voices and listening to other peoples
big voice.
• Morning Message: Mothers care
for their families. Write each word
and have children say each word.
Skidamarink - BB
• Introduce animal parent and child
names
• Discuss animal families
Silly Nellie” • Story Folder
• Enjoy a funny story Introduce idea of
“silly sayings”
Duck, Duck, Duckie • Pato, pato, patito
gamechange the game to other
mother animals and their babies.
“The Farmer in the Dell” • “Vicente en
el pajar” musical game (Pg. 201)-Play
the game many times so everyone has
a turn.
Little Red- BB
• Relate story to “wish you well”
gesture
• Expore possible lessons in story
Meet My Grandparents • Conocer a
los abuelos
• Introduce table of contents
• Think about names grandfathers are
called
One-to-One Correspondence, Counting
•Sing " Catalina Magnalina"(pg.182)-
What is Catalina's mothers name?
•Review the four calming strategies.
•Sing Row row row your Boat- Have
children sing song and actions.
• Recite School Family Chant (p170)
• Morning Message: Families are
fabulous. Have children count out
the words in the sentence.
• Sing "She'll Be Coming Round the
Mountain" (pg190)-Ask children who
they think the she in the song is.
•Have a STAR helper pick the calming
strategy to practice.
•Intro Gerogie Porgie (p174)- Teach
words and actions.
•Recite School Family chant- Say We
are a fabulos family!
• Morning Message: Fathers care for
their families. Have children count
the number of words.
Grandmother’s Buttons-Hide the
buttons around the room. Ask
the children to find them.
Cristina and the Frog - BB
• Introduce vocabulary
• Use picture cues to make predictions
Cristina and the Frog • Cristina y la
rana
• Check predictions
• List character family members
• Create a family word web
• Discuss different families
Centers:
• Writer’s Corner- Copy words with
magnetic letters
• Creative Station - Draw family
portraits
• Language and Literacy - Create stick
puppets
• MCP Phonics: Partner letters
Pg (25-26)
• Listen for a special word in a story
• List things grandmothers enjoy
Centers:
• Writer’s Corner - Copy children’s
names for grandparents
• Library and Listening - Listen to a
story
• Creativity Station - Draw grandparents
•MCP Phonics : Sound of "F" pg 29-30
Moving and
Learning
• Sing "Where is Mother? (pg.191)Tell
children we will be learning about our
families.
•Review Calming strategies.Remind
them these help them calm down.
•Play My School Family (p176) Help
children sing along.
• Intro school family chant (p170)
• Morning Message: I have a
family. Say the words and tap
your knees for each word. Count
words.
Grandpa’s Glasses • Los anteojos del
abuelo game- Discuss glasses who
wears them? Why do they wear them?
Spanish VocabularyAmerica, colaborador, llena, familia extendida, fabulosa, familia, nombre de la familia, fragil. abuelo, abuela, nucleo familiar, parientes, resbaladera, volar, girar,
retorcerse, unico, contonearse
• Pretend and Learn - Role-play
household jobs
• Creativity Station - Paint pictures of
extended family members
• Writer's Corner - Write to a sibling or
friend
• Pretend and Learn - Pack a suitcase
• Creativity Station - Paint pictures of
family homes
• Writer's Corner - Write to
grandmother, grandfather, aunt or
uncle
• Pretend and Learn - Role-play house
cleaning
• Creativity Station - Use play dough
for pictures
• Writer's Corner - Write to a pet or a
letter asking for a pet
Day 1
• Compare animal families
• Chart mother and baby animal names
Centers:
• ABC - Illustrate animal family chart
• Creativity Station - Draw an animal
family
• Language and Literacy - Retell a
story with story props
• MCP Phonics : Review letter partners
(pg 45) Optional!
LESSON
COMPONENTS
Weekly Learning
Centers
Literacy (Oral
Language,
Phonics,
Handwriting, Read
Aloud)
Day 2 Day 3 Day 4
• Pretend and Learn - Cook and serve
• Creativity Station - Paint pictures of
family members
• Writer's Corner- Write a letter to
mom or dad
Greeting Circle
Day 5Day 1LESSON
COMPONENTSDay 2 Day 3 Day 4
• Recognize patterns in counting
• Compare the way numerals look
Centers:
• Gross Motor Area - Step through a
digit matrix path
• Fine Motor - Match clothespins to
correct numerals
Review STAR and different kinds of
emotions
• Name something you learned about
manners today
• Check on Commitments-How did
children met their commit for the day
• Kindness Tree-count hearts out and
record it
Family Connections-Remind children
to teach their families "Georgie
Porgie"
• Hide magnetic letters on the
playground and invite children to have a
letter hunt
When they are finished, have them
check to see if they have found the
entire letter family (A to Z).
Outdoor Learning
• Encourage children to look for homes
of insects
• Provide magnifying glasses for close-
up looks
• Have a pretend family picnic• Have a pretend family picnic • Play Mother, May I? • ¿Mama,
puedo? (p. 202)
• For diversity, play Father, May I? •
¿Papa, puedo?
• Play Aunt Bessie’s Scarf • El panuelo
de tia Bessie (p.200)
• Recognize how many without
counting
Centers:
• Creativity Station -Create a three
collage
•MCP Math: Identify/ write numbers 8-
9 , Identify the number 0 (pg 52-53)
• Compare chain links to show few
and many; Count chain links
Centers:
• Math - Counting game
• Pretend and Learn - Pretend to have
a picnic
Value & Virtue:Helpfulness &
Tolerance
What ways can you be helpful to
others? Define Tolerance.
Value & Virtue: Helpfulness &
Tolerance
Has anyone ever made fun of you for
being different? How did that make
you feel?
Paths: We all have feelings.
Discuss how everyone has feelings
• Discuss a duck’s webbed feet
• Develop strategy for counting groups
of objects
Centers:
• Sensory Table - Pretend to feed
ducklings
• Science - Match mother and baby
animals
•MCP Math: Write and Identify the
number in each set. (pg 58-59)
Character
Education
Paths: We all have feelings
Circle time with Twiggle to discuss
different types of emotions
Review the four STAR, Balloon, Drain,
and Pretzel.
Math and Science
• Make cube towers to represent
number in a family
Centers:
• Math - Construct cube towers
• Pretend and Learn - Practice setting
a table
• Share family posters
• Check on Commitments-reflect on
commits of day
• Kindness Tree- record number of
hearts on tree
• Family Connection-Send home the
Alphabet Picture Cards for children
to practice naming the letters with
their families
•What is an extended family?
• Check on Commitments-How did
children met their commitments for the
day?
• Kindness Tree-Record number of
hearts on the tree.
• Family Connection- Send home note
and encourage children to report their
family members reactions to the
Fabulous Orange Ball cookies tomorrrow
so that you can record the reactions.
• Name some of the jobs family
members perform in the home.
• Check on Commitments-Reflect on
commitments of the day.
• Kindness Tree-count the hears out
• Family Connection-Please bring in
a picture of your house to share.
•Invite a child or two to share their
Family Posters
• Check on Commitments-Reflect on
daily commitments.
• Kindness Tree- count the hearts on
the tree
• Family Connection- Send home
Theme Letter and PATT Mat.
Closing Circle
Day 5Day 1LESSON
COMPONENTSDay 2 Day 3 Day 4
● Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
● Participates in classroom music
activities
● Recognizes one-digit numerals 0
through 9
● Names at least 20 upper- and at least
20 lowercase letters
● Develops warm relationships with
teachers
● Uses a wide variety of words to label
and describe people, places, things,
and actions
● Recognizes one-digit numerals 0
through 9
● Names at least 20 upper- and at least
20 lowercase letters
● Identifies similarities and differences
in characteristics of families
● 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
● Recognizes one-digit numerals, 0
thruogh 9
● Produces a word that rhymes with a
given word
● Participates in classroom music
activities
● Responds to different musical styles
Learning Goals
● Child is able to increase or decrease
intensity of emotions more
consistently, although adult guidance
is sometimes necessary
● Assumes various roles and
responsibilities as part of a classroom
community
● Participates in classroom music
activities
● Uses a wide variety of words to label
and describe people, places, things,
and actions
● Asks and answers appropriate
questions about the book
● Uses a wide variety of words to label
and describe people, places, things,
and actions
● Identifies similarities and differences
in characteristics of families
● Knows that objects or parts of an
object can be counted
● Counts one to ten items, with one
count per item
● Counts up to ten items, and
demonstrates that the last count
indicates how many items were
counted
● Asks and answers appropriate
questions about the book
● Identifies similarities and differences
in characteristics of families
● Shows competence in initiating
social interactions
● Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal.
● Names at least 20 upper- and at
least 20 lowercase letters
● Identifies similarities and differences
in characteristics of families.
● Provides appropriate information for
various situations
● Uses a large speaking vocabulary,
adding several new words daily
● Uses some appropriate writing
conventions when writing or giving
dictation
● Knows that objects, or parts of an
object, can be counted
● Verbally identifies, without counting,
the number of objects from one to five
● Identifies and creates common
features in her immediate environment
● Participates in activities to help them
become aware of what it means to be
a consumer
● Practices good habits of personal
safety
● Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
● Assumes various roles and
responsibilities as part of a classroom
community
● Names at least 20 upper- and at
least 20 lowercase letters
● Uses a wide variety of words to label
and describe people, places, things,
and actions
● Recites the Pledge of Allegiance to
the United States flag and the state
flag and observes a moment of silence
● Combines words to make a
compound word.
● Shows understanding by responding
appropriately
● Uses category labels to understand
how words and objects relate to each
other
● Uses words to rote count from 1 to
30
● Counts one to ten items, with one
count per item
● Counts up to ten items, and
demonstrates that the last count
indicates how many items were
counted
● Recognizes how much can be
placed within an object
● Shows control of tasks that require
● Assumes various roles and
responsibilities as part of a classroom
community
● Separates a normally spoken four-
word sentence into individual words.
● Identifies and describes the
characteristics of organisms
● Asks and answers appropriate
questions about the book
● Uses a wide variety of words to label
and describe people, places, things,
and actions
● Counts one to ten items, with one
count per item
● Demonstrates understanding that
when counting, the items can be
chosen in any order.
● Identifies and describes the
characteristics of organisms
● Produces a word that begins with the
same sound as a given pair of words
● Names at least 20 upper- and at
least 20 lowercase letters
● Recognizes at least 20 letter sounds