Pre-K Teacher's Guide - Book 2 Sample by Learning Without Tears

Multisensory Lessons with Hands-On Learning

Sample

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How can  access the digital and online resources mentioned in this teacher’s guide? PreKTT: The Pre-K nteractive Teaching Tool™

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PreKTT is our digital teaching platform for managing and presenting Get Set for School lessons with a variety of multimedia assets. To activate your license or register for a trial, visit prekitt.LWTears.com/ext/TGPKGSS/2021 or scan the QR code.

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Sample Version of: Get Set for School Pre-K Teacher's Guide

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8001 MacArthur Blvd. Cabin John, MD 20818 LWTears.com | 888.983.8409 Copyright Â© 2021 Learning Without Tears First Edition ISBN: 978-1-950578-23-8 123456789WEC222120 Printed in the USA Sample Version of: Get Set For School Pre-K Teacher's Guide

Introduction Welcome Welcome to Get Set for School®! Our Pre-K curriculum was created for you and your Pre-K children. The curriculum suits a wide range of children and adapts to their changing needs as they grow. It acknowledges what all great educators know and research supports: that learning needs to be joyful, child-friendly, and active. We believe in meeting children where they are and giving them the experiences that will enable them to blossom. We build skills in delightful ways, but also carefully, deliberately, and one step at a time. We’ve analyzed the skills that children need for kindergarten, and then planned a curriculum that builds those skills developmentally, through play, music, activities, and hands-on materials. This Pre-K teacher’s guide will help you select just the right tools and teaching strategies. We created activities so that children of different ability levels may participate successfully. We know that you want children to have a positive, play-filled early school experience even as they prepare for kindergarten. We support Pre-K teachers because children need teachers who model, sing, and teach the skills and habits needed for school. We believe you’ll enjoy using our program to help children develop important foundation skills. Get Set for School is an award-winning curriculum, but it needs you to bring it to life. You choose the activities and set the pace that’s just right for your children. We hope you’ll take advantage of this guide, our professional development workshops, and our free online resources. We are delighted to share this curriculum with you.

Sample Version of: Get Set for School Pre-K Teacher's Guide

Get Set for School Pre-K Teacher’s Guide: Introduction

Get Set for School Pre-K Teacher’s Guides Set - Volume Descriptions Volume 1: Introduction to the Curriculum

This guide is an introduction to the philosophies and principles behind the Get Set for School Pre-K program. The program uses a research-based approach to address different learning styles in a developmental progression, building on what children already know using friendly teaching methods. This guide includes: •

Instruction pacing guide for half-day preschools, 3-day preschools, or preschools with less than 36 weeks in their school year

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Classroom setup instructions

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Classroom management tips for educators

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Statements of correlation

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Scope & Sequence of instruction

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Multisensory activities for whole-class instruction and small group centers

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Educator resources, including school-to-home connections, book connections, Pre-K Assessments, and letter and number formation charts

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Research and references

Introduction to the Curriculum

Volume 2: Multisensory Lessons with Hands-On Learning

This guide includes 36 weeks of daily multisensory lessons with hands-on learning. Each day has activities from four of the learning areas that cover a variety of skills with purposeful, hands-on learning. The lesson plans progress developmentally and were designed for easy-to-follow implementation. Suggestions for modifying or simplifying the activity are included in each lesson plan as well as ways to extend learning by adding complexity or variety. The content themes are:

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Unit 1: Get Set for School

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Unit 2: My Body

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Unit 3: Community & Play

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Unit 4: Earth

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Unit 5: Machines

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Unit 6: Animals

Get Set for School Pre-K Teacher’s Guide: Introduction

Multisensory Lessons with Hands-On Learning

Sample Version of: Get Set For School Pre-K Teacher's Guide

Table of Contents 1 - Introduction/Welcome Teacher’s Guide: What’s Inside...................................................................................................................... 4

Using Your Teacher’s Guide.............................................................................................................. 5 PreKTT and MyLWT...................................................................................................................................... 8

9 - Lesson Plans UNIT 1: GET SET FOR SCHOOL............................................................................................................ 9 Unit 1: Week 1 At-A-Glance: Approaches to Learning & Social Emotional Learning............................................. 10 Unit 1: Week 2 At-A-Glance: Readiness, Mat Man & Manners........................................................................ 22 Unit 1: Week 3 At-A-Glance: Readiness, Letters & Numbers............................................................................ 34 Unit 1: Week 4 At-A-Glance: Readiness, Counting & Colors............................................................................ 46 Unit 1: Week 5 At-A-Glance: Name & Number 1........................................................................................... 58 Unit 1: Week 6 At-A-Glance: Letter Ll & Number 1........................................................................................ 70 UNIT 2: MY BODY............................................................................................................................ 83 Unit 2: Week 7 At-A-Glance: Letter Ff & Number 2........................................................................................ 84 Unit 2: Week 8 At-A-Glance: Letter Ee & Number 2....................................................................................... 96 Unit 2: Week 9 At-A-Glance: Letter Hh & Number 3.................................................................................... 108 Unit 2: Week 10 At-A-Glance: Letter Tt & Number 3.................................................................................... 120 Unit 2: Week 11 At-A-Glance: Letter i & Number 4.................................................................................... 132 Unit 2: Week 12 At-A-Glance: Letter Uu & Number 4.................................................................................. 144 UNIT 3: COMMUNITY & PLAY......................................................................................................... 157 Unit 3: Week 13 At-A-Glance Letter Cc & Number 5................................................................................... 158 Unit 3: Week 14 At-A-Glance: Letter Oo & Number 5................................................................................. 170 Unit 3: Week 15 At-A-Glance: Letter Qq & Number 6................................................................................. 182 Unit 3: Week 16 At-A-Glance: Letter Gg & Number 6................................................................................. 194 Unit 3: Week 17 At-A-Glance: Letter Ss & Number 7.................................................................................. 206 Unit 3: Week 18 At-A-Glance: Letter j & Number 7................................................................................... 218 UNIT 4: EARTH............................................................................................................................... 231 Unit 4: Week 19 At-A-Glance: Letter Dd & Number 8................................................................................. 232 Unit 4: Week 20 At-A-Glance: Letter Pp & Number 8.................................................................................. 244 Unit 4: Week 21 At-A-Glance: Letter Bb & Number 9................................................................................. 256 Unit 4: Week 22 At-A-Glance: Letter Rr & Number 9.................................................................................. 268 Unit 4: Week 23 At-A-Glance: Letter Kk & Number 10............................................................................... 280 Unit 4: Week 24 At-A-Glance: Letter Aa & Number 10............................................................................... 292 UNIT 5: MACHINES........................................................................................................................ 305 Unit 5: Week 25 At-A-Glance: Letter m & Math Review............................................................................ 306 Unit 5: Week 26 At-A-Glance: Letter Nn & Math Review............................................................................. 318 Unit 5: Week 27 At-A-Glance: Letter Vv, Ww & Math Review..................................................................... 330 Unit 5: Week 28 At-A-Glance: Letter Xx & Math Review............................................................................. 342 Unit 5: Week 29 At-A-Glance: Letter Yy & Math Review............................................................................. 354 Unit 5: Week 30 At-A-Glance: Letter Zz, Alphabet & Math Review............................................................... 366 UNIT 6: ANIMALS.......................................................................................................................... 379 Unit 6: Week 31 At-A-Glance: Letters c o s v w & Number Review 1–5....................................................... 380 Unit 6: Week 32 At-A-Glance: Letters t a d g & Number Review 6–10......................................................... 392 Unit 6: Week 33 At-A-Glance: Letters u i e l k & Numbers 11–13............................................................... 404 Unit 6: Week 34 At-A-Glance: Letters y j p r n & Numbers 14–15............................................................... 416 Unit 6: Week 35 At-A-Glance: Letters m h b & Numbers 16–18.................................................................. 428 Unit 6: Week 36 At-A-Glance: Letters f q x z & Numbers 19–20................................................................. 440

Sample Version of: Get Set for School Pre-K Teacher's Guide

Get Set for School Pre-K Teacher’s Guide: Introduction

Teacher’s Guide: What’s Inside This teacher’s guide can help every Pre-K teacher succeed. We make it easy to create a learning environment where your children are engaged, active participants. Curriculum Introduction, (Vol. 1, pp. 6–7) Developmental Stages of Learning, (Vol. 1, pp. 28–31)

Multisensory Lessons with Hands-On Learning

Core Learning Areas, (Vol. 1, pp. 8–27) Lesson Plans, (Vol. 2, pp. 9–451) Multisensory Activities and Centers (Vol. 1, pp. 39–90) – Each lesson contains multisensory activities. In this section, you will find instructions on how to implement them in the classroom. Differentiated Instruction (throughout) – At the bottom of each lesson, you will find ways to enrich each lesson or add support. Resources (Vol. 1, pp. 93–111) – In the back of the book are important resources to support your teaching throughout the year. PreKTT: The Pre-K nteractive Teaching Tool – (Vol. 1, p. 34) and (Vol. 2, p. 8)

Unit 2: Week 7: Day 2

LANGUAGE & LITERACY

Focus: Letter F and Number 2

Objective: Children learn capitals, letter orientation, and left-to-right reading. Grouping: Whole group ™

Recognize Capital Letters

™

Multisensory Introduction: Sing and move to “Where Do You Start Your Letters?” 1. Review F and its sound.

2. Three children each place a Line It Up Card in the Bar beginning from the left: L, F, E. 3. Read the capitals with children from left to right. 4. Children take them down and put them put them up again. A different child gets to be first, second, or third. Read again.

Check for Understanding: Observe as children orient letters. Are they placed

right-side up?

Materials:

• Line It Up § Letter Cards: L, F, E • PreKTT Resources: “Where Do You Start Your Letters?”

• Roll–A–Dough Letters § Number Card: 2 • 2 of Each: Blocks, Buttons, Caps, Forks, Rings, Keys, Beads

We’re Learning:

We’re Learning: Cooperate with peers, take turns, demonstrate active listening Recognize and name capital letters, position capitals right-side up Learn body awareness, balance, and regard for people and things in play, move and place body to perform tasks

Theme: My Body

NUMBERS & MATH

Take turns, guess/check answer, repeat until correct, use manipulatives to find a solution Match shapes of same size, shape, and orientation, identify objects as same or different, guess and check the answer and repeat until correct answer is found

Support/ELL: Name letters and have children repeat. Finger trace letters.

Vocabulary:

Enrichment: Introduce beginning sounds. This is my finger. Finger begins with the /f/ sound.

capitals, first, second, third

two, check, match, press

Objective: Children form 2 and match objects to impressions by noticing shape, size, and orientation. Grouping: 1:1, pairs

Match Shapes Multisensory Introduction: Review 2 using Roll–A–Dough. Say directions: Big Curve to the bottom, Little Line across. 1. Have children spread dough inside their trays. 2. Show objects. Choose one thing to press into the dough and then put it back in the pile. I will guess what you used. Close your eyes. 3. Open your eyes. Describe the characteristics of the impression. Test the item you think it is in your dough. Yes, it matches. It is the same! 4. My turn. Close your eyes. Repeat by having children describe what you pressed.

Check for Understanding: Observe as children describe characteristics. Can they

accurately describe the impression?

Support/ELL: Ask children to repeat the names of each object. Enrichment: Stamp more than one shape at a time.

SCIENCE

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) • PreKTT Resources: Classroom Videos

• Image of a Frog • Image of a Fish

Learn F Using Stamp and See Screen

We’re Learning:

1. Review F and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try. 3. Show children how to stamp the complete letter F. Say the directions: Big Line down, jump to the smiley face, Little Line across the top, Little Line across the middle. Erase and let children try. 4. Show children how to use the magnetic chalk stylus to trace the strokes of F. Erase the letter. 5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make F from memory.

Check for Understanding: Watch as children stamp. Are they placing the

pieces correctly?

We’re Learning:

Listen to/follow directions

Sequence, listen to/follow directions Recognize and name capital letters, recognize distinct letter sounds Enjoy and engage in writing activities, hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool

Observe, investigate, describe and discuss the characteristics of organisms Use large muscle groups to maintain posture/position and mobility

Vocabulary: animal, move, jump, swim

Vocabulary:

Get Set for School Pre-K Teacher’s Guide: Introduction

1. Show children an image of a frog. What animal is this? Prompt children to describe the frog (four legs, green, two eyes, etc.). 2. Show children an image of a fish. What animal is this? Prompt children to describe the fish (no legs or arms, fins, etc.) 3. The frog has legs. How do frogs move? “Jumping/hopping.” 4. The fish does not have legs. How does the fish move? “Swimming.” 5. Have children imitate each animal’s movement: jumping and swimming. Discuss how they are different.

Check for Understanding: Observe as children discuss frogs and fish. Can they

Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss how both frogs and fish can live in a swamp. Look for a swamp on a map.

Enrichment: Have children tell you the sound of F. Ask them to find words beginning with F around the classroom.

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Grouping: Whole group, small group

Compare Frogs & Fish

describe their characteristics?

Big Line, Little Line, top, middle, smiley face, stamp

Support/ELL: Use just the first two steps of the activity. Model the next two steps for exposure.

Objective: Children compare animal bodies and movements.

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Sample Version of: Get Set For School Pre-K Teacher's Guide

Using Your Teacher’s Guide Week At-A-Glance We’ve got your lesson plans finished! Each week you will be provided with a weekly summary that gives you an at-a-glance view of each day to help you plan your week, including skills covered, benchmarks, technology, and some suggestions on how to use the lessons in a Pre-K classroom with 3-year-olds. Focused Topic – During circle time, introduce children to the topic focus of the day/ week (e.g., letter and number). Standards Covered – Shows what skills you will be teaching every day in each learning area. Technology – Gives you an idea of what technology lessons are coming up to help you prepare. Key – Explanation of the domain icons. Suggestions for 3-year-olds – Provides ways to adapt the activity for your youngest learners.

Theme: My Body

Unit 2: Week 11 At-A-Glance Focus: Letter i and Number 4

Children learn to identify i and its sound using describing words and hands-on activities like the A-B-C Touch and Flip Cards. Identifying, counting, writing number 4, and comparing weight are covered in Math. Science, Social Studies, and Oral Language focus on differences and how our lungs work.

Day 1 Language & Literacy

Readiness & Writing

Day 2

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Demonstrate active listening

Take turns

Take turns, remain engaged

Remain engaged, build relationships

Produce a word that rhymes with a given word, say whether or not two spoken words rhyme, listen to songs, poems, or nursery rhymes and find the rhymes, listen to gain and share information

Recognize and name capital letters

Learn words linked to content, use new words linked to content, communicate thoughts with words, talk about experiences and observations with words

Use words to describe, talk about experiences and observations, talk about experiences/observations

Name feelings, name emotions displayed by others, share opinions and ideas

Position an object for use

Sequence, demonstrate active listening

Sequence, listen to/follow directions

Recognize and name capital letters, position capitals right-side up, recognize distinct letter sounds

Recognize and name capital letters, recognize distinct letter sounds

Recognize and name capital letters, recognize and name letters in own name, position capitals right-side up, recognize distinct letter sounds

Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving objects

Numbers & Math

Approaches to Learning/SocialEmotional Learning

Cooperate with peers, take turns, work with others to solve problems Combine sets to learn how many in all by counting, connect numerals to quantities they represent, use manipulative to find a solution

Isolate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize object

Understand there’s a way to write that conveys meaning Listen to/follow directions, attend to simple task

Use correct top-to-bottom, left to right directionality

Recognize and name capital letters, recognize distinct letter sounds

Develop correct pinch grasp, hold a tool with proper grip to write

Use art as a form of creative expression

Take turns

Recognize that shapes can be the same even if positioned differently

Compare using heavy and light

Hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step, develop fill in coloring, color and draw creatively

Write name in all capitals

Work with others to solve problems

Explain how a story connects to personal experience, listen to converse, enjoy books and reading activities

Use correct top-to-bottom, left to right directionality, demonstrate active listening skills

Name parts of the body, participate in school routines, take turns, use manipulatives to find a solution

Match 1:1, write numerals

Recognize that the last number said is the total

Use art as a form of creative expression Isolate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize object

Handle play materials without an avoidance response

Trace correctly, step by step, develop fill in coloring, color and draw creatively

Oral Language, Science, or Social Studies

Oral Language Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Science Listen to/follow directions Observe, investigate, describe, and discuss the relationship of organisms to their environment, describe characteristics and differences between living and nonliving

Oral Language

Social Studies

Oral Language Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Demonstrate active listening skills Describe an object or person’s traits Identify similarities and differences in characteristics of families, share about family members Verbally count a set of objects

Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Technology

Songs, Student App

Suggestions for 3-Year-Olds

Have children describe the clothes they are wearing for the day.

C is for cats! Discuss cats at home and cats in the wild.

Place die-cut letter Cs around the classroom and have children go on a letter C hunt.

Practice counting groups of five with familiar objects from the classroom.

Have children share pictures of times they have worn a costume like for a holiday or in a play.

132

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Sample Version of: Get Set for School Pre-K Teacher's Guide

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Get Set for School Pre-K Teacher’s Guide: Introduction

133

Using Your Teacher’s Guide Daily Lesson Plan Each day has activities from four of the learning areas that cover a variety of skills with purposeful, hands-on learning. The lesson plans progress developmentally and were designed for easy-to-follow implementation. Suggestions for modifying or simplifying the activity are included in each lesson plan as well as ways to extend learning by adding complexity or variety.

Weekly Focus This is a summary of the weekly learning.

Unit 1: Week 1: Day 1 Focus: School and Friends’ Names

Learning Area This shows you which core learning area the activity covers.

LANGUAGE & LITERACY

Objective: Children ask and respond to simple questions.

Materials:

Grouping: Whole group, small group

• PreKTT Resources

, “Ask and Tell” Lyrics

Ask & Tell 1. Have children sit together and sing “Ask and Tell.” 2. Sing the first question. Then, lead the children in singing the response. 3. Continue until four to five questions are completed. 4. Offer opportunity for children to volunteer to sing a question. 5. Start with addressing the whole class in the lyrics. Then, adapt lyrics to include more personal questions when children are ready.



We’re Learning: Cooperate with peers Ask and answer simple questions, speak in 3–4 word sentences Recognize time of day, understand spatial relationships Understand impact of weather

Check for Understanding: Observe as children ask and answer questions. What questions do they answer in complete sentences?

Vocabulary:

Support/ELL: Focus on one type of “Wh” question at a time.

ask, tell, weather, question, answer, sing

Enrichment: Feature different children each week in the song to learn more about them.

READINESS & WRITING

Objective This is the purpose of the main activity.

Objective: Children learn how to greet others when they meet people.

Materials:

Grouping: Whole group, small group

• Lotion, Stickers, Stamps, etc. (Use one or none.) • Get Set for School Sing Along Album, “Hello Song”

Shake Hands with Me Multisensory Introduction: Sing and move to “Hello Song.” 1. Shake hands with each child. Hello, this is your right hand. I’m going to do something to your right hand.

Grouping This is the recommended number of children for the main activity.

2. Rub each child’s right hands with lotion, add a stamp, etc. 3. Model and ask children to raise their right hand and say, This is my right hand. I shake hands with my right hand. 4. Have children take turns greeting and shaking hands with each other.

Cooperate with peers, listen to/follow directions, attend to simple tasks, participate in school routines, imitate teacher’s movements Learn words linked to content



Check for Understanding: Observe as children shake hands. Are they using their

Title/Activity The main activity describes the activity in simple steps and the bold type tells you what to say.

right hand?

Support/ELL: Repeat the activity with a sticker, water, or other sensory item to reinforce which hand is their right hand. Use care with children who may be sensitive to touch

Vocabulary: right, friends, shake, hands, hello, sing, move

Enrichment: Once children can show their right hand when asked, follow by asking about their left hand.

We’re Learning:

Get Set for School Pre-K Teacher’s Guide: Introduction

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Sample Version of: Get Set For School Pre-K Teacher's Guide

Using Your Teacher’s Guide

Theme This shows the theme of each unit. Materials These are the suggested items to be used with the activity.

Materials:

Objective: Children describe position using left and right.

• The Door Bell Rang by Pat Hutchins, Book Connections

Grouping: Whole group, small group

Vocabulary This indicates which words are used in each lesson.

Identify position using left and right Use visual cues to guide reaching for, grasping, and moving object

Vocabulary:

Support/ELL These are suggestions for modifying or simplifying the activity to make it more accessible. Enrichment This section provides additional activities to extend learning by adding complexity or variety.

2. Count with children every time a friend arrives in the story. 3. Have children count all the friends in class.

Check for Understanding: Observe children as you read the story. Do they count

with the group?

Support/ELL: Provide physical prompts to assist children as they point and count the friends in the book. Enrichment: Have children count as high as they can. Reward all attempts.

left, right, doorbell, rang, friends, count, story



Check for Understanding This is an informal measure of a child’s understanding of the activity.

Shake Hands with Friends 1. Read The Doorbell Rang.

We’re Learning: Take turns

We’re Learning This includes the benchmarks that are addressed in each activity.

Theme: Get Set for School

NUMBERS & MATH

ORAL LANGUAGE Materials: • Squawker • Word Cards: meet/shake • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: meet, shake, people, friends, places

Objective: Children learn two action verbs, say the words in sentences and use them in conversation. Grouping: Whole group

Verbs: Meet/Shake

m e et

shake

1. Look Say the words with Squawker. When people meet each other, they shake hands. To shake is to move something up and down or back and forth. 2. Do Have Squawker say hello to Helper. Hello, I’m Squawker. It’s nice to meet you. Have Helper shake hands with Squawker (hand to wing). Have children shake hands with a child near them. 3. Say We meet. We shake hands. 4. Talk Squawker says: We can meet new people at school. Where else can we meet people? We can shake hands. What other parts of your body can you shake? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children say the words. Do they repeat

the sentences?

Support/ELL: Have children repeat the words while viewing pictures of people meeting/ shaking hands. Enrichment: Discuss. People in Japan often bow to each other instead of shaking hands.

Sample Version of: Get Set for School Pre-K Teacher's Guide

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Get Set for School Pre-K Teacher’s Guide: Introduction

Digital Educator Teaching Tools PreKTT: The Pre-K nteractive Teaching Tool PreKTT is a one-stop digital teaching platform for managing and teaching Get Set for School lessons with a variety of multimedia assets including digital letter and number formations, videos, music, and more. Compatible with any whiteboard or projector, PreKTT helps you manage and preview lessons and plans while reducing prep time. It’s also customizable so you can adjust the ready-made classroom lessons to fit your unique instructional needs.

How to Access

Access PreKTT at prekitt.LWTears.com/ext/TGPKGSS/2021 or through the myLWT portal on the Learning Without Tears website. A free trial version of PreKTT is available for a limited time so you can explore how it makes teaching easy, engaging, and fun.

Teach with PreKTT PreKTT is designed to help you easily teach with just a few clicks! To get started, access your free trial or log into PreKTT at prekitt.LWTears.com/ext/TGPKGSS/2021. Once you’re logged in, you’ll find engaging, hands-on, and multisensory lessons that bring learning to life for your students. •

Get your children ready for kindergarten with multiple readiness lessons that prepare them for the demands of school in a fun way

•

Enrich and support instruction with dynamic, cross-curricular videos to build connections with material from different subjects

•

Simply demonstrate letter and number formation with touch sensitive digital letter and number formations (perfect for digital panels and interactive whiteboards)

•

Have letter formation instruction leap off the page with engaging animation videos to bring letter formation to life

•

Address different learning styles with fun music to enhance learning (excellent for auditory learners)

•

Explore extra activities for further learning and seek inspiration in the A Click Away library

Additional Resources: myLWTears.com

myLWTears.com is a centralized location and platform on our website that houses all digital products and resources such as articles and how-tos, assessments, classroom resources, and more. It’s easily accessible from LWTears.com and is a great place to explore and discover more helpful tools for your classroom to empower your teaching. •

Discover free classroom activities, assessments, webinars, and more

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Browse additional tools to supplement and boost your teaching

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Access and manage all of your digital products and resources

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Pin your most-loved products and resources for easy access and continued use

Get Set for School Pre-K Teacher’s Guide: Introduction

Sample Version of: Get Set For School Pre-K Teacher's Guide

Unit 1: Get Set for School

Sample Version of: Get Set for School Pre-K Teacher's Guide

Unit 1: Week 1 At-A-Glance Focus: School and Friends’ Names

Children learn appropriate behavior, how to be polite and make friends, finger plays, counting, similarities and differences, and friends’ names.

Day 1 Language & Literacy

Cooperate with peers Ask and answer simple questions, speak in 3–4 word sentences

Cooperate with peers, listen to/follow

Take turns, name body parts

directions, attend to simple tasks, participate in school routines, imitate teacher’s movements

Take turns

I dentify position using left and right Use visual cues to guide reaching for,

grasping, and moving object

Oral Language, Science or Social Studies

Say whether a sound is an environmental

Understand impact of weather

L earn new words linked to content

Numbers & Math

Demonstrate active listening, listen to/follow directions or a speech sound, listen to sounds and name objects that make that sound, indicate when a certain sound is spoken or heard

ecognize time of day, understand R spatial relationships

Readiness & Writing

Day 2

Oral Language

Move fingers for finger plays, use both

sides of body

U se movements to connect to lesson

L isten to/follow directions, participate in school routines C ount to 5, match 1:1, identify numerals

Social Studies

Take turns, remain engaged,

listen to/follow directions

C ooperate with peers, show empathy towards others

Understand print has meaning

Identify similarities and differences

R epeat words, say sentences, demonstrate understanding of word meaning

P articipate in dramatic play

between people

Technology

Sing & Move

Suggestions for 3-Year-Olds

Play “Right Hand, Left Hand” by having children hold up a stuffed animal in the hand you name.

Create simple classroom instruments to play different sounds.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Imitate teacher’s movements

Take turns, listen to/follow directions

Take turns, demonstrate active listening

Distinguish between letters, pictures,

Distinguish print from pictures,

Identify similarities and differences in

and other symbols, recognize and name capital letters Sort objects by kind or function

Take turns, name body parts, imitate

teacher’s movements

Identify right hand, use both sides

of body

understand print has meaning Turn pages of a book

Imitate teacher’s movements, participate

in school routines, listen to/follow directions, attend to simple tasks, share L earn words linked to content, communicate thoughts with words Sort objects by shape Use visual cues to guide reaching for,

grasping, and moving objects, use both sides of the body Work with others to solve a problem,

name body parts

M ove to a designated location to indicate response to a question, verbally count a set of 1–10 objects, compare using more and fewer, compare using long and short Oral Language listen to/follow directions

U nderstand print has meaning Repeat words, say sentences,

demonstrate understanding of word meaning

I mitate teacher’s movements, listen to and repeat songs, listen to/follow directions, attend to simple tasks, cooperate with peers Learn words linked to content Maintain posture/position and mobility,

use both sides of the body, move and place body to perform tasks, handle play materials without an avoidance response

Listen to/follow directions, take turns

T ake turns, cooperate with peers

I dentify objects as the same or different, identify and describe shapes

C ount to 5, identify position using in and out

A sk and answer simple questions

M ove and place body to perform tasks

Social Studies

Take turns, remain engaged,

sounds, listen to sounds and name the source, distinguish print from pictures, understand print has meaning

Build relationships, cooperate with peers Ask and answer simple questions reate simple representations of home, C school, or community

Oral Language Take turns, remain engaged,

listen to/follow directions

U nderstand print has meaning Repeat words, say sentences,

demonstrate understanding of word meaning

Sing & Move

Play “Right Hand, Left Hand” by having children hold up a crayon in the hand you name.

Have children bring and share pictures of themselves from home.

Play “Right Hand, Left Hand” by having children hold up a Big Line Wood Piece in the hand you name.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 1: Day 1 Focus: School and Friends’ Names

LANGUAGE & LITERACY

Objective: Children ask and respond to simple questions.

Materials:

Grouping: Whole group, small group

• PreKTT Resources

: “Ask and Tell” Lyrics

Ask & Tell 1. Have children sit together and sing “Ask and Tell.” 2. Sing the first question. Then, lead the children in singing the response. 3. Continue until four to five questions are completed. 4. Offer opportunity for children to volunteer to sing a question. 5. S tart with addressing the whole class in the lyrics. Then, adapt lyrics to include more personal questions when children are ready.



We’re Learning: Cooperate with peers Ask and answer simple questions, speak in 3–4 word sentences Recognize time of day, understand spatial relationships Understand impact of weather

Check for Understanding: Observe as children ask and answer questions. What questions do they answer in complete sentences?

Vocabulary:

Support/ELL: Focus on one type of “Wh” question at a time.

ask, tell, weather, question, answer, sing

Enrichment: Feature different children each week in the song to learn more about them.

READINESS & WRITING Objective: Children learn how to greet others when they meet people.

Materials:

Grouping: Whole group, small group

• Lotion, Stickers, Stamps, etc. (Use one or none.) • PreKTT Resources: “Hello Song”

Shake Hands with Me Multisensory Introduction: Sing and move to “Hello Song.” 1. S hake hands with each child. Hello, this is your right hand. I’m going to do something to your right hand. 2. Rub each child’s right hands with lotion, add a stamp, etc.

We’re Learning:

3. M odel and ask children to raise their right hand and say, This is my right hand. I shake hands with my right hand.

Cooperate with peers, listen to/follow directions, attend to simple tasks, participate in school routines, imitate teacher’s movements

4. Have children take turns greeting and shaking hands with each other.

Learn words linked to content

Check for Understanding: Observe as children shake hands. Are they using their  right hand? Support/ELL: Repeat the activity with a sticker, water, or other sensory item to reinforce which hand is their right hand. Use care with children who may be sensitive to touch

Vocabulary: right, friends, shake, hands, hello, sing, move

Enrichment: Once children can show their right hand when asked, follow by asking about their left hand.

Version of: Get Set For School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children describe position using left and right.

• The Door Bell Rang by Pat Hutchins, Books All Year (Vol. 1 pp. 102–105)

Grouping: Whole group, small group

Shake Hands with Friends 1. Read The Doorbell Rang.

We’re Learning:

2. Count with children every time a friend arrives in the story.

Take turns

3. Have children count all the friends in class.

Identify position using left and right

Check for Understanding: Observe children as you read the story. Do they count  with the group?

Use visual cues to guide reaching for, grasping, and moving object

Vocabulary:

Support/ELL: Provide physical prompts to assist children as they point and count the friends in the book. Enrichment: Have children count as high as they can. Reward all attempts.

left, right, doorbell, rang, friends, count, story

ORAL LANGUAGE Materials: • Squawker • Word Cards: meet/shake • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: meet, shake, people, friends, places

Objective: Children learn two action verbs, say the words in sentences and use them in conversation. Grouping: Whole group

Verbs: Meet/Shake

m e et

shake

Check for Understanding: Observe as children say the words. Do they repeat  the sentences?

Support/ELL: Have children repeat the words while viewing pictures of people meeting/ shaking hands. Enrichment: Discuss. People in Japan often bow to each other instead of shaking hands.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 1: Day 2 Focus: School and Friendly Behavior

LANGUAGE & LITERACY

Objective: Children ask and respond to simple questions.

Materials:

Grouping: Whole group, small group

• PreKTT Resources: “Hurry Burry”

Identify the Sound 1. We hear many sounds outside and inside such as barking, talking, and many other sounds. 2. Close your eyes and listen to “Hurry Burry.” 3. Play “Hurry Burry.” Pause after each verse to talk about the sounds. 4. What sounds did you hear? What made those sounds? Have children mimic the sounds. 5. Play “Hurry Burry” again to see if the children can hear new sounds.



Check for Understanding: Observe as children listen and identify the sounds. Are they able to tell the difference between the sounds?

We’re Learning Demonstrate active listening, listen to/follow directions Say whether a sound is an environmental or a speech sound, listen to sounds and name objects that make that sound, indicate when a certain sound is spoken or heard

Vocabulary outside, inside, sounds, hear, listen, barking, talking, close, eyes

Support/ELL: Use visual images when children cannot think of the sound they hear. Enrichment: Have children take turns making sounds and guessing the sounds they hear.

READINESS & WRITING Objective: Children learn how to greet others when they meet people.

Materials:

Grouping: Whole group, small group

• PreKTT Resources: “Ten Little Fingers”

Use 10 Little Fingers 1. Demonstrate “Ten Little Fingers” finger play without music. 2. Repeat and have children imitate the song chants and actions. 3. Discuss other parts of the body where we have a set of 10 (e.g., toes).

We’re Learning: Take turns, name body parts Move fingers for finger plays, use both sides of body, maintain posture/position and mobility Use movements to connect to lesson

4. Have children explore what sounds they can make with their fingers.

Check for Understanding: Observe as children listen to and imitate the movements. Are they able to follow along?

Vocabulary: ten, little, fingers, wiggle, stretch, wide, tight

Support/ELL: Repeat the song without the music and pause after each verse until children imitate the movement. Enrichment: Discuss what else 10 little fingers do and act out each action.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children describe position using left and right.

• 1-2-3 Touch & Flip Cards § Animal and Counting Cards: 5 • PreKTT Resources: “Counting, Counting”

Grouping: Whole group

Count to Five 1. Demonstrate each verse of “Counting, Counting.”

We’re Learning: Listen to/follow directions, participate in school routines Count to 5, match 1:1, identify numerals

2. R epeat and have children imitate you in the chant and actions. 3. Have children raise one hand. How many fingers? (5.)

4. H ave children raise the other hand. Now, how many fingers? (10.)

Check for Understanding: Observe as children imitate the chant and actions.  Do they participate?

Vocabulary

Support/ELL: Play “Counting, Counting” again and pause after each verse for children to process and respond.

counting, five, ten

Enrichment: Have children count as high as they can.

SOCIAL STUDIES Materials: • Images of 10+ Examples Showing Appropriate Behavior Towards Others • Poster Board to Make a List

Objective: Children discuss what friends are and create a list with the teacher of ten things good friends do. Grouping: Whole group, small group

Do Good Things 1. As a class, define what a friend is.

We’re Learning:

2. Give examples of what a friend does (e.g., be kind, etc.).

Cooperate with peers, show empathy towards others Identifies similarities and differences between people Participate in dramatic play

3. Create a numbered class list using pictures and words of ten things friends do.

Check for Understanding: Observe as children discuss friends and helpers. Does  every child attempt to give an example? Support/ELL: Provide visual supports to children of what good friends/helpers do and assist with verbal prompts as needed. Enrichment: Read Each Kindness from Book Connections and discuss examples of kindness.

Vocabulary: friend, kind, helpful, sharing, waiting, showing, pretend, play

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 1: Day 3

LANGUAGE & LITERACY

Focus: School, Behavior, and Sorting

Objective: Children distinguish between letters and pictures or other symbols.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles • A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) • 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83) • Mix & Make Shapes (Vol. 1, pp. 84–85) • PreKTT Resources: “Skip to My Lou”

Distinguish between Pictures & Words Multisensory Introduction: Children dance, sing, and move to “Skip to My Lou.” 1. Hand out letters, numbers, shapes, and picture tiles to children so that each child has one item.

ALC_2-Sided_9.23.2010.indd 8

123_Touch-Flip_Squares 1-10.indd 7

9/23/10 3:06 PM

9/23/10 3:01 PM

2. Identify an area in the room for each category.

We’re Learning:

3. Help children sort and group tiles by category.

Imitate teacher’s movements

Check for Understanding: Observe as children sort the  items. Can they distinguish between the categories?

Distinguish between letters, pictures, and other symbols, recognize and name capital letters

Support/ELL: Have children help you name items and say the letter, number, or shape.

Sort objects by kind or function

Enrichment: Have children name as many shapes, numbers, and/or letters as they can. Vocabulary: letter, number, picture, shape, sort, category

READINESS & WRITING Objective: Children learn how to shake hands and how to address others when they meet people. Grouping: Whole group, small group

Shake Hands with Me Multisensory Introduction: Sing and move to “Hello Song.” 1. Shake hands with each child once they are sitting. 2. This is your right hand. I’m going to do something to your right hand (rub with lotion, give a stamp or sticker, etc.). 3. Model and ask children to raise their right hand. This is my right hand. I shake hands with my right hand. 4. Sing the “Hello Song” again and have children shake hands with friends.

Materials: • One of Choice: Lotion, Stamp, Sticker • PreKTT Resources: “Hello Song”

We’re Learning: Take turns, name body parts, imitate teacher’s movements Identify right hand, use both sides of body

Vocabulary: right, hand, raise, shake, hello, song

Check for Understanding: Observe as children shake and raise their hands.  Are they using their right hand? Support/ELL: Repeat the activity with a sticker, water, or other sensory item to reinforce. Enrichment: Once children can show their right hand when asked, ask about their left hand.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH

Objective: Children respond to questions by moving their bodies to different areas.

Materials: • New and Old Toys

Grouping: Whole group, small group

Move to Answer Questions

We’re Learning: Work with others to solve a problem, name body parts Move to a designated location to indicate response to a question, verbally count 1–10 objects, compare using more and fewer, compare using long and short

1. W e’re all wearing clothes. Let’s compare our different clothes. 2. W hat type of clothes are you wearing? Pants? Shorts? Skirts? 3. Have children move into groups and line up by types of clothing. 4. Compare lines. Which line is longest and which is shortest? 5. Count children in each line. Which group has more? Less?

Vocabulary: bottom, compare, longest, most, shortest, top, old, new

6. W e can compare new and old toys too. Let’s sort this pile of toys and see which one has the most.

Check for Understanding: Observe as children move into groups. Do they choose

the correct group?

Support/ELL: Begin with only two choices for bottoms (e.g., pants or shorts). Compare. Enrichment: Repeat the activity to compare shirts, shoes, backpacks, etc.

ORAL LANGUAGE Materials: • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: new/old New Book Old Book PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: new, old, opposites, bought, made, long, time, favorite, book

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group, small group

Adjectives: New/Old

new

old

1. Look Say the words with Squawker. New and old are opposites. New describes something just bought or made. Old describes something you have had for a long time. 2. Do Have Helper show new book. Have Helper show old book. 3. Say Books are new. Books are old. 4. Talk Squawker says: We can buy a new book and read it for the first time. What else can be new? We can read a favorite old book many times. What else can be old? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss new and old books.  Does every child attempt to answer? Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss other categories of new and old items.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 1: Day 4 Focus: Similarities and Differences

Objective: Children recognize the difference between print and pictures and their meanings.

LANGUAGE & LITERACY Materials: • My Book (1 per child) (Vol. 1, p. 12)

Grouping: Whole group, small group

Distinguish Print from Pictures 1. The title of this book is My Book. There are pictures and words. We look at pictures and we read words. 2. In My Book, I found a picture of a playground. I bet you can find a picture, too. 3. When it’s time to share, have children say: In My Book, I found a picture of a _______. 4. Repeat activity finding words. Model for children. Children point to word and you read it.

Check for Understanding: Observe as children show pictures and words. Can  they distinguish between them?

We’re Learning: Listen to/follow directions, take turns Distinguish print from pictures, understand that print has meaning Turn pages of a book

Vocabulary: picture, word, book, title, look, read

Support/ELL: Put a few picture tiles and their matching words in the Sound Around Box and have children pull an item from the box and identify it as a picture or a word. Enrichment: Show the children a scenic picture from a book or a magazine. Then, have the children tell you what they see.

READINESS & WRITING Objective: Children learn the names of the Wood Pieces in preparation for building capital letters and numbers. Grouping: Whole group

Polish, Sort & Trade Wood Pieces 1. Spread the Wood Pieces on the floor and show children how to polish (with cloth), sort, and trade them. 2. Talk about the similarities and differences in size and shape of the Wood Pieces. 3. Have children name the Wood Piece they are polishing. 4. Sort the Wood Pieces into four piles: Big Lines, Little Lines, Big Curves, Little Curves.

Check for Understanding: Observe children to see which hand they use to  polish the Wood Pieces (it is usually their dominant hand). Which hand is their dominant hand?

Support/ELL: Make up songs as children polish the pieces to reinforce the concepts you are teaching. Sing Rub, Rub, Rub Big Line to the tune of “Row, Row, Row Your Boat.” Enrichment: Collect and stack Wood Pieces by type and size. Stacking requires turning and positioning.

Materials: • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–62) • Socks, Cloths, or Paper Towels

We’re Learning: Imitate teacher’s movements, participate in school routines, listen to/follow directions, attend to simple tasks, share Learn words linked to content, communicate thoughts with words Sort objects by shape Use visual cues to guide reaching for, grasping, and moving object, use both sides of the body

Vocabulary: big, little, curve, line, polish, trade, sort, stack

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children describe same and different objects.

• 4 Squares More Squares (Vol. 1, pp. 86–87) § 1 Purple Little Piece, 3 Green Little Pieces • Coins or Play Money: § 3 Pennies, 1 Nickel

Grouping: Small group

Classify Same or Different 1. L et’s look at a few things. You tell me what’s the same and different. 2. Show three green Little Pieces and one purple Little Piece. 3. Talk about how squares are the same (shape, size, etc.).

We’re Learning: Listen to/follow directions, take turns Identify objects as the same or different, identify and describe shapes Ask and answer simple questions

4. Talk about how squares are different (color). 5. Repeat the activity with three pennies and one nickel.

Check for Understanding: Observe as children describe size, shape, and color. Do  children use the correct vocabulary in their answers? Support/ELL: Show children two blue squares to help children see that they are the same. Show one blue and one orange square to help children see that they are different.

Vocabulary: few, different, same, little, square, pennies, nickel

Enrichment: Repeat the coin activity with pennies, nickels, and dimes.

SOCIAL STUDIES Materials:

Objective: Children learn similarities and differences between home and school.

• Pre-Drawn Venn Diagram on Whiteboard or Chart Paper

Grouping: Whole group, small group

Discover Similarities & Differences 1. D iscuss similarities and differences between home and school.

We’re Learning: Build relationships, cooperate with peers Ask and answer simple questions Create simple representations of home, school, or community

2. P rompt children by asking questions. What is something we do at school that you don’t do at home? What is at home that isn’t at school? 3. S how children the Venn diagram. Explain that characteristics of home (pets, family, sleep) go on the left side, and characteristics of school (teacher, PE, recess) go on the right side. Things that they have in common, like seeing friends, go in the middle. 4. Record children’s responses on the Venn diagram. Encourage them to show you where to write their answer: home, school, or things that are the same.

Vocabulary: same, different, home, school



Check for Understanding: Observe as children participate in the activity. Can they identify characteristics that are the same and different? Support/ELL: Provide verbal cues as needed to assist children in asking and/or answering questions when it is their turn. Enrichment: Complete another Venn diagram with new topics, such as inside and outside.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 1: Day 5

Focus: Discriminating Sounds and Learning Names

LANGUAGE & LITERACY

Objective: Children identify sounds that are the same and different.

Materials:

Grouping: Whole group, small group

• Various Sounds § Animals, Instruments, Inside Sounds (door closing), Outside Sounds (lawn mower) • Pictures of Sound Sources (optional)

Discriminate Sounds 1. Let’s pretend to be detectives. A detective figures things out. Our job is to match the missing sounds. 2. Create/play a sound from the list of sounds in the materials section. Sound detectives, were those two sounds the same? Yes, they match. Let’s do the Match Dance. Have children stand and wave their hands while turning around. 3. Create/play a second sound that doesn’t match. Sound detectives, does it match? No, those sounds are different. 4. Repeat activity.

We’re Learning: Take turns, demonstrate active listening Identify similarities and differences in sounds, listen to sounds and name the source, distinguish print from pictures, understand that print has meaning

Check for Understanding: Observe as children talk about sounds that are the  same and different. Can they identify if sounds are the same and the sources of sounds?

Vocabulary:

Support/ELL: Ask children to identify what makes sounds. Use visual supports as needed (i.e., Is it an animal? Is it a machine?).

picture, word, same, different, match, sounds, detectives

Enrichment: Listen to “Inside, Outside” from the Sing, Sound & Count With Me Album two times. The second time, have children stand for the loud parts and sit for the quiet parts.

READINESS & WRITING Objective: Children learn the names of the Wood Pieces in preparation for building capital letters and numbers. Grouping: Whole group

Sing & Name Wood Pieces Multisensory Introduction: Children sing and move to the “Wood Piece Pokey.” 1. Introduce children to the names of the Wood Pieces. This is a Big Line. Hold it up in the air. Can you show me a Big Line? Children hold it up in the air. 2. Repeat for other Wood Pieces.

Check for Understanding: Observe as children listen and follow directions. Do they select the correct Wood Pieces during the song? Support/ELL: Use the music just for familiarity. Then, sing without music until children understand the names of the Wood Pieces. Enrichment: Make up your own verses to extend the song (for this song, the possibilities are endless).

Materials: • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § One of Each Shape Per Child • PreKTT App: Wood Pieces • PreKTT Resources: “Wood Piece Pokey”

We’re Learning: Imitate teacher’s movements, listen to and repeat songs, listen to/follow directions, attend to simple tasks, cooperate with peers Learn words linked to content Maintain posture/position and mobility, use both sides of the body, move and place body to perform tasks, handle play materials without an avoidance response

Vocabulary: wood, piece, pokey, big, little, curve, line, up, down, in front, behind

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children describe position using in and out.

• Tag Bags (Vol. 1, pp. 88–89) § One of Each Color • Hula Hoop (or mark an area about that size)

Grouping: Whole group, small group

We’re Learning: Take turns, cooperate with peers Count to five, identify position using in and out Move and place body to perform tasks

Demonstrate In & Out 1. Will we toss our Tag Bags in or out? Let’s see! 2. P lace Tag Bags inside the hula hoop on the floor and pick up one Tag Bag. Step and count five big steps from hoop. Demonstrate tossing inside the hoop and out. 3. C hildren, take a Tag Bag. Take five big steps out from the circle. 4. H ave children toss by color. Who has red? Take one big step in. Toss and shout: IN or OUT? 5. Repeat for other colors.

Vocabulary: in, out, steps, count, colors, five, circle



Check for Understanding: Observe as children toss the Tag Bags. Do they shout the correct word to describe whether Tag Bags are in or out of the hula hoop? Support/ELL: Place a green Tag Bag in the hula hoop and a yellow Tag Bag out of the hula hoop. Use to help children understand in and out. Enrichment: Challenge children to count Tag Bags that are in and out of the hula hoop and total number of Tag Bags.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: name/_____ § Write Helper’s Name on the Blank Card with Dry Erase Marker • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Q & A with Nouns: Name/________

na me

(Write Helper’s name on this card.)

1. Look Say the words with Squawker. A name is what you call a person. Each person has his or her own name. 2. Do Have Squawker ask Helper: What is your name? Helper answers with his or her name in a sentence. My name is ________. What is your name? My name is ________. Have each child say the sentence, 3. Say filling in his/her own name. 4. Talk Squawker says: People have names. What else can have a name? Our Helper’s name is ________. Do you know anyone else with that name? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children participate in the activity.

Can children say their names?

Support/ELL: Provide physical prompts and verbal cues as needed to assist students in saying their names.

Vocabulary: my, your, name, call, person, people

Grouping: Whole group

Enrichment: Discuss. Some people have the same name. Does that make them the same person?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 2 At-A-Glance Focus: Readiness, Mat Man, and Manners

Children learn how to build and then draw Mat Man while learning multiple readiness skills. While building Mat Man, children learn body part names, how to count body parts, one-to-one correspondence, and how to take turns. Throughout the week, children will learn good manners to use at home, at school, and in the community.

Day 1 Language & Literacy

Day 2

T ake turns, listen to/follow directions, attend to simple tasks

T ake turns, cooperate with peers, listen to/follow directions, attend to tasks

R ecognize shapes can be same even if sizes differ

Make predictions using illustrations, use

Identify book parts, distinguish print

from pictures

prior knowledge to make predictions, listen to learn what happened in a story, listen to converse

Position an object for use, placement,

or release

Readiness & Writing

T ake turns, name body parts, listen to/ follow directions, attend to simple tasks

Position an object for use, placement,

T ake turns, respect property, listen to/follow directions, demonstrate active listening

L isten to/follow directions

T alk about experiences/observations, learn words linked to content

Learn words linked to content

or release

Numbers & Math

C ompare size using big and little erceive the identity of an object by P sense of touch, notice and attach meaning to visual information

Oral Language, Science or Social Studies

Oral Language

or release

I dentify position using above, below, over, and under se both sides of the body, move and U place body to perform tasks

Science

emain engaged, listen to/follow R directions

N ame body parts, take turns

Understand print has meaning

se both sides of the body, move and U place body to perform tasks

R epeat words, demonstrate understanding of word meaning

Use words to describe, predict outcomes

A sk questions, gather information, and makes predictions, learn through senses

Technology

Sing & Move, Read Aloud Books

Suggestions for 3-Year-Olds

Draw and label Mat Man as a class.

Make predictions about familiar routines at home or school.

Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

ÂŠ 2021 Learning Without Tears

Theme: Get Set for School Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

L isten to/follow directions, attend to simple tasks

emain engaged, listen to/follow R directions, attend to simple tasks

R emain engaged, listen to/follow directions, attend to simple tasks

R ecognize and name shapes

ay whether two spoken words are the S same or different, listen to learn what happened in a story, listen to converse

ttend to and show interest in books, A hold book right-side up, identify book parts

Identify book parts Turn pages of a book

Turn pages of a book P articipate in dramatic play, discuss feelings caused by art

T ake turns, name body parts, listen to/follow directions, attend to simple tasks, sequence

T ake turns, name body parts, listen to/follow directions, attend to a simple tasks, imitate teacher’s movements

osition an object for use, placement, P or sequence

osition an object for use, placement, P or release

se helping hand to stabilize object, U use same hand to hold tool, draw a person Draw a person D iscuss feelings caused by art

L isten to/follow directions, recognize common prepositions in speech, imitate teacher’s movements C ompare size using big and little T olerate motion in activities, use both sides of the body, move and place body to perform tasks

Oral Language

T ake turns, respect property, listen to/follow directions

L isten to/follow directions, name body parts

U se words linked to content, communicate thoughts with words, describe an object or person’s traits

I dentify position or location using above, below, over, and under

se both sides of the body, handle U play materials without an avoidance response, perceive the identity of an object by sense of touch Social Studies

Learn words linked to content se both sides of the body, move and U place body to perform tasks

Oral Language

emain engaged, listen to/follow R directions

T ake turns, cooperate with peers, listen to/follow directions

emain engaged, listen R to/follow directions

Understand print has meaning

U se words linked to content, communicate thoughts with words

U nderstand print has meaning

epeat words, demonstrate R understanding of word meaning, use manners in conversation

iscuss the roles and responsibilities of D family, school, and community helpers

epeat words, demonstrate R understanding of word meaning

Sing & Move, Read Aloud Books

Sing & Move, Read Aloud Books, Teacher Resources

Have children take turns greeting one another as they enter the classroom.

Discuss classroom jobs and responsibilities.

Use familiar physical props to identify opposites (e.g., long pencil, short crayon).

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 2: Day 1

Focus: Readiness, Mat Man, and Manners

stand

sit

Objective: Children learn concepts about print by distinguishing print from pictures. Children match shapes.

out

many

few

empty

full

wet

dry

real

pretend

Grouping: Whole group, small group

Recognize Parts of a Book 1. Show Mat Man Shapes book.

LANGUAGE & LITERACY Materials: • Mat Man Shapes Book • Mix & Make Shapes (Vol. 1, pp. 84–85) • PreKTT Mat Man Books: Mat Man Shapes

We’re Learning:

2. Point and name: title, spine, front, and back of book. Help children make predictions about what will happen in the book.

Take turns, listen to/follow directions, attend to simple tasks

3. Pass out Mix & Make Shapes.

Recognize shapes can be same even if sizes differ

4. Read Mat Man Shapes and have children hold up matching shape on corresponding page.

Check for Understanding: Observe as children see pictures and words. Can they  distinguish between pictures and print?

Identify book parts, distinguish print from pictures Position an object for use, placement, or release

Support/ELL: Teach front and back by showing the front/back of the body and different items in the classroom.

Vocabulary:

Enrichment: Have children build Mat Man with different shapes for his body.

front cover, back cover, spine, title, outside, top, bottom, title page, shapes

READINESS & WRITING Objective: Children learn how to sequence and build a person.

Materials:

Grouping: Whole group, small group

• Mat for Wood Pieces (1) (Vol. 1, p. 67) • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § Two Big Curves, Three Little Curves, Four Big Lines, Two Little Lines • Mat Man Accessories: § Hands, Eyes, Nose, Belly Button, etc. • PreKTT Resources: “Mat Man”

Sing & Build Mat Man 1. Children sit on the floor in a circle. 2. Build Mat Man on the floor. 3. Give Mat Man parts to the children. 4. Children build Mat Man as they sing the “Mat Man” song. 5. Make Mat Man more interesting or change him into a different Mat person with extra accessories (hair, clothing, seasonal items, etc.).

Check for Understanding: Observe children with Wood Pieces. Do they take  turns and name the pieces correctly?

We’re Learning: Take turns, name body parts, listen to/ follow directions, attend to simple tasks Position an object for use, placement, or release

Support/ELL: Begin by only building Mat Man’s head with eyes, nose, and mouth. Enrichment: Make Mat Girl by using a large triangle for the body.

Vocabulary: Big Line, Little Line, Big Curve, Little Curve, body parts

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children identify an object by touch.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • PreKTT Resources: “Tap, Tap, Tap”

Grouping: Whole group, small group

We’re Learning:

1. P ut Magnetic Pieces for Capitals in the Sound Around Box.

Take turns, respect property, listen to/ follow directions, demonstrate active listening Talk about experiences/observations, learn words linked to content Compare size using big and little Perceive the identity of an object by sense of touch, notice and attach meaning to visual information

Vocabulary: Big Line, Little Line, Big Curve, Little Curve, match

Reach & Find a Match Multisensory Introduction: Children sing, move, and tap Wood Pieces to “Tap, Tap, Tap.”

2. Put one Magnetic Piece on the side of the box. 3. Children take turns reaching into the box to feel for a match. 4. P lace matching Magnetic Pieces on front of the box. Put any non-matching piece back and try again.

Check for Understanding: Observe as children reach into the box. Do they match  relatively quickly? Support/ELL: To make it easier for children to feel differences, use only two kinds of Magnetic Pieces for Capitals. Enrichment: Place items in a box and have children guess the item through the sense of touch.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: look/listen • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: look, listen, ears, eyes, Squawker

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Look/Listen

look

l i ste n

1. Look Say the words with Squawker. We look with our eyes. We listen with our ears. We look and listen to know what is happening around us. 2. Do Have children place hands above their eyes like a visor, turn, and look at Squawker. Have children cup hands behind their ears. Have Squawker say: Squawk! Squawk! 3. Say We look at Squawker. We listen to Squawker. 4. Talk Squawker says: We look at pictures in books. What else can we look at? We listen when the teacher reads. What else can we listen to? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss, look, and listen. Do they  understand the words and say the sentences? Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss. Why is it important to stop, look, and listen before you cross a street?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 2: Day 2

Focus: Readiness, Mat Man, and Manners

stand

sit

out

many

few

empty

full

wet

dry

real

pretend

Objective: Children predict what will happen in a story.

LANGUAGE & LITERACY Materials:

Make Predictions

• Mat Man On the Go Book • PreKTT Mat Man Books: Mat Man on the Go

1. I am going to read a book. Before I read, let’s predict what will happen.

We’re Learning:

Grouping: Whole group, small group

2. Show children the front cover of Mat Man On the Go. What do you see in the picture? What do you predict will happen in this story? 3. Read the title. What do you predict will happen? 4. Begin reading aloud. Stop once or twice to get any new or updated predictions. 5. Review the children’s predictions after reading. Compare them with what really happened.

Check for Understanding: Observe how children make their predictions. Do their

predictions make sense?

Take turns, cooperate with peers, listen to/follow directions, attend to simple tasks Make predictions using illustrations, use prior knowledge to make predictions, listen to learn what happened in a story, listen to converse

Vocabulary: predict, prediction, title, book, picture, story

Support/ELL: Ask children to make a prediction about what they will do later in the day (e.g., PE, library time, etc.). Enrichment: Have children discuss the places they have visited just like Mat Man in the book.

READINESS & WRITING Objective: Children learn how to sequence and build a person.

Materials:

Grouping: Whole group, small group



Check for Understanding: Observe children with Wood Pieces. Do they take turns and name the pieces correctly? Support/ELL: Play Digital Build Mat Man Game available at: LWTears.com/welcomemat-man-world. Enrichment: Print Man Man’s insides. Discuss functions. Visit

A Click Away.

We’re Learning: Take turns, name body parts, listen to/ follow directions, attend to simple tasks Position an object for use, placement, or release

Vocabulary: Big Line, Little Line, Big Curve, Little Curve, body parts

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children identify position or location of an object.

• Tag Bags (Vol. 1, pp. 88–89) • PreKTT Resources: “Wood Piece Pokey”

Grouping: Whole group, small group

We’re Learning:

Multisensory Introduction: Children sing and move to the “Wood Piece Pokey.”

Listen to/follow directions Identify position using above, below, over, and under Learn words linked to content Use both sides of the body, move and place body to perform tasks

Vocabulary: top, middle, bottom, above, below, over under, on, off, between, beside, shoulder, fingers, back

Learn Position Words

1. C hildren sit in a circle. Using Wood Pieces, say the name of each position as you demonstrate. Have children join in. 2. T each other position words such as BEHIND my back, BETWEEN my fingers, BESIDE me, and ON my shoulder. 3. R epeat with a Tag Bag by passing it around the circle. Have children say, “The Tag Bag is above my head” as they pass the Tag Bag. Repeat the activity with other positions.

Check for Understanding: Observe as children respond to your directions. Do they

pass the Tag Bag correctly?

Support/ELL: Encourage children to say the words as they pass the Tag Bag. Enrichment: Have children put a Tag Bag beside Mat Man, on his head, under his arm, etc.

SCIENCE Materials:

Objective: Children identify body parts and their corresponding sense.

• Mat Man Poster

Grouping: Whole group, small group

Identify Body Parts 1. Children sit on the floor in a circle.

We’re Learning:

Name body parts, take turns Use words to describe, predict outcomes Use both sides of the body, move and place body to perform tasks Ask questions, gather information, make predictions, learn through senses

2. Point out body parts on the Mat Man poster: eyes, ears, nose, mouth, and hands.

CMY

3. What can our body parts do? Let’s predict what each body part can do. One thing we can do is SEE. Which body part do you think we use to SEE? Listen and ask why children made their predictions. Repeat with hear/ears, smell/nose, touch/hands, and taste/mouth.

Check for Understanding: Observe children. How do they make their predictions?

Support/ELL: Ask children to predict one or two senses and body parts. Vocabulary: predict, see, hear, smell, touch, taste, eyes, ears, nose, mouth, hands

Enrichment: Ask children to give an example of how they use each body part. For example, “I use my nose to smell dinner cooking.”

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 2: Day 3

LANGUAGE & LITERACY

Focus: Readiness, Mat Man, and Manners Objective: Children hold a book right-side up and identify the parts of a book.

Materials:

Grouping: Whole group, small group

• Mix & Make Shapes (Vol. 1, pp. 84–85) • Mat Man Shapes Book • PreKTT Mat Man Books: Mat Man Shapes

Top Back Cover

Recognize Parts of a Book

Pages

1. Show Mat Man Shapes book. 2. Point and name: title, spine, front, back.

Front Cover Illustration

We’re Learning:

3. Say what the illustrator and author do. 4. Pass out Mix & Make Shapes. 5. Read Mat Man Shapes. Have children hold up matching shape on corresponding page.

Title Spine

Author

Illustrator

Bottom

Check for Understanding: Observe children. Can they identify the different  book parts? Support/ELL: Compare a person and a book. A person and a book have a front, and a person and a book have a spine. Enrichment: Have children select their favorite books. Ask them to show the different parts of their books.

Listen to/follow directions, attend to simple tasks Recognize and name shapes Identify book parts Turn pages of a book

Vocabulary: front cover, back cover, spine, title, author, illustrator, outside, inside, title page

READINESS & WRITING Objective: Children learn how to sequence and build a person.

Materials:

Grouping: Whole group, small group

We’re Learning:

Check for Understanding: Observe as children take turns. Do they wait for their turn?

Take turns, name body parts, listen to/follow directions, attend to simple tasks, sequence

Support/ELL: Verbally prompt children to listen to the words in the “Mat Man” song to identify when it’s their turn.

Position an object for use, placement, or release

Enrichment: Build Mat Man using different shapes just like in the Mat Man Shapes book!

Vocabulary: Big Line, Little Line, Big Curve, Little Curve, body parts, heart, lungs, stomach

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children compare objects using big and little.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § One of Each Shape Per Child • PreKTT Resources: “Wood Piece Pokey”

Grouping: Whole group, small group

We’re Learning:

1. C ontinue learning position words such as up, under, over, through, top, middle, and bottom using the Wood Pieces.

Listen to/follow directions, recognize common prepositions in speech, imitate teacher’s movements Compare size using big and little Tolerate motion in activities, use both sides of the body, move and place body to perform tasks

Compare Big & Little Multisensory Introduction: Sing and move to the “Wood Piece Pokey.”

2. C ompare size of Wood Pieces. Hold the Big Line next to the Little Line and show children that it is bigger in length. 3. Repeat with a Big and Little Curve. 4. Help children make a complete sentence to describe big and little.

Check for Understanding: Observe as children compare. Do they identify big

and little?

Vocabulary: Big Line, Little Line, Big Curve, Little Curve, big, little, compare

Support/ELL: Help children understand big and little by comparing size of people. Enrichment: Another word for little is small. Use the word small to describe and compare with big things.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: polite/rude • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning, use manners in conversation

Vocabulary: polite, rude, opposite

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Polite/Rude

pol ite

rud e

1. Look Say the words with Squawker. Polite and rude are opposites. They describe different ways to behave. 2. Do Have Helper say: “Hello, Squawker.” Have Squawker look at Helper and say: Hello. Have Helper say: “Hello, Squawker.” Have Squawker look away and ignore Helper. 3. Say Squawker is being polite. Squawker is being rude. 4. Talk Squawker says: Looking at people when they talk is polite. What else is polite? Not listening to people when they talk is rude. What else is rude? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss polite and rude. Do they  understand the words and can they say the sentences? Support/ELL: Provide additional verbal prompts to help children understand polite and rude behaviors. Enrichment: Discuss. Being polite shows people we care about them. What else shows people we care about them?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 2: Day 4

Focus: Readiness, Mat Man, and Manners

LANGUAGE & LITERACY

Objective: Children say whether two words are the same or different.

Materials:

Grouping: Whole group, small group

• Mat Man Hats Book • PreKTT Mat Man Books: Mat Man Hats

Discriminate Words 1. Read Mat Man Hats. Discuss how Mat Man has different jobs. 2. Listen to the words from Mat Man Hats. For example, diver and astronaut are different and pilot and pilot are the same. 3. Say different and same words, having children raise their hands if the words are the same. 4. Talk about the different jobs. Ask which one they think Mat Man likes the best.

Check for Understanding: Observe as children say words that are the same and  different. Can they identify if two words are the same or different? Support/ELL: Show one crayon and one book. Say Different. Show two identical crayons or two identical books. Say Same. Enrichment: Complete the

We’re Learning: Remain engaged, listen to/follow directions, attend to simple tasks Say whether two spoken words are the same or different, listen to learn what happened in a story, listen to converse

Vocabulary: same, different, hat, builder, astronaut, baseball player, firefighter, farmer, bike racer, diver, letter carrier, miner, pirate, cowboy, baker, pilot, clown, magician

A Click Away Mat Man Hats activity.

READINESS & WRITING Objective: Children learn how to sequence and build a person.

Materials:

Grouping: Whole group, small group

• Mat for Wood Pieces (1) (Vol. 1, p. 67) • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § Two Big Curves, Three Little Curves, Four Big Lines, Two Little Lines • Mat Man Accessories § Hands, Eyes, Nose, Belly Button, etc. • PreKTT Resources: “Mat Man” • PreKTT Resources: Build Mat Man

We’re Learning:

Check for Understanding: Observe as children build Mat Man. Do they anticipate when it’s their turn and follow directions?

Take turns, name body parts, listen to/follow directions, attend to simple tasks, sequence

Support/ELL: If children have difficulty staying focused, have them come and sit next to you.

Position an object for use, placement, or release

Enrichment: Change Mat Man into a superhero!

Vocabulary: Big Line, Little Line, Big Curve, Little Curve, head, eyes, nose, mouth, ears, body, arms, hands, legs, feet

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children identify an object by touch.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Bag • Small Objects • PreKTT Resources: “Golden Slippers”

Grouping: Whole group, small group

Find a Match Multisensory Introduction: Sing, move, and tap with Wood Pieces to the “Golden Slippers” song. 1. W e build Mat Man with Wood Pieces. Let’s play a game. Put Wood Pieces and one surprise object in the bag.

We’re Learning: Take turns, respect property, listen to/follow directions Use words linked to content, communicate thoughts with words, describe an object or person’s traits Use both sides of the body, handle play materials without an avoidance response, perceive the identity of an object by sense of touch

2. C hild reaches inside bag and guesses which Wood Piece it is. Child takes out the Wood Piece to see if correct. Repeat with next child.



Check for Understanding: Observe as children recall the names of the Wood Pieces. Can they identify the Wood Pieces correctly? Support/ELL: Begin with only two types of Wood Pieces in the bag. Enrichment: Sit in a circle and pass the bag. Children close their eyes and have to discover what their classmates describe.

Vocabulary: Big Line, Little Line, Big Curve, Little Curve, names of small objects

SOCIAL STUDIES Materials: • Mat Man Hats Book • PreKTT Mat Man Books: Mat Man Hats

Objective: Children identify different jobs of people in the community and their responsibilities. Grouping: Whole group, small group

Identify Different Jobs

We’re Learning:

1. Children sit in a circle. Show the cover of Mat Man Hats.

Take turns, cooperate with peers, listen to/follow directions Use words linked to content, communicate thoughts with words Discuss the roles and responsibilities of family, school, and community helpers

2. We are going to read Mat Man Hats again. This time, I want you to see if you can remember some of the jobs Mat Man has in the book.

stand

sit

out

many

few

empty

full

wet

dry

real

pretend

3. Read Mat Man Hats. 4. Ask children to share what jobs the farmer does. 5. Continue the discussion by asking children to recall what the letter carrier, baker, and pilot do for their jobs.

Vocabulary: job, farmer, milk, plant, food, letter carrier, mail, baker, cake, pie, pilot, fly/flight

Check for Understanding: Observe if children are using the vocabulary from the  book. Are they using it correctly? Support/ELL: Show children the corresponding book page while you ask about each character’s job. Enrichment: Ask children to brainstorm other jobs. For example, what does a doctor do?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 2: Day 5

LANGUAGE & LITERACY

Focus: Readiness, Mat Man, and Manners Objective: Children learn how to turn pages and read from top-to-bottom and left to right. Grouping: Whole group, small group

Recognize Parts of a Book 1. Show Mat Man Opposites book. 2. Point and name: title, spine, front, and back of book.

stand

sit

out

many

few

empty

full

wet

dry

real

pretend

Materials: • Mat Man Opposites Book • PreKTT Mat Man Books: Mat Man Opposites

We’re Learning: Remain engaged, listen to/follow directions, attend to simple tasks

3. Say what the illustrator and author do.

Attend to and show interest in books, hold book right-side up, identify book parts

4. Read Mat Man Opposites. 5. Have children complete the actions of opposites. For example, stand up, sit down, smile, frown, whisper, and shout.

Turn pages of a book

Check for Understanding: Observe as children hold their books. Can they identify the different book parts? Support/ELL: Have children touch their heads and feet for top and bottom, connecting parts of the body to parts of a book. Enrichment: Have children take turns saying and acting out opposite words.

Participate in dramatic play

Vocabulary: parts of book, opposites, stand up, sit down, smile, frown, whisper, shout

READINESS & WRITING Objective: Children learn how to draw a person.

Materials:

Grouping: Whole group, small group

• • • • • •

Draw Mat Man Multisensory Introduction: Sing and build Mat Man. 1. Children sit at tables facing you.

Plain Paper (1 per child) Flip Crayons Easel or Dry Erase Board Marker (for teacher) PreKTT Resources: “Mat Man” PreKTT Resources: Build Mat Man

2. Draw each part in the same order as he is built. 3. Sing/say: My rurn: Mat Man has one head. 4. Your turn. Children imitate. 5. Repeat with each body part. 6. Encourage children to add other details to their drawings. 7. How does your drawing make you feel?

Check for Understanding: Observe children. Do children look and imitate you  step by step? Support/ELL: Give verbal or tactile prompts to complete drawing Mat Man. Enrichment: Children add more details or body parts when they repeat the activity.

We’re Learning: Take turns, name body parts, listen to/follow directions, attend to simple tasks, imitate teacher’s movements Use helping hand to stabilize object, use same hand to hold tool, draw person Draw a person Discuss feelings caused by art

Vocabulary: draw, body parts, feelings, my, your, turn

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials: • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • PreKTT Resources: “Dolphins Swim”

Objective: Children identify body parts and identify position words using above, below, under, and over. Grouping: Whole group, small group

Learn Body Parts & Position Words We’re Learning: Listen to/follow directions, name body parts Identify position or location using above, below, over, and under Learn words linked to content Use both sides of the body, move and place body to perform tasks

Vocabulary: top, middle, bottom, above, below, over, under, on, between, head, eyes, hands, legs

Multisensory Introduction: Sing “Dolphins Swim” to introduce prepositions. 1. G ive each child a Wood Piece. Say the name of each position or body part as you demonstrate with a Wood Piece. Have children join in. 2. T each other position words such as BEHIND my back, BETWEEN my fingers, ABOVE my arm, and UNDER my arm. 3. C onnect to Mat Man Opposites. Demonstrate in FRONT of my leg, BEHIND my leg, OVER my arm, and UNDER my leg. Children imitate.

Check for Understanding: Observe as children listen and imitate. Do they  understand the position words? Support/ELL: Demonstrate prepositions into the building block area. Use a person or toy animal and move it above, below, over, or under to explain prepositions. Enrichment: Play Teacher Says (just like Simon Says) and move Wood Pieces in different positions.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: manners/respect • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Q & A with Nouns: Manners/Respect

manne rs

re s p e ct

1. Look Say the words with Squawker. Manners are polite words and actions. Respect is treating other people the way that we want to be treated. 2. Do Have Helper say: “Squawker, will you please bring me a pencil?” Squawker brings a pencil. Have Helper tell Squawker: “Thank you for the pencil, Squawker.” 3. Say What are manners? Manners show respect. 4. Talk Squawker says: Saying please and thank you are good manners. What are other examples of good manners? Treating people nicely shows them respect. What can you do to show respect? Closing: Sing “Letters Together Make Words.”



Vocabulary: manners, respect, polite, actions, treat, people

Check for Understanding: Observe as children discuss manners and respect. Do they understand the words, and can they say the sentences? Support/ELL: Provide verbal prompting to aid discussion. Enrichment: Discuss. Treating people nicely shows them respect. What can you do to show respect?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 3 At-A-Glance Focus: Readiness, Letters, and Numbers

Children learn grip through Aim & Scribble, sing and point to the ABCs, and identify sounds and the letters in their names. Discovery play with numbers is covered in math. Oral Language and Science focus on friends, experimenting with sound, and sorting by attributes.

Day 1 Language & Literacy

ooperate with peers, listen to/follow C directions, use correct top-to-bottom and left-to-right directionality Point to and name capital letters Isolate index finger to point

Readiness & Writing

Numbers & Math

Cooperate with peers, listen to/follow directions ay whether a sound is an environmental S or a speech sound, listen to sounds and name objects that make that sound, indicate when a certain sound or word is heard

ooperate with peers, listen to/follow C directions, imitate teacher’s movements

Listen to/follow directions, imitate teacher’s movements

se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object

se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize object

ooperate with peers, play C independently

Cooperate with peers, play independently

Identify position, sort by kind or function

Count to 10, connect numerals to quantities they represent

Use fingers to open and close fasteners

Oral Language, Science or Social Studies

Day 2

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Place counters on cards

Science Take turns, demonstrate active listening ay whether a sound is an environmental S or speech sound, listen to sounds and name objects that make that sound Conduct simple scientific experiment with sound

Technology

Songs, Activity Books, Teacher Resources

Suggestions for 3-Year-Olds

Help children practice correct grip by modeling hand over hand.

Play familiar music quietly and then play loudly.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 ooperate with peers, listen to/follow C directions

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5 Take turns, listen to/follow directions

I dentify similarities and differences in sounds, indicate when a sound is heard, listen to sounds and name objects that make that sound

ooperate with peers, listen to/follow C directions, use correct top-to-bottom, left-to-right directionality osition capitals right-side up, point to P and name capital letters

I dentify letters in name, point to and name capital letters

L isten to/follow directions, demonstrate active listening skills

Recognize and identify basic colors, demonstrate active listening skills

se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize object

se same hand consistently to hold tool, U hold tool with proper grip to write, use helping hand to stabilize object

se same hand consistently to hold U crayon, hold crayon with proper grip, use helping hand to stabilize paper

ooperate with peers, participate C in imaginary play, listen to/follow directions

Take turns, listen to/follow directions

Take turns, cooperate with peers, follow class routines

onnect events with general times, such C as day or night Move and place body to perform tasks Oral Language

Isolate finger to trace

Observe and sort, sort by kind and function Position an object for use, placement, or release

Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Use manners

Take turns Sort by kind and function osition an object for use, placement, P or release Compare similarities and differences of animals and plants

Verbally count a set of 1–10 objects osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Songs, Teacher Resources

Songs, Activity Books

Use physical props to discuss same and different.

Use visuals to introduce new vocabulary.

Have children imitate after you say the beginning letter of their name: “B is for Ben!”

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 3: Day 1

LANGUAGE & LITERACY

Focus: Readiness, Letters, and Numbers Objective: Children point and track the letters of the alphabet from left-to-right and top-to-bottom. Grouping: Whole group, small group PONT AND SN

Sing & Point

H I J K

1. Open My First School Book to p. 4.

L M N O P

2. Sing and point to the letters without music. 3. Sing and point to the letters while playing the “Alphabet Song.”

A B C D E F G

Q R S T U V 4

My First School Book

W X Y Z

Check for Understanding: Observe as children point and sing. Are they  accurately pointing to some of the letters?

Materials: • My First School Book p. 4 • PreKTT Resources: “Alphabet Song”

We’re Learning: Cooperate with peers, listen to/follow directions, use correct top- to-bottom and left-to-right directionality Point to and name capital letters Isolate index finger to point

Support/ELL: Before singing, say the letters slowly as children point.

Vocabulary:

Enrichment: Sing “There’s a Dog in The School.” Children sing and point to the letters.

capitals, alphabet, song, point

READINESS & WRITING Objective: Children learn to hold a crayon correctly for small movements.

Materials:

Grouping: Small group

• Pre-K Wall Cards • Flip Crayons • Community Easel or Large Paper Attached to Wall • PreKTT Resources: “Crayon Song”

Color & Draw 1. Play music that encourages children to move. 2. Children go to easel and draw freely with large movements. 3. Discuss how to color with small movements, too. 4. Name the fingers that hold the crayon. 5. Sing “Crayon Song” and show children how to hold a crayon. 6. Continue to sing as you check crayon grips as children color on the easel with small movements.



We’re Learning: Cooperate with peers, listen to/follow directions, imitate teacher’s movements Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

Check for Understanding: Observe as children color and draw. Do they demonstrate a correct grip with small movements?

Vocabulary:

Support/ELL: Drop and pick up the crayon throughout the day to practice holding it correctly.

thumb, pointer, tall man, grip, crayon

Enrichment: When children use large movements to draw, they may use a palmar grip. For small movements, use a tripod or quadropod grip.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children participate in discovery learning using Tag Bags.

• Tag Bags (Vol. 1, pp. 88–89) § Tag Bags, Color Tags • Shoeboxes (2) • PreKTT Resources: “It’s Pre-K!”

Grouping: Small group

Discover Math with Tag Bags Multisensory Learning: Sing “It’s Pre-K!” 1. Set up an area for Tag Bags, tags, and shoeboxes.

We’re Learning: Cooperate with peers, play independently Identify position, sort by kind or function Use fingers to open and close fasteners

2. Let children play and explore without guidance. 3. Describe what you see with key vocabulary words: You made a row. 4. Ask guiding questions: What did you do with your Tag Bags?



Check for Understanding: Observe as children discover. Do children independently play with the Tag Bags and communicate with each other? Support/ELL: If they lose focus, guide children back to the Tag Bags.

Vocabulary:

Enrichment: Add additional math manipulatives for added discovery learning.

Tag Bags, fastener, number, row, color names

ORAL LANGUAGE Materials: • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: pass/share Tub of Flip Crayons PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Grouping: Whole group

Verbs: Pass/Share

pass

1. Look Say the words with Squawker. We pass Squawker to the next person. We share a toy, so that each person gets a turn. 2. Do Pass Squawker to Helper. Have Helper share crayons from tub. 3. Say We pass crayons. We share crayons. 4. Talk Squawker says: We pass out snacks or papers. What else do we pass? We share to let people know we enjoy what we have. What else can we share? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand how to  pass and share things?

Vocabulary: pass, share, crayons, snacks, paper, people

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation.

Support/ELL: Show children other things they can pass and share. Enrichment: Discuss. Many sports games are played by passing a ball. Can you name a sport where players pass a ball?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 3: Day 2

LANGUAGE & LITERACY

Focus: Readiness, Letters, and Numbers

Materials:

Objective: Children distinguish between a variety of environmental and speech sounds.

• PreKTT Resources: “Hurry Burry”

Grouping: Whole group, small group We’re Learning:

Identify the Sound

Cooperate with peers, listen to/follow directions

1. Close your eyes and listen to “Hurry Burry.” 2. Play “Hurry Burry.”

Say whether a sound is an environmental or a speech sound, listen to sounds and name objects that make that sound, indicate when a certain sound or word is heard

3. What sounds did you hear? What made those sounds? Have children mimic the sounds from the song. 4. Play “Hurry Burry” again to see if children can hear new sounds. 5. Have children make motions that match the sounds they hear. For example, pretending to bang on door when they hear a knock.



Check for Understanding: Observe children. Are they able to identify the sound?

Support/ELL: When children close their eyes, make a familiar sound. Ask: What was that sound? For example, use Ah-choo for sneeze and meow for cat.

Vocabulary: sounds, hear, close, eyes

Enrichment: Have children take turns making sounds. Children close their eyes and guess the sounds they hear.

READINESS & WRITING Objective: Children learn to hold a crayon correctly to aim and scribble.

Materials:

Grouping: Whole group, small group

• My First School Book p. 5 • Flip Crayons • PreKTT Resources: “Crayon Song”

Aim & Scribble

A AND SCRLE

1. L ook and Learn Let’s find fireflies. Point. Let’s find stars. Point. Let’s find the moon. Point. 2. T each Grip Name the fingers that hold the crayon. Sing the “Crayon Song” and show children how to hold a crayon. Continue to sing as you check crayon grips.

We’re Learning:

My First School Book

3. A im and Scribble Let’s scribble stars. Put the crayon on the star. Scribble. Let’s scribble fireflies.



Check for Understanding: Observe as children aim and scribble. Are they using

a correct grip?

Support/ELL: Help children with crayon grip. Use Flip Crayons or small bits of yellow crayon that must be held with fingertips.

Listen to/follow directions, imitate teacher’s movements Use same hand to hold tool, hold tool with proper grip to write, use helping hand to stabilize object

Vocabulary: thumb, pointer, tall, man, crayon, stars, moon, fireflies, scribble

Enrichment: Talk about the moon and how it changes. Explain that a C-shaped moon is a waning moon.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials: • 1-2-3 Touch & Flip cards (Vol. 1, pp. 82–83) • 4 Squares More Squares (Vol. 1, pp. 86–87) § Little Pieces • Shoeboxes (4) • Counters • PreKTT Resources: “Animals in the House”

Objective: Children participate in discovery learning using the 1-2-3 Touch & Flip Cards. Grouping: Small group

Discover Math with 1-2-3 Touch & Flip Cards Multisensory Learning: Sing and move to “Animals in the House.” 1. P lace some of the cards, Little Pieces, and counters in each of the shoeboxes.

We’re Learning:

2. Let two to three children select a box.

Cooperate with peers, play independently

Count to 10, connect numerals to quantities they represent

Place counters on cards

3. Describe what you see with key vocabulary words. You made a puzzle. 4. Ask guiding questions: What did you do with your Touch & Flip Cards?

Check for Understanding: Observe as children discover. Do children count, match,

and sequence with the contents?

Support/ELL: Prompt children with ways to discover if needed. Enrichment: Add other math manipulatives for added discovery learning.

Vocabulary: number, counter, stack, puzzle

SCIENCE Materials:

Objective: Children explore sounds with different voices.

• Book about the Five Senses

Grouping: Whole group, small group

We’re Learning:

Take turns, demonstrate active listening

Say whether a sound is an environmental or a speech sound, listen to sounds and name objects that make that sound

Conduct a simple scientific experiment with sound

Explore Sound 1. Read a book about our five senses. 2. One sense we have is HEARING. What body part do we use to HEAR? Listen and ask children to point to the body part that can hear. There are different types of sounds that we can hear. Some are quiet sounds, like a mouse. Some are very loud, like a car honking! Let’s practice making different sounds. 3. Children practice making quiet and loud sounds.

Check for Understanding: Observe children. Are they able to identify their ears as

Vocabulary:

the body part that hears sound?

ear, sound, hearing, quiet, loud

Support/ELL: Make a quiet sound and have the child imitate. Do the same with a loud sound. Enrichment: Ask children to identify different sounds they hear at school. Are the sounds quiet or loud?

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 3: Day 3

LANGUAGE & LITERACY

Focus: Readiness, Letters, and Numbers Objective: Children identify sounds that are the same and different.

Materials:

Grouping: Whole group, small group

• Sounds § Animal (zoo), Instrument (jazz), Inside (water pouring), Outside (siren)

Discriminate Sounds 1. Let’s pretend to be detectives. A detective figures thing out. Our job is to match the missing sounds.

We’re Learning:

2. Create/play a sound from the list of sounds in the materials section. Sound detectives, were those two sounds the same? Yes, they match. Let’s do the Match Dance. Have children stand and wave their hands while turning around.

Cooperate with peers, listen to/follow directions

3. Create/play a second sound that doesn’t match. Sound detectives, does it match? No, those sounds are different. 4. Repeat activity.

Identify similarities and differences in sounds, indicate when a sound is heard, listen to sounds and name objects that make that sound

Vocabulary:

Check for Understanding: Observe children. Are they able to identify what

detective, same, different, sound, words, match

makes the sound?

Support/ELL: Show pictures to help them determine the source. This helps distinguish whether the sounds are the same or different. Enrichment: Listen to “Inside, Outside” from the Sing, Sound & Count With Me Album. Have children stand on the loud parts and sit for the quiet parts and sing loudly and softly.

READINESS & WRITING Objective: Children learn to hold a crayon correctly to aim and scribble.

Materials:

Grouping: Whole group, small group

Aim & Scribble

• My First School Book p. 6 • Flip Crayons • PreKTT Resources: “Crayon Song”

1. L ook and Learn Let’s find the quilt. Point. Let’s find stars. Point.

We’re Learning:

2. T each Grip Name the fingers that hold the crayon. Sing the “Crayon Song” and show children how to hold a crayon. Continue to sing as you check crayon grips.

My First School Book

3. A im and Scribble Let’s scribble stars. Put the crayon on the star. Scribble. Let’s scribble the quilt.

Check for Understanding: Observe as children aim and scribble. Are they using  a correct grip? Support/ELL: Help children with crayon grip. Use Flip Crayons or small bits of crayon that must be held with fingertips.

Listen to/follow directions, demonstrate active listening Use same hand to hold tool, hold tool with proper grip to write, use helping hand to stabilize object

Vocabulary: thumb, pointer, tall, man, star, quilt, curtains, night, girl

Enrichment: Sing “Twinkle, Twinkle, Little Star.”

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children tell if something happens during the day or at night.

• Day and Night Cards • Day/Night Pictures from Home • PreKTT Resources: Day/Night Charades (letter home)

Grouping: Whole group, small group

Connect to Times & Events

1. P repare and place the day and night cards on the floor. Stack pictures from home facedown. 2. P ick a picture and act it out. Have children choose when this activity happens, day or night. Place the picture under day or night categories or list.

We’re Learning: Cooperate with peers, participate in imaginary play, listen to/follow directions Connect events with general times, such as day or night Move and place body to perform tasks

3. Talk about some activities that happen during the day and night. 4. P ick children to act out their pictures. Have children whisper what is on the card to make sure they understand. Repeat.

Check for Understanding: Observe as children guess the time of day. Do they put  the cards under the correct time of day? Support/ELL: Act out the picture on the card with children. Have one or two children take turns acting it out.

Vocabulary: day, night, act, out, activities, whisper

Enrichment: Add picture cards for things that could be done in both day and night like brushing teeth or reading books. Make two copies of the cards and put in both day and night lists.

ORAL LANGUAGE Materials: • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: few/many Tub of Flip Crayons PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Few/Many

few

ma ny

1. Look Say the words with Squawker. Few and many are opposites. They describe how much we have. 2. Do Give a few crayons to each child. Have them put the crayons in the Helper’s tub. 3. Say I have a few crayons. We have many crayons. 4. Talk Squawker says: We can share a few crackers. What else can we do with a few things. Parrots have many feathers. What else has many of something? Closing: Sing “Letters Together Make Words.”

Vocabulary:

Check for Understanding: Observe as children put the crayons in the container.  Do they understand the concept of few and many?

few, many, crayons, feathers, opposites, parrots

Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss. What do you see in the classroom that has a few? Many?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 3: Day 4

LANGUAGE & LITERACY

Focus: Readiness, Letters, and Numbers

Materials:

Objective: Children name capitals and place them right-side up. Grouping: Whole group, small group ™

• Pre-K Wall Cards • Line It Up (Vol. 1, pp. 50–51) § Letter Cards • PreKTT Resources: “Inside, Outside”

™

Learn Position Letters Multisensory Introduction: Sing “Inside, Outside” as children point to the alphabet. 1. Place letters on the floor.

We’re Learning:

LIU_LC_112017.indd 21

7/22/19 6:35 PM

Cooperate with peers, listen to/follow directions, use correct top-to-bottom and left-to-right directionality

2. Prompt children to find and name a letter. 3. Child places letter card right-side up in Line It Up Bar.

Position capitals right-side up, point to and name capital letters

4. Child finger traces the letter. 5. Repeat with other letters.

Check for Understanding: Observe children. Are they placing letters right-side up?

Support/ELL: Name the letter and support children as they finger trace the letter correctly.

Isolate finger to trace

Vocabulary:

Enrichment: Have children place lowercase A-B-C Touch & Flip Cards right-side up in the Line It Up Bar.

letters, capitals, trace, name

READINESS & WRITING Objective: Children learn to hold a crayon correctly to aim and scribble.

Materials:

Grouping: Whole group, small group

• My First School Book p. 7 • Flip Crayons • PreKTT Resources: “Crayon Song”

Aim & Scribble 1. L ook and Learn Have you seen fireworks? Point. Let’s find fireworks. Point. 2. T each Grip Name the fingers that hold the crayon. Sing the “Crayon Song” and show children how to hold a crayon. Continue to sing as you check crayon grips.

We’re Learning:

My First School Book

3. A im and Scribble Let’s scribble fireworks. Put the crayon on the center of the firework. Scribble.

Check for Understanding: Observe as children aim and scribble. Are they using a correct grip?

Listen to/follow directions, demonstrate active listening Use same hand to hold tool, hold tool with proper grip to write, use helping hand to stabilize object

Vocabulary: thumb, pointer, tall, man, crayon, fireworks

Support/ELL: Help children with crayon grip. Use Flip Crayons or small bits of crayon that must be held with fingertips. Enrichment: In the USA, discuss the Fourth of July. In other countries, discuss other celebrations that use fireworks.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children sort by color.

• One Basket Filled with Many Small Colored Objects • Two Trays for Sorting • PreKTT Resources: “I’m Happy to See You”

Grouping: Small group

We’re Learning:

1. Prepare basket with different colored objects.

Take turns, listen to/follow directions

Sort by Color Multisensory Learning: Sing and move to “I’m Happy to See You.” 2. Each child takes one object from the basket.

Observe and sort, sort by kind and function

3. C hildren place blue objects on one tray and other objects that are not blue on another tray.

Position an object for use, placement, or release

4. H ave children return objects to basket and sort by another color.

Check for Understanding: Observe as children sort. Can they sort by color?

Vocabulary: sort, tray, basket, color, blue

Support/ELL: Begin with using Little Pieces from 4 Squares More Squares. They are the same in every way, except color. Enrichment: After sorting, count the objects on each tray.

SCIENCE Materials:

Objective: Children identify and sort pictures of plants and animals by color.

• Pictures of Animals and Plants • Trays for Sorting (2)

Grouping: Whole group, small group

Sort Plants & Animals 1. Gather picture of animals and plants.

We’re Learning: Take turns

2. Let’s sort these pictures by color. What color is the flower?

Sort by kind and function

3. Repeat with other pictures.

Position an object for use, placement, or release

Check for Understanding: Observe as children answer what color each picture is.  Are they correctly identifying each picture?

Compare similarities and differences of animals and plants

Support/ELL: Have children name the colors in the pictures. Enrichment: Discuss. What are some other differences between plants and animals?

Vocabulary: sort, color names, flower, animal names

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 3: Day 5

LANGUAGE & LITERACY

Focus: Readiness, Letters, and Numbers

Materials:

Objective: Children recognize capital letters in their own names while they practice manners.

• Line It Up (Vol. 1, pp. 50–51) § Letter Cards • PreKTT Resources: “Sing Your Name”

Grouping: Whole group, small group

Recognize Letters in Name Multisensory Introduction: Sing “Sing Your Name.”

We’re Learning:

1. Children sit in circle.

Take turns, listen to/follow directions

2. Pass the capital letter card with the corresponding letter to the nearest child’s name. For example, pass the L card to nearest child. This is L for Liam. Please pass it on.

Use manners Identify letters in name, point to and name capital letters

3. Children say the letter as they pass it on. 4. When the child with the corresponding letter name gets the card they say, for example, “Thank you. I got L for Liam.”

Vocabulary:

5. Repeat with other letters.

letters, name, capital

Check for Understanding: Observe children. Do they know the name of the letter  that begins their name? Support/ELL: Support children to finger trace as they say the letter. Enrichment: Sing the alphabet song, pointing to the letter wall. Children pop up when they hear the first letter of their name.

READINESS & WRITING Objective: Children learn to hold a crayon correctly to aim and color.

Materials:

Grouping: Whole group, small group

• • • •

Aim & Scribble

COLOR B L AC K

The ant, the bug, and the bee, are not like you and me, They walk on the wall, but they never fall, The ant, the bug, and the bee.

RED

Y E L LOW

Multisensory Introduction: Sing “The Ant, the Bug & the Bee.” Hold up three fingers on each hand for six legs. 1. L ook and Learn Let’s find the insects. Point to each one.

My First School Book p. 8 Flip Crayons PreKTT Resources: “Crayon Song” PreKTT Resources: “The Ant, the Bug & the Bee”

We’re Learning: 8

2. T each Grip Name the fingers that hold the crayon. Sing the “Crayon Song” and show children how to hold a crayon. Continue to sing as you check crayon grips. My First School Book

3. A im and Scribble Let’s color the insects. Color the ants black, the bees yellow, and the ladybugs red.

Check for Understanding: Observe as children aim and scribble. Are they using  a correct grip?

Demonstrate active listening, recognize and identify basic colors Use same hand to hold tool, hold crayon with proper grip to write, use helping hand to stabilize object

Vocabulary: ladybug, bee, ant, insects, black, red, yellow

Support/ELL: Help children with crayon grip. Show children how to bend their thumb and position their fingers on the crayon. Enrichment: Discuss the similarities and differences of an ant, a bug, and a bee.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children demonstrate one-to-one correspondence.

• Paper Plates • Paper Cups • PreKTT Resources: “Counting at the Table”

Grouping: Small group

We’re Learning:

1. Assign a plate helper and cup helper for each table.

Demonstrate One-to-One Correspondence Multisensory Learning: Sing “Counting at the Table.” 2. Guide plate helpers to put one plate in front of each chair.

Take turns, cooperate with peers, follow class routines

Verbally count a set of 1–10 objects

4. Repeat daily.

Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Check for Understanding: Observe as children set the table. Are they demonstrating one-to-one correspondence?

Vocabulary:

3. Guide cup helpers to place a cup in front of each chair.



Support/ELL: Use children’s personal objects to help convey the concept—one jacket for each child. Enrichment: Count the cups and plates as they are passed out.

table, cup, plate, counting

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: friends/people • Pictures of People • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning:

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Q & A with Nouns: Friends/People

f ri e nd s

peopl e

1. Look Say the words with Squawker. riends are people we know and like. People can be adults, children, and F babies of all sizes and shapes. 2. Do Helper stands with three friends. Have Helper hold a picture of people. 3. Say What are friends? Friends are people. 4. Talk Squawker says: You can share your toys with friends. Friends are people we like. People can be old or young. What else do you know about people? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand

differences between people? Vocabulary: friends, people, young, old, children, babies

Support/ELL: Have children repeat each word and sentence. Enrichment: Discuss. All people look different. What color are your eyes and hair?

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 4 At-A-Glance Focus: Readiness, Counting, and Colors

Children learn color names, improve grip, sing and point to the ABCs, count syllables, and learn concepts about print. Counting and describing cardinality are covered in math. Oral Language focuses on school readiness skills, while sorting by attributes, the school and community are covered in Social Studies and Science.

Day 1 Language & Literacy

Day 2

ooperate with peers, listen to/follow C directions, use correct top-to-bottom, left-to-right directionality

Take turns, remain engaged, listen to/ follow directions, imitate teacher’s movements

Point to and name capital letters

reak words into syllables, count the B number of syllables in a word, blend syllables into a complete word

Isolate finger to trace

Use both sides of the body

Readiness & Writing

L isten to/follow directions, attend to simple tasks, demonstrate active listening, recognize and identify basic colors Recognize shapes se new vocabulary, engage in U conversation, learn words linked to content se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize object

Numbers & Math

T ake turns, work with others to solve problems Verbally count a set of 1–10 objects osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object

Oral Language, Science or Social Studies

Oral Language

Demonstrate active listening, recognize and identify basic colors Learn words linked to content se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize paper Recognize two-dimensional shapes

Cooperate with peers Recognize that the last number said is the total, verbally count a set up to 5 objects, match 1:1 up to 5 objects osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object Social Studies

Take turns, remain engaged, listen to/follow directions

T ake turns, cooperate with peers, remain engaged

Understand print has meaning

emonstrate that all people need food, D shelter, and clothing

epeat words, say sentences, R demonstrate understanding of word meaning

Technology

Songs, Activity Books

Suggestions for 3-Year-Olds

Identify red and green objects around the classroom.

Identify circles, squares, and triangles in the environment.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 Take turns, cooperate with peers, listen to/follow directions ecognize own name in print, point to R and name letters

Mathematics

Science

Social Studies

Day 4 ooperate with peers, listen to/follow C directions, use correct top-to-bottom, left -to-right directionality oint to and name capital letters, P position capitals right-side up

Creative Arts

Physical Development

Day 5 Take turns, cooperate with peers, listen to/follow directions I dentify beginning sound in a spoken word, recognize own name in print

Isolate finger to trace ecognize and identify basic colors, R recognize shape, demonstrate active listening skills

ecognize and identify basic colors, R recognize shapes, listen to/follow directions, attend to simple task

Recognize and identify basic colors, recognize simple shapes, demonstrate active listening skills

Recognize simple shapes

Recognize shapes

Learn new words linked to content

Use new vocabulary, engage in conversation, learn words linked to content

se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize object

Take turns, work with others to solve problems atch 1:1, verbally count a set of M 1–10 objects osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object Oral Language

se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize object Take turns Make or draw a set of objects to match a given numbers, match 1:1, verbally count a set of 1–10 objects osition an object for use, placement, P or release

Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Take turns Observe, investigate, describe, and discuss properties and characteristics of common objects

Take turns, cooperate with peers, identify colors Identify position using in and out Move and place body to perform tasks

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Air trace shapes Songs, Activity Books

Songs, Activity Books

Use familiar physical props to identify curved and pointed (curved globe, pointed pencil, etc.).

Sort unifix cubes by color.

Have children practice greeting each other by name.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 4: Day 1

LANGUAGE & LITERACY

Focus: Readiness, Counting, and Colors Objective: Children point and track the letters of the alphabet from left-to-right and top-to-bottom. Grouping: Whole group, small group

Recognize Letters in Name

Materials: • My First School Book p. 4 • Line It Up Letter Cards • PreKTT Resources: “Alphabet Song”

We’re Learning:

Multisensory Introduction: Sing “Sing Your Name.” 1. Children sit in circle.

Cooperate with peers, listen to/follow directions, use correct top- to-bottom and left-to-right directionality

2. Pass the capital letter card with the corresponding letter to the nearest child’s name. For example, pass the L card to nearest child. This is L for Liam. Please pass it on.

Point to and name capital letters Isolate finger to trace

3. Children say the letter as they pass it on. 4. When the child with the corresponding letter name gets the card they say, for example, “Thank you. I got L for Liam.”

Vocabulary:

5. Repeat with other letters.

capitals, alphabet, letters, point

Check for Understanding: Observe children. Do they know the name of the letter  that begins their name? Support/ELL: Support children to finger trace as they say the letter. Enrichment: Sing the “Alphabet Song,” pointing to the letter wall. Children pop up when they hear the first letter of their name.

READINESS & WRITING Objective: Children learn to hold a crayon correctly to aim and color.

Materials:

Grouping: Whole group, small group

• My First School Book p. 10 • Flip Crayons: red/green (1 per child) • PreKTT Resources: “Crayon Song”

RE D

Aim & Color: Red & Green

STOP

1. L ook and Learn Children find and name the pictures. 2. T each Grip Name the fingers that hold the crayon. Sing the “Crayon Song” and show children how to hold a crayon. Continue to sing as you check crayon grips.

GREEN

BA RN

SQ UA RE

ST O P S I G N

OC T AG O N

My First School Book

T REE

3. A im and Color Children color the pictures. 4. F inger Trace and Color Children finger trace the outline of shapes and color the shapes.



Check for Understanding: Observe as children color and trace. Do children start finger tracing the circle correctly from the top? Support/ELL: Show children where to start when finger tracing the shapes. Enrichment: Bring in red and green apples and compare their size and shape.

We’re Learning: Listen to/follow directions, attend to simple tasks, demonstrate active listening, recognize and identify basic colors Recognize shapes Use new vocabulary, engage in conversation, learn words linked to content Use same hand to hold tool, hold tool with proper grip to write, use helping hand to stabilize object Develop fill-in coloring skills, color and draw creatively

Vocabulary: red, barn, stop, green, tree, square, octagon, circle

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children count a set of objects.

• Plates (1 per pair) • Counters • PreKTT Resources: “Counting, Counting”

Grouping: Pairs

Count a Set of Objects Multisensory Learning: Sing and chant actions to “Counting, Counting.”

We’re Learning: Take turns, work with others to solve problems Verbally count a set of 5 objects Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: count, same, number, plate, counter

1. G ive each child a plate. Place four or five counters on one child’s plate. 2. H ave that child count each counter while moving it to her partner’s plate. 3. Have the partner count and move the counters back to the first plate. 4. If children count the same number correctly, add more counters. 5. If children count different amounts, have them repeat the process.

Check for Understanding: Observe as children pass and count counters. Do they

count correctly?

Support/ELL: Practice counting to 10. Take turns saying the numbers (teacher says 1, child says 2, etc.). Enrichment: Use pattern boards from 4 Squares More Squares and counters. Children count as they place one counter in each square.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: cut/paste • Tools § Child Safety Scissors § Magazine § Plain Paper § Glue/Paste • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: cut, paste, stick, paper, scissors, careful

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Cut/Paste

cut

pa ste

1. Look Say the words with Squawker. We cut paper with scissors. We paste paper to make it stick to something else. 2. Do Have Helper cut a small picture from a magazine. Have Helper paste picture on paper. 3. Say We cut paper. We paste paper. 4. Talk Squawker says: When we cut things, we need to be careful. Why? We paste things together to make something. What can you paste? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss cut and paste. Do they  understand the words and say the sentences? Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss. You can make a mosaic with little bits of colored material.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 4: Day 2

LANGUAGE & LITERACY

Focus: Readiness, Counting, and Colors Objective: Children learn each other’s names while counting syllables in their name.

Materials:

Grouping: Whole group

• PreKTT Resources: “Sing Your Name”

Move to Count Syllables

We’re Learning:

1. Children move their bodies for each syllable for their name.

Take turns, remain engaged, listen to/follow directions, imitate teacher’s movements

2. Demonstrate moving your body for child’s name. 3. Children imitate movements.

Break words into syllables, count the number of syllables in a word, blend syllables into a complete word

4. Repeat with different names. 5. Play “Sing Your Name.” Substitute names of different children each time you sing. Move bodies or clap to the syllables.

Check for Understanding: Observe as children move their bodies. Are they able  to participate? Support/ELL: Slowly demonstrate movements and have children imitate as they say their name.

Use both sides of body

Vocabulary: syllable, name, move, sing, body

Enrichment: Sing and move along to “Syllable Sound-Off.”

READINESS & WRITING Objective: Children learn to hold a crayon correctly to aim and color.

Materials:

Grouping: Whole group, small group

• My First School Book p. 11 • Flip Crayons: yellow/purple (1 per child) • PreKTT Resources: “Crayon Song”

Y ELLOW

Aim & Color: Yellow & Purple 1. L ook and Learn Children find and name the pictures. 2. T each Grip Name the fingers that hold the crayon. Sing the “Crayon Song” and show children how to hold a crayon. Continue to sing as you check crayon grips.

BA NA NA

P URP LE

B UT T E R

RE CT A NG L E

We’re Learning:

G RAP ES

C I R C L ES My First School Book

3. A im and Color Children color the pictures. 4. F inger Trace and Color Children finger trace the outline of shapes and color the shapes.

Check for Understanding: Observe as children hold their crayons. Do they hold

them correctly?

Support/ELL: Only have children color one or two pictures. Enrichment: Discuss how they can have a square slices of cheese. What else can be in the shape of a square?

Demonstrate active listening, recognize and identify basic colors Recognize two-dimensional shapes Learn words linked to content Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize paper Develop fill-in coloring skills, color and draw creatively

Vocabulary: yellow, cheese, purple, grapes, queen’s robe, circles, square, triangle

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children tell the total number of objects in a set (cardinality).

• • • •

Grouping: Whole group

Hat Scarves Magic Wand (optional) PreKTT Resources: “Counting, Counting”

We’re Learning: Cooperate with peers Recognize that the last number said is the total, count a set up to 5 objects, match 1:1 Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Describe Cardinality Multisensory Learning: Sing and chant actions to “Counting, Counting.” 1. Place three scarves in a hat. 2. A llow children to guess how many scarves there are. Have a child help you wave the magic wand. Pull scarves out slowly for effect. 1, 2, 3. 3. What was the last number we said? (3.) Right. 4. Place the scarves in a line on the table. Let’s check. How many did we say? Let’s count again—1, 2, 3.

Check for Understanding: Observe as children count. Do they count the total

Vocabulary:

number of objects correctly?

how many, in all, last, hat, scarves, number, count

Support/ELL: Pass around the scarves or other objects to count. Have each child count them, one by one. Repeat. Enrichment: Give each pair of children classroom objects to count (e.g., trucks, crayons, etc.). Have one partner count and the other repeat.

SOCIAL STUDIES Materials:

Objective: Children describe why counting is important in the classroom and community.

None

Grouping: Whole group

Count the Class

We’re Learning: Take turns, cooperate with peers remain engaged Demonstrate that all people need food, shelter, and clothing

Vocabulary: count, children, people, community

1. Place children in a line. Today we counted scarves. Now let’s count how many children are in the classroom. 2. Point to and count each child. There are ___ children in our class. Why is it important to know how many children are in our class? Prompt children to think about the number of desks, cubbies, chairs, snacks, etc. 3. Just like it helps to know how many children are in the class, it helps to know how many people are in our community. Prompt children to discuss having enough food, houses, etc. 4. When else does it help to count how many people there are? (When cooking, playing a game, etc.).

Check for Understanding: Listen as children discuss. Can they describe items in the  classroom that each child needs? Support/ELL: Choose three volunteers. Set out two chairs and ask all three children to have a seat. We don’t have enough chairs because I forgot to count! Enrichment: Discuss what would happen if there were 10 children in the class, but only 2 desks.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 4: Day 3

LANGUAGE & LITERACY

Focus: Readiness, Counting, and Colors Objective: Children recognize their own names and their friends’ names.

Materials:

Grouping: Whole group, small group

• PreKTT Resources: Capital and Number Practice Strips • PreKTT Resources: “I’m Happy to See You”

Recognize Names 1. Sing “I’m Happy to See You” using each child’s name.

We’re Learning:

2. T he child whose name is being sung should stand. As you sing, hold up the Name Card with the child’s name on it.

Take turns, cooperate with peers, listen to/follow directions

3. After singing, read the child’s name. For example, Ava, A-V-A, Ava. Have class repeat after you.

Check for Understanding: Show children name cards. Do they recognize their  own name? Support/ELL: Help children finger trace the beginning letter of their names using the tactile letters from A-B-C Touch & Flip Cards.

Recognize own name in print, point to and name letters

Vocabulary: name, capital letters, first, last

Enrichment: Write names under pictures of famous people. Does anyone in the class share a name with a famous person?

READINESS & WRITING Objective: Children learn to hold a crayon correctly to aim and color.

Materials:

Grouping: Whole group, small group

• My First School Book p. 12 • Flip Crayons: blue/orange (1 per child) • PreKTT Resources: “Crayon Song”

BLU E

Aim & Color: Blue & Orange 1. L ook and Learn Children find and name the pictures. 2. T each Grip Name the fingers that hold the crayon. Sing the “Crayon Song” and show children how to hold a crayon. Continue to sing as you check crayon grips.

ORANGE

B L U E B E R R I ES

B L U E F IS H

T R A F F I C CO N E

C I R C L ES

R H O M B US

T RI ANGLE

My First School Book

3. A im and Color Children color the pictures. 4. F inger Trace and Color Children finger trace the outline of shapes and color the shapes.



Check for Understanding: Observe as children choose their crayons. Do they

correctly select the orange tip of the crayon?

Support/ELL: Prompt answers to “where” questions. For example, where are the circles? The circles are under the blueberries. Enrichment: Bring in a carrot and eat for snack. Mix yellow and red paint to make orange.

We’re Learning: Recognize and identify basic colors, recognize shapes, demonstrate active listening Recognize simple shapes Learn new words linked to content Use same hand to hold tool, hold tool with proper grip to write, use helping hand to stabilize object Develop fill-in coloring skills, color and draw creatively

Vocabulary: blue, bluefish, orange, pumpkin, carrot, circle, diamond, rectangle

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children recognize that order and arrangement of objects do not affect totals.

• Tag Bags (Vol. 1, pp. 88–89) § Green (2), Red (3) • PreKTT Resources: “It’s Pre-K!”

Grouping: Whole group, small group

We’re Learning:

Multisensory Learning: Sing and dance to “It’s Pre-K!”

Take turns, work with others to solve problems Match 1:1, verbally count a set to 5 objects Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Count in Any Order

1. T oss three red and two green Tag Bags into the circle. 2. Have one child count the red Tag Bags first and then the green. How many are there? 3. Ask another child to count the green Tag Bags first and then the red. How many are there? 4. D id you get the same number? The number stays the same no matter what you count first.

Check for Understanding: Observe as children count. Do children recognize that  the order and arrangement of objects do not affect the total?

Vocabulary: count, how many, first, same, red, green

Support/ELL: Begin with two red Tag Bags and one green Tag Bag. Then, show that one green Tag Bag and two red Tag Bags makes three in all. Enrichment: Have children line up. One child counts the children in line from front to back. The other child counts the children in line from back to front. Compare totals.

ORAL LANGUAGE Materials: • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: curved/pointed Chart Paper or Dry Erase Board Marker PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning Air trace shapes

Grouping: Whole group

Adjectives: Curved/Pointed

cu rv ed

po i nted

1. Look Say the words with Squawker. A curved line is like the letter C or S. A pointed shape has corners, like a square. 2. Do Have Helper draw a curved line. Children air write a curved line. Have Helper draw a square. Children air write a square. 3. Say The line is curved. The corner is pointed. 4. Talk Squawker says: Some roads are curved. What is it like to drive on a curved road? We can draw or cut shapes. What shapes are pointed? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  adjectives curved and pointed? Support/ELL: Give guidance to children if they need help air writing the shapes.

Vocabulary: curved, pointed, line, shape, square, road, draw, cut

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation.

Enrichment: Discuss. Which classroom items have points? Which have curves?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 4: Day 4

LANGUAGE & LITERACY

Focus: Readiness, Counting, and Colors Objective: Children learn to place capital letters right-side up.

Materials:

Grouping: Whole group, small group

• A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) § Tactile Letter Cards • PreKTT Resources: “Where Do You Start Your Letters?”

Place Capital Letters Right-Side Up Multisensory Introduction: Children sing and move to “Where Do You Start Your Letters?”

We’re Learning:

1. Scatter Letter Cards (six or more) on the table.

Cooperate with peers, listen to/follow directions, use correct top-to-bottom, left-to-right directionality

2. Demonstrate with one card how to put a capital on the edge of the table. 3. Children put all the capitals right-side up on the edge of the table.

Point to and name capital letters, position capitals right-side up

4. Read them together: capital B, capital K, capital , etc.

Move and place body to perform tasks

5. Mix up cards and repeat. Add more cards if desired.

Check for Understanding: Observe how children problem solve. Do they help  their friends position the letter correctly? Support/ELL: Verbally prompt where the smiley face is to help children understand position.

Vocabulary: capital, lowercase

Enrichment: Encourage children to say the letter sounds after naming the letters.

READINESS & WRITING Objective: Children learn to hold a crayon correctly to aim and color.

Materials:

Grouping: Whole group, small group

• My First School Book p. 13 • Flip Crayons: pink/brown (1 per child) • PreKTT Resources: “Crayon Song”

PINK

Aim & Color: Pink & Brown 1. L ook and Learn Children find and name the pictures. 2. T each Grip Name the fingers that hold the crayon. Sing the “Crayon Song” and show children how to hold a crayon. Continue to sing as you check crayon grips.

B ROW N

F LAMI NG O

PIG

BEAR

RE C T A NG L E

OVA L

C I RC LE

My First School Book

We’re Learning:

3. A im and Color Children color the pictures. 4. F inger Trace and Color Children finger trace the outline of shapes and color the shapes.

Check for Understanding: Observe as children hold their crayons. Do they hold

them correctly?

Support/ELL: Show children pictures of things that are pink or brown to make a connection. Enrichment: Add one drop of red paint to white paint and make pink. Share pictures of flamingos.

Recognize and identify basic colors, recognize simple shapes, attend to tasks, listen to/follow directions Learn words linked to content Use same hand to hold tool, hold crayon with proper grip to write, use helping hand to stabilize object Develop fill-in coloring skills, color and draw creatively

Vocabulary: pink, pig, flamingo, brown, triangle, oval, rectangle oval, circle, rectangle

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children tell the total number of objects in a set.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83) § Counter Cards • 4 Squares More Squares (Vol. 1, pp. 86–87) § Little Pieces or Other Counters

Grouping: Small group

Make a Set 1. Give 10 Little Pieces of one color to each child. 2. H old the Counter Cards number-side up in a fan. Invite a child to pick a card. Say the number to the group.

We’re Learning: Take turns, cooperate with peers Make or draw a set of objects to match a given number, match 1:1, verbally count a set of 5 objects Position an object for use, placement, or release

3. H ave children count out the number of Little Pieces to match the card.

123_Touch-Flip_Squares 1-10.indd 7

9/23/10 3:01 PM

4. F lip the card to show the counters. Touch and count the squares as children touch and count their pieces.



Check for Understanding: Observe children’s sets and their counting. Can they match the set of objects to the number? Support/ELL: Have children place counters directly on the Counter Card squares while counting. Remove the card and let them count again.

Vocabulary: match, counters, numbers

Enrichment: Say a number 1–10 and have children string that number of beads on the string while counting.

SCIENCE Materials:

Objective: Children sort classroom objects by color.

• Six or More Colored Classroom Objects (e.g., two blue, two purple, two orange, etc.)

Grouping: Whole group, small group

Sort Classroom Objects 1. Put classroom objects in a pile. What colors do you see?

We’re Learning: Take turns, cooperate with peers

2. Start with one color. Ask children to place all objects of that color into a separate pile.

Observe and sort

3. Repeat with remaining colors.

Observe, investigate, describe and discuss properties and characteristics of common objects

4. Ask children to find other objects around the classroom that could go in each color pile.

Vocabulary: color names, sort, objects

Check for Understanding: Watch as children select objects from the pile. Can they  find the correct color? Support/ELL: Begin activity with just two different colors. Enrichment: Have children sort classroom objects in a new way (size, shape, or function).

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 4: Day 5

LANGUAGE & LITERACY

Focus: Readiness, Counting, and Colors

Materials:

Objective: Children identify the beginning sound of their name. Grouping: Whole group

• PreKTT Resources: Capital and Number Practice Strips • PreKTT Resources: “I’m Happy to See You”



™

Identify Beginning Sound 1. Sing “I’m Happy to See You,” but substitute the name for a child in your class (e.g., ADAM).

We’re Learning: Take turns, cooperate with peers, listen to/follow directions

2. Hold up name strip for ADAM. 3. Adam stands up and says his name.

Identify beginning sound in a spoken word, recognize own name in print

4. Demonstrate starting sound for /a/. 5. Adam repeats with you. 6. Repeat with other children.

Vocabulary:

Check for Understanding: Observe as you ask children to say the sound. Do they  attempt to imitate the first sound of their name?

name, sound, stand, up, beginning

Support/ELL: Have children touch real objects as you repeat the beginning sound of their name. Enrichment: Ask children to identify objects with the same sound as their name.

READINESS & WRITING Objective: Children learn to hold a crayon correctly to aim and color.

Materials:

Grouping: Whole group, small group

• My First School Book p. 14 • Flip Crayons Gray/Black (1 per child) • PreKTT Resources: “Crayon Song”

G RAY

Aim & Color: Gray & Black 1. L ook and Learn Children find and name the pictures. 2. T each Grip Name the fingers that hold the crayon. Sing the “Crayon Song” and show children how to hold a crayon. Continue to sing as you check crayon grips.

E L E P HANT

OVA L

B L AC K

S C I SS O RS

T RI ANGLE

My First School Book

L I CO R I C E

3. A im and Color Children color the pictures. 4. F inger Trace and Color Children finger trace the outline of shapes and color the shapes. 5. If time allows, have children use all of the Flip Crayons to color the hot air balloon on p.13 in My First School Book.

Check for Understanding: Observe as children color. Do they use a correct grip?

Support/ELL: Have children color one to two pictures.

We’re Learning: Recognize and identify basic colors, recognize simple shapes, demonstrate active listening Learn words linked to content Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object Develop fill-in coloring skills, color and draw creatively

Vocabulary: gray, black, scissors, crow, licorice, triangle, oval, rectangle

Enrichment: Point to gray items in the room. See who’s wearing gray shoes.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children describe position using in and out.

• Tag Bags (Vol. 1, pp. 88–89) § One of Each Color • Hula Hoop (or mark an area about that size) • PreKTT Resources: “Dolphin Swim”

Grouping: Whole group, small group

We’re Learning: Take turns, cooperate with peers, identify colors Count to 5, identify position using in and out Move and place body to perform tasks

Demonstrate Position Words Multisensory Learning: Sing “Dolphins Swim” to introduce prepositions. 1. P lace Tag Bags inside a hula hoop on the floor and pick up one Tag Bag. Step and count five big steps from hoop. Demonstrate tossing Tag Bags inside the hoop and out. 2. Children, take a Tag Bag. Take five big steps out from the circle. 3. Have children toss Tag Bags by color. Who has blue? Take one big step in. Toss and shout, IN or OUT? 4. Repeat for other colors.

Vocabulary: in, out, red, blue, green, orange, purple, yellow

Check for Understanding: Observe as children toss the Tag Bags. Do they shout  the correct word to describe whether Tag Bags are in or out? Support/ELL: Help children use “in” and “out” by placing a green Tag Bag in a hula hoop, and a yellow one outside the hoop. Enrichment: Have children count the total of Tag Bags in and out of hoop.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• • • •

Grouping: Whole group

Squawker (Vol. 1, pp. 46–47) Word Cards: triangle/shape Mix & Make Shapes (Vol. 1, pp. 84–85) PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary:

t ri a ng l e

shap e

1. Look Say the words with Squawker. A triangle is a shape. A triangle is a shape with three straight lines and three corners. 2. Do Have Helper show a triangle. Children make a triangle with their thumbs and index fingers. Have Helper show other Mix & Make Shapes. 3. Say What is a triangle? A triangle is a shape. 4. Talk Squawker says: The top of a house looks like a triangle. What else looks like a triangle? A triangle has three straight lines. What other shapes have straight lines? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Do they  understand the concept of asking a question? Support/ELL: Give guidance to children if they need help asking and answering questions.

triangle, shape, lines, corners

Q & A Nouns: Triangle/Shape

Enrichment: Discuss. Pizza slices can be a triangle shape. What other shapes can you see in the classroom?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 5 At-A-Glance Focus: Name and Number 1

Children learn to recognize the letters in their name, how to write it, and identify the beginning sounds of their name. Identifying, counting, and writing number 1 with manipulatives are covered in Math. Science covers comparing living and nonliving things, Social Studies introduces maps, and Oral Language focuses on waiting and taking turns.

Day 1 Language & Literacy

Take turns Recognize letters in name Use manners in conversation evelop correct pinch grasp, use correct D pressure when using tools

Readiness & Writing

Demonstrate active listening skills Verbally count a set of objects, recognize that the last number said is the total Learn words linked to content, ask and answer simple questions se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize paper

Numbers & Math

Oral Language, Science or Social Studies

Day 2 Know name, demonstrate active listening skills oint to and name capital letters, P recognize letters in own name, identify beginning sound in a spoken word Notice and attach meaning to visual information Know name, listen to/follow directions, attend to a simple task ecognize and name letters in own R name, position capitals right-side up se same hand consistently to hold tool, U hold tool with proper grip to write, use helping hand to stabilize paper

equence, listen to/follow directions, S attend to simple tasks

Sequence, listen to/follow directions, attend to a simple tasks

Recognize and name numbers

njoy and engage in writing activities, E hold a tool with proper grip to write, use helping hand to stabilize objects, use same hand to hold tool

Oral Language

Social Studies

Take turns, remain engaged, listen to/follow directions

Listen to/follow directions, attend to simple tasks

Understand print has meaning

se simple map to find specific locations U within a familiar environment, create representations of places

Repeat words, say sentences, demonstrate understanding of word meaning

Technology

Sing & Move, Student App

Teacher Resources, Student App

Suggestions for 3-Year-Olds

Have children practice greeting each other by name.

Use A-B-C Touch & Flip Cards to help children group themselves by the first letter of their name.

Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

ÂŠ 2021 Learning Without Tears

Theme: Get Set for School Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 Take turns, listen to/follow directions

Mathematics

Science

Social Studies

Day 4 Take turns, cooperate with peers, listen to/follow directions

Creative Arts

Physical Development

Day 5 Listen to/follow directions

ecognize and name letters in own R name

Point to and name capital letters

Position an object for use, placement, or release

now name, listen to/follow directions, K attend to simple tasks

Know name, listen to/follow directions, attend to simple tasks

ecognize and name letters in own R name, position capitals right-side up

se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize paper

se same hand consistently to hold tool, U hold tool with proper grip to write, use helping hand to stabilize object

se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize object

Listen to/follow directions, attend to simple tasks

Demonstrate active listening skills

Take turns, cooperate with peers, listen to/follow directions

Write numerals evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize paper

Oral Language

Match 1:1 Use art as a form of creative expression I solate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize object

Science

ecognize and name letters in own R name, point to and name capital letters, recognize own name in print se fingers to open and close fasteners, U use fingers to grasp objects

Identify position using before and after se visual cues to guide reaching for, U grasping, and moving object, develop correct pinch grasp, isolate finger to trace

Oral Language

Take turns, remain engaged, listen to/follow directions

T ake turns, use manipulatives to find a solution

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Compare size, use uniform objects (nonstandard units) to measure

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

Compare living things, and observe and collect data, use equipment and tools to gather information and extend sensory observations of living things

epeat words, say sentences, R demonstrate understanding of word meaning

Teacher Resources, Student App

Sing & Move, Teacher Resources

Go on a number walk around the classroom or school to identify number 1.

Help children practice correct grip by modeling hand over hand.

Discuss before and after using your classâ&#x20AC;&#x2122;s daily schedule.

ÂŠ 2021 Learning Without Tears

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 1 Lesson Plans

Unit 1: Week 5: Day 1

LANGUAGE & LITERACY

Focus: Name and Number 1

Objective: Children recognize capital letters in their own names.

Materials:

Grouping: Whole group

• Line It Up (Vol. 1, pp. 50–51) § Letter Cards • A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) (if additional Letter Cards are needed) • White or Blackboard with Wide Stop Line near Bottom • Marker or Chalk

Recognize Capital Letters 1. Write alphabet on blackboard/dry erase board. 2. This is L for Lucy. Please pass it on. Help children say the letter as they pass it on. 3. When Lucy gets L, she says, “Thank you. I got L for Lucy.”

We’re Learning:

4. Lucy goes to board and finds L and makes a line down. She stops on the line. 5. Repeat with other children.

Take turns

Check for Understanding: Observe as children say and pass the letter. Do they  know the name of the letter? Do they know whose name starts with the letter?

Recognize letters in name

Support/ELL: Give children the A-B-C Touch & Flip Cards with the first letter of their names. Have them say the letter, finger trace the letter, and say their name. L is for Lucy. Enrichment: Sing the “Alphabet Song” slowly. Point to the Letter Wall Cards or poster as you sing. Have children pop up when they see and hear the first letter of their names.

Use manners in conversation Develop correct pinch grasp, use correct pressure when using tools

Vocabulary: capital, first, beginning

READINESS & WRITING Objective: Children trace vertical and horizontal strokes.

Materials:

Grouping: Whole group, small group

• My First School Book p. 16 • Flip Crayons • PreKTT Resources: “Bird Legs”

TRACE

Trace the Strokes Multisensory Introduction: Sing “Bird Legs.”

We’re Learning:

1. C ount Children count the chicks and ducks and their legs. 2. L ook and Learn Children finger trace the posts doing down and the rails going across.

Demonstrate active listening 16

My First School Book

3. T race, Color, and Draw Children trace posts, rails and bird legs. Children color and draw. NOTE: Right-handed children trace (left to right, show arrow), but left-handed children may trace right to left, show arrow).

Check for Understanding: Observe as children trace. Can they form vertical and

Verbally count a set of objects, recognize that the last number said is the total Learn words linked to content, ask and answer simple questions Use same hand to hold tool, hold a tool with a proper grip to write, use helping hand to stabilize the paper Develop fill-in coloring skills, color and draw creatively

horizontal lines?

Support/ELL: Help with crayon grip by providing small crayons. This will promote a correct grip. Enrichment: Compare birds and ducks (e.g., beaks and bills, feet and webbed feet, etc.).

Vocabulary: chick, duck, wings, rails, posts, legs

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children roll lines and curves of dough to build numbers.

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Number Card: 1

Grouping: Small group

Learn 1 with Roll–A–Dough Letters 1. R eview 1 and give each child a number card and have dough for all to use.

We’re Learning: Sequence, listen to/follow directions, attend to tasks Recognize and name numbers Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving object, reach across midline to get an object from other side

2. S how children how to roll lines using dough. Show them step by step how to place the dough on the number 1 card in the tray. Say the directions: Big Line down. 3. Remove 1 number card from tray. Children build 1 in empty tray.

Check for Understanding: Observe as children place their cards in the tray.

Do they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the line. Enrichment: Use the tray to trace numbers in sand, shaving cream, pudding, or finger paint.

Vocabulary: roll, Big Line, top, bottom, smiley face

SOCIAL STUDIES Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: wait/start • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Wait/Start

wait

sta rt

1. Look Say the words with Squawker. When we wait, we stop and stay in place until it’s our turn to do something. When we start, we go, or begin to do something. 2. Do Tell children, We are going to jump, but not yet. Wait. When I say go, you may jump. Count to three, then say, Go! Have children jump. 3. Say We wait. We start. 4. Talk Squawker says: We can wait in line for a turn. Where else might we wait? We can start to play. What other activities can we start? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children discuss wait and start. Do they understand the words and say the sentences?

Vocabulary: wait, stay, start, go, begin, jump

Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss. What is the line at the end of the race called? If you win a race you are first.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 5: Day 2 Focus: Name and Number 1

LANGUAGE & LITERACY

Objective: Children recognize their name in print.

Materials:

Grouping: Whole group

• PreKTT Resources: Practice Strips

Recognize Name 1. Give each child their name strips. 2. Ask child to say their name and point to the first letter. What is the first letter in your name? What sound does it make? Can you find your name somewhere in the classroom? (cubby, hook, or seat, etc.). 3. Children match their name strip to another name strip in the room. 4. Repeat for other children.

Check for Understanding: Observe children. Did children find a match with their

name in the classroom?

Support/ELL: Help children identify the letters in their name. Support them in making a match.

Capital and Number

We’re Learning: Know name, demonstrate active listening Point to and name capital letters recognize letters in own name, identify beginning sound in spoken word Notice and attach meaning to visual information

Vocabulary: letters, name, classroom, find

Enrichment: Ask them to name other letters in their name after they name the first letter.

READINESS & WRITING Objective: Children learn to write their name correctly.

Materials:

Grouping: 1:1

• Flip Crayons • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Write My Name 1. Display names both ways in the room: all capitals and title case. 2. Refer to the Capital Letter Formation Chart and use the Capital and Number Practice Strips. 3. Put your strip above the child’s strip. 4. Demonstrate each letter on your strip and wait for the child to imitate you saying My turn, Your turn. Do this letter by letter. NOTE: When progressing to writing name in title case, use double lines ( A Click Away Help Me Write My Name in Title Case), using the same approach. Demonstrate each letter, one at a time.

We’re Learning: Know name, listen to/follow directions, attend to simple tasks Recognize and name letters in own name, position capitals right-side up same hand to hold tool, hold a tool use with proper grip to write, use helping hand to stabilize object

Check for Understanding: Observe as children imitate each letter. Are they starting their capital letters at the top?



Vocabulary:

Support/ELL: Use Wet-Dry-Try on the Slate prior to writing with a crayon.

name, capital, my turn, your turn

Enrichment: Send home some A Click Away Capital Practice Strips and the Capital Letter Formation Charts for parents.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children learn to sequence and write capital letters.

• Stamp and See Screen (1 per child) (Vol. 1, p. 69)

Grouping: Small group

We’re Learning:

1. R eview 1. Show children how to stamp the first piece on the screen. Erase and let children try.

Sequence, listen to/follow directions, attend to tasks Recognize and name numbers Enjoy and engage in writing activities, hold a tool with proper grip to write, use helping hand to stabilize objects, use same hand to hold tool

Learn 1 Using Stamp and See Screen

2. S how children how to stamp number 1. Say the directions: Big Line down. Erase and let children try. 3. S how children how to use the magnetic chalk stylus to trace the stroke 1. Erase the number. 4. C hildren stamp with magnetic pieces or write with magnetic chalk stylus to make 1 from memory.

Check for Understanding: Watch as children stamp. Are they placing the  Big Line correctly?

Vocabulary: Big Line, smiley face, stamp

Support/ELL: Use just the first two steps of the activity. Model the next two steps for exposure. Enrichment: Have children trace 1 in the air.

SOCIAL STUDIES Materials: • Chart Paper • Markers • Selection of Simple Maps

Objective: Children create and use a simple map to find specific locations within a familiar environment. Grouping: Whole group, small group

Map It Out We’re Learning: Listen to/follow directions, attend to simple tasks Use simple map to find specific locations within a familiar environment, create representations of places

1. Define a map. We could draw a map from our classroom to another place at our school? Where should we draw a map to? Provide options to children (e.g., classroom to library, cafeteria, or playground). 2. Draw a simple two-point map with the children’s choice of location on chart paper. We START at our classroom then STOP at (location selected by children). 3. Repeat on new chart paper for other locations.

Vocabulary:

4. Select one of the maps. Use the map and go on an in-school field trip from the classroom to the location on the map.

map, start, stop, place, school, library, cafeteria, playground

Check for Understanding: Observe as children participate. Do they answer with a  location at the school? Support/ELL: Sit next to the children to create a map to a closer location (e.g., familiar classroom across the hall). Enrichment: Draw a new map from the map that you already created and add a third location.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 5: Day 3

LANGUAGE & LITERACY

Focus: Name and Number 1

Objective: Children recognize and name wood pieces.

Materials:

Grouping: Whole group, small group

• Wood Pieces (Vol. 1, pp. 61–63) • Bag • Magnetic Pieces for Capitals from Sound Around Box • PreKTT Resources: “Sing Your Name”

Identify Letters in Name

Multisensory Introduction: Sing names by singing “Sing Your Name.” 1. Children sit on the floor, each with a Mat for Wood Pieces. 2. Select a Magnetic Piece for Capitals from inside the Sound Around Box. I have a Big Line. Place the piece correctly on the blue side of the box. 3. Children choose the same Wood Piece and imitate on Mat. 4. Repeat steps two and three using the correct pieces in sequence until the letter is finished.

We’re Learning: Take turns, listen to/follow directions Recognize and name letters in own name Position an object for use, placement, or release

5. Stand up if your name starts with this letter. Write the children’s names on white side of the box.

Vocabulary:



Big Line, Little Line, Big Curve, Little Curve, children’s names

Check for Understanding: Observe as children build letters on their Mats.

Do they start their letters at the top?

Support/ELL: Model letters on a Mat sitting beside the child. Enrichment: Challenge children by using the first letter of their last names instead of their first names.

READINESS & WRITING Objective: Children learn to write their name correctly.

Materials:

Grouping: 1:1

• Flip Crayons • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Check for Understanding: Observe as children imitate each letter. Are they forming their letters correctly? Support/ELL: Use a highlighter for children to trace the letter first.

We’re Learning: Know name, listen to/follow directions, attend to simple tasks Recognize and name letters in own name, position capitals right-side up Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

Vocabulary: name, capital, my turn, your turn

Enrichment: Send home some A Click Away Capital Practice Strips and the Capital Letter Formation Charts for parents.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children learn how to form number 1.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Student App: Touch & Flip Numbers 1

Grouping: Small group

Learn 1 Using Wet-Dry-Try on the Slate 1. Review 1. 2. P repare Slate Chalkboards by writing 1 with chalk as a model to trace.

We’re Learning: Listen to/follow directions, attend to tasks Write numerals Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object

3. Demonstrate number on your own Slate Chalkboard. Say the words for each step. Big Line down. 4. T eacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the number. Dry: Child uses a little piece of paper towel to dry the number. Try: Child uses a Little Chalk Bit to write the number.

Check for Understanding: Observe as children complete the activity. Can they

Vocabulary:

complete the steps correctly?

number, one, Big Line, down

Support/ELL: Squeeze the water from the sponge. Give additional verbal cues. Enrichment: Have children air write number 1 with a piece of chalk.

ORAL LANGUAGE Materials: • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: long/short Clock with a Second Hand PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Grouping: Whole group

Adjectives: Long/Short

long

s h o rt

1. Look Say the words with Squawker. Long and short are opposites. They can tell how much time something will take. 2. Do Have children stand. Have children watch the clock’s second hand for one minute before wiggling. Have children count to five before wiggling. 3. Say We wait a long time. We wait a short time. 4. Talk Squawker says: Sometimes we have to wait a long time. When do you wait a long time? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the

Vocabulary:

adjectives long and short?

long, short, opposites, wait, time, clock, minute hand

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation.

Support/ELL: Show children how a ruler is long, compared to a paper clip that is short. Enrichment: Discuss. Long and short also tell us about size. Do you have long or short hair?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 5: Day 4 Focus: Name and Number 1

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals, Name Plate • Objects from Home • Dry Erase Marker • PreKTT Resources: Letter Time • PreKTT Resources: “Inside, Outside”

Identify Capital Letters Multisensory Introduction: Sing “Inside, Outside” as children point to the alphabet. 1. Build L with Magnetic Pieces for Capitals on the Sound Around Box. 2. Have a child remove the first item from the box. Look, we have a lion. Lion starts with L. 3. Write LION on name plate. Point to the L in LION. LION starts with L. 4. Who brought the lion? Thank you for bringing your lion. 5. Repeat steps two through four with other letters.

Check for Understanding: Observe as children participate. Can they point to

We’re Learning: Take turns, cooperate with peers, listen to/follow directions Point to and name capital letters Position an object for use, placement, or release

and name the letter?

Support/ELL: Repeat the names of items as they are removed from the box. Be sure to say, Lion starts with L. Enrichment: Have children hunt around the room for the capital L. When they see the letter, have them point it out to you.

Vocabulary: inside, outside, quiet, strong, capital

READINESS & WRITING Objective: Children learn to write their name correctly.

Materials:

Grouping: 1:1

• Flip Crayons • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Write My Name 1. Display names both ways in the room: all capitals and title case. 2. Refer to the Capital Letter Formation Chart and use the Capital and Number Practice Strips.

We’re Learning:

3. Put your strip above the child’s strip.

Know name, listen to/follow directions, attend to simple tasks

4. Demonstrate each letter on your strip and wait for the child to imitate you saying My turn, Your turn. Do this letter by letter.

Recognize and name letters in own name, position capitals right-side up

NOTE: When progressing to writing name in title case, use double lines ( A Click Away Help Me Write My Name in Title Case), using the same approach. Demonstrate each letter, one at a time.

Check for Understanding: Observe as children imitate each letter. Can they

predict what letter comes next?

Support/ELL: Have children verbally say steps while tracing over highlighted letters.

Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

Vocabulary: name, capital, my turn, your turn

Enrichment: Have children copy a completed model of their name.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children learn number 1 and write 1.

• My First School Book p. 78 • Flip Crayons • Objects to Count 1 (crayon, cup, block, etc.) • PreKTT Resources: “Count on Me”

Grouping: Whole group, small group

We’re Learning: Demonstrate active listening Match 1:1, write numerals Use art as a form of creative expression Isolate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize object Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills

BIG LINE

Learn 1 & Develop Correct Habits for Writing 1

O N E C AT E R P I L L A R

Multisensory Introduction: Sing and move to “Count on Me.” 1. C ount 1 with Bodies Children hold up one finger and count down the center. You have 1 head, 1 forehead, 1 nose, etc.

My First School Book

2. C ount 1 with Objects Children hold 1 crayon in 1 hand. Put 1 block in 1 cup. Screw 1 cap on 1 bottle, etc. 3. T race and Write Finger trace the 1 at the top of the page. (Say directions.) Let’s write 1. Put the crayon on the . Big Line down. 4. C olor and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace. Do they start 1 at the top?

Support/ELL: Review body parts down the center: head, forehead, nose, mouth, chin, neck, chest, and belly button.

Vocabulary: one, caterpillar, body parts

Enrichment: Talk about firsts: first place, first in line, first grade, first birthday, etc. Use first in a sequence. First, we put on socks, then shoes.

SCIENCE Materials:

Objective: Children will compare and count living things.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § Big Lines (for nonstandard measurement)

Grouping: Whole group, small group

1. Define plants and give examples. Can you tell me the name of a plant?

We’re Learning: Take turns, use manipulatives to find a solution Compare size, use uniform objects (nonstandard units) to measure Compare living things, and observe and collect data, use equipment and tools to gather information and extend sensory observations of living things

2. Define insect and give examples. Can you tell me the name of an insect? 3. I have one plant. This plant is called a ________. I have one insect. This insect is called a caterpillar. Let’s compare them. Compare colors, parts, etc. 4. Let’s measure them using Wood Pieces. Which one is longer? Shorter? 5. Repeat with another plant and insect.

Check for Understanding: Observe as children compare the plants and insects.  Do they attempt to answer the questions? Support/ELL: Offer verbal and/or physical prompts to assist the children in answering the questions.

Vocabulary: plants, insects, measure, equipment, tools

Compare Plants & Insects

Enrichment: Create a comparison chart with more plants and insects.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 5: Day 5

LANGUAGE & LITERACY

Focus: Name and Number 1

Objective: Children recognize letters in their own names and practice positioning letters in correct sequence. Grouping: Whole group, small group

Multisensory Introduction: Sing each child’s name in “I’m Happy to See You.”

C L A I R E C lai r e

Identify Letters in Name

Materials: • Tag Bags (Vol. 1, pp. 88–89) • PreKTT Resources: Letter Tags, Capital and Number Practice Strips • PreKTT Resources: “I’m Happy to See You”

We’re Learning:

1. Write the letters of each child’s name on letter tags. Write their first name on Name Cards.

Listen to/follow directions

2. Place the letter tags of each child’s name in Tag Bags. 3. Give Tag Bags to children along with their name card.

Recognize and name letters in own name, point to and name capital letters, recognize own name in print

4. Children remove the letter tags and build their names following the model on their Name Cards.

Use fingers to open and close fasteners, use fingers to grasp objects

5. Help children say the letters in their names.



Check for Understanding: Observe as children match their tags to the Name

Cards. Are they able to build their names?

Vocabulary: name, letters, build, tags, cards, say

Support/ELL: As children open their Tag Bags, say the first letter of their name to prompt children to find it. Enrichment: Randomly place Name Cards in Tag Bags. Have children open a Tag Bag and match the name on the card with the right child in the class.

READINESS & WRITING Objective: Children learn to write their name correctly.

Materials:

Grouping: 1:1

• Flip Crayons • PreKTT Resources: Capital and Number Practice Strips, Capital Letter Formation Chart

Write My Name 1. Display names both ways in the room: all capitals and title case. 2. Refer to the Capital Letter Formation Chart and use the Capital and Number Practice Strips. 3. Put your strip above the child’s strip. 4. D emonstrate each letter on your strip and wait for the child to imitate you saying My turn, Your turn. Do this letter by letter. NOTE: When progressing to writing name in title case, use double lines ( A Click Away Help Me Write My Name in Title Case), using the same approach. Demonstrate each letter, one at a time.

Check for Understanding: Observe as children imitate each letter. Can they recognize the letters in their name? Support/ELL: Have children finger trace their names to prepare to imitate the letters.

We’re Learning: Know name, listen to/follow directions, attend to simple task Recognize and name letters in own name, position capitals right-side up Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

Vocabulary: name, capital, my turn, your turn

Enrichment: Have children copy a completed model of their name.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children describe position using before and after.

• Tag Bags (Vol. 1, pp. 88–89) • PreKTT Resources: “It’s Line Up Time”

Grouping: Whole group, small group

Demonstrate Before & After Multisensory Introduction: Sing and line up to “It’s Line Up Time.”

We’re Learning: Take turns, cooperate with peers, listen to/follow directions Identify position using before and after Use visual cues to guide reaching for, grasping, and moving object

Vocabulary:

1. G ive six children each a Tag Bag of a different color. Let’s put the Tag Bags in rainbow order. Who has red? 2. Repeat with orange and other colors to make a rainbow. 3. K eep children in rainbow order standing in line. Ask children to identify if they are before or after different colors.

Check for Understanding: Observe children in line. Do they  understand the concept of before and after? Support/ELL: Practice with just three Tag Bags: red, orange, and yellow. Discuss before and after.

before, after, color names

Enrichment: When children get into line, talk about where they are in relation to friends. For example, Tyrone is before Najib. Najib is after Tyrone.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• • • •

Grouping: Whole group

Squawker (Vol. 1, pp. 46–47) Word Cards: turn/time Toys PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Q & A Nouns: Turn/Time

turn

ti me

1. Look Say the words with Squawker. Our turn is when it’s our time to go. Time is a moment when something happens or how long something lasts. 2. Do Have Helper play with the toy, then pass it to another child, saying Your turn. Have Helper count to five and say, Time to switch. The child with the toy should pass it to the next child. 3. Say What is a turn? A turn is your time to go. 4. Talk Squawker says: You can take a turn using a toy. What other time can you take turns? We tell time with a clock. What else do you know about time? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Do they

Vocabulary: turn, time, go, moment, how, long, lasts

understand the question?

Support/ELL: Give guidance to children if they need help asking and answering questions. Enrichment: Discuss. It’s polite to take turns. What happens when people do not take turns?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 6 At-A-Glance Focus: Letter Ll and Number 1

Children learn to identify Ll and its sound by finding words in sentences and writing capital letter L in hands-on activities. Identifying, counting, writing number 1, and using positional terms are covered in Math. Science, Social Studies, and Oral Language focus on school readiness.

Day 1 Language & Literacy

Readiness & Writing

Take turns, cooperate with peers, listen to/follow directions

istinguish between a written sentence, D word, and letter

osition capitals right-side up, point to P and name capital letters

se visual cues to guide reaching for, U grasping, and moving an object

osition an object for use, placement, or P release, hold tool with proper grip to write

Sequence, demonstrate active listening skills

oint to and name capital letters, P position capitals right-side up, recognize distinct letter sounds

oint to and name capital letters, P position capitals right-side up

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Numbers & Math

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Demonstrate active listening

Take turns, cooperate with peers

Match 1:1 correspondence, verbally count a set of 1–10 objects

Identify written numerals and position correctly, verbally count a set of 1–10 objects, recognize the last number said is the total, make or draw a set of objects to match a given number

Use art as a form of creative expression se same hand consistently to hold U crayon, hold crayon with proper grip, use helping hand to stabilize paper

Oral Language, Science, or Social Studies

Day 2

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Use art as a form of creative expression se same hand consistently to hold tool, U hold a tool with proper grip to write, use helping hand to stabilize object, position an object for use, placement, or release Social Studies Take turns, listen to/follow directions reate simple representations of C home, school, or community, explore geography tools and resources se language for different purposes, use U words to label and describe places

Technology

Sing & Move, Teacher Resources, Student App

Suggestions for 3-Year-Olds

Using A-B-C Touch & Flip Cards, have children find the first letter of their names out of two or three letters.

Find squares around the classroom or school.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 Take turns, listen to/follow directions

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

ake a prediction about a book by M looking at pictures and illustrations, use prior knowledge to make predictions about a story, listen to learn what happened in a story, listen to converse with an adult or peer

T ake turns, cooperate with peers, demonstrate active listening skills

Take turns, cooperate with peers, listen to/follow directions

roduce a word that rhymes with a given P word, say whether two spoken words rhyme, listen to songs, poems, or nursery rhymes and find the rhymes

ay whether two spoken words are the S same or different

equence, listen to/follow directions, S attend to simple tasks

equence, listen to/follow directions, S attend to a simple task

Demonstrate active listening skills

ecognize and name capital letters, R recognize distinct letter sounds

osition an object for use, placement, P or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across mid line to get an object from the other side

njoy and engage in writing activities, E hold a tool with proper grip to write, use helping hand to stabilize objects, use same hand to hold tool

Take turns, cooperate with peers

ooperate with peers, listen to/follow C directions, attend to a simple tasks

Say an object’s position in a line using ordinal numbers Use art as a form of creative expression se fingers to open and close fasteners, U use same hand consistently to hold crayon, hold crayon with proper grip, notice and attach meaning to visual information

Oral Language

ecognize and name capital letters, R recognize distinct letter sounds Use art as a form of creative expression se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Identify position or location using top, middle, and bottom, recognize simple shapes, draw simple shapes ove an object in one hand to position M it for use, placement or release

Science

Cooperate/problem solve with peers, listen to/follow directions, attend to simple tasks Identify shapes within a group, recognize simple shapes, draw simple shapes osition an object for use, placement, or P release, hold a crayon with proper grip, use helping hand to stabilize paper

Oral Language

Take turns, remain engaged, listen to/follow directions

articipate positively in group activites, P follow multi-step directions

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Responds to adults and peers in a variety of settings

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

Discover/explore objects

epeat words, say sentences, R demonstrate understanding of word meaning

Sing & Move, Teacher Resources, Student App

Sing & Move, Student App

Practice rolling big and little lines of dough.

Discuss top, middle, and bottom with body parts (eyes, belly button, feet, etc.).

Play the same or different activity from Language & Literacy using each child’s name.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 6: Day 1

LANGUAGE & LITERACY

Focus: Letter L and Number 1

Materials:

Objective: Children recognize letters, words, and sentences by observing their different characteristics.

• Small Basket • Marker • PreKTT Resources:

Grouping: Whole group, small group

Distinguish Letters, Words & Sentences

Scroll Rolls

We’re Learning:

1. Introduce L and its sound. 2. Prepare scrolls using letter L: one letter, one word, and one sentence. Roll and place scrolls in the basket.

Take turns, cooperate with peers, listen to/follow directions

3. Have a child choose a scroll and unroll it. As the child unrolls his scroll, ask, Is it a letter? … or a word? … or a sentence?

Distinguish between a written sentence, word, and a letter Use visual cues to guide reaching for, grasping, and moving object

4. Place scrolls on the floor or hang them up to be compared.

Check for Understanding: Observe as children open additional scrolls and sort  them into letters, words, and sentences. Do they identify each correctly?

Vocabulary:

Support/ELL: Use A-B-C Touch & Flip Cards and Word Time Word Cards. Mix the cards together. Have children sort Letter Cards in one pile and Word Cards in another pile.

letter L, letter, word, sentence, scroll

Enrichment: Children point to words around the classroom or school. Say the letters of each word together. Say the word in a sentence.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter L (Vol. 1, p. 66) • PreKTT App: Wood Pieces L • PreKTT Resources: “Where Do You Start Your Letters?”

Learn L Using the Mat for Wood Pieces

L ON

Multisensory Introduction: Sing and move to “Where do You Start Your Letters?” 1. Introduce L and its sound.

We’re Learning:

2. Show Letter Card. Name the picture and “read” the word. 3. Gather the Wood Pieces

Letter Cards_COLOR_3.3.16.indd 23

4. Describe each step as you build the letter: Watch as I build L. Big Line down, Little Line across the bottom. We made L. Turn the card over and have children “read” the card with you. 5. Your turn. Have children take turns building L on the Letter Cards correctly.

Check for Understanding: Observe as children build the letter. Are they placing  the pieces correctly? Support/ELL: Gather the correct pieces for each child and prompt child to use the Big Line first. Enrichment: Find objects around the room that begin with L.

Sequence, demonstrate active listening

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Point to and name capital letters, position capitals right-side up, recognize distinct letter sounds Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: capital L, capital letters, Big Line, Little Line, smiley face, right-side up, top, bottom, lamp, lion, leaf

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials: • Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • I Know My Numbers Booklet 1 (Vol. 1, p. 23) • Flip Crayons • Objects to Count Beginning with Letter L • PreKTT App: Wood Pieces 1

We’re Learning: Demonstrate active listening

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers. Grouping: Whole group, small group

Learn 1 Using I Know My Numbers Multisensory Introduction: Review 1 with Wet-Dry-Try on the Slate. Say directions: Big Line down.

one

1. Review 1 and count 1 object that begin with L. 2. G ive each child I Know My Numbers Booklet 1. Look how the slate is on the front cover. Make a connection to number 1.

Match 1:1, verbally count a set of 1–10 objects

3. C hose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs.

Use art as a form of creative expression

4. Children count 1. Children color the pages. Children trace number 1.

Use same hand to hold tool, hold tool with proper grip to write, use helping hand to stabilize object

Check for Understanding: Observe as children use the booklet. Do they make a  connection to number 1? Support/ELL: Use real objects to make a connection to 1. Count 1 head, 1 nose, 1 mouth. Enrichment: Have children air trace 1.

Vocabulary: count, one, color names

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: point/say • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Point/Say

po i nt

say

SAY say

say

SAY say

1. Look Say the words with Squawker. We can point to things with our pointer fingers. We say words by talking. 2. Do Have Helper point to Word Card. Point. Have children point to the Word Card. Have Helper say point while pointing. Have children point and say point. 3. Say We point to words. We say words. 4. Talk Squawker says: We can point to pictures in a book. What else can we point to? We can say words in a loud voice or soft voice. What other ways can you say words? Closing: Sing “Letters Together Make Words.”



Vocabulary: point, say, pointer finger, loud, soft

Check for Understanding: Observe as children discuss point and say. Do they understand the words and can say the sentences? Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss. Some people say words with their hands using sign language. Learn some signs.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 6: Day 2

LANGUAGE & LITERACY

Focus: Letter L and Number 1

Objective: Children place capitals right-side up and learn proper letter formation.

Materials:

Grouping: Whole group, small group

Position Letters

• Line It Up (Vol. 1, pp. 50–51) § Letter Cards • PreKTT Resources: “Inside, Outside”

Multisensory Introduction: Sing “Inside, Outside” as children point to the alphabet.

We’re Learning:

™

1. Review L and its sound. Place Letter Cards on the floor, including L.

LIU_LC_112017.indd 23

7/22/19 6:35 PM

2. Have one child choose a letter. Can you name your letter? That’s right, it’s the letter L. 3. Help child to hang letter on Line It Up Bar. 4. Model the proper letter formation and then give child a turn.

Take turns, cooperate with peers, listen to/follow directions Position capitals right-side up, point to and name capital letters Position an object for use, placement, or release, finger trace step by step

5. Have children finger trace the L and trace L.

Vocabulary:

Check for Understanding: Observe children. Can they turn Letter Cards to be

letter L, capital, name

vertical and right-side up?

Support/ELL: Take turns pointing out the Letter Cards.

and naming the letter on the Line It Up

Enrichment: Show children the smiley face in the top left corner of the A-B-C Touch & Flip Cards. Children finger trace and name the letter.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter L (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces L • PreKTT Resources: “Where Do You Start Your Letters?”

Learn L Using Capitals with the Mat for Wood Pieces Multisensory Introduction: Sing “Where Do You Start Your Letters?” 1. Review L and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces. 4. Describe each step as you build the letter: Watch as I build L. Big Line down, Little Line across the bottom. We made L. Turn the card over and have children “read” the card with you. 5. Now let’s build L on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn.

Check for Understanding: Observe as children build the letter. Are they placing  the pieces correctly? Support/ELL: Gather the correct pieces for each child and prompt child to use the big line first. Enrichment: Find objects around the room that begin with L.

We’re Learning: Sequence, demonstrate active listening Point to and name capital letters, position capitals right-side up Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: capital letters, Big Line, Little Line, smiley face, right-side up, top, bottom

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials: • 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83) § Counter Cards: 1–5 • 4 Squares More Squares (Vol. 1, pp. 86–87) § Little Pieces • I Know My Numbers Booklet 1 (Vol. 1, p. 23) • Flip Crayons

We’re Learning: Take turns, cooperate with peers

Objective: Children position numerals right-side up, recognize, and name written numerals. Grouping: Small group

Recognize Number 1 Multisensory Introduction: I Know My Numbers Booklet 1. Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 1. H ave child choose a Counter Card. Count the squares. Your card has 1 square.

123_Touch-Flip_Squares 1-10.indd 1

9/23/10 3:01 PM

123_Touch-Flip_Squares 1-10.indd 2

9/23/10 3:01 PM

Identify written numerals and position correctly, verbally count a set of 1–10 objects, recognize the last number said is the total, make or draw a set of objects to match a given number

3. Let’s see what 1 looks like. Have third child flip the Counter Card. Yes that’s it, it’s 1!

Use art as a form of creative expression

4. Continue this pattern with the remaining cards.

Use same hand consistently to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, position an object for use, placement, or release

recognize the number?

Vocabulary: flip, square, card, numbers 1–5

2. H ave another child count out the matching number of little pieces. You matched. You have 1 counter.

Check for Understanding: Observe as children complete the activity. Can they

Support/ELL: Have children select and open a Tag Bag. Count the dots and say the number. Enrichment: Have children place a counter on top of each square of the counter cards as they count. Flip the card to see the numeral.

SOCIAL STUDIES Materials:

Objective: Draw a map and make connections to the letter L.

• Large Blank Paper • Marker

Grouping: Whole group, small group

Make a Map 1. Watch as I draw a map. Draw a large capital L.

We’re Learning: Take turns, listen to/follow directions Use language for different purposes, Use words to label and describe places Create simple representations of home, school or community, explore geography tools and resources

Vocabulary: map, start, draw, where, add

2. Where did I start the map? “At the top.” Prompt children to make a connection to the letter L. 3. Ask children to name a familiar place that is the shape of an L (corner of the classroom, playground, etc.) 4. What can we add to the map? Draw details.



Check for Understanding: Observe as children make connections. Do they recognize the map as the shape of a capital L? Support/ELL: Prompt children by discussing objects that could appear as details in the map. Enrichment: Draw details on the map. Have children guess what location you are drawing.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 6: Day 3 Focus: Letter L and Number 1

LANGUAGE & LITERACY

Objective: Children predict what will happen in a story.

Materials:

Grouping: Whole group, small group

• Children’s Book with Focus on L, Books All Year (Vol. 1, pp. 102–105)

Make Predictions 1. Review L and its sound. Show children the front cover of the book you chose with a focus on L. What do you predict will happen in this story? Listen and ask why children made their predictions. 2. Read the title. Now that you know the title, what do you predict will happen? Did your prediction change? 3. Begin reading aloud. Stop once or twice to get any new or updated predictions. 4. Review the children’s predictions after reading. Compare them with what really happened.



Check for Understanding: Observe how and why the children make their

predictions. Do their predictions make sense?

We’re Learning: Take turns, listen to/follow directions Make a prediction about a book by looking at pictures and illustrations, use prior knowledge to make predictions about a story, listen to learn what happened in a story, listen to conversations with an adult or peer

Vocabulary: predict, prediction, title, story

Support/ELL: Show Line It Up Story Card 1 from “Isabel’s Birthday.” Have children predict what will happen. Read the story. Enrichment: Have children predict what will happen after only hearing the title of the story.

READINESS & WRITING Objective: Children roll lines of dough to build capital letters.

Materials:

Grouping: Small group

Learn L with Roll–A–Dough Letters

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card: Letter L

1. Review L and its sound. Give each child a letter card and have dough for all to use.

We’re Learning:

2. Show children how to roll a Big Curve and a Little Line using dough. Show them step by step how to place the dough on the letter L card in the tray. Say the directions: Big Line down, Little Line across the bottom. 3. Remove L letter card from tray. Children build L in empty tray.

Check for Understanding: Observe as children place their cards in the tray.

Do they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form a Big Line and Little Line. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

Sequence, listen to/follow directions, attend to simple task Recognize and name capital letters, recognize distinct letter sounds Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving object, reach across midline to get an object from other side

Vocabulary: roll, Big Line, Little Line, top, bottom, smiley face

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children tell a person’s position in a line using ordinal numbers.

• Tag Bags (Vol. 1, pp. 88–89) § Bags with 1, 2, and 3 • I Know My Numbers Booklet 1 (Vol. 1, p. 23) • Flip Crayons • Objects to Count Beginning with Letter L • PreKTT Resources: “It’s Line Up Time”

Grouping: Small group

We’re Learning:

1. P lace Tag Bags 1, 2, and 3 in a basket. Invite children to take a Tag Bag from the basket. Find the other children with Tag Bags that match your color. Now open your Tag Bag.

Take turns, cooperate with peers Say an object’s position in a line using ordinal numbers Use art as a form of creative expression Use fingers to open and close fasteners, use same hand to hold tool, notice and attach meaning to visual information

Vocabulary:

Use Ordinal Numbers Multisensory Introduction: Sing and line up to “It’s Line Up Time.” Use I Know My Numbers Booklet 1. Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs.

2. I f your Tag Bag has one dot, you are first in your color line. Stand here. Repeat for second and third person in color line. 3. P rompt children to say in order: “I am first.” “I am second.” “I am third.” Repeat as desired.

Check for Understanding: Observe as children say their ordinal positions.  Can they say their position using ordinal numbers? Support/ELL: Count three children sitting—1, 2, 3. Repeat by standing.

first, second, third

Enrichment: Another way to teach ordinal numbers is to have children look for lines of objects or people around the classroom or school.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: capitals/lowercase • A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) § Capital/Lowercase Cards • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Grouping: Whole group

Adjectives: Capitals/Lowercase

ca p ita l

1. Look Say the words with Squawker. Capital and lowercase are two different ways to write letters. 2. Do Pass a Letter Card to each child. Have children point to the capital letter on the Letter Card. Have children point to the lowercase letter on the Letter Card. 3. Say This is a capital letter. This is a lowercase letter. 4. Talk Squawker says: We use capital letters to begin our names. What is the capital letter that begins your name? We use lowercase letters to finish our names. What are the lowercase letters in your name? Closing: Sing “Letters Together Make Words.” © 2011 Learning Without Tears



Check for Understanding: Observe as children talk. Do they understand the difference between capital and lowercase letters? Support/ELL: Give guidance to children if they need help naming the letters.

Vocabulary: capital, lowercase, letter, begin, finish, name

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation.

Enrichment: Discuss. Many safety signs use capital letters. Can you think of one?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 6: Day 4 Focus: Letter Ll and Number 1

LANGUAGE & LITERACY

Objective: Children say a word that rhymes with another word.

Materials:

Grouping: Whole group, small group

Make Rhyming Words

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles • PreKTT Resources: “Rhyming Riddles”

1. Review L and introduce l and its sound. Introduce rhyming words using L words that rhyme.

We’re Learning:

2. Play “Rhyming Riddles.” Now, let’s listen again and see if we can fill in the riddles. 3. Help children fill in the missing rhyming word in each verse of the song. 4. As children improve their rhyming skills, pause at the end of each verse so that they can produce the rhyme without prompting. 5. Replay the song and have them sing along. 6. Hold up Picture Tiles from the Sound Around Box. Ask children to give a word that rhymes with the Picture Tile you are holding.



Check for Understanding: Observe as children fill in the rhyming words to “Rhyming Riddles.” Do they provide a rhyming word?

Take turns, cooperate with peers, demonstrate active listening Produce a word that rhymes with a given word, say whether two spoken words rhyme, listen to songs, poems, or nursery rhymes and find the rhymes

Vocabulary: riddle, rhyme, listen

Support/ELL: Making up nonsense rhymes is a fun way to help teach rhyming. Have children repeat doo-blue, dellow-yellow, durple-purple, and dare-square. Enrichment: Recreate a nursery rhyme by changing some of the words to rhyming words. For example, instead of “Humpty Dumpty sat on a wall,” try “Humpty Dumpty sat on a ball.”

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • PreKTT Resources: Videos, “Capital L”

Learn L Using Stamp and See Screen 1. Review L and its sound. Show children how to stamp the first piece on the screen. Erase and let children try. 2. Show children how to stamp the complete letter L. Say the directions: Big Line down, Little Line across the bottom. Erase and let children try. 3. Show children how to use the magnetic chalk stylus to trace the strokes of L. Erase the letter. 4. Children stamp with magnetic pieces or write with magnetic chalk stylus to make L from memory.

We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize and name capital letters, recognize distinct letter sounds Enjoy and engage in writing activities, hold a tool with proper grip to write, use helping hand to stabilize objects, use same hand to hold tool

Check for Understanding: Watch as children stamp. Are they placing the  pieces correctly?

Vocabulary:

Support/ELL: Use just the first two steps of the activity. Model the next two steps for exposure.

Big Line, Little Line, top, middle, smiley face, stamp

Enrichment: Have children tell you the sound of L. Ask them to find words beginning with L around the classroom.

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials: • My First School Book p. 18 • Flip Crayons

Objective: Children use top, middle, and bottom to describe position. Children trace a cross. Grouping: Small group, pairs

Demonstrate Top, Middle & Bottom

We’re Learning: Cooperate with peers, listen to/follow directions, attend to simple tasks Identify position or location using top, middle and bottom, recognize simple shapes, draw simple shapes Move an object in one hand to position it for use, placement, or release Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Multisensory Introduction: Demonstrate how to draw a cross. Children put their crayon on the . Say the directions: Little Line down, Little Line across. Children trace draw and color. 1. B uild a cube tower. Green is at the bottom. Yellow is in the middle. Red is at the top. It’s a traffic light!

C R OSS

My First School Book

2. Give each child red, yellow, and green Little Pieces. Let’s build a traffic light. 3. F or more practice, invite children to color the traffic light page. Let’s color red on top. Continue with middle and bottom.

Check for Understanding: Observe as children build the traffic lights. Do they

match your directions?

Vocabulary: top, middle, bottom, tower, cross, window, scarecrow, kite

Support/ELL: Sing “Where Do You Start Your Letters?” Dance and show children where to find the top, middle, and bottom on their own bodies. Enrichment: Discuss where children see traffic lights.

SCIENCE Materials:

Objective: Children will discover and explore objects in nature.

• Flip Crayons • Plain Paper (add smiley sticker in the top left corner) (1 per child) • Cups for Collecting Items in Nature (1 per child) • Glue

Grouping: Whole group

We’re Learning: Participate positively in group activities, follows multi-step direction Respond to adults and peers in a variety of settings Discover/explore objects

Vocabulary: nature, letters, walk, leaves, sticks, grass

Make Nature Letters 1. Review L and discuss that letters and leaves begin with L. 2. We’re going to go on a nature walk and collect leaves and other things in nature to make letter L using what we find. What other things do you think we may find while walking around outside? 3. Take a nature walk and use cups to collect leaves, sticks, pebbles, grass, etc. Then, return to class. 4. Using Flip Crayons, let’s write L on our papers. Find the smiley face. Say it with me, Big Line down. Little Line across. Repeat with glue by squeezing the glue while forming L. 5. Take the items you collected outside and put them on the L to make a nature letter L.

Check for Understanding: Observe as children discuss items they could find on a  nature walk outside. Do they give answers of items found in nature? Support/ELL: Provide visual pictures of items found in nature around the school and have children go on a Nature Treasure Hunt to find the items. Enrichment: Have children discuss plants and animals in nature that begin with L.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Unit 1: Week 6: Day 5

LANGUAGE & LITERACY

Focus: Letter Ll and Number 1

Objective: Children say whether two words are the same or different.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles Featuring Animals

Discriminate Words 1. Review L and its sound.

We’re Learning:

2. Let’s listen to animal words, frog … frog = same. Listen, alligator … alligator = same. 3. Let’s listen to two more animal words, frog … cat = different. Listen, alligator … mouse = different. 3. Pass out all animal word tiles: alligator, bear, bee, cat, dog, duck, frog, horse, mouse, ox, pig, turtle, and yak.

Take turn, cooperate with peers, listen to/follow directions

Say whether two spoken words are the same or different

Vocabulary:

4. Listen carefully. I will say two animal words. You say same or different.

same, different, animal words

5. Continue activity until all animal tiles are on the box.



Check for Understanding: Observe as children say words that are the same and different. Can they identify if two words are the same or different? Support/ELL: Provide prompts to help children listen and hear the differences between words. Enrichment: Repeat the activity with color tiles. Green … green = same. Green … red = different.

READINESS & WRITING Materials:

Objective: Children learn to trace letter L. Grouping: Whole group, small group

Learn L by Tracing, Coloring & Drawing Multisensory Introduction: Review L with Wet-Dry-Try on the Slate. 1. Look and Learn Introduce L. Children point and say the name of each image.

BIG LINE

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First School Book p. 19 • Flip Crayons • PreKTT App: Wet-Dry-Try L

+ LITTLE LINE

L I Z ARD

My First School Book

2. Trace and Write L Children finger trace L step by step. Children trace L. Model L. Children put crayon on the . Say the directions: Big Line Down, Little Line across the bottom. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe crayon grip while tracing L. Do they use the

correct grip?

Support/ELL: Help children make a sharp corner on L. Make the Big Line go straight down to a full stop, and then make the Little Line. Enrichment: Look for lizards in reptile books. Find other animals in the reptile family.

Demonstrate active listening

Recognize and name capital letters, recognize distinct letter sounds

Use art as a form of creative expression

Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: lizard, capital

Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Get Set for School

NUMBERS & MATH Materials:

Objective: Children identify, describe and draw squares.

• 4 Squares More Squares (Vol. 1, pp. 86–87) § Little Pieces • My First School Book p. 20 • I Know My Numbers Booklet 1 (Vol. 1, p. 23) • Flip Crayons • PreKTT Resources: “Shape Song”

Grouping: Whole group, small group

Describe & Draw Squares Multisensory Introduction: Sing the “Shape Song.” Hold up corresponding shape. 1. G ive children little pieces. Are all the sides the same? Are all the corners the same?

We’re Learning: Cooperate/problem solve with peers, listen to /follow directions, attend to simple tasks Identify shapes within a group, recognize simple shapes, draw simple shapes Position an object for use, placement, or release, hold a tool with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary:

S Q UA R E

My First School Book

2. M y First School Book – Square: Demonstrate how to draw a square. Children put their crayon on the . Say the directions: Start at the top: Little Line down, Little Line across the bottom, Little Line up, Little Line across the top. 3. Children trace draw and color. 4. S end home I Know My Numbers Booklet 1 for children to complete at home with their parents.

Check for Understanding: Observe as children trace their squares. Are they

tracing it correctly?

Support/ELL: Provide a red Big Piece to the group of children as a template for making a big square. Children can stack the pieces on top to make a square. Enrichment: Use beans to teach four corners on a square. Three beans won’t cover all corners. Five will have one extra. Four is perfect.

corner, same, side, square

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: A/letter • PreKTT Resources: Capital Letter Formation Chart • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

Q & A with Nouns: A/Letter

l ette r

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fiv e

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Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Check for Understanding: Observe as children ask and answer questions.  Can they point to letters and words?

Take turns, remain engaged, listen to/follow directions

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1. Look Say the words with Squawker. A is a capital letter. We use letters to write words. 2. Do Have Helper point to capital A on the letter card. Have children write A in the air. Have Helper show the word chart. 3. Say What is A? A is a letter. 4. Talk Squawker says: A is the first letter in the alphabet. What is the last letter in the alphabet? We put letters together to make words. What can we do with words Closing: Sing “Letters Together Make Words.”

We’re Learning:

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Support/ELL: Give guidance to children if they need help asking and answering questions. Vocabulary: A, capital, letter, word, alphabet

Enrichment: Sing the “Alphabet Song” together. Point to the letters on the wall as you sing.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 1 Lesson Plans

Sample Version of: Get Set For School Pre-K Teacher's Guide

Unit 2: My Body

Sample Version of: Get Set for School Pre-K Teacher's Guide

Unit 2: Week 7 At-A-Glance Focus: Letter Ff and Number 2

Children learn to identify Ff and its sound by finding words in sentences and practice writing F with hands-on activities like the Stamp and See Screen. Identifying, counting, writing number 2, and making size comparisons are covered in Math. Science and Oral Language focus on learning functions of body parts.

Day 1 Language & Literacy

Take turns, Listen to/follow directions ake a prediction about a book by M looking at pictures and illustrations, use prior knowledge to make predictions about a story, listen to learn what happened in a story, listen to converse

Readiness & Writing

ecognize and name capital letters, R position capitals right-side up ody awareness, balance, regard for B people, environment and things in play, move and place body to perform tasks Sequence, listen to/follow directions

ecognize and name capital letters, R position capitals right-side up

ecognize and name capital letters, R recognize distinct letter sounds

Recognize distinct letter sounds

njoy and engage in writing activities, E hold a tool with proper grip to write proper grip, use helping hand to stabilize object, use same hand to hold tool

ooperate with peers, work with others C to solve problems ompare using more and fewer, verbally C count a set of 1–10 objects, recognize that the last number said is the total

Oral Language, Science, or Social Studies

Cooperate with peers, take turns, demonstrate active listening

Sequence, demonstrate active listening

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Numbers & Math

Day 2

Oral Language T ake turns, remain engaged, listen to/ follow directions

Take turns Match shapes of same size, shape, and orientation, identify objects or pictures as same or different, use manipulatives to find a solution, guess and check the answer and repeat until correct answer is found

Science Listen to/follow directions

Understand print has meaning

Observe, investigate, describe and discuss the characteristics of organisms

epeat words, say sentences, R demonstrate understanding of word meaning, use manners

se large muscle groups to maintain U posture, position, and mobility

Technology

Songs, Student App, Teacher Resources

Songs, Student App

Suggestions for 3-Year-Olds

Make and confirm predictions about “Growing Pumpkins” in small chunks.

Show children videos of frogs and fish to compare how they move.

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns, listen to/follow directions

Take turns, cooperate with peers

ay whether two spoken words are the S same or different

reak spoken sentences into words, B count the number of words in a spoken sentence

Build spoken words into a sentence

Listen to/follow directions

Sequence

ecognize and name capital letters, R recognize distinct letter sounds

ecognize and name capital letters, R use correct top-to-bottom, left to right directionality

Sequence, listen to/follow directions, know name ecognize and name capital letters, R recognize name and letters in own name, position capitals right-side up I solate finger to trace, hold a tool using proper grip to write, use helping hand to stabilize object

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object

Write numerals up to 10 old a tool using proper grip, use H helping hand to stabilize an object

Speak in 3–4 word sentences

se new words linked to content, U communicate thoughts with words old a tool with proper grip to write, H use helping hand to stabilize object

Write name in all capitals

uess/check answer, repeat until G correct, use manipulatives to find a solution

Cooperate with peers, take turns, demonstrate active listening

T race correctly, step by step, develop fill-in coloring skills, color and draw creatively ame body parts, sequence, use correct N top-to-bottom, left to right directionality

Take turns, work with peers to solve problems

Verbally count a set of objects, write numerals up to 10

Sort objects by shape, identify objects or pictures as the same or different, verbally count a set of 1–10 objects

se same hand consistently to hold U tools, use helping hand to stabilize object T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

Oral Language

Science

T ake turns, remain engaged, listen to/ follow directions

Listen to/follow directions

Oral Language T ake turns, remain engaged, listen to/ follow directions

Understand print has meaning

Observe, investigate, describe and discuss position and motion of an object

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

se large muscle groups to maintain U posture, position, and mobility

epeat words, say sentences, R demonstrate understanding of word meaning

Songs, Student App, Teacher Resources

Review color names with physical props.

Practice counting groups of two with familiar objects from the classroom.

Make connections between the letter F and family by discussing children’s family members.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Unit 2: Week 7: Day 1

LANGUAGE & LITERACY

Focus: Letter F and Number 2

Objective: Children predict what will happen in a story.

Materials:

Grouping: Whole group, small group

• Line It Up (Vol. 1, pp. 50–51) § Story Cards: Growing Pumpkins • Student App: Sound Around Letters F

™

Make Predictions 1. Introduce letter F and its sound. Make a connection to F in the word farm. 2. Show children each picture and ask for predictions. Listen and ask why children made their predictions. What do you think is growing?

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Take turns, listen to/follow directions Make predictions using illustrations, use prior knowledge to make predictions, listen to learn what happened in a story, listen to converse

3. Read the title and story. 4. Review the children’s predictions. Compare them with what really happened.

Check for Understanding: Observe how and why children make their predictions.  Do their predictions make sense? Support/ELL: Before the activity, preview the pictures. Have children repeat the names of the objects in the pictures.

Vocabulary: letter F, predict, prediction, title, story, farm, growing, pumpkins

Enrichment: Have children predict what will happen after only hearing the Growing Pumpkins title.

READINESS & WRITING Materials:

Objective: Children learn how to build and sequence capital letters correctly. Grouping: Small group

Learn F Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review F and its sound.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter F (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT Resources: Wood Pieces Video • PreKTT App: Wood Pieces F

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2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces.

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4. Describe each step as you build the letter. Watch as I build F. Big Line down, Jump to the smiley face, Little Line across the top, Little Line across the middle. We made F. Turn the card over and have children “read” the card with you. 5. Now let’s build F on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter F.

Check for Understanding: Observe as children build their letter. Do children  know the letter when it’s finished? Support/ELL: Gather the correct pieces for each child and prompt child to put the Big first. Line under the Enrichment: Ask children to close their eyes and trace the capital F in the air.

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We’re Learning: Sequence, demonstrate active listening skills ecognize and name capital letters, R position capitals right-side up, recognize distinct letter sounds Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: capital F, Big Line, Little Line, top, middle, fox, fish, fan

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children compare sets to see more and fewer.

• Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Tag Bags (Vol. 1, pp. 88–89) § Red (3) and Blue (2) • PreKTT App: Letter & Number Formations 2

Grouping: Pairs

We’re Learning: Cooperate with peers, work with others to solve problems ompare using more and fewer, C verbally count up to a set of 1–10 objects, recognize that the last number spoken is the total

Vocabulary: Big Curve, Little Line, two, fewer, more, bigger, smaller

Compare Sets Multisensory Introduction: Introduce number 2 using Wood Pieces on the Mat. Say directions: Big Curve to the bottom, Little Line across. 1. H ave children work in pairs. One child has red Tag Bags. One child has blue Tag Bags. 2. Children take turns placing Tag Bags side by side—one red Tag Bag with one blue Tag Bag. 3. Which set has Tag Bags without partners? That set has more. 4. We can count to be sure. Invite children to count each line with you. The set with the bigger number has more.

Check for Understanding: Listen as children compare red and blue Tag Bags.  Are they using the vocabulary more and fewer? Support/ELL: Have children say, “I have more red Tag Bags.” Have children say, “I have more red Tag Bags.” Enrichment: Repeat the activity, changing the number of red and blue Tag Bags.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: kick/march • PreKTT Resources: “Letters Together Make Words” • Marching Music

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning, use manners

Vocabulary: kick, march, ball, soccer, parade, lifting, swinging, quickly, front, high

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Kick/March

kick

march

1. Look Say the words with Squawker. You kick by quickly swinging your leg out in front of you. You march by lifting your knees up high as you walk. 2. Do Have children stand and pretend to kick a ball. Play marching music and have children march around in a circle. 3. Say We kick. We march. 4. Talk Squawker says: We kick a ball for soccer. What else can we kick? We march in a parade. Where else can we march? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss kick and march. Do they  understand the words? Support/ELL: Provide children with verbal and visual prompts as needed. Enrichment: Discuss. Some people in a parade play music while marching. What instrument would you like to play in a marching band?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Unit 2: Week 7: Day 2

LANGUAGE & LITERACY

Focus: Letter F and Number 2

Materials:

Objective: Children learn capitals, letter orientation, and left-to-right reading. Grouping: Whole group ™

Recognize Capital Letters

™

Multisensory Introduction: Sing and move to “Where Do You Start Your Letters?” 1. Review F and its sound.

Check for Understanding: Observe as children orient letters. Are they placed

right-side up?

• Line It Up § Letter Cards: L, F, E • PreKTT Resources: “Where Do You Start Your Letters?”

We’re Learning: Cooperate with peers, take turns, demonstrate active listening Recognize and name capital letters, position capitals right-side up L earn body awareness, balance, and regard for people and things in play, move and place body to perform tasks

Support/ELL: Name letters and have children repeat. Finger trace letters.

Vocabulary:

Enrichment: Introduce beginning sounds. This is my finger. Finger begins with the /f/ sound.

capitals, first, second, third

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) • PreKTT Resources: Video, “Capital F”

Learn F Using Stamp and See Screen 1. Review F and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try. 3. Show children how to stamp the complete letter F. Say the directions: Big Line down, jump to the smiley face, Little Line across the top, Little Line across the middle. Erase and let children try. 4. Show children how to use the magnetic chalk stylus to trace the strokes of F. Erase the letter.

We’re Learning: Sequence, listen to/follow directions Recognize and name capital letters, recognize distinct letter sounds Enjoy and engage in writing activities, hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool

5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make F from memory.

Vocabulary:

Check for Understanding: Watch as children stamp. Are they placing the  pieces correctly?

Big Line, Little Line, top, middle, smiley face, stamp

Support/ELL: Use just the first two steps of the activity. Model the next two steps for exposure. Enrichment: Have children tell you the sound of F. Ask them to find words beginning with F around the classroom.

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials: • Roll–A–Dough Letters § Number Card: 2 • 2 of Each: Blocks, Buttons, Caps, Forks, Rings, Keys, Beads

We’re Learning: T ake turns, guess/check answer, repeat until correct, use manipulatives to find a solution atch shapes of same size, shape, M and orientation, identify objects as same or different, guess and check the answer and repeat until correct answer is found

Vocabulary:

Objective: Children form 2 and match objects to impressions by noticing shape, size, and orientation. Grouping: 1:1, pairs

Check for Understanding: Observe as children describe characteristics. Can they

two, check, match, press

accurately describe the impression?

Support/ELL: Ask children to repeat the names of each object. Enrichment: Stamp more than one shape at a time.

SCIENCE Materials:

Objective: Children compare animal bodies and movements.

• Image of a Frog • Image of a Fish

Grouping: Whole group, small group

We’re Learning:

1. Show children an image of a frog. What animal is this? Prompt children to describe the frog (four legs, green, two eyes, etc.).

Compare Frogs & Fish

Listen to/follow directions bserve, investigate, describe and O discuss the characteristics of organisms se large muscle groups to maintain U posture/position and mobility

Vocabulary: animal, move, jump, swim

2. Show children an image of a fish. What animal is this? Prompt children to describe the fish (no legs or arms, fins, etc.) 3. The frog has legs. How do frogs move? “Jumping/hopping.” 4. The fish does not have legs. How does the fish move? “Swimming.” 5. Have children imitate each animal’s movement: jumping and swimming. Discuss how they are different.

Check for Understanding: Observe as children discuss frogs and fish. Can they

describe their characteristics?

Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss how both frogs and fish can live in a swamp. Look for a swamp on a map.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Unit 2: Week 7: Day 3

LANGUAGE & LITERACY

Focus: Letter F and Number 2

Objective: Children say whether two words are the same or different.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Color Tiles • PreKTT Resources: “Starting Sound Shuffle”

Discriminate Words Multisensory Introduction: Sing and move to “Starting Sound Shuffle.”

We’re Learning:

1. Review F and its sound. 2. We’re going to play Same or Different with colors.

Take turns, listen to/follow directions

3. Listen carefully to hear if words sound the same or different. Red … red = same. Listen. Red … green … different.

ay whether two spoken words are the S same or different

4. Pass out all Color Tiles.

Vocabulary:

5. Listen carefully. I will say two color words. You say same or different. Green … blue = different. Green … green = Same. If you have green, put it in the box.

color words, same, different

6. Continue activity until all Color Tiles are on the Sound Around Box.

Check for Understanding: Observe as children identify words as the same or  different. Can they identify them correctly? Support/ELL: Use physical props to show same and different (e.g., crayon and book). Enrichment: Say two words that are the same and one that is different.

READINESS & WRITING Objective: Children learn the correct way to write letters by tracing and writing.

Materials:

Grouping: Small group

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture cards – Tactile side • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Review Capitals & Write Name Multisensory Introduction: Sing and move to “Sing Your Name.” 1. Review F and its sound. 2. Have children finger trace F card. Say the directions: Big Line down, Jump to the smiley face, Little Line across the top, Little Line across the middle. 3. Choose the tactile side of letter cards that are familiar from a child’s name. 4. Finger trace the letter as you say the directions. 5. Children take turns finger tracing the letter. Say the words with them as they trace. 6. Use the

A Click Away Capital Practice Strips. Put your strip above the child’s strip.

7. Demonstrate each letter on your strip and wait for the child to imitate you.

Check for Understanding: Observe children’s grip. Are they holding their

crayons correctly?

Support/ELL: Send home Capital Practice Strips and the Letter Formation Chart for parents.

A Click Away Capital

Enrichment: Write child’s name and see if they can identify each letter in their name.

We’re Learning: Sequence, listen to/follow directions, know name ecognize and name capital letters, R recognize and name letters in own name, position capitals right-side up I solate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize object Write name in all capitals

Vocabulary: letter names, capital, capital letter formation words, name

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children form numbers correctly without reversals.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cube, Cups of Water, Paper Towel Pieces • PreKTT Resources: “Counting at the Table” • Student App: Touch & Flip Numbers 2

Grouping: Small group

We’re Learning:

2. Prepare Slate Chalkboards by writing with chalk as a model to trace. Write 1 on one side, and 2 on the other.

old a tool with proper grip to write, H use helping hand to stabilize object

Write numerals

Vocabulary: one, two, Big Line, Big Curve, Little Line, trace

Learn 2 Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing “Counting at the Table.” 1. Y ou know what numbers 1 and 2 look like. Now we’re going to write them.

3. Demonstrate 1 on your own Slate Chalkboard. Say the words for each step. Big Line down. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the number. Dry: Child uses a little piece of paper towel to dry the number. Try: Child uses a Little Chalk Bit to write the number. 5. Now let’s write 2! Flip your Slates over. Complete steps three and four for number 2. Say the words for each step. Big Curve to the bottom, Little Line across.

Check for Understanding: Observe as children trace. Do they start at the top?

Support/ELL: Have children air write the numbers with a piece of chalk.

Enrichment: Discuss the meaning of pairs. Explain that it means that there are two of something.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: high/low • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

T ake turns, remain engaged, listen to/follow directions

Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: high, low, up, air, down, ground, marching, soccer

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

high

Adjectives: High/Low

low

1. Look Say the words with Squawker. omething high is up in the air. Something low is down near the ground. S 2. Do Fly Squawker to a high place in the classroom. Have Helper reach up and try to touch him. Do the same with a low place. 3. Say My hands are high. My hands are low. 4. Talk Squawker says: A high step is used in marching. When else could you use a high step? A low kick is used in soccer. Why would you use a low kick? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the

difference between high and low?

Support/ELL: Show children how to position their hands high above their heads, and low to touch the ground. Enrichment: Discuss. Have you ever been at the top of a high building? How did the people look below?

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Unit 2: Week 7: Day 4 Focus: Letters Ff and Number 2

LANGUAGE & LITERACY

Objective: Children break a sentence into words and count the number of words.

Materials:

Grouping: Whole group

• PreKTT Resources: “Letters Together Make Words”

Let’s Break Sentences Multisensory Introduction: Sing “Letters Together Make Words.” 1. Review F and introduce f and its sound. 2. Letters together make words. Words together make sentences. Let’s listen to a sentence and find out how many words it has. 3. Have five children sit in a line. I’m going to say a sentence. When I point at you, please stand up. As you repeat each word of the sentence, point to one child to stand up. Frogs hop. Frogs … hop.

We’re Learning: Take turns, cooperate with peers Break spoken sentences into words, count the number of words in a spoken sentence

Vocabulary: words, sentence, words beginning with Ff

4. How many words were in that sentence? Two words. Now, let’s hop like frogs! 5. Repeat using other words beginning with F in action sentences (fall, feed, feel, etc.).

Check for Understanding: Observe as children participate. Do they stand up for  each word? Support/ELL: Use a sentence that is familiar to the child. Enrichment: Choose a book with simple sentences for the standing activity.

READINESS & WRITING Objective: Children learn how to form F.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Student App: Wet-Dry-Try F

Learn F Using Wet-Dry-Try on the Slate 1. Review F and its sound. 2. Prepare Slate Chalkboards by writing F with chalk as a model to trace.

We’re Learning:

3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down. Jump to the smiley face. Little Line across the top. Little Line across the middle.

Listen to/follow directions

4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object



Check for Understanding: Observe if children follow directions. Do they

complete the steps to make F?

Recognize and name capital letters, recognize distinct letter sounds

Vocabulary: Big Line, Little Line

Support/ELL: Have children say the words for each step with you, orally. Enrichment: Have children air write F with a piece of chalk.

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children learn number 2 and develop correct habits for writing 2.

• My First School Book p. 79 • Flip Crayons • PreKTT Resources: “Count on Me”

Grouping: Whole group

We’re Learning:

Learn 2 by Tracing & Copying Multisensory Introduction: Sing and move to “Count on Me.”

BIG CURVE

+ LITTLE LINE

2 T W O C HI C KS

Name body parts, sequence

1. C ount 2 with Bodies Hold up two fingers. Touch two eyes, two knees, etc.

Verbally count a set of 1–10 objects, write numerals

2. Count 2 with Objects Count 2 on clothing: two sleeves, two pant legs, etc.

se same hand to hold tool, use helping U hand to stabilize object

3. Trace and Write My First School Book 2: Finger trace the 2 at the top of the page (say directions). Let’s write 2. Put the crayon on the . Big Curve to the bottom, Little Line across.

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

My First School Book

4. Color and Draw Children color the picture and add detail. Encourage creative drawing on the page.

Check for Understanding: Observe if children start 2 at the top. Do they  trace 2 correctly?

Vocabulary: two, legs, chicks

Support/ELL: Practice 2 on the Slate Chalkboard. Enrichment: Sing “Bird Legs” from the Get Set for School Sing Along Album.

SCIENCE Materials:

Objective: Children describe body parts that are high and low.

• Wood Pieces for Capital Letters (Vol. 1, pp. 61–63) § Big Lines (2 per child) • PreKTT Resources: “Tap, Tap, Tap”

Grouping: Whole group

We’re Learning: Listen to/follow directions Observe, investigate, describe and discuss position and motion of an object se large muscle groups to maintain U posture/position and mobility

Vocabulary: animal, move, jump, swim

Learn High/Low Multisensory Introduction: Sing and move Big Lines to “Tap, Tap, Tap.” 1. We know what the words high and low mean. Let’s stretch our hands up above our heads. Are our hands high or low? “High.” 2. Let’s bend forward to touch our toes. Now, are our hands high or low? “Low.” 3. Have children point to and describe body parts that are high (eyes, nose, and ears) and low (feet, toes, and knees) on their bodies.

Check for Understanding: Observe as children point to  high and low body parts. Are they correct? Support/ELL: Have children imitate you while moving your hands high and low. Enrichment: Ask children to point to and describe body parts in the middle (belly button, hips, etc.).

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Unit 2: Week 7: Day 5 Focus: Letters Ff and Number 2

LANGUAGE & LITERACY

Objective: Children put a group of spoken words into a sentence.

Materials:

Grouping: Small group

• PreKTT Resources: “Letters Together Make Words”

Let’s Make Sentences Multisensory Introduction: Sing “Letters Together Make Words.” 1. Review Ff and its sound. 2. We are going to build a sentence with words. Have three children line up side by side. 3. Say fish to the first child, have to the second child, and fins to the third child. 4. Say your word when I point to you. Point to each child slowly. Make sure there’s some space between words: “Fish…have…fins.” 5. What sentence did they make? (Fish have fins.) 6. Repeat with other children and sentences using words beginning with F.

We’re Learning: ooperate with peers, take turns, C demonstrate active listening Build spoken words into a sentence Speak in 3–4 word sentences

Vocabulary: word, sentence, fish, fins, words beginning with Ff

Check for Understanding: Observe as children repeat the sentences. Can they  say the sentence after listening to the words? Support/ELL: Begin this activity with simple two-word sentences. Enrichment: Have children make up their own sentences.

READINESS & WRITING Objective: Children learn to air trace and write letter F.

Materials:

Grouping: Whole group, small group

• My First School Book p. 21 • Flip Crayons • PreKTT Resources: Smiley Face (mounted on top left corner of door)

Learn F Using Door Tracing, Tracing, Coloring & Drawing Multisensory Introduction: Review F with Door Tracing. 1. Look and Learn My First School Book F: Review F and its sound. Children point and say the name of each image. 2. Trace and Write F Children finger trace F step by step. Children trace F. Model F. Children put crayon on the . Say the directions: Big Line down. Jump to the smiley face. Little Line across the top. Little Line across the middle. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe crayon grip while tracing F. Do children use  the correct grip?

We’re Learning: Sequence se new words linked to content being U taught, communicate thoughts with words Recognize and name capital letters Hold a tool with proper grip to write, use helping hand to stabilize object Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Support/ELL: Practice F on the Slate Chalkboard or build with Wood Pieces. Enrichment: Have children guess the letter as you trace it on the door.

Vocabulary: frog, fish, Big Line, jump, Little Line, top, across, middle

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children sort shapes by sides and corners.

• Mix & Make Shapes (Vol. 1, pp. 84–85) • PreKTT Resources: “Ants Go Marching”

Grouping: Small group

We’re Learning:

Take turns, work with others to solve problems

ort objects by shape, identify objects S as same or different, verbally count a set of 1–10 objects

Vocabulary: shape, side, corner, straight

Sort Shapes Multisensory Introduction: Sing and move to “The Ants Go Marching.” 1. Who knows about sorting? Today we are going to sort shapes. 2. Spread shapes on the floor in the middle of the group. Ask one child to pick a shape. 3. This shape has straight sides and corners. Point to the sides and corners as you name them. 4. Let’s see if we can find more shapes like this one with straight sides and corners. Allow children to find other shapes. 5. Good job! Let’s see how many shapes there are. 1, 2, 3, 4. There are four shapes with straight sides and corners. 6. Have another child pick a shape. Repeat the activity with other shapes.



Check for Understanding: Observe as children describe each pile of shapes. Do they talk about sides and corners correctly? Support/ELL: Sort shapes with lines and corners then shapes with only curves. Enrichment: Have children think of another way to sort the shapes.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: knee/leg • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning:

Take turns, remain engaged, listen to/follow directions

Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: knee, leg, joint, connected, body, part, bump, ball, soccer, walk, move

Q & A with Nouns: Knee/Leg

knee

l eg

1. Look Say the words with Squawker. our knee is a joint on your leg. Your leg is connected to the lower part of Y your body. 2. Do Have children touch their knees. Have children slide their hands down their legs. 3. Say Where is your knee? Your knee is on your leg. 4. Talk Squawker says: You can bump a soccer ball with your knee. What else can you do with your knee? You use your legs to walk. How else can your legs move? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Can  they point to their knees? Support/ELL: Show pictures of people using their knee or leg in an activity. Enrichment: Discuss. Songs help us remember important things. Sing “Head, Shoulders, Knees, and Toes” to help remember body parts.

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Unit 2: Week 8 At-A-Glance Focus: Letter Ee and Number 2

Children learn to identify Ee and its sound by matching capital and lowercase letters and write E with hands-on activities like Wet-Dry-Try. Identifying, counting, writing number 2, and making comparisons of size are covered in Math. Science, Social Studies, and Oral Language focus mainly on learning how our arms work.

Day 1 Language & Literacy

Take turns

Take turns, cooperate with peers

osition capitals right-side up, recognize P and name capital letters

Make predictions using illustrations, use prior knowledge to make predictions, listen to learn what happened in a story, listen to converse

se fingers to open and close fasteners, U attach meaning to visual information

Readiness & Writing

Numbers & Math

Day 2

Sequence, demonstrate active listening

Sequence, listen to/follow directions

osition capitals right-side up, recognize P and name capital letters, recognize distinct letter sounds

Recognize and name capital letters

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects, use both sides of the body, reach across midline to get an object from other side

Demonstrate active listening

Talk about observations, speak in complete sentences

Count 1–10 objects, verbally count 2

ompare size using big and small, C use manipulatives to find a solution

old a tool with proper grip to write, H use helping hand to stabilize object, use same hand to hold tool Trace correctly, step by step

Oral Language, Science, or Social Studies

Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Science Demonstrate active listening Talk about experiences/observations Observe, investigate, describe, and discuss properties and characteristics of common objects Compare size using big and small

Technology

Songs, Student App

Student App

Suggestions for 3-Year-Olds

Make connections to letter E and children’s names beginning with E.

Make predictions about pictures, such as a rain cloud over a playground, rather than a book.

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Listen to/follow directions

Take turns, cooperate with peers

Demonstrate active listening

ay whether two spoken words are the S same or different

Match capital and lowercase letters

Identify beginning, middle, and end of a story, order events in story, listen to, gain, and share information, listen to learn what happened in a story, retell story or event with pictures, reenact a story or event

now name, listen to/follow directions, K attend to a simple task

Sequence, listen to/follow directions

Position an object for use, placement, or release

Use correct top-to-bottom and left to right directionality

ecognize and name letters in own R name, position capitals right-side up

Repeat words, learn words linked to content, use new words linked to content

old a tool with proper grip to write, H use helping hand to stabilize object, use same hand consistently to hold tool

old a tool with proper grip to write, H use helping hand to stabilize object, use same hand to hold tool

Write name in all capitals

T race correctly, step by step, develop fill in coloring, color and draw creatively

Cooperate with peers

Listen to/follow directions

Demonstrate active listening

Connect numerals to quantities they represent, verbally count a set of 1–10 objects, recognize that the last number said is the total, make or draw a set of objects to match a given number

Write numerals

Count 1–10 objects, match 1:1

evelop correct pinch grasp, isolate D finger to trace

old a tool with proper grip to write, H use helping hand to stabilize object, use same hand to hold tool

Trace correctly, step by step

ove fingers to show age/number and M for finger plays

ecognize and name capital letters, R recognize distinct letter sounds Use art as a form of creative expression old a tool with proper grip, use helping H hand to stabilize object, use same hand to hold tool

Trace correctly, step by step

Trace correctly, step by step Oral Language

Social Studies

T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Demonstrate active listening Explore geography tools and resources se language for different purposes, use U a variety of words to label and describe places

Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Songs, Student App, Teacher Resources

Have children finger trace rather than write their names on the Capital Practice Strips using My turn, Your turn.

Have children finger trace A-B-C Touch & Flip Card letter E before Wet-Dry-Try activity.

Use bright duct tape to make a giant E on the door as a model for door tracing.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Unit 2: Week 8: Day 1

LANGUAGE & LITERACY

Focus: Letter E and Number 2

Objective: Children place capitals right-side up and learn proper letter formation.

Materials:

Grouping: Whole group, small group

• Line It Up (Vol. 1, pp. 50–51) § Letter Cards: E, F, L • PreKTT Resources: ”Letters Together Make Words“ • Student App: Sound Around Letters E

™

Position Letters Multisensory Introduction: Sing “Letters Together Make Words.”

LIU_LC_010511.indd 9

1/13/11 2:33 PM

1. Let’s hang up letters today and see if we can place them correctly. Show letter E card. Introduce letter E and its sound.

We’re Learning:

2. Place all three Letter Cards on the floor (E, F, L).

3. Have one child choose a letter. Can you name your letter? That’s right, it’s the letter __. Let’s hang up the letter so our friends can see.

4. Let’s finger trace the letter. Model the proper letter formation and then give child a turn.

Take turns Position capitals right-side up, recognize and name capital letters Attach meaning to visual information

Vocabulary:

5. Repeat with remaining letters.



Check for Understanding: Observe as children position letter cards. Do they turn

letter E, capital

them to be vertical and right-side up?

Support/ELL: Discuss letters one-on-one using A-B-C Touch & Flip Cards. Enrichment: Have children trace letter cards with a dry erase crayon.

READINESS & WRITING Materials:

Objective: Children learn how to build and sequence capital letters correctly. Grouping: Whole group, small group

Learn E Using Capitals with Letter Cards & the Mat for Wood Pieces 1. Review E and its sound.

ELEPHANT

2. Show letter card. Name the picture and “read” the word.

• Capital Letter Card: Letter E (Vol. 1, p. 66) • Mat for Wood Pieces (one per child) (Vol. 1, p. 67) • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • PreKTT Resources: Wood Pieces Video • PreKTT App: Wood Pieces E



3. Gather the Wood Pieces.

Letter Cards_COLOR_3.3.16.indd 9

3/8/17 4:02 PM

4. Describe each step as you build the letter: Watch as I build E. Big Line down, Jump to the smiley face, Little Line across the top, Little Line across the middle, Little Line across the bottom. We made E. Turn the card over and have children “read” the card with you. 5. Now, let’s build E on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter E!

We’re Learning:

equence, demonstrate active listening S Position capitals right-side up, recognize and name capital letters, recognize distinct letter sounds osition an object for use, placement, or P release, use visual cues to guide reaching for, grasping, and moving objects

Vocabulary: capital E, capital letters, smiley face, right-side up, top, middle, bottom, Big Line, Little Line, eagle, ear, elephant

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children compare objects using big and small.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § Big Lines • Big Stuffed Animal (elephant) • Small Stuffed Animal (elephant)

Grouping: Small group

We’re Learning:

Make a Direct Comparison of Size Multisensory Introduction: Review 2 with your favorite multisensory activity. Say directions: Big Curve to the bottom, Little Line across. 1. Today we are going to compare big and small things.

Demonstrate active listening Talk about observations, speak in complete sentences ompare size using big and small, use C manipulatives to find a solution

Vocabulary: two, big, bigger, compare, small, smaller

2. Show big and small stuffed animals. This elephant is big. This elephant is small. How do you know this elephant is bigger? 3. Listen to children’s answers. Talk about what they can see or feel, the height and weight, or even how it feels to hug the elephant to judge circumference. 4. Give each child a Big Line. Find an object bigger than the Big Line. Let’s compare. This book is bigger than my Big Line. Show comparison. 5. Help children say complete sentence: This _____ is bigger than my Big Line. 6. Repeat with smaller stuffed animals.

Check for Understanding: Listen as children answer about the size of the large  stuffed animal. Can they compare using big and small? Support/ELL: Shorten the sentence: “This ____ is bigger.” Enrichment: Have children bring photos of their families. Compare who’s taller and shorter.

ORAL LANGUAGE Materials: • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: reach/bend Tennis Ball PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Reach/Bend

reach

bend

1. Look Say the words with Squawker. We stretch out our arms when we reach. We make a curve or fold when we bend. 2. Do Hold the ball. Have Helper reach to take the ball from you and then bend his/her arm back. Repeat with children around the circle. 3. Say We reach with our arms. We bend with our body. 4. Talk Squawker says: You reach for a cup when you want to drink. What else can you reach for? We bend our body. Where else can your body bend? Closing: Sing “Letters Together Make Words.”

Vocabulary:

Check for Understanding: Observe as children discuss reach and bend. Do they  understand the words and can say the sentences?

reach, bend, stretch, arms, curve, fold, waist

Support/ELL: Provide visual and physical prompts as needed. Enrichment: Discuss. Bodies have many parts that bend. The places where we bend are called joints. Count how many joints are on your body.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

Unit 2: Week 8: Day 2 Focus: Letter E and Number 2

LANGUAGE & LITERACY

Objective: Children predict what will happen in a story.

Materials:

Grouping: Whole group, small group

• Children’s Book with Focus on E (recommend Waiting Is Not Easy! by Mo Willems), Books All Year (Vol. 1, pp. 102–105) • PreKTT Resources: ”Letters Together Make Words“

Make Predictions Multisensory Introduction: Sing “Letters Together Make Words.” 1. Review E and its sound. 2. Show children the front cover of the book you chose with a focus on E. What do you predict will happen in this story? Listen and ask why children made their predictions. 3. Read the title. Now that you know the title, what do you predict will happen? Did your prediction change? 4. Begin reading aloud. Stop once or twice to get any new or updated predictions. 5. Review the children’s predictions after reading. Compare them with what really happened.

We’re Learning: Take turns, listen to/follow directions ake predictions using illustrations, use M prior knowledge to make predictions, listen to learn what happened in a story, listen to converse

Vocabulary: predict, prediction, title, story



Check for Understanding: Notice how and why the children make their predictions. Do their predictions make sense? Support/ELL: Do a picture walk-through of the book before asking for predictions. Enrichment: Show children the cover image without reading the title. Have them guess what the title may be.

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough (1 per child) (Vol. 1, p. 68) § Letter Cards: E • Student App: Sound Around Letters E

Learn E with Roll–A–Dough Letters 1. Review E and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Big Line and three Little Lines using dough. Show them step by step how to place the dough on the letter E card in the tray. Say the directions: Big Line down, Jump to the smiley face, Little Line across the top, Little Line across the middle, Little Line across the bottom. 4. Remove E letter card from tray. Children build E in empty tray.

Check for Understanding: Observe as children place their cards in the tray.

We’re Learning: Sequence, listen to/follow directions Recognize and name capital letters Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving objects, use both sides of the body, reach across midline to get an object from other side

Do they orient them correctly?

Support/ELL: Help children place Little Lines at the top, middle, and bottom by having them imitate you step by step. Enrichment: Use the tray to trace letters in sand, shaving scream, pudding, or finger paint.

100

Vocabulary: roll, Big Line, Little Line, smiley face, top, middle, bottom

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children learn by coloring and counting using I Know My Numbers.

• I Know My Numbers Booklet 2 (Vol. 1, p. 22) • Flip Crayons • Objects to Count Beginning with Letter E

Grouping: Whole group, small group

We’re Learning: Demonstrate active listening Match 1:1, verbally count 1–10 objects old a tool with proper grip to write, H use helping hand to stabilize object, use same hand to hold tool Trace correctly, step by step

Learn 2 Using I Know My Numbers Multisensory Introduction: Review 2 with a multisensory activity of your choice. Say directions: Big Curve to the bottom, Little Line across. 1. Review 2 and count 2 objects beginning with E. 2. Give each child I Know My Numbers Booklet 2. Look how the Slate is on the front cover. Make a connection to number 2. 3. Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 4. Children count 2. Children color the pages. Children trace number 2.

Check for Understanding: Observe as children trace number 2. Do they start at

Vocabulary: count, two, nursery rhymes

the smiley face?

Support/ELL: Make connections to two with body parts (2 eyes, 2 ears, 2 feet, etc.). Enrichment: Sing “Bird Legs” from Sing, Sound & Count With Me Album.

SCIENCE Materials:

Objective: Children compare animals and objects in nature using “bigger” and “smaller.”

None

Grouping: Whole group

We’re Learning:

Compare Bigger & Smaller

Demonstrate active listening Talk about experiences/observations bserve, investigate, describe, and O discuss properties and characteristics of common objects Compare size using big and small

Vocabulary: big, bigger, small, smaller

1. Take children outside or gather children on the carpet and have them imagine they are outside. 2. What do you see outside that is big? Yes, a tree is big! 3. Can you find something smaller than the tree? Yes, the bird is smaller than the tree. 4. Continue comparing other animals/objects. Encourage children to say “The ____ is bigger/smaller than the ____.”

Check for Understanding: Listen as children name objects that are smaller than the  tree. Are they naming objects that are actually smaller? Support/ELL: Let children hold two objects to compare their size (e.g., small rock and long stick). Enrichment: Have children pretend they are somewhere else (beach, desert, etc.) and compare the size of animals and objects they may see.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

101

Unit 2: Week 8: Day 3

LANGUAGE & LITERACY

Focus: Letter E and Number 2

Objective: Children say whether words are the same or different.

Materials:

Grouping: Whole group, small group

• PreKTT Resources: “Letters Together Make Words”

Discriminate Words Multisensory Introduction: Sing “Letters Together Make Words.” 1. Review E and its sound. Let’s listen to words. Egg … egg = same. Elephant … elephant = same.

We’re Learning Listen to/follow directions ay whether two spoken words are the S same or different

2. Let’s listen to two more words. Egg … elephant = different. Elephant … exit = different. 3. Listen carefully. Now I will say two words that are the same and one that is different. Egg, egg, exit.

Vocabulary: same, different, words beginning with E

4. Can you name the word that is different? “Exit.” 5. Continue activity with different words beginning with E.

Check for Understanding: Observe as children say words that are the same and  different. Can they identify if two words are the same or different? Support/ELL: Repeat words twice before having children guess if they are the same or different. Enrichment: Have children suggest words that are the same or different.

READINESS & WRITING Objective: Children learn the correct way to write letters and practice writing their names. Grouping: Small group

Trace Capitals & Write Name Multisensory Introduction: Sing and move to “Sing Your Name.” 1. Review E and its sound. Have children finger trace E card. Say the directions: Big Line down, Jump to the smiley face, Little Line across the top, Little Line across the middle, Little Line across the bottom. 2. Choose the tactile side of letter cards that are familiar from a child’s name. 3. Finger trace the letter as you say the directions. 4. Children take turns finger tracing the letter. Say the words with them as they trace (Big Line down, etc.). 5. Use the

A Click Away Capital Practice Strips. Put your strip above the child’s strip.

6. Demonstrate each letter on your strip and wait for the child to imitate you.

Check for Understanding: Observe children’s grip. Are they holding their  crayons correctly? Support/ELL: Send home Capital Practice Strips and the Formation Chart for parents.

A Click Away Capital Letter

Enrichment: Write child’s name and see if they can identify each letter in their name.

102

Materials: • A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture Cards – Tactile Side • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

We’re Learning: Know name, listen to/follow directions, attend to simple tasks ecognize and name letters in own name, R position capitals right-side up old a tool with proper grip to write, use H helping hand to stabilize object, use same hand consistently to hold tool Write name in all capitals

Vocabulary: letter names, capital, capital letter formation words, name

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children connect numerals to the quantities they represent.

• 1-2-3 Touch & Flip Cards 1–5 (Vol. 1, pp. 82–83) • I Know My Numbers Booklet 2 (Vol. 1, p. 22) • Flip Crayons • Objects to Count Beginning with Letter E • Student App: Touch & Flip Numbers 2

Grouping: Whole group, small group

We’re Learning:

1. Hold up the number 2 card. Look at the number on the Number Card. Hold up your fingers to show what my number means.

Cooperate with peers onnect numerals to quantities they C represent, verbally count a set of 1–10 objects, recognize that the last number spoken is the total, make or draw a set of objects to match a given number ove fingers to show age/number and M for finger plays Trace correctly, step by step

Vocabulary:

Learn 2 Using I Know My Numbers Multisensory Introduction: Review 2 with a multisensory activity of your choice. Say directions: Big Curve to the bottom, Little Line across.

2. Give all the children time to hold up the correct number of fingers. 3. My number is 2. Everyone repeats the number and counts fingers together. 4. Now let’s work on number 2. Choose what pages you want to complete with children in I Know My Numbers Booklet 2. Use real objects to count. Sing nursery rhymes and songs.

Check for Understanding: Observe as children hold up their fingers. Do they  connect the numerals with matching quantities? Support/ELL: Use real objects or counters to count the numbers.

number, two, hold, fingers

Enrichment: Show children the number and let them clap that number of times.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: straight/bent • PreKTT Resources: “Letters Together Make Words”

We’re Learning: T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Vocabulary: straight, bent, curves, corners, folds, elbow

Objective: Children learn two adjectives, say them in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Straight/Bent

straight

b e nt

1. Look Say the words with Squawker. Straight means having no curves or corners. Bent means having curves or folds. 2. Do Have Helper model straightening and bending his/her elbow. Hold up the straight Word Card. Children straighten their arms. Hold up the bent Word Card. Children bend their arms. 3. Say My elbow is straight. My elbow is bent. 4. Talk Squawker says: Your arms can be straight. What else can be straight? Your arms can be bent. What else can be bent? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children straighten and bend their arms. Do they understand the Word Cards correctly? Support/ELL: Have children bend and straighten pipe cleaners. Enrichment: Discuss. Straight lines are used to create many shapes. How many straight lines make a triangle? A square?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

103

Unit 2: Week 8: Day 4

LANGUAGE & LITERACY

Focus: Letter Ee and Number 2

Objective: Children recognize and match capital and lowercase letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) § Lowercase Cards: e, f, l

Match Capital & Lowercase Letters 1. Review E and introduce e and its sound. 2. Make E with Magnetic Pieces for Capitals on the side of the Sound Around Box.

We’re Learning:

3. Place two A-B-C Touch & Flip Cards in the Sound Around Box. Use lowercase e and another letter.

4. Who can reach in the box and help us find lowercase e? 5. Have child reach in the box and hold up both cards. Ask the class to choose the lowercase letter that matches capital E. 6. Repeat with F and L.

Take turns, cooperate with peers Match capital and lowercase letters osition an object for use, placement, P or release

Vocabulary: match, capital, lowercase, box, reach

Check for Understanding: Observe as children make matches. Do they choose  the correct match? Support/ELL: Use only two letters at a time. Enrichment: Write two lowercase es and two other letters on the Sound Around Box. Children circle the two lowercase es.

READINESS & WRITING Objective: Children learn to form letter E.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First School Book p. 22 • Flip Crayons • Student App: Wet-Dry-Try E

Learn E Using Wet-Dry-Try on the Slate Multisensory Introduction: Review E with Wet-Dry-Try on the Slate Chalkboard. Say directions: Big Line down. Jump to the smiley face, Little Line across the top, Little Line across the middle, Little Line across the bottom. 1. Trace Pre-Strokes for E My First School Book Pre-Stroke: Demonstrate how to write little lines. Children put their crayons on the arrow as you say: Little Line across. Slow down, get ready to stop. Look, we made a Little Line!

We’re Learning:

equence, listen to/follow directions S Repeat words, learn words linked to content, use new words linked to content

Check for Understanding: Observe as children trace. Do they start at the arrow?

old a tool with proper grip to write, use H helping hand to stabilize object, use same hand to hold tool

T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

Enrichment: Discuss. Look at the elephant. This is a circus elephant. How can we tell?

Vocabulary:

2. Color and Draw Children color the picture and add detail. It is a circus, so encourage bright colors.

Support/ELL: Point out objects in the classroom with horizontal lines.

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letter E, smiley face, Big Line, Little Line, top, middle, bottom

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children form numbers correctly without reversals.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • I Know My Numbers Booklet 2 • Flip Crayons • Objects to Count Beginning with Letter E • Student App: Touch & Flip Numbers 2

Grouping: Small group

Learn 2 Using Wet-Dry-Try on the Slate Multisensory Introduction: Review 2 with a multisensory activity of your choice. 1. Review 2. 2. Prepare Slate Chalkboards by writing 2 with chalk as a model to trace.

We’re Learning: Listen to/follow directions Write numerals evelop correct pinch grasp, isolate D finger to trace Trace correctly, step by step

3. Demonstrate 2 on your own Slate Chalkboard. Say the words for each step. Big Curve to the bottom, Little Line across. 4. Teacher models and Children participate: Wet: Child uses a Little Sponge Cube to trace the number. Dry: Child uses a little piece of paper towel to dry the number. Try: Child uses a Little Chalk Bit to write the number. 5. I Know My Numbers Booklet 2: Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs.

Vocabulary: two, Big Curve, Little Line

Check for Understanding: Observe children trace 2. Do they start at the top?

Support/ELL: Have children trace tactile card 2 of 1-2-3 Touch & Flip Cards. Enrichment: Have children line up two by two. Count by 2s.

SOCIAL STUDIES Materials:

Objective: Children compare the size of countries using “big” and “small.”

• World Map

Grouping: Whole group, small group

Compare Countries

We’re Learning: Demonstrate active listening Explore geography tools and resources Use language for different purposes, use a variety of words to label and describe places

1. Show children a world map or image of a world map. 2. We can tell the difference between big and small things. Some countries around the world are big. Some are small. Maps show us how big or small a country is. 3. Point to a small country (Ireland, Greece, etc.). ____ is a small country. 4. Point to a big country (Canada, Mexico, etc.). ____ is bigger than _____!

Vocabulary: big, bigger, small, smaller, country, map, names of countries

5. Ask children to point to other countries they see that are bigger than the small country. Tell them each country’s name and have them repeat “____ is bigger than ____.” 6. Continue comparing big and small countries.

Check for Understanding: Observe as children point out countries. Can they  accurately find bigger countries? Support/ELL: Print and cut out several countries, big and small. Let children place the cut outs side by side to compare. Enrichment: Compare the size of different oceans.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

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Unit 2: Week 8: Day 5

LANGUAGE & LITERACY

Focus: Letter Ee and Number 2

Materials:

Objective: Children comprehend a story by identifying the sequence of beginning, middle, and end. Grouping: Whole group, small group

™

Recognize Beginning, Middle & End

• Line It Up (Vol. 1, pp. 50–51) § Story Cards: Ready for Robins • PreKTT Resources: “Leaves and Branches, Trunk and Roots”

™

Multisensory Introduction: Sing and move to “Leaves and Branches, Trunk and Roots.”

We’re Learning:

1. Review Ee and its sound.

Demonstrate active listening

2. Read Ready for Robins Story Cards.

Identify beginning, middle, and end of a story, order events in story, listen to gain and share information, listen to learn what happened in a story, retell story or event with pictures, reenact a story or event

3. Place Story Cards on Line It Up Bar out of order. Reread words from first card. Show me what happens first. Please put it up. 4. Repeat with the rest of the Story Cards, asking what happens next and last. 5. Now we know the beginning, middle, and end of the story.

Check for Understanding: Observe as children tell which card comes next.  Can they identify them in the correct order?

Vocabulary: first, next, last, beginning, middle, end

Support/ELL: After reading the story, have children pretend to be young robins. Enrichment: Discuss and name other birds that make nests in a tree.

READINESS & WRITING Materials:

Objective: Children learn to air trace and write letter E. Grouping: Whole group, small group



Learn E Using Door Tracing

Multisensory Introduction: Review E with Door Tracing.

E L E P HA NT

1. Look and Learn My First School Book E: Review E and its sound. Children point and say the name of each image. Elephant starts with E.

BIG LINE

+ LITTLE LINE

• My First School Book p. 23 • Flip Crayons • PreKTT Resources: Smiley Face (Mounted on Top Left Corner of Door)

+ LITTLE LINE



My First School Book

2. Trace and Write E Children finger trace E step by step. Children trace E. Model E. Children put the crayon on the . Say the directions: Big Line down, Jump to the smiley face, Little Line across the top, Little Line across the middle, Little Line across the bottom. 3. Color and Draw Children color the elephant and add detail. Encourage creative drawing on page.



Check for Understanding: Observe children tracing E. Are they forming the

letter correctly?

Support/ELL: Crayon trace the Wood Pieces at the top of the page step by step.

Use correct top-to-bottom and left-to-right directionality Recognize and name capital letters, recognize distinct letter sounds Use art as a form of creative expression Hold a tool with proper grip, use helping hand to stabilize object, use same hand to hold tool

Vocabulary: elephant, starts, Big Line, Little Line, top, middle, bottom

Enrichment: Find the word elephant on the page. Compare heavy and light.

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Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials: • I Know My Numbers Booklet 2 • Flip Crayons • Objects to Count Beginning with Letter E • PreKTT Resources: “Ants Go Marching”

We’re Learning:

Demonstrate active listening

Match 1:1, verbally count 1–10 objects

Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool

Trace correctly, step by step

Vocabulary: two, legs, birds, ants

Objective: Children learn math by coloring, counting, building, rhyming, singing and playing using I Know My Numbers. Grouping: Whole group, small group

Review 2 Using I Know My Numbers Multisensory Introduction: Sing and move to “Ants Go Marching.” 1. Review 2 and count 2 objects that begin with Ee. 2. I Know My Numbers Booklet 2: Choose what pages you want to complete with children. 3. Sing nursery rhymes and songs. Children trace number 2 and color the pages. 4. Send home I Know My Numbers Booklet 2 for children to complete at home with their parents.

Check for Understanding: Observe as children trace numbers. Do they start at the  correct spot? Support/ELL: Review the names of Wood Pieces used to form numbers 1 and 2. Enrichment: Have children write numbers on

A Click Away Capital Practice Strips.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: elbow/arm • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning:

Take turns, remain engaged, listen to/ follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: elbow, arm, place, bends, connected, upper, part, body, move, circle

Q & A with Nouns: Elbow/Arm

elbow

arm

1. Look Say the words with Squawker. our elbow is the place where your arm bends. Your arm is connected to Y the upper part of your body. 2. Do Have children pretend that they are eating a bowl of cereal. Have children touch their arms. 3. Say Where is your elbow? Your elbow is on your arm. 4. Talk Squawker says: Your elbow bends to help you move. What other body part bends like your elbow? You arm can move in a circle. What other way can you move your arm? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions.

Can they point to their elbows?

Support/ELL: Have children touch their noses to show them how their elbow bends. Enrichment: Discuss. Another name for elbow is funny bone. It comes from the funny feeling you get when you bump your elbow.

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

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Unit 2: Week 9 At-A-Glance Focus: Letter Hh and Number 3

Children learn to form and identify Hh and its sound through recognizing words and hands-on activities with the Wood Pieces for Capital Letters. Identifying, counting, writing number 3, and labeling sets are covered in Math. Science, Social Studies, and Oral Language mainly focus on how the brain works.

Day 1 Language & Literacy

Listen to/follow directions

Take turns, cooperate with peers

ay whether or not two spoken words S rhyme, say whether two spoken words are the same or different

Match capital and lowercase letters

Repeat words, say sentences

Readiness & Writing

Sequence, demonstrate active listening ecognize and name capital letters, R position capitals right-side up Trace correctly, step by step osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Numbers & Math

Position an object for use, placement, or release Sequence, listen to/follow directions, attend to a simple tasks ecognize and name capital letters, R recognize distinct letter sounds njoy and engage in writing activities, E hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool

equence, use correct top-to-bottom and S left to right directionality

Take turns, work together to solve problems

Listen to and perform a task

Sort objects by size, use manipulatives to find a solution, compare using big and small

Write numerals, trace correctly, step by step

Oral Language, Science, or Social Studies

Day 2

Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Social Studies Listen to/follow directions how understanding by responding S appropriately I dentify similarities and differences between self, classmates, and other children inclusive of specific characteristics and cultural influences

Technology

Songs, Student App, Teacher Resources

Suggestions for 3-Year-Olds

Play a simple game with two cups and a penny. Hide the penny under one cup, then move them around. Ask children to remember which cup the penny is under.

Practice counting groups of three with familiar objects from the classroom.

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Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

ÂŠ 2021 Learning Without Tears

Theme: My Body Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Take turns, cooperate with peers

L isten to converse, listen to learn what happened in a story, listen to gain and share information

Match capital and lowercase letters

Creative Arts

Physical Development

Day 5 Name emotions displayed by others, show empathy to others

osition an object for use, placement, P or release

I dentify and name emotions in story, explain how a story connects to personal experiences

equence, listen to/follow directions, S attend to simple task

equence, listen to/follow directions, S attend to simple tasks

Use correct top-to-bottom, left to right directionality

ecognize and name capital letters, R position capitals right-side up

ecognize and name capital letters, R recognize and name letters in own name, position capitals right-side up, recognize distinct letter sounds

ecognize and name capital letters, R recognize distinct letter sounds

Move and place body to perform tasks

old a tool with proper grip to write, H use helping hand to stabilize object Write name in all capitals

Listen to/follow directions, attend to simple task

equence, use correct top-to-bottom, left S to right directionality

Write numerals

old a tool with proper grip to write, H use helping hand to stabilize object, use same hand to hold tool

evelop correct pinch grip, hold a tool D with proper grip to write, use helping hand to stabilize object, identify position using top, middle, and bottom Draw a picture to help solve a problem

Oral Language

Count and label sets, connect numerals to the quantities they represent, write numerals T race correctly, step by step, develop fill-in in coloring skills, color and draw creatively Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Take turns Observe, investigate, describe, and discuss properties and characteristics of common objects

Use art as a form of creative expression old a tool with proper grip to write, H use helping hand to stabilize object Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Use correct top-to-bottom, left to right directionality, recognize familiar twodimensional shapes, draw simple shapes Recognize familiar two-dimensional shapes, draw simple shapes old a tool with proper grip to write, H use helping hand to stabilize object Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Songs, Student App, Teacher Resources

Student App, Teacher Resources

Songs, Student App, Teacher Resources

Place die-cut letter Hs around the classroom and have children go on a letter H hunt.

If children struggle to identify lowercase h, put two capital letter cards in the Sound Around Box so they match capitals to capitals only.

Sing “If You’re Happy and You Know It” with children. Sing variations of the song using different emotions.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

109

Unit 2: Week 9: Day 1

LANGUAGE & LITERACY

Focus: Letter H and Number 3

Objective: Children identify rhyming words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles Featuring Rhyming Words: Dog, Log, Frog, Bee, Key, Cat, Hat, Green, Queen, Jar, Car, Pan, Van, Two, Blue, Yak, Black • Student App: Sound Around Letters H • PreKTT Resources: “Rhyming Riddles”

Recognize Rhyming Words Multisensory Introduction: Sing and move to “Rhyming Riddles.” 1. Introduce H and its sound. 2. We are going to learn about rhyming words. Listen to the words bee and key. Say them with me. They have the same ending sound. They rhyme. 3. Review the Picture Tiles with the children and place them in the Sound Around Box.

We’re Learning: Listen to/follow directions

4. I want to find a tile that rhymes with bee. Reach in the box and pull out the key tile. Jump up if you think key rhymes with bee.

Say whether or not two spoken words rhyme, say whether two spoken words are the same or different

5. On occasion, deliberately pull out a tile that does not rhyme. Does key rhyme with hat? No, key doesn’t rhyme with hat. But, key rhymes with bee.

Repeat words, say sentences

6. When children are ready, have them take turns choosing the Tiles.

Check for Understanding: Observe as children jump. Can they tell which words  rhyme and which do not?

Vocabulary: letter H, rhyme, dog, log, frog, bee, key, cat, hat, green, queen, jar, car, pan, van, two, blue, yak, black

Support/ELL: Show children a toy cow and say cow. Then, say wow. Enrichment: Read a book, poem, or nursery rhyme. Have children pick out rhyming words.

READINESS & WRITING Materials:

Objective: Children learn how to build and sequence capital letters correctly. Grouping: Whole group, small group

HORSE

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter H (Vol. 1, p. 66) • Mat for Wood Pieces (one per child) (Vol. 1, p. 67) • PreKTT Resources: Video, “Capital H” • PreKTT App: Wood Pieces H

Learn H Using Capitals with Letter Cards & the Mat 1. Introduce H and its sound.

2. Show the letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces.

Letter Cards_COLOR_3.3.16.indd 15

4. Describe each step as you build the letter: Watch as I build H. Big Line down, Big Line down, Little Line across the middle. We made H. Turn the card over and have children “read” the card with you. 5. Now let’s build H on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter H!

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3/8/17 4:02 PM

We’re Learning: Sequence, demonstrate active listening Recognize and name capital letters, position capitals right-side up Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: capital H, right-side up, Big Line, Little Line, down, middle, horse, hat, heart

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children learn how to build number 3 correctly.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT Resources: Video, “Number Story 3” • PreKTT App: Wood Pieces 3

Grouping: Whole group, small group

We’re Learning: Sequence, use correct top-to-bottom and left-to-right directionality Listen to and perform a task Write numerals, trace correctly step by step

Learn 3 Using Wood Pieces on Mat 1. Introduce number 3. 2. Gather the Wood Pieces. 3. Describe each step as you build the number: Watch as I build 3. Start at the , Little Curve, Little Curve. We made 3. 4. Now let’s build 3 on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn.

Check? for Understanding: Observe as children place Wood Pieces. Do they start

at the

Support/ELL: Have children chorally say steps with you to build number 3. Enrichment: Read a nursery rhyme or story with three, such as Three Billy Goats Gruff.

Vocabulary: three

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: think/remember • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: think, remember, feathers, breakfast

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Think/Remember

think

remember

1. Look Say the words with Squawker. We think to figure something out. We remember something that happened. 2. Do Ask: Who has feathers, a beak, and can fly? (Squawker) You can think of the answer to a riddle. I remember that I had toast for breakfast. Have children remember what they had for breakfast. 3. Say We think. We remember. 4. Talk Squawker says: We think when we are playing games. What are other times that we think? We remember happy times. Can you remember a time when you were happy? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children recall what they had for breakfast. Are they offering reasonable responses? Support/ELL: Discuss what you did before this lesson. Tell children that they are thinking about what they did and remembering what already happened. Enrichment: Discuss. Some things are important to remember. Why is it important to remember your phone number?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

111

Unit 2: Week 9: Day 2 Focus: Letter H and Number 3

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • Objects Beginning with Letter H • Dry Erase Marker • PreKTT Resources: Letter Time Note to Home

Identify Capital Letters 1. Review H and its sound. 2. Build H with Magnetic Pieces for Capitals on the Sound Around Box. 3. Let’s look in our box and see the letter H things we have. Have a child remove the first item from the box. Look, we have a Hat. Hat starts with H. 4. Write HAT on the side of the Sound Around Box. Point to the H in HAT. Hat starts with H. Repeat with remaining objects. 5. Next, choose any capital that children have learned so far and build it piece by piece on the Box. 6. What letter? Children guess or name the letter.

Check for Understanding: Observe as children participate. Can they point to

and name the letter?

We’re Learning: Sequence, take turns, participate in school routines Recognize and name capital letters Position an object for use, placement, or release, notice and attach meaning to visual information

Vocabulary: letter H, capital, hat

Support/ELL: Have children repeat the names of items as they are removed from the box. Enrichment: Use blank Word Time Cards to write words beginning with capital letters. Have children sort the words by beginning letter.

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • PreKTT Resources: “Where Do You Start Your Letters?” • PreKTT Resources: Video, “Capital H”

Learn H Using Stamp and See Screen Multisensory Introduction: Sing and move to “Where Do You Start Your Letters?” 1. Review H and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try. 3. Show children how to stamp the complete letter H. Say the directions: Big Line down, Big Line down, Little Line across the middle. Erase and let children try. 4. Show children how to use the magnetic chalk stylus to trace the strokes of H. Erase the letter. 5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make H from memory.

Check for Understanding: Watch as children stamp.

Support/ELL: Use just the first two steps of the activity.

Enrichment: Have children find objects around the classroom beginning with the letter H.

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Vocabulary: capital H, Big Line, Little Line, middle, stamp, smiley face

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children sort objects by size.

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • Shoebox with Small Hole Cut in Top • Two Trays or Containers • Assorted Classroom Objects or Toys in Varied Sizes: Toy Cars, Blocks, Coins, Erasers, Action Figures, or Stuffed Animals • PreKTT Resources: Video, ”Number Story 3“

Grouping: Whole group, small group

We’re Learning:

3. Let’s do the fit test! Invite each child to select an object to see if it fits in the hole.

Take turns, work with others to solve problems

Sort objects by size, use manipulatives to find a solution, compare using big and small

Vocabulary: big, little, size, small

Sort by Size Multisensory Introduction: Review 3 with Stamp and See Screen. Say directions: Little Curve, Little Curve. 1. Show children a shoebox. Let’s sort these items by size. 2. Ask children what objects they think will fit in the hole. Discuss big and little. 4. You picked an apple. Does it fit? No, it doesn’t fit. It must be too big. 5. After children have tested all objects, open the box and compare the little objects in the box with the big objects outside the box.

Check for Understanding: Observe as children sort objects. Can they sort

by size?

Support/ELL: Exaggerate the size difference by giving children objects to sort that are the same in every way except for size. Enrichment: Repeat the activity to sort children’s books by size. Will the books fit inside a shoebox with the lid on?

SOCIAL STUDIES Materials:

Objective: Children learn that people speak different languages and make a graph.

• Blank/Chart Paper • Marker

Grouping: Whole group

We’re Learning:

1. Different people speak different languages around the world. Language is how we talk to each other. Let’s learn how to say “hello” in different languages. Repeat after me: Hola. “Hola.”

Listen to/follow directions

Show understanding by responding appropriately

Identify similarities and differences between people, inclusive of specific characteristics and cultural influences

Vocabulary: language, hello, graph, family, Spanish, Chinese

Learn about Language

2. You just said hello in Spanish! Raise your hand if you or your family speaks Spanish. Count out loud and record the number. 3. Repeat after me: Nĭ hăo. “Nĭ hăo.” 4. You just said hello in Chinese! Raise your hand if you or your family speaks Chinese. Count out loud and record the number. 5. Repeat with other languages children may speak in your classroom. “Read” graph to see which language is spoken the most.

Check for Understanding: Observe as children repeat after you. Can they say  the greetings? Support/ELL: Have children practice greeting one another in one of the languages discussed to reinforce its meaning. Enrichment: Invite family members to the class to demonstrate and discuss their native language.

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Unit 2: Week 9: Day 3 Focus: Letter H and Number 3

LANGUAGE & LITERACY

Objective: Children identify the setting of a story.

Materials:

Grouping: Small group

• Children’s Book with Vivid Setting (recommend The Little House by Virginia Lee Burton, Books All Year (Vol. 1, pp. 102–105) • Toilet Paper Tubes (2 per child) • Stapler • PreKTT Resources: ”Rhyming Riddles“

Name the Setting of a Story Multisensory Introduction: Sing and move to “Rhyming Riddles.” 1. Review H and its sound. 2. Help children make binoculars by holding their tubes side by side as you staple them together.

We’re Learning:

3. Let’s try our binoculars. Look around the room. What do you see?

Take turns, cooperate with peers

4. We’re going to look at where a story happens. While I read the story, look carefully through your binoculars at the pictures. Read the story aloud.

Listen to learn what happened in a story, listen to gain and share information, listen to converse

5. What did you see in the pictures? Where did the story happen? 6. The place where a story happens is called the setting. The setting can also tell when a story happens.

Check for Understanding: Observe as children respond. Can children tell where  and when the story happened?

Move and place body to perform tasks

Vocabulary: setting, pictures, story, binoculars, bigger

Support/ELL: Point out and name clues in the illustrations. Enrichment: Have children imagine that a story is happening in a different place.

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card: H • Student App: Sound Around Letters H

Learn H Using Roll–A–Dough 1. Review H and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll two Big Lines and one Little Line using dough. Show them step by step how to place the dough on the H letter card in the tray. Say the directions: Big Line, Big Line, Little Line across. 4. Remove H letter card from tray. Children build H in empty tray.

Check for Understanding: Observe as children place their cards in the tray. Do  they orient them correctly? Support/ELL: Help children place both Big Lines and Little Line by having them imitate you step by step. Enrichment: Practice H with the Stamp and See Screen.

We’re Learning: Sequence, listen to/follow directions, attend to simple task Recognize and name capital letters, position capitals right-side up Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Vocabulary: roll, Big Line, Little Line

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Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children use top, middle, and bottom to describe position.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • 4 Squares More Squares (Vol. 1, pp. 86–87) § Little Pieces: Red, Yellow, and Green • Cubes: Red, Yellow, and Green (1 each per child) • Student App: Touch & Flip Numbers 3

Grouping: Small group

We’re Learning:

Listen to/follow directions, attend to simple task

Write numerals

Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object, identify position using top, middle, and bottom

Draw a picture to help solve a problem

Vocabulary:

Demonstrate Top, Middle & Bottom Multisensory Introduction: Review 3 with Wet-Dry-Try on the Slate Chalkboard. Say directions: Little Curve to the middle, Little Curve to the bottom. 1. Let’s learn about top, middle, and bottom by building a tower with 3 cubes. 2. Build a cube tower. Red is at the top. Yellow is in the middle. Green is at the bottom. What does this look like? A traffic light! 3. Give each child red, yellow, and green Little Pieces. Let’s build a traffic light. Put the red at the top. Continue with middle and bottom.

Check for Understanding: Observe as children complete the Wet-Dry-Try activity.  Can they complete the steps correctly? Support/ELL: Show children a picture of a traffic light and discuss. Then play “Red Light, Green Light.” Enrichment: Have children color the traffic light page from

A Click Away.

number, three, top, middle, bottom, red, yellow, green

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: hard/soft • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/ follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: hard, soft, pushed, fingers, teeth, lips

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Hard/Soft

h a rd

s of t

1. Look Say the words with Squawker. ard means something can’t be pushed. Soft means you can push your H fingers into it a little bit. 2. Do Have children press their fingers on their heads. Have children push their fingers into their cheeks to compare. 3. Say My bones are hard. My hands are soft. 4. Talk Squawker says: Your teeth are hard. What else on your body is hard? Your lips are soft. What else on your body is soft? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children name hard and soft body parts.  Can they identify them correctly? Support/ELL: Give children a soft stuffed animal and say soft. Give children a hard book and say hard. Enrichment: Discuss. Books have covers that can be hard or soft. Find a book in the classroom with a hard or soft cover.

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Unit 2: Week 9: Day 4

LANGUAGE & LITERACY

Focus: Letter Hh and Number 3

Objective: Children recognize and match capital and lowercase letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Magnetic Pieces for Capitals • A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) § Lowercase Cards: e, f, l and Letters Previously Learned

Match Capital & Lowercase Letters 1. Review H and introduce h and its sound. 2. Let’s find a lowercase letter that matches my capital. Make capital H with Magnetic Pieces for Capitals on the side of the Sound Around Box.

We’re Learning: ABC_Touch-Flip_CardsCapsLow.indd 16

9/12/18 ABC_Touch-Flip_CardsCapsLow.indd 1:01 PM 12

9/12/18 1:01 PM

Take turns, cooperate with peers

3. Place two A-B-C Touch & Flip Cards in the Sound Around Box. Use lowercase h and another letter. 4. Who can reach in the box and help us find lowercase h? 5. Have child reach in the box and hold up both cards. Ask the class to choose to the lower letter that matches capital H. 6. Repeat with other letters.

Match capital and lowercase letters Position an object for use, placement, or release

Vocabulary: match, capital, lowercase, letter, find

Check for Understanding: Observe as children make matches. Do they choose  the correct match? Support/ELL: Have children air write capital H before beginning. Enrichment: Write two lowercase hs and two other letters on the Sound Around Box. Children circle the two lowercase hs.

READINESS & WRITING Objective: Children learn the correct way to form H and practice writing their names. Grouping: Small group

Learn H & Write Name Multisensory Introduction: Sing “Sing Your Name.”

Materials: • A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture cards – Tactile Side: H • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

1. Review H and its sound. 2. Have children finger trace H card. Say the directions: Big Line down, Big Line down, Little Line across the middle. 3. Now let’s write our name. Use the strip above the child’s strip.

We’re Learning:

A Click Away Capital Practice Strips. Put your

4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

Check for Understanding: Observe as children finger trace. Do they name the  letter as they trace? Support/ELL: Send home Capital Practice Strips and the Formation Chart for parents.

A Click Away Capital Letter

Enrichment: After tracing H on A-B-C Touch & Flip Cards, have children air write the letter.

Sequence, listen to/follow directions, attend to simple tasks Recognize and name capital letters, recognize and name letters in own name, position capitals right-side up, recognize distinct letter sounds Hold a tool with proper grip to write, use helping hand to stabilize object Write name in all capitals

Vocabulary: letter names, capital, capital letter formation words, name

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Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children write number 3 and count and label sets.

• My First School Book p. 80 • Flip Crayons • PreKTT Resources: “Count on Me”

Grouping: Whole group

We’re Learning: Sequence Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Count and label sets, connect numerals to the quantities they represent, write numerals Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively, use correct top-to-bottom, left-to-right directionality

Write How Many Multisensory Introduction: Move to and sing “Count on Me.”

LITTLE CURVE

+ LITTLE CURVE

3 T H R E E F IS H

1. Count 3 with Bodies Children hold up three fingers. 2. Count 3 with Objects Children hold three crayons. Count three blocks, buttons, etc. 80

My First School Book

3. Trace and Write My First School Book 3: Finger trace the 3 at the top of the page. Say directions: Let’s write 3. Put the crayon on the . Little Curve to the middle, Little Curve to the bottom. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe children’s hand skills. Can they hold up  three fingers?

Vocabulary: three, bodies, objects

Support/ELL: Have children clap, jump, and wiggle three times each. Enrichment: Read Goldilocks and the Three Bears.

SCIENCE Materials:

Objective: Children sort classroom objects as hard or soft.

• Hard and Soft Classroom Objects

Grouping: Whole group, small group

Sort Classroom Objects

We’re Learning: Take turns Observe, investigate, describe, and discuss properties and characteristics of common objects

Vocabulary: hard, soft, sort, opposites

1. Ask children to remind you what hard and soft mean. We know that hard and soft are opposites. Let’s sort these objects by feeling if they are hard or soft. 2. Put classroom objects in a pile. Designate where hard objects and soft objects will be placed. 3. Have children take turns choosing an object, feeling it, and placing it in the hard or soft pile until all objects are sorted. 4. Ask children to find other objects around the classroom that could go in each pile.

Check for Understanding: Observe as children sort objects. Can they identify hard  and soft correctly? Support/ELL: Demonstrate the activity with just one hard and one soft object first. Enrichment: Have children sort classroom objects in a new way (color, size, shape, function, etc.).

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Unit 2: Week 9: Day 5

LANGUAGE & LITERACY

Focus: Letter Hh and Number 3

Objective: Children detect the feelings of characters in a story.

Materials:

Grouping: Whole group, small group

• Line It Up (Vol. 1, pp. 50–51) § Story Cards: Little Miss Muffet • Craft Sticks • Tape or Glue • PreKTT Resources: Feeling Faces Cutouts

Identify Emotions in a Story 1. Review Hh and its sound. 2. Make “feeling faces” by having children fold them and glue each one to a stick. Each child should make a set of four. 3. We can have many different feelings—happy, sad, scared, mad, or others. Let’s listen and think about how the characters in our story feel. 4. Read “Little Miss Muffet” Story Cards. Talk about the first card. What is happening? (She is eating.) How do you feel when you’re eating? How does Miss Muffet feel? (Happy.) Hold up the smiley face! 5. Talk about the remaining cards. What is happening? How does Miss Muffet feel? Listen to the variety of emotions children share.

Check for Understanding: Observe as children display their cutouts. Do they  name the expected feeling?

We’re Learning:

Name emotions displayed by others, show empathy to others

Identify and name emotions in story, explain how a story connects to personal experience

Vocabulary: feelings, sad, happy, scared, mad

Support/ELL: Preview vocabulary: happy, sad, scared, and mad with cutouts. Enrichment: Describe scenarios and ask children to hold up the “feeling face” that shows how they would feel.

READINESS & WRITING Objective: Children learn to air trace and write letter H.

Materials:

Grouping: Whole group, small group

• My First School Book p. 25 • Flip Crayons • PreKTT Resources: Smiley Face

Learn H Using Door Tracing Multisensory Introduction: Review H with Door Tracing. 1. Look and Learn My First School Book H: Review H and its sound. Children point and say the name of the image. 2. Trace and Write H Children finger trace H step by step. Children trace H. Model H. Children put crayon on the . Say directions: Big Line down, Big Line down, Little Line across. 3. Color and Draw Children color the house and add detail. Encourage creative drawing on page.

Check for Understanding: Observe handedness. Are children using the dominant

hand consistently?

Support/ELL: Practice H on the Slate Chalkboard prior to tracing in My First School Book. Enrichment: Sing and move to “Animals in the House” from Sing, Sound & Count With Me Album. (Vol. 1, p. 54)

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We’re Learning:

Use correct top-to-bottom, left to right directionality

Recognize and name capital letters, recognize distinct letter sounds

Use art as a form of creative expression

Hold a tool with proper grip to write, use helping hand to stabilize object

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: house, letter, Big Line, down, across, middle

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children identify, describe, and trace rectangles by creating a book.

• Mix & Make Shapes (Vol. 1, pp. 84–85) • My First School Book p. 24 • Flip Crayons • Rectangular Sponges of Many Sizes • Washable Paint on Paper Plate • Blank Paper • Smocks (1 per child) • PreKTT Resources: ”Shape Song“

Grouping: Small group

We’re Learning: Sequence Recognize familiar two-dimensional shapes, draw simple shapes Hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary:

Describe & Trace Rectangles Multisensory Introduction: Move and sing to the “Shape Song.” 1. Look and Learn My First School Book: This shape is a rectangle. It has four sides and corners. They are all the same. Look at the pictures. Use them in sentences. The suitcase has a rectangle. Continue with other pictures. 2. Trace, Color, and Draw Rectangles Demonstrate how to draw a rectangle. Start at the top. Little Line down, Big Line across the bottom, Little Line up, Big Line across the top. Trace the first rectangle together. Children start at the arrow and copy the rectangles. Children color and draw. 3. Now, we are going to make a book about rectangles. 4. Let’s use our sponges to make rectangles for our book. Dip sponge in paint, press onto paper, and have children imitate.

Check for Understanding: Observe as children draw rectangles. Do they start at  the top? Support/ELL: Take children on a rectangle tour in the classroom or hallway.

rectangle, corner, opposite, same, side

Enrichment: Have children trace rectangles. Encourage them to describe as they trace.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: brain/head • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

brai n

h ead

1. Look Say the words with Squawker. Your brain can think and remember. It is in your head. Your head is at the top of your body. 2. Do Show a picture of the brain. Have children point to their heads. 3. Say Where is your brain? Your brain is in your head. 4. Talk Squawker says: Your brain tells your body when to talk. What else can your brain tell your body to do? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Can

they point to their heads?

Vocabulary: brain, head, think, remember, body

Q & A with Nouns: Brain/Head

Support/ELL: Sing and dance to “Head, Shoulders, Knees, and Toes.” Enrichment: Discuss. A bone called the skull makes your head hard. Your brain is soft, so your skull keeps it safe. Why should you wear a helmet when riding a bike?

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119

Unit 2: Week 10 At-A-Glance Focus: Letter Tt and Number 3

Children learn to identify Tt and its sound by finding words in sentences and writing capital letter T with hands-on activities like Wet-Dry-Try. Identifying, counting, writing number 3, and matching shapes and patterns are covered in Math. Science, Social Studies, and Oral Language focus on dental health.

Day 1 Language & Literacy

Take turns, cooperate with peers I dentify the beginning, middle, and end of a story, order the events of a story, reenact a story or event se new words linked to content, U tell stories

Day 2 Take turns, sequence, participate in school routines Recognize and name capital letters osition an object for use, placement, or P release, notice and attach meaning to visual information

ecognize stories can be documented R through pictures and play Participate in imaginary and dramatic play

Readiness & Writing

Sequence, demonstrate active listening

Sequence, listen to/follow directions, attend to simple tasks

ecognize and name capital letters, R position capitals right-side up, recognize distinct letter sounds

ecognize and name capital letters, R recognize distinct letter sounds

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

njoy and engage in writing activities, E hold a tool with proper grip to write, use helping hand to stabilize object

Trace correctly, step by step

Numbers & Math

Work with others to solve problems

Take turns

Compare size using long and short

Recognize that shapes can be the same even if sizes differ, verbally count a set of 1â&#x20AC;&#x201C;10 objects

Repeat words, say sentences

Trace correctly, step by step

Oral Language, Science, or Social Studies

Oral Language emonstrate self-care skills, practice D good habits of personal health and hygiene, take turns, remain engaged, listen to/follow directions Understand print has meaning

Science Demonstrate self-care skills, practice good habits of personal health and hygiene, take turns, remain engaged, listen to/follow directions, practice good habits of personal safety

Repeat words, say sentences, demonstrate understanding of word meaning

Technology

Songs, Student App

Student App, Teacher Resources

Suggestions for 3-Year-Olds

Demonstrate long and short with extremes, such as a tiny piece of yarn, and then unravelling a whole ball of yarn.

Have children find and match playing cards with the numbers 1, 2, and 3.

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ÂŠ 2021 Learning Without Tears

Theme: My Body Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns

Cooperate with peers

Imitate teacherâ&#x20AC;&#x2122;s movements

Identify the first sound in a spoken word

Ask and respond to simple questions, speak in complete sentences

L isten to/follow directions, complete a task by following oral directions

Repeat words, say sentences

Listen to perform a task

equence, listen to/follow directions, S attend to simple task

Listen to/follow directions, attend to simple tasks

Use correct top-to-bottom, left to right directionality, sequence

ecognize and name capital letters, R recognize and name letters in own name, position capitals right-side up, recognize distinct letter sounds

ecognize and name capital letters, R recognize distinct letter sounds

espond to simple questions, learn R words linked to content

evelop correct pinch grip, hold a tool D with proper grip to write, use helping hand to stabilize object

old a tool with proper grip, use helping H hand to stabilize object

I solate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize object

Trace correctly, step by step

Write name in all capitals Work together to solve problems Sort objects by function or kind, use manipulatives to find a solution Use fingers to open and close fasteners

L isten to/follow direction, work together to solve a problem ecognize patterns, duplicate and R extend patterns Trace correctly, step by step

Trace correctly, step by step Oral Language

Science

T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Demonstrate active listening Engage in conversations in appropriate ways Recognize patterns, identify repeating patterns in nature Create artistic representations

Take turns L isten to perform a task, Retell a story with pictures Order 3 or more objects by size osition an object for use, placement, or P release, use fingers to hold/open/ close scissors Oral Language emonstrate self-care skills, practice D good habits of personal health and hygiene, take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Songs, Student App, Teacher Resources

Songs, Student App

Place die-cut letter Ts around the classroom and have children go on a letter T hunt.

Make simple repeating patterns with children such as boy/girl or sit/stand.

Demonstrate sequencing with just two simple and familiar steps such as opening the door (first) and closing it (last).

ÂŠ 2021 Learning Without Tears

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 2 Lesson Plans

121

Unit 2: Week 10: Day 1

LANGUAGE & LITERACY

Focus: Letter T and Number 3

Objective: Children retell a story using classroom play materials.

Materials:

Grouping: Pairs

1. Introduce T and its sound.

• Line It Up (Vol. 1, pp. 50–51) § Story Cards: Ready for Robins • Stuffed Toy Birds and Toy Eggs • Props • Student App: Sound Around Letters T • PreKTT Resources: “Bird Legs”

2. Read “Ready for Robins” Story Cards. After we read a story, you can retell it your own way.

We’re Learning:

Represent Events in a Story Multisensory Introduction: Sing and move to “Bird Legs.”

3. Share the blocks, baskets, or other play materials. Can you make a home for the birds?

Take turns, cooperate with peers

Identify the beginning, middle, and end of a story, order events in story

Use new words linked to content, retell story

Check for Understanding: Observe as children act out a story. Are children using  language to describe what is happening?

Recognize stories can be documented through pictures/play

Participate in imaginary and dramatic play

Support/ELL: Use another toy bird to ask questions that encourage participation.

Vocabulary:

4. Invite children to play and speak for the birds, creating dialogue. What could the parents say to each other? What will they do next? 5. Have children add eggs, other birds, etc. to continue the story. 6. Encourage children to play out the whole story.

Enrichment: Have children adapt the story with a new character.

letter T, retell, story, next

READINESS & WRITING Materials:

Objective: Children learn how to build and sequence capital letters correctly. Grouping: Whole group, small group 2

TURT LE

3. Gather the Wood Pieces.

Letter Cards_COLOR_3.3.16.indd 39

4. Describe each step as you build the letter: Watch as I build T. Big Line down, Little Line across the top. We made T. Turn the card over and have children “read” the card with you.

3/8/17 4:03 PM

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter T (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces T

We’re Learning:

Sequence, demonstrate active listening

Recognize and name capital letters, position capitals right-side up, recognize distinct letter sounds

Check for Understanding: Observe as children build the letter. Are they placing the pieces correctly?

Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving objects

Trace correctly, step by step

Support/ELL: Gather the correct pieces for each child and prompt child to use the big line first.

Vocabulary:

5. Now let’s build T on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter T!

Enrichment: Find objects around the room that begin with T.

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capital T, capital letters, smiley face, right-side up, top, Big Line, Little Line

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children compare length using long and short.

• Toys of Different Lengths (1 per child)

Grouping: Whole group

Compare Length Using Long & Short

We’re Learning: Works with others to solve problems Compare using long and short Repeat words, say sentences

Vocabulary:

1. Today we’ll play a game with long and short toys. Place a long toy next to a short toy. Line up the ends. This toy is long. I know it is long because it sticks out farther than the other toy. This toy is short. 2. Let each child choose a toy. Put children in pairs and compare toys. Help them line up the ends. 3. If your toy is longer, raise it in the air! Repeat after me: My toy is longer! “My toy is longer!”

long, longer, short, shorter

4. If your toy is shorter, raise it in the air! Repeat after me: My toy is shorter! “My toy is shorter!” 5. Help children find new partners. Repeat activity.



Check for Understanding: Observe as children compare toys. Do they place them side by side and lined up at the ends? Support/ELL: Roll long and short lines with Roll–A–Dough. Enrichment: Have children make and compare the length of lines with Tag Bags.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: brush/floss • Toothbrush • Dental Floss • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Demonstrate self-care skills, practice good habits of personal health and hygiene, take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: brush, floss, clean, healthy

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Brush/Floss

brush

f loss

1. Look Say the words with Squawker. Brush means to sweep back and forth across something. Floss means to clean between your teeth with a special string. 2. Do Have Helper show toothbrush while children pretend to brush their teeth. Have Helper show dental floss while children pretend to floss their teeth. 3. Say We brush our teeth. We floss our teeth. 4. Talk Squawker says: You brush your teeth to keep them clean. What else do you brush? You floss your teeth to keep them healthy. When do you floss? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss brush and floss. Do they  understand the words and can say the sentences? Support/ELL: Model brushing and flossing while children imitate. Enrichment: Discuss. When did you learn to brush and floss? Do you brush your teeth every day?

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Unit 2: Week 10: Day 2 Focus: Letter T and Number 3

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • Objects Beginning with Letter T • Dry Erase Marker • Student App: Sound Around Letters T • PreKTT Resources: Letter Time Note to Home

Identify Capital Letters 1. Review T and its sound. 2. Build T with Magnetic Pieces for Capitals on the Sound Around Box. 3. Let’s look in our box and see the letter T things we brought from home. 4. Have a child remove an item. Look, we have a Top. Top starts with T. 5. Write TOP on the side of the Sound Around Box. Top starts with T. 6. Repeat steps three through five with the remaining objects. 7. Next, choose any capital that children have learned so far and build it piece by piece on the Sound Around Box. 8. What letter? Children guess or name the letter.

Check for Understanding: Observe as children participate. Can they point to  and name the letter? Support/ELL: Have children repeat the names of items as they are removed from the box. Enrichment: Use blank Word Time Cards to write words beginning with capital letters. Have children sort the words by beginning letter.

We’re Learning: Take turns, sequence, participate in school routines Recognize and name capital letters Position an object for use, placement, or release, notice and attach meaning to visual information

Vocabulary: capital, letters, identify, words beginning with T

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • PreKTT Resources: “Tickledee-dee” • PreKTT Resources: Video, ”Capital T“

Learn T Using Stamp and See Screen Multisensory Introduction: Sing and move to “Tickledee-dee.” 1. Review T and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try. 3. Show children how to stamp the complete letter T. Say the directions: Big Line down, Little Line across the top. Erase and let children try. 4. Show children how to use the magnetic chalk stylus to trace the strokes of T. Erase the letter. 5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make T from memory.

Check for Understanding: Watch as children stamp. Are they placing the  pieces correctly? Support/ELL: Use just the first two steps of the activity. Model the next two steps for exposure.

Vocabulary: Big Line, Little Line, top, stamp, smiley face

Enrichment: Have children tell you the sound of T. Ask them to find words beginning with T around the classroom.

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Theme: My Body

NUMBERS & MATH Materials:

Objective: Children find similar shapes of different sizes.

• Mix & Make Shapes (Vol. 1, pp. 84–85) § Circles (1 large, a few small) § Triangles (1 large, a few small) § Rectangles (1 large, a few small) • I Know My Numbers Booklet 3 (Vol. 1, p. 21) • Flip Crayons

Grouping: Whole group

We’re Learning:

Take turns

Recognize that shapes can be the same even if sizes differ, verbally count a set of 1–10 objects

Trace correctly, step by step

Match Shapes of Different Sizes 1. Ask three children to stand in a line. Give each child a large shape. 2. Hand out small shapes to the other children in the group. Keep a small rectangle for yourself. The little shapes want to find something big that is the same shape. Can you help? 3. Show how to check for a match. Are you my shape? No! My shape has four corners. Your shape doesn’t have corners. Continue until you find the big rectangle. 4. Give each child a chance to find a big shape of the same kind. Encourage them to talk about why their shapes are the same or different.

Vocabulary:

5. I Know My Numbers Booklet 3: Choose what pages you want to complete. Use real objects to count. Sing nursery rhymes and songs.

big, corner, little, nursery rhymes, same, shape

match the big and small shapes?

Check for Understanding: Observe as children make matches. Are they able to

Support/ELL: Model question and answer: Are you my shape? No, you are not my shape. Enrichment: Continue with squares. Discuss similarities between shapes.

SCIENCE Materials:

Objective: Children discuss the proper steps for flossing teeth.

• Yarn (cut into six or more inch pieces)

Grouping: Small group

We’re Learning:

Demonstrate self-care skills, practice good habits of personal health and hygiene, take turns, remain engaged, listen to/follow directions, practice good habits of personal safety

Vocabulary: brush, floss, healthy, practice, finger, hand, between, sliding, up, down

Learn to Floss 1. How do we keep our teeth healthy? “Brush and floss.” Discuss how children brush and floss. 2. We’re going to practice the steps for flossing. Have a volunteer stand next to you, holding one hand up (like the hand sign for “stop”). Using a piece of yarn, model the correct steps to floss. 3. First, wrap the ends of the floss around a finger on each hand. Model with yarn. 4. Next, guide the floss between your teeth, sliding it up and down gently. Model with yarn between the volunteer’s fingers. 5. Put children in pairs. Children take turns being the “flosser” and the “teeth.”

Check for Understanding: Observe as children pretend to floss. Do they follow the

correct steps?

Support/ELL: Show children the toothbrush and floss from Oral Language lesson on Monday. Enrichment: Discuss what else children do daily to take care of their bodies (wash hands, shower, etc.).

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Unit 2: Week 10: Day 3

LANGUAGE & LITERACY

Focus: Letter T and Number 3

Objective: Children identify beginning sounds.

Materials:

Grouping: Whole group, small group

Identify Beginning Sounds

• Sound Around Box (Vol. 1, pp. 48–49) • Objects Beginning with Letter T • PreKTT Resources: “Starting Sound Shuffle”

Multisensory Introduction: Sing and move to “Starting Sound Shuffle.”

We’re Learning:

1. Review T and its sound.

Take turns

2. Place objects beginning with T in the Sound Around Box. 3. Teacher demonstrates choosing an object from the box and naming it. I have a toy. Toy begins with T. 4. Children take turns choosing an object from the box and naming it. 5. Repeat with all children.

Check for Understanding: Observe as children choose an object. Can they name  the object?

Identify the first sound in a spoken word Repeat words, say sentences

Vocabulary: letter T, toy, words beginning with T

Support/ELL: Preview activity by naming objects in the box and having children repeat. Enrichment: Read a book, poem, or nursery rhyme. Have children point to words that start with T.

READINESS & WRITING Objective: Children learn the correct way to form T and practice writing their names. Grouping: Small group

Learn T Using A-B-C Touch & Flip Cards Multisensory Introduction: Sing “Sing Your Name.” 1. Review T and its sound.

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture Cards – Tactile Side: T • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

We’re Learning:

2. Have children finger trace T card. Say the directions: Big Line down, Little Line across the top. 3. Now let’s write our name. Use the strip above the child’s strip.

Materials:

A Click Away Capital Practice Strips. Put your

Sequence, listen to/follow directions, attend to simple tasks

4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

Recognize and name capital letters, recognize and name letters in own name, position capitals right-side up, recognize distinct letter sounds

Check for Understanding: Observe if children finger trace accurately. Do they  name the letter as they trace?

Isolate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize object

Support/ELL: Send home Capital Practice Strips and the Formation Chart for parents.

Write name in all capitals

A Click Away Capital Letter

Enrichment: After tracing T on A-B-C Touch & Flip Cards, have children air write the letter.

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Vocabulary: letter names, top, smiley face, arrow, name

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Theme: My Body

NUMBERS & MATH Materials:

Objective: Children sort objects by function.

• Tag Bags (Vol. 1, pp. 88–89) • I Know My Numbers Booklet 3 (Vol. 1, p. 22) • Flip Crayons • Objects to Count Beginning with Letter T

Grouping: Whole group

We’re Learning: Work together to solve a problem, use manipulatives to find a solution Sort objects by function or kind

Sort by Function Multisensory Introduction: I Know My Numbers Booklet 3: Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 1. Hand out one Tag Bag to each child. We are going to sort the Tag Bags by the kind of fastener. 2. Have children open and close their Tag Bag.

Use fingers to open and close fasteners

3. Find a friend who has the same fastener. When you find a friend with the same fastener, sit down together.

Trace correctly, step by step

4. Have children switch Tag Bags so they have a different fastener. Repeat activity.

Check for Understanding: Observe as children find a partner. Did they make a

Vocabulary:

correct match?

sort, fastener, open, close

Support/ELL: Begin with just two or three types of fasteners. Enrichment: Sort 1-2-3 Touch & Flip Animal Cards based on how each animal moves.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: shiny/sharp • Hand Mirror • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Grouping: Whole group

Adjectives: Shiny/Sharp

s hi ny

sharp

1. Look Say the words with Squawker. Shiny is something that looks sparkly. Sharp tells about something that can poke or cut. 2. Do Have Helper looks at his/her shiny teeth in a mirror and hold up the mirror for children to see their own teeth. Have children touch their teeth to feel how sharp they are. 3. Say Our teeth are shiny. Our teeth are sharp. 4. Talk Squawker says: An apple can be shiny. What else can be shiny? Animal teeth are very sharp. Which animals have sharp teeth? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children describe items that are shiny. Do they understand the meaning of the words?

Vocabulary: shiny, sharp, sparkly, poke, cut, shiny, animal, teeth

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation.

Support/ELL: Use physical props to model shiny (silverware) and sharp (scissors). Enrichment: Discuss. You should visit the dentist at least two times a year. The dentist cleans your teeth and makes them shiny.

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Unit 2: Week 10: Day 4 Focus: Letter Tt and Number 3

LANGUAGE & LITERACY

Objective: Children ask and respond to simple questions.

Materials:

Grouping: Whole group

• PreKTT Resources: “Dumplin’ Song” • PreKTT Resources: “Ask & Tell” Lyrics

Ask & Respond to Questions Multisensory Introduction: Sing and move to the “Dumplin’ Song.”

We’re Learning:

1. Review T and introduce t and its sound.

Cooperate with peers

2. Tt is for tell! Let’s have fun and sing “Ask & Tell.” Have children sit in a circle to sing.

Ask and answer simple questions, speak in complete sentence

3. Sing the first question. Then, lead the children in singing the response. 4. Continue until four to five questions are completed. 5. When children are ready, let them volunteer to sing a question.

Vocabulary: capital, lowercase, ask, tell, song

6. Prompt children to answer using complete sentences.

Check for Understanding: Observe as children ask and answer questions. Do

they answer in complete sentences?

Support/ELL: Preview the song using hand gestures and/or pictures to help children understand the vocabulary. Enrichment: Learn about a different child each week by encouraging children to ask who, where, when, what, and why questions.

READINESS & WRITING Objective: Children learn how to form T.

Materials:

Grouping: Small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § Big Lines (2 per child) • Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT Resources: “Tap, Tap, Tap” • Student App: Wet-Dry-Try T

Learn T Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing and move Big Lines to “Tap, Tap, Tap.” 1. Review T and its sound. 2. Prepare Slate Chalkboards by writing T with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Little Line across the top. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe if children follow directions. Do they

We’re Learning: Listen to/follow directions, attend to simple tasks Recognize and name capital letters, recognize distinct letter sounds Develop correct pinch grip, hold a tool with proper grip to write, use helping hand to stabilize object

complete the steps to make T?

Vocabulary:

Support/ELL: Say the words for each step slowly and encourage children to join in when they can.

capital T, Big Line, Little Line

Enrichment: Review previously learned letters on the Slate Chalkboard with Wet-Dry-Try.

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Theme: My Body

NUMBERS & MATH Materials:

Objective: Children duplicate sound and movement patterns.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § Big Lines (8) • I Know My Numbers Booklet 3 (Vol. 1, p. 22) • Flip Crayons • PreKTT Resources: “Pattern Dance”

Grouping: Whole group

We’re Learning:

Listen to/follow directions, work together to solve problems

Recognize patterns, duplicate and extend patterns

Trace correctly, step by step

Vocabulary: pattern, repeat, three

Duplicate a Simple Pattern Multisensory Introduction: I Know My Numbers Booklet 3: Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs.

three

1. Sing and move to “Pattern Dance.” Seat the children in a circle and give every other child two Big Lines. Those children tap three times. The other children use their hands to clap two times. Let’s find the pattern. 2. Direct children to repeat their sound and motion as you name the sound aloud: tap, tap, tap, clap, clap. 3. When children know their parts, they can repeat the pattern around the circle. 4. Have children switch their parts, tapping and clapping, and repeat the activity.

Check for Understanding: Observe as children tap and move. Can they duplicate  the sounds and movements? Support/ELL: As you say the names of the movements in the activity, have children chant along. Enrichment: Have children make patterns with blocks, shapes, or by coloring on paper.

SCIENCE Materials:

Objective: Children identify patterns in their surroundings.

• Blank Paper • Flip Crayons

Grouping: Whole group

We’re Learning:

1. Take children on a pattern walk outside or around the school.

Find & Identify patterns

Demonstrate active listening

Engage in conversations in appropriate ways

2. Let’s look for patterns. I see a pattern on the ____. Describe a pattern you see (brick wall, stripes on an animal, carpet/rug, etc.)

Recognize patterns, identify repeating patterns in nature

3. Encourage children to find more patterns on your walk. When you return to the classroom, discuss the patterns found.

Create artistic representations

4. Have children draw their favorite pattern.

Vocabulary: pattern, locations of patterns

Check for Understanding: Observe as children describe what they’ve seen. Are

they identifying patterns?

Support/ELL: Review patterns with Tag Bags before going on the walk. Enrichment: Have children create a new pattern using art supplies.

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Unit 2: Week 10: Day 5

LANGUAGE & LITERACY

Focus: Letter Tt and Number 3

Objective: Children listen to and follow directions.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § Big Lines (2 per child) • PreKTT Resources: “Golden Slippers” and “Tap, Tap, Tap”

Follow Directions Multisensory Introduction: Sing and move to “Golden Slippers.” 1. Review Tt and its sound. Tap begins with Tt.

We’re Learning:

2. Give each child two Big Lines. Follow me. 3. Play “Tap, Tap, Tap.” Children follow as you move to the directions of the song.

Imitate teacher’s movements

4. Alternative: Sing: If you’re following directions and you know it, clap your hands. Lead the children through a variety of different actions (e.g., pat your knees, turn around, etc.) they can do to show they are following directions.

Listen to/follow directions, complete a task by following oral directions

Check for Understanding: Observe as children tap. Are they  following directions?

Listen to perform a task

Vocabulary:

Support/ELL: Preview the song using hand gestures and pictures to help children understand the vocabulary.

letter T, tap, fun, follow, clap, hands

Enrichment: Have children practice tapping 3 times in a row in different ways (above head, below knees, etc.) while counting out loud.

READINESS & WRITING Materials:

Objective: Children learn to trace letter T. Grouping: Whole group, small group

BIG LINE

• My First School Book p. 26 • Flip Crayons • PreKTT Resources: “Crayon Song”

+ LITTLE LINE

T 

Learn T by Tracing, Coloring & Drawing Multisensory Introduction: Review correct crayon grip with the “Crayon Song.”

T U RT L E

We’re Learning:

1. Look and Learn My First School Book T: Review T and its sound. Let’s find the Ts. Look. Turtle starts with T. Talk about how turtles go in and out from their shells. Children point to and say the name of each image. 26

My First School Book

2. Trace and Write T Children finger trace T step by step. Children trace T. Model T. Children put the crayon on the . Say the directions: Big Line down. Little Line across the top. 3. Color and Draw Children color the turtles and add detail. Encourage creative drawing on page.

Sequence Respond to simple questions, learn words linked to content Hold a tool with proper grip, use helping hand to stabilize object Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

Vocabulary: turtle, shell, opposite

Check for Understanding: Observe as children trace. Do children trace the top  of the T correctly? Support/ELL: T is the first letter that starts in the top center of the Mat or Slate. Enrichment: Show children how to make T for “time out” with your hands, just like a referee.

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Theme: My Body

NUMBERS & MATH Materials:

Objective: Children put objects in order by size.

• Goldilocks and the Three Bears, Books All Year (Vol. 1, pp. 102–105) • I Know My Numbers Booklet 3 (Vol. 1, p. 22) • Flip Crayons • PreKTT Resources: From Bears to Chairs

Grouping: Whole group, small group

We’re Learning:

3. Look at the size of the chairs in the booklet. Who sits in the big chair? Who sits in the medium-sized chair? Who sits in the little chair?

Take turns Listen to perform a task, retell a story with pictures Order objects by size Position an object for use, placement, or release, use fingers to hold/open/ close scissors

Vocabulary:

Order by Size 1. Let’s read a story about size. Read Goldilocks and the Three Bears. Talk about the size of each bear. 2. Look at and discuss the size of the bears in I Know My Numbers.

4. Use the cutouts from A Click Away and point to the beds. Where does Papa Bear sleep? Where does Mama Bear sleep? Where does Baby Bear sleep? 5. Let’s cut out the bears. Put the bears to bed. Paste bears in beds. Help children as needed. 6. Send home I Know My Numbers Booklet 3 for children to complete with their parents.

Check for Understanding: Observe as children make choices about the story. Do  they put the bears/beds in the correct order by size? Support/ELL: Read the story with a loud voice for Papa and quiet voice for Baby.

big, little, medium

Enrichment: Sort three objects of different sizes (buttons, paper clips, etc.).

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: teeth/mouth • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

t e et h

mout h

1. Look Say the words with Squawker. Your teeth are used to break up food while eating. Your mouth is where you put food to eat. 2. Do Have children pretend to bite and chew. Have children trace their mouths with their fingers. 3. Say What are teeth? Teeth are part of your mouth. 4. Talk Squawker says: Teeth grow out of the jawbone. What else do you know about teeth? Your mouth can open and close because of your jaws. What else do you know about your mouth? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children trace their mouths. Can they

identify their mouths?

Vocabulary: teeth, mouth, jaws, jawbone

Q & A with Nouns: Teeth/Mouth

Support/ELL: Show children open and close with a familiar object like the classroom door. Enrichment: Discuss. Have you ever lost a tooth? Our baby teeth fall out to make room for our permanent teeth.

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Unit 2: Week 11 At-A-Glance Focus: Letter i and Number 4

Day 1 Language & Literacy

Readiness & Writing

Demonstrate active listening

Take turns

roduce a word that rhymes with a given P word, say whether or not two spoken words rhyme, listen to songs, poems, or nursery rhymes and find the rhymes, listen to gain and share information

Recognize and name capital letters

Sequence, demonstrate active listening

Sequence, listen to/follow directions

ecognize and name capital letters, R position capitals right-side up, recognize distinct letter sounds

ecognize and name capital letters, R recognize distinct letter sounds

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Numbers & Math

ooperate with peers, take turns, work C with others to solve problems ombine sets to learn how many in C all by counting, connect numerals to quantities they represent, use manipulative to find a solution

Oral Language, Science, or Social Studies

Day 2

Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Position an object for use

Work with others to solve problems Recognize that shapes can be the same even if positioned differently

Technology

Songs, Student App

Suggestions for 3-Year-Olds

Have children describe the clothes they are wearing for the day.

C is for cats! Discuss cats at home and cats in the wild.

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Theme: My Body Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns

Take turns, remain engaged

Remain engaged, build relationships

L earn words linked to content, use new words linked to content, communicate thoughts with words, talk about experiences and observations with words

Use words to describe, talk about experiences and observations, talk about experiences/observations

ame feelings, name emotions displayed N by others, share opinions and ideas

nderstand there’s a way to write that U conveys meaning

xplain how a story connects to personal E experience, listen to converse, enjoy books and reading activities

Sequence, listen to/follow directions

Listen to/follow directions, attend to simple task

Use correct top-to-bottom, left to right directionality

ecognize and name capital letters, R recognize distinct letter sounds

evelop correct pinch grasp, hold a tool D with proper grip to write

Use art as a form of creative expression

ecognize and name capital letters, R recognize and name letters in own name, position capitals right-side up, recognize distinct letter sounds I solate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize object

T race correctly, step by step, develop fill in coloring, color and draw creatively

Write name in all capitals Take turns Compare using heavy and light

old a tool with proper grip to write, H use helping hand to stabilize object

se correct top-to-bottom, left to right U directionality, demonstrate active listening skills

Name parts of the body, participate in school routines, take turns, use manipulatives to find a solution

Match 1:1, write numerals

Recognize that the last number said is the total

Use art as a form of creative expression I solate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize object

andle play materials without an H avoidance response

T race correctly, step by step, develop fill in coloring, color and draw creatively Oral Language

Social Studies

T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Demonstrate active listening skills Describe an object or person’s traits I dentify similarities and differences in characteristics of families, share about family members Verbally count a set of objects

Oral Language Take turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Songs, Student App

Place die-cut letter Cs around the classroom and have children go on a letter C hunt.

Practice counting groups of five with familiar objects from the classroom.

Have children share pictures of times they have worn a costume like for a holiday or in a play.

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Unit 2: Week 11: Day 1

LANGUAGE & LITERACY

Focus: Letter  and Number 4

Objective: Children say a word that rhymes with another word.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles • Student App: Sound Around Letters  • PreKTT Resources: “Rhyming Riddles”

Make Rhyming Words Multisensory Introduction: Sing “Rhyming Riddles.” 1. Introduce  and its sound. 2. A riddle is a story with a question for us to figure out. 3. Now, let’s listen to “Rhyming Riddles” again and see if we can fill in the riddles. Help children fill in the missing rhyming word in each verse of the song.

We’re Learning:

Demonstrate active listening

Produce a word that rhymes with a given word, say whether or not two spoken words rhyme, listen to songs, poems, or nursery rhymes and find the rhymes, listen to gain and share information

4. As children improve their rhyming skills, pause at the end of each verse so that they can produce the rhyme without prompting. 5. Replay the song and have them sing along. 6. Show Picture Tiles from the Sound Around Box. Ask children to give a word that rhymes with the Picture Tile.

Check for Understanding: Observe as children fill in the words to “Rhyming  Riddles.” Do they provide a rhyming word?

Vocabulary: letter , riddle, story, question, figure, out

Support/ELL: Read one page out of a rhyming picture book to children as you point out rhyming words and pictures. Enrichment: Have children provide rhyming words for the following: fox, cat, ant, and bee.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter  (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT Resources: ”I am a Fine Musician“ • PreKTT App: Wood Pieces 

Learn  Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review  and its sound. 2. Show Letter Card. Name the picture and “read” the word. 3. Gather the Wood Pieces. 4. Describe each step as you build the letter: Watch as  build . Big Line down, Little Line across the top, Little Line across the bottom. We made . Turn the card over and have children “read” the card with you.

We’re Learning:

Sequence, demonstrate active listening

5. Now let’s build  on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn.

6. It’s capital letter !

Recognize and name capital letters, position capitals right-side up, recognize distinct letter sounds

Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving objects

Check for Understanding: Observe as children build the letter. Are they placing

the pieces correctly?

Support/ELL: Gather the correct pieces for each child and prompt child to use the big line first. Enrichment: Find objects around the room that begin with .

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Vocabulary: capital , capital letters, right-side up, top, Big Line, Little Line, top, bottom

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children combine sets of objects to find out the total by counting.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • Tag Bags (Vol. 1, pp. 88–89) § Blue and Orange • 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83) § Number 2 from Both Sets § Number 4 Tactile Card • PreKTT App: Letter & Number Formations 4

Grouping: Small group

Combine Sets Multisensory Introduction: Introduce number 4 using Wood Pieces on Mat. Say directions: Little Line down, Little Line across the middle, Big Line down the center.

123_Touch-Flip_Squares 1-10.indd 4

9/23/10 3:01 PM

123_Touch-Flip_Squares 1-10.indd 4

9/23/10 3:01 PM

1. Invite two children to sit with you, one on each side. 2. Give the child on your right two blue Tag Bags. Count them aloud as a class and repeat the total. Give the child the corresponding number card. 123_Touch-Flip_Squares 1-10.indd 2

9/23/10 3:01 PM

123_Touch-Flip_Squares 1-10.indd 4

9/23/10 3:01 PM

123_Touch-Flip_Squares 1-10.indd 6

9/23/10 3:01 PM

123_Touch-Flip_Squares 1-10.indd 8

9/23/10 3:01 PM

3. Give the child on your left two orange Tag Bags. Count them aloud as a class and repeat the total. Give the child the corresponding number card.

We’re Learning: Cooperate with peers, take turns, work with others to solve problems, use manipulative to find a solution Combine sets to learn how many in all by counting, connect numerals to quantities they represent

4. How many in all? The first child places Tag Bags in a line, counting aloud. The second child adds Tag Bags to the row, counting on. Review numbers and cards. 5. Two and two makes four in all. Have children repeat the sentence with you. Show the number 4 card and invite children to trace.

Check for Understanding: Observe as children count. Can they count the total?

Support/ELL: Start with one Tag Bag of each color to add to two.

Vocabulary:

Enrichment: Listen to “Rowboat, Rowboat,” from Sing, Sound & Count With Me Album.

four, counting on, how many, in all

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: inhale/exhale • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: inhale, exhale, air, in, out, breathe, mouths, noses, dandelions

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Inhale/Exhale

inhale

ex hal e

1. Look Say the words with Squawker. Inhale means to take air in when you breathe. Exhale means to let air out when you breathe. 2. Do Have children inhale with their hands on their chests. Have children exhale with one hand on their chests and the other on the front of their mouths. 3. Say We inhale air. We exhale air. 4. Talk Squawker says: We can inhale through our mouths or noses. What happens when you inhale? When we exhale, we can blow on things like dandelions. Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss inhale and exhale. Do they

understand the words?

Support/ELL: Have children inhale deeply and then exhale to blow a cotton ball across the table. Enrichment: Discuss. We smell things when we inhale through our noses. What are some things you have smelled today?

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Unit 2: Week 11: Day 2 Focus: Letter  and Number 4

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • Objects Beginning with Letter  • Dry Erase Marker • PreKTT Resources: Letter Time Note to Home

Identify Capital Letters 1. Review  and its sound. 2. Build  with Magnetic Pieces for Capitals on the Sound Around Box. Big Line down, Little Line across the top, Little Line across the bottom. 3. Let’s look in our box and see the letter  things we have. Have a child remove the first item from the box. Look, we have an NSECT. Write NSECT on the side of the Sound Around Box. Insect starts with . Repeat with remaining objects. 4. Next, choose any capital that children have learned so far and build it piece by piece on the Sound Around Box.

We’re Learning: Take turns Recognize and name capital letters Position an object for use, placement, or release

5. Children guess or name the letter.

Vocabulary:

Check for Understanding: Observe as children participate. Can they point to  and name the letter?

capital, letter, insect, top, across, middle

READINESS & WRITING Objective: Children roll lines of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card:  • PreKTT Resources: “I Am a Fine Musician” • PreKTT Resources: Letter Videos 

Learn  with Roll–A–Dough Letters Multisensory Introduction: Sing and move to “I Am a Fine Musician.” 1. Review  and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Big Line and two Little Lines using dough. Show them step by step how to place the dough on the letter  card in the tray. Say the directions: Big Line down, Little Line across the top, Little Line across the bottom. 4. Remove  letter card from tray. Children build  in empty tray.



Check for Understanding: Observe as children place their cards in the tray.

Do they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the lines. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

We’re Learning: Sequence, listen to/follow directions Recognize and name capital letters, recognize distinct letter sounds Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Vocabulary: roll, Big Line, Little Line, down, top, bottom

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Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children turn and flip shapes to build a puzzle.

• Stamp and See Screen (Vol. 1, p. 69) • 4 Squares More Squares (Vol. 1, pp. 86–87) § Big and Little Pieces in All Colors § 2" x 3" Pattern Boards (1per pair) • PreKTT Resources: Letter & Number Formations 4

Grouping: Pairs

We’re Learning:

2. Place a 2"x 3" Pattern Board in front of each pair with the puzzle side up. Assign one partner to Little Pieces and one to Big Pieces.

Work with others to solve problems Recognize shapes can be the same even if positioned differently

Vocabulary:

Move Shapes to Match Multisensory Introduction: Review 4 with the Stamp and See Screen. Say directions: Little Line down, Little Line across the middle, Big Line down the center. 1. Let’s build a puzzle. You’ll find the Big Piece that goes on your puzzle.

3. Look at your board. The shapes are outlined. Put two Little Pieces on the puzzle. 4. Look at the space that is left. Which Big Piece will fit on your puzzle? Have the other partner choose a shape and try it on the board. 5. Have children tell you about their puzzle. How did you move your Big Piece to make it fit? How many Little Pieces did you use? Big Pieces?

fit, slide, flip, turn

6. Give each pair a new board. Have partners switch roles.

Check for Understanding: Observe as children build the puzzle. Can they choose  the piece that will fit? Support/ELL: Practice puzzle moves on the carpet before the activity. Enrichment: Scatter the big shapes on the carpet and have children stack the shapes that match.

SCIENCE Materials:

Objective: Children learn differences between living and nonliving things.

• Pictures of Living and Nonliving things (2–3 of each) • T-Chart • PreKTT Resources: “Down On Grandpa’s Farm”

Grouping: Whole group

We’re Learning:

1. Review with children what inhale and exhale mean.

Listen to/follow directions Observe, investigate, describe, and discuss the relationship of organisms to their environment, describe characteristics and differences between living and nonliving

Discuss Living & Nonliving Things Multisensory Introduction: Sing and move to “Down on Grandpa’s Farm.” 2. When we breath, we inhale and exhale. Breathing gives our bodies the oxygen we need to live. Do you think that a rock breathes? “No.” That’s right! Rocks don’t need to breathe because they are not living. Discuss other objects that aren’t alive and don’t breathe (e.g., chair, desk, dirt). 3. Now let’s think of things that breathe like we do. If something breathes, we say it is living or alive. Encourage discussion about living things (birds, dogs, etc.). 4. Have children sort pictures into two groups: “living” or “not living” on the T-Chart.

Vocabulary: living, nonliving, breathe, inhale, exhale, alive

Check for Understanding: Observe as children sort the pictures. Can they identify  living and nonliving things? Support/ELL: Have children take turns holding a rock to see and feel that it is nonliving. Enrichment: Take children on a nature walk to find living things.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

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Unit 2: Week 11: Day 3

LANGUAGE & LITERACY

Focus: Letter  and Number 4

Objective: Children learn new words.

Materials:

Grouping: Whole group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects to Teach Vocabulary (include some beginning with letter ) • PreKTT Resources: “Letters Together Make Words”

Learn New Words Multisensory Introduction: Sing “Letters Together Make Words.” 1. Review  and its sound. 2. Let’s pretend this is an underwater treasure chest (point to the Sound Around Box). Let’s explore and see what we find.

We’re Learning: Take turns

3. Gather items or pictures to show new vocabulary. Place in the Sound Around Box.

Learn words linked to content, use new words linked to content being taught, communicate thoughts with words, talk about experiences/observations

4. Children take turns finding and naming items from the box. Prompt them to talk about each item. 5. Write the word on the side of the Sound Around Box.

Vocabulary:

6. Repeat with each child.

treasure, chest, underwater, explore, find



Check for Understanding: Observe as children talk about each item. Do they

understand what the word means?

Support/ELL: Have children help you “pack” the treasure chest and talk about each item as you put it in. Enrichment: Ask children to use each vocabulary word in a sentence.

READINESS & WRITING Objective: Children trace capital Letter  and review writing name.

Materials:

Grouping: Small group

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture Cards – Tactile Side:  • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Learn  & Write Names Multisensory Introduction: Sing “Sing Your Name.” 1. Review  and its sound. 2. Have children finger trace I card. Say the directions: Big Line down, Little Line across the top, Little Line across the bottom. 3. Now let’s write our names. Use the your strip above the child’s strip.

ALC_I-Q_9.02.2010.indd 1

A Click Away Capital Practice Strips. Put

4. Demonstrate each letter on your strip and wait for the child to imitate you using My turn, Your turn. Do this letter by letter.

Check for Understanding: Observe if children finger trace accurately. Do they  name the letters as they trace? Support/ELL: Send home Capital Practice Strips and the Letter Formation Chart for parents.

A Click Away Capital

Enrichment: After tracing  on A-B-C Touch & Flip Cards, have children air write the letter.

9/21/10 1:58 PM

We’re Learning: Sequence, listen to/follow directions Recognize and name capital letters, recognize and name letters in own name, position capitals right-side up, recognize distinct letter sounds Isolate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize object Write name in all capitals

Vocabulary: letter names, top, smiley face, arrow, name

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Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children compare objects using heavy and light.

• Slate Chalkboard (1per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Pairs of Heavy and Light Items (make sure paired items are about the same size) § Empty Milk Jug and One Filled with Water or Choose Your Own • Student App: Touch & Flip Numbers 4

Grouping: Small group

We’re Learning: Take turns, listen to/follow directions Compare using heavy and light

Vocabulary: heavy, light, weight, hold, things, jug, partner, switch

Compare Weight Using Heavy & Light Multisensory Introduction: Review 4 with Wet-Dry-Try on the Slate. Say directions: Little Line down, Little Line across the middle, Big Line down the center. 1. Put a pair of heavy and light items on each side of a large table. Group children in pairs. We are going to hold things to learn about weight. 2. Pass around the empty milk jug. This jug is light. Pass around the jug filled with water. This jug is heavy. 3. Continue to another set. One partner should pick up one thing in each hand. Now switch. Tell each other which one is heavy. Now tell which one is light. Repeat with different objects.

Check for Understanding: Observe as children describe each object. Are they  using the words “heavy” and “light?” Support/ELL: Have children touch and play with objects before activity. Enrichment: Help children understand that objects of the same size are not necessarily the same weight (e.g., marshmallows and lug nuts).

ORAL LANGUAGE Materials: • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: empty/full 2 Baskets Toys to Fill a Basket PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: empty, full, nothing, inside, much, fit

Objective: Children learn two adjectives, say them in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Empty/Full

e m pt y

full

1. Look Say the words with Squawker. Empty is when nothing is inside. Full is when there is so much inside that no more can fit. 2. Do Have Helper show an empty basket. Have each child put an item into the basket until it is full. At the end, have Helper assist in showing the full basket. 3. Say The basket is empty. The basket is full. 4. Talk Squawker says: When you finish taking toys out of a basket, it is empty. What are some other things you could put into it to make it full? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children describe what can be empty or full.  Do they understand the meaning of the words? Support/ELL: Show empty and full with a familiar object from the classroom, like a child’s water bottle. Enrichment: Discuss. When you are hungry, what part of your body is empty? How do you make it full?

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Unit 2: Week 11: Day 4 Focus: Letter i and Number 4

LANGUAGE & LITERACY

Objective: Children use words to describe an object or a person’s traits.

Materials:

Grouping: Whole group

• Sound Around Box (Vol. 1, pp. 48–49) • Classroom Objects (some that begin with Letter ) • Dry Erase Marker

Use Description Words 1. Review  and introduce i and its sound. 2. Our fingers and eyes tell us about things. When we use these, we are using our senses. When I call on you, tell me if you want to touch or look at something in the Sound Around Box. 3. Select a child and ask, Touch or look? 4. If child says “touch,” allow them to reach into the box. If they say “look,” pull an item out for them to look at. 5. What is it? What does it feel (look) like? 6. Write child’s descriptive words on the side of the box then repeat steps three to six with different children. Point and read words.

Check for Understanding: Observe as children describe objects. Are they using  their senses to help them? Support/ELL: Preview the activity by talking about the five senses one at a time.

We’re Learning: Take turns, remain engaged Use words to describe, talk about experiences/observations Understand there’s a way to write that conveys meaning Observe, investigate, describe, and discuss properties and characteristics of common objects

Vocabulary: describe, touch, look, senses, i words

Enrichment: Repeat the activity using items that a child can taste or smell.

READINESS & WRITING Objective: Children learn how to form .

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Student App: Wet-Dry-Try 

Learn  Using Wet-Dry-Try on the Slate 1. Review  and its sound. 2. Prepare Slate Chalkboards by writing  with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Little Line across the top, Little Line across the bottom. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe handedness and use of the helping hand.  Are they using both correctly?

We’re Learning: Listen to/follow directions, attend to simple tasks Recognize and name capital letters, recognize distinct letter sounds Develop correct pinch grasp, hold a tool with proper grip to write

Vocabulary: Big Line, Little Line, down, top, bottom

Support/ELL: Review  with Hands on Letter Play activities such as Wood Pieces on the Mat or A-B-C Touch & Flip Cards. Enrichment: Set up an  path for children to pretend skate. Paper under shoes makes them skate.

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Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children review and write 4.

• My First School Book p. 81 • Flip Crayons • PreKTT Resources: “Animal Legs”

Grouping: Whole group, small group

We’re Learning: Demonstrate active listening skills Match 1:1, write numerals Use art as a form of creative expression Isolate finger to point, hold a tool with proper grip to write, use helping hand to stabilize object Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: four, pig, sheep, horse, cow

Review & Write Number 4 Multisensory Introduction: Sing and move to “Animal Legs.” 1. Count 4 with Bodies Children hold up four fingers and crawl on all fours. Count the legs on the horse, cow, lamb, and pig.



LITTLE LINE

+ LITTLE LINE

+ BIG LINE

4 F O U R A N I M A LS

My First School Book

2. Count 4 with Objects Children count four wheels on a car or truck. Count four corners on a square. 3. Trace and Write My First School Book 4: Finger trace the 4 at the top of the page. Say directions: Let’s write 4. Put the crayon on the . Little Line down, Little Line across the middle, Big Line down the center. 4. Color and Draw Children color the pictures and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children count. Can they count up to 4?

Support/ELL: Have children practice saying, “I am _____ years old.”

Enrichment: Split the class into teams of four and see who can line up the fastest.

SOCIAL STUDIES Materials:

Objective: Children identify similarities and differences between families.

• Paper • Flip Crayons

Grouping: Whole group

We’re Learning:

1. Let’s talk about the people in our families. In my family, there are ___ people. Describe the members of your family, and model drawing each person. Then, label each person with 1, 2, 3, etc. to show how you counted.

Describe & Count Family Members

Demonstrate active listening skills Describe an object or person’s traits Identify similarities and differences between people, share about family members Verbally count a set of objects

Vocabulary: family, people, talk, one, two, three

r e l ati v e

2. Encourage discussion about children’s family members. Have a volunteer share who is in his/her family and as a class, help the child count how many people there are. 3. Give children paper and crayons for drawing. Help children draw at least one or two members of their family and number them to show how many people there are.

Check for Understanding: Observe as children number their family members. Can  they count how many people there are? Support/ELL: Have children just draw and number one member of their family. Enrichment: Have children with siblings describe who is “first,” “second,” “third,” etc.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

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Unit 2: Week 11: Day 5

LANGUAGE & LITERACY

Focus: Letter i and Number 4

Materials:

Objective: Children make personal connections with stories. Grouping: Whole group, small group

• Line It Up (Vol. 1, pp. 50–51) § Story Cards: Isabel’s Birthday • PreKTT Resources: “Counting Candles”

™

Make Personal Connections Multisensory Introduction: Sing and move to “Counting Candles.” 1. Review i and its sound.

We’re Learning:

2. Have you ever done something just like what happened in a story? That helps us understand the story.

Remain engaged, build relationships

Name feelings, name emotions displayed by others, share opinions and ideas

Explain how a story connects to personal experience, listen to converse, enjoy books and reading activities

Describe local, state, and national cultural events, celebrations, and holidays

3. Read “Isabel’s Birthday.” After you read each card, hand it to a child to place on the bar.

Isabel's Birthday Story Cards.indd 5

1/13/11 3:15 PM

4. How do you feel on your birthday (happy, excited, etc.)? How do you think Isabel feels? We know how Isabel might feel because we have also had birthdays. 5. What else could happen on Isabel’s birthday? How do you know?

Check for Understanding: Listen as children describe their birthdays. Do they use

words to describe their feelings? Support/ELL: Use

A Click Away Feeling Faces to preview the activity.

Vocabulary: feelings, birthday, story, stand, up, class, back down, happen

Enrichment: Have children draw a picture showing how they felt on their birthday.

READINESS & WRITING Materials:

Objective: Children learn to trace letter . Grouping: Whole group, small group

BIG LINE

+ LITTLE LINE

• My First School Book p. 27 • Flip Crayons

+ LITTLE LINE

I 

Learn  by Tracing, Coloring & Drawing 1. Look and Learn My First School Book : Review  and its sound. Children point and say the name of each image. Look. There are insects. Insects start with .

I NS E C T S

We’re Learning:

My First School Book

2. Trace and Write  Children finger trace  step by step. Children trace . Model . Children put crayon on the . Say the directions: Big Line down, Little Line across the top, Little Line across the bottom.

3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace. Do they start at the top?

Support/ELL: Use hands-on letter play for  like Wood Pieces and Mat or Wet-Dry-Try Slate activity.

Enrichment: Sing “The Ant, the Bug, & the Bee” (Vol. 1, p. 55) and pretend to fly around like insects.

142

Use correct top-to-bottom, left to right directionality

Recognize and name capital letters, recognize distinct letter sounds

Use art as a form of creative expression

Hold a tool with proper grip to write, use helping hand to stabilize object

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: insects, Big Line, Little Line, down, across, top, bottom

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children practice counting.

• Slate Chalkboard (1per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Basket or Tub • Four-Legged Toy Animals • PreKTT Resources: “Animal Legs” • Student App: Touch & Flip Numbers 4

Grouping: Whole group

We’re Learning: Name body parts, participate in school routines, take turns, use manipulatives to find a solution Recognize that the last number said is the total Handle play materials without an avoidance response

Practice Counting Multisensory Introduction: Review 4 with Wet-Dry-Try on the Slate. Say directions: Little Line down, Little Line across the middle, Big Line down the center. 1. Invite a child to take an animal from the basket. Child stands beside you and shows the animal. 2. Sing “Animal Legs.” Have children point to legs on the stuffed animal. 3. Another child takes an animal and a turn. Repeat activity just a few times.

Check for Understanding: Observe as children sing with you. Do they know front  and back? Support/ELL: Let children watch a few times to build familiarity and ease before taking their turn. Enrichment: Learn sounds for the animals in the basket.

Vocabulary: animal, legs, front, back, point

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: lungs/chest • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Q & A with Nouns: Lungs/Chest

l ungs

ch e st

1. Look Say the words with Squawker. Your lungs hold the air that you need to breathe. Your chest holds your lungs. 2. Do Have children put their hands to their chests to feel their lungs inflate as they breathe. Have children take deep breaths and short breaths. 3. Say Where are your lungs? Your lungs are inside your chest. 4. Talk Squawker says: When you inhale, your lungs are full of air. What else can be full of air (balloons, tires, air tanks)? Your chest goes up and down when you breathe. What else do you know about your chest? Closing: Sing and move to “Letters Together Make Words.”



Vocabulary: lungs, chest, hold, air, breathe, full, up, down

Check for Understanding: Observe as children practice taking breaths? Can they differentiate between long and short breaths? Support/ELL: Review inhale and exhale with children before this activity. Enrichment: Discuss. Your chest has bones to protect your lungs called ribs. What other bones do you have in your body?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans

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Unit 2: Week 12 At-A-Glance Focus: Letter Uu and Number 4

Children learn to identify Uu and its sound by building sentences with words and forming the letter with hands-on activities like Door Tracing. Identifying, counting, writing number 4, and comparing width are covered in Math. Science, Social Studies, and Oral Language focus on good hygiene, germs and illness.

Day 1 Language & Literacy

Readiness & Writing

Numbers & Math

Day 2

L isten to/follow directions, demonstrate active listening skills

Listen to/follow directions, attend to simple task

roduce a word that rhymes with a given P word, say whether or not two spoken words rhyme, listen to songs, poems, or nursery rhymes and find the rhymes, listen to gain and share information

Recognize and name capital letters

Listen to/follow directions, attend to simple task

Sequence, listen to/follow directions, attend to simple task

ecognize and name capital letters, R recognize distinct letter sounds

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object

Demonstrate active listening skills

Follow class routines, cooperate with peers

Match 1:1, verbally count 1â&#x20AC;&#x201C;10 se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object

se visual cues to guide reaching for, U grasping, and moving objects

Identify specific shapes within a group Trace correctly, step by step

Trace correctly, step by step

Oral Language, Science, or Social Studies

Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Science/Social Studies emonstrate self-care skills, practice D good habits of personal health and hygiene, take turns, remain engaged, listen to/follow directions, practice good habits of personal safety

Technology

Songs, Student App

Student App

Suggestions for 3-Year-Olds

Recite familiar nursery rhymes with children.

U is for up! Discuss things children see when looking up.

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Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

ÂŠ 2021 Learning Without Tears

Theme: My Body Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 Cooperate with peers, take turns

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

L isten to/follow directions, demonstrate active listening

Take turns, demonstrate active listening skills

Use language for different purposes

Recognize and name capital letters

L isten to gain and share information, produce a word that rhymes with a given word, say whether or not two spoken words rhyme, listen to songs, poems, or nursery rhymes and find the rhymes

Position an object for use, placement, or release

equence, listen to/follow directions, S attend to simple task

Listen to/follow directions, use correct top-to-bottom, left to right directionality

ecognize and name capital letters, R recognize and name letters in own name, hold a tool with proper grip to write, use helping hand to stabilize object, understand there’s a way to write that conveys meaning

ecognize and name capital letters, R recognize distinct letter sounds

njoy and engage in writing activities, E hold a tool with proper grip to write, use helping hand to stabilize object

Use art as a form of creative expression

Match capital and lowercase letters Position an object for use

T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

Write name in all capitals

Manage transitions smoothly, respect property

emonstrate active listening, guess/ D check the answer, repeat until correct

I dentify shapes in real world objects, identify specific shapes within a group, sort objects by shape

Compare using narrow and wide

Trace correctly, step by step

osition an object for placement, P use visual cues to guide reaching for, grasping, and moving objects Trace correctly, step by step

Oral Language

Social Studies

T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Use same hand to hold tool

Demonstrate active listening Use language for different purposes, describe an object or person’s traits iscuss the roles and responsibilities of D family, school, and community helpers

Cooperate with peers, take turns Compare using more and less, sort objects by size Position an object for use, placement, or release Trace correctly, step by step Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Songs, Student App, Teacher Resources

Student App

Songs, Student App, Teacher Resources

Place die-cut letter Us around the classroom and have children go on a letter U hunt.

Have children practice opening their mouths wide while pretending they are at the dentist.

Have children share stories about a time they were sick and what they did to feel better.

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Unit 2: Week 12: Day 1 Focus: Letter U and Number 4

LANGUAGE & LITERACY

Objective: Children say a word that rhymes with another word.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles • Student App: Sound Around Letters U • PreKTT Resources: “Rhyming Riddles”

Make Rhyming Words Multisensory Introduction: Sing and move to “Rhyming Riddles.” 1. Introduce U and its sound. 2. Now, let’s listen to “Rhyming Riddles” again and see if we can fill in the riddles. 3. Help children fill in the missing rhyming word in each verse of the song. 4. Replay the song and have them sing along. 5. In time, hold up Picture Tiles from the Sound Around Box. Ask children to give a word that rhymes with the Picture Tile you are holding.

Check for Understanding: Observe as children fill in the words. Do they provide a word that rhymes? Support/ELL: Read a page out of a rhyming book and have children point to and say the rhyming words and pictures.

We’re Learning: Listen to/follow directions, demonstrate active listening skills Produce a word that rhymes with a given word, say whether or not two spoken words rhyme, listen to songs, poems, or nursery rhymes and find the rhymes, listen to gain and share information

Vocabulary: letter U, riddle, rhyme, story, question, listen

Enrichment: Recreate a nursery rhyme by changing some of the words (e.g. “Humpty Dumpty sat on a wall” could change to “Humpty Dumpty sat on a ball.”)

READINESS & WRITING Objective: Children learn how to form U.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Student App: Wet-Dry-Try U

Learn U Using Wet-Dry-Try on the Slate 1. Review U and its sound. 2. Prepare Slate Chalkboards by writing U with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step.Big Line down, Turn, Across the bottom, Up. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children complete the activity. Can they

complete the steps correctly?

Vocabulary:

Support/ELL: Squeeze the water from the sponge. Give additional verbal cues.

capital U, Big Line, down, bottom, up, across

Enrichment: Have children air write U with a piece of chalk.

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Theme: My Body

NUMBERS & MATH Materials: • • • •

I Know My Numbers Booklet 4 Flip Crayons Objects to Count PreKTT Resources: “Animal Legs”

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers. Grouping: Whole group

Review 4 Using I Know My Numbers Multisensory Introduction: Sing and move to “Animal Legs.”

We’re Learning: Demonstrate active listening skills Match 1:1, verbally count 1–10 Trace correctly, step by step Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

Vocabulary:

fou r

1. G ive each child I Know My Numbers Booklet 4. Look how the Slate is on the front cover. Make a connection to number 4.

2. Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 3. Children count 4. Children color the pages. Children trace number 4.

Check for Understanding: Observe as children use the booklet. Do they make a  connection to number 4? Support/ELL: Use real objects to make a connection to 4. Count 4 leaves.

count, seven, color names

Enrichment: Have children review numbers 1– 4.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: sneeze/cough • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions, practice good habits of personal safety Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: sneeze, cough, force, air, quickly, nose, dust, bother

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Sneeze/Cough

sneeze

co ug h

1. Look Say the words with Squawker. Sneeze means to force air out quickly through your nose and mouth. You may sneeze when dust bothers your nose. Cough means to make air come out of your mouth with a loud noise. 2. Do Have children pretend to sneeze into the crooks of their arms. Practice good manners by saying, “Excuse me.” Have children pretend to cough into the crooks of their arms. 3. Say We sneeze. We cough. 4. Talk Squawker says: We sneeze when something tickles our noses. Why else do we sneeze? We cough when we have colds. Why else do we cough? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss sneeze and cough. Do they  understand the words? Support/ELL: Show children how to use a tissue to cover their nose when they sneeze. Enrichment: Discuss. Germs can be spread when we sneeze or cough. Why are germs bad?

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Unit 2: Week 12: Day 2

LANGUAGE & LITERACY

Focus: Letter U and Number 4

Objective: Children identify and sort capital letters.

Materials:

Grouping: Whole group, small group

• A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) § U cards and other letters to review • Alphabet Cereal • Cups • PreKTT Resources: “Alphabet Song”

Identify Capital Letters Multisensory Introduction: Point to letters while singing the “Alphabet Song.” 1. Review U and its sound.

We’re Learning:

2. Show the letter U card. 3. Give each child a cup of alphabet cereal. Have them dump the cereal on the table and search for the letter U.

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4. Children can continue to find and sort other letters.



Check for Understanding: Observe as children search for the target letter. Can they correctly identify each letter? Support/ELL: Give children just two or three cereal pieces, with one being the target letter. Enrichment: Ask children to find the first letter of their name.

Listen to/follow directions, attend to simple tasks Recognize and name capital letters Use visual cues to guide reaching for, grasping, and moving objects

Vocabulary: letter U, alphabet, cereal

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card: U • Student App: Sound Around Letters U

Learn U with Roll–A–Dough Letters 1. Review U and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Big Line (long enough to make U) using dough. Show them step by step how to place the dough on the letter U card in the tray. Say the directions: Big Line down, Turn, Across the bottom, Up. 4. Remove U letter card from tray. Children build U in empty tray.

Check for Understanding: Observe as children place their cards in the tray.

Do they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the line. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

We’re Learning: Sequence, listen to/follow directions, attend to simple task Recognize and name capital letters, recognize distinct letter sounds Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Vocabulary: Big Line, bottom, up, down, turn

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Theme: My Body

NUMBERS & MATH Materials: • Mix & Make Shapes (Vol. 1, pp. 84–85) § Circles, Triangles, Rectangles, Squares (4 large shapes of each) • I Know My Numbers Booklet 4 (Vol. 1, p. 22) • Flip Crayons • Objects to Count

We’re Learning:

Objective: Children recognize circles, triangles, rectangles, and squares within a group. Grouping: Small group

Recognize Shapes in a Group Multisensory Introduction: I Know My Numbers Booklet 4. Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 1. Let’s play Simon Says. Simon will tell you what to do with the shapes. 2. Spread the shapes on the ground. I will be Simon first. I’ll tell you what to do.

Follow class routines, cooperate with peers

3. Give directions. Simon says: Jump to a triangle. Put your hand on a square. Point to the circle. Sit on a shape with four sides.

Identify specific shapes within a group

4. When they understand the activity, let a child be Simon. Repeat.

Trace correctly, step by step

Check for Understanding: Observe children clean up the pieces by asking each  child to pick up a different shape. Do they select the right shape?

Vocabulary:

Support/ELL: Model and say the name of the actions before starting the activity.

shapes, triangle, square, circle, rectangle

Enrichment: Sing and move to “Peanut Butter and Jelly” from the Get Set for School Sing Along Album.

SCIENCE Materials:

Objective: Children learn about germs and proper handwashing.

• • • •

Grouping: Whole group

Glitter Sink Water Soap

Learn About Germs 1. Pretend to sneeze in your hand and use glitter to represent germs. Look! My hand is covered in germs! Germs are what make us sick. What do you think will happen if I shake someone’s hand?

We’re Learning: Demonstrate self-care skills, practice good habits of personal health and hygiene, take turns, remain engaged, listen to/follow directions Learn through senses

Vocabulary: germs, sick, wash, hands

2. Have a Helper shake your hand. Show the class how the “germs” spread to the Helper. Repeat with two more Helpers. 3. What should we do to get these germs off? “Wash your hands.” 4. Have one Helper wash his/her hands without soap and another wash too quickly. Discuss. 5. Assist the last Helper with proper handwashing while singing “Happy Birthday” twice.

Check for Understanding: Observe as children discuss poor hand washing. Do  they understand that it doesn’t remove germs? Support/ELL: Have children help wash toys in warm soapy water to reinforce washing as a way to prevent the spreading germs. Enrichment: Discuss when children need to wash their hands: before eating, after using the bathroom, after sneezing or coughing, etc.

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Unit 2: Week 12: Day 3

LANGUAGE & LITERACY

Focus: Letter Uu and Number 4

Objective: Children say words that rhyme with another word.

Materials:

Grouping: Whole group

• Rhyming Book (Vol. 1, p. 97–101) • PreKTT Resources: “Animals in the House”

Make Rhyming Words Multisensory Introduction: Sing and move to “Animals in the House.”

We’re Learning:

1. Review U and its sound. 2. Read a familiar rhyming book. 3. Pick one page to focus on and reread it two more times. After children have listened to the rhyme a few times, let them “fill” in the second rhyming words. 4. Once the rhyme is predictable, have children fill in the second rhyming word with a new rhyming word. It can be silly! 5. Repeat with other pages of the book.

Check for Understanding: Observe as children fill in the words. Can they name a  new rhyming word? Support/ELL: Begin with a simple one-line rhyme rather than a book (e.g. “I saw a fat cat.”).

Listen to/follow directions, demonstrate active listening Use language for different purposes Listen to gain and share information, produce a word that rhymes with a given word, say whether or not two spoken words rhyme, listen to songs, poems, or nursery rhymes and find the rhyme

Vocabulary: rhyme, rhyming words

Enrichment: Repeat this activity with songs and poems.

READINESS & WRITING Materials:

Objective: Children learn the correct way to form U and practice writing their names.

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture cards – Tactile Side: U • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Grouping: Small group

Learn U & Write Name Multisensory Introduction: Sing and move to “Sing Your Name.” 1. Review U and its sound. 2. Have children finger trace U card. Say the directions: Big Line down, Turn, Across the bottom, Up. 3. Now let’s write our name. Use the strip above the child’s strip.

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A Click Away Capital Practice Strips. Put your

4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

Check for Understanding: Observe if children finger trace accurately. Do they  name the letter as they trace? Support/ELL: Send home Capital Practice Strips and the Formation Chart for parents.

A Click Away Capital Letter

Enrichment: After tracing U on A-B-C Touch & Flip Cards, have children air write the letter.

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Manage transitions smoothly, respect property Identify shapes in real world objects, identify specific shapes within a group, sort objects by shape Trace correctly, step by step

Vocabulary: letter names, capital, Big Line, turn, across, up, name

Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children recognize and name shapes in real-world objects.

• Book about Shapes in the Environment, Book Connections (Vol 1, pp. 97–101) • Camera • PreKTT Resources: “Shape Song”

Grouping: Small group

We’re Learning: Manage transitions smoothly, respect property Identify shapes in real world objects, identify specific shapes within a group, sort objects by shape Trace correctly, step by step

Vocabulary: shapes, shape names, hunt, world, school, pictures

Identify Shapes in Objects Multisensory Introduction: Sing and move to the “Shape Song.” 1. Shapes are everywhere! Let’s hunt for shapes in the world around us. 2. Read a book about shapes in real-world objects. Which shapes do you see on each page? 3. Do you think there are shapes in our school? Let’s go on a walk. We can snap pictures of any shapes we see. Take pictures. Display in the classroom.

Check for Understanding: Observe as children identify shapes in their  environment. Does each child find a shape during the walk? Support/ELL: Outline a shape with an erasable marker and invite children to do the same. Enrichment: Create a class shape book using the pictures from your walk.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: sick/well • PreKTT Resources: “Letters Together Make Words”

Vocabulary: sick, well, bad, healthy, sneeze, play, school

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Sick/Well

sick

well

1. Look Say the words with Squawker. Sick means your body feels bad. Well means your body feels healthy. 2. Do Have children pretend to be sick by coughing and sniffling. Have children breathe deeply, smile, and pretend to be well. 3. Say We are sick. We are well. 4. Talk Squawker says: You may sneeze when you are sick. What else can happen when you are sick? When you feel well, you can play and go to school. What else can you do when you are well? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss being sick and well. Do  they understand the meaning of the words? Support/ELL: Show children an image of a doctor and discuss how they can help when we are sick. Enrichment: Discuss. Sometimes your body gives you signs that you’re getting sick like coughing. What are some other signs that you may be sick (sneezing, fever, tired, etc.)?

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Unit 2: Week 12: Day 4

LANGUAGE & LITERACY

Focus: Letter Uu and Number 4

Objective: Children recognize and match capital and lowercase letters.

Materials:

Grouping: Whole group, small group

• A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) § Picture Cards – Tactile Side: U, T,  § Lowercase Cards: u, t, i

Match Capital & Lowercase Letters 1. Review U and introduce u and its sound.

We’re Learning:

3. Place the lowercase u and another lowercase letter in the Sound Around Box. Hold up the capital U card.

Cooperate with peers, take turns

4. Who can reach in the box and help us find lowercase u. 5. Have child reach in the box and hold up both cards. Ask the class to choose to the lowercase letter that matches.

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6. Repeat with remaining letters.

Check for Understanding: Observe as children make matches. Do they choose

the correct match?

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Match capital and lowercase letters Position an object for use

Vocabulary: match, capital, lowercase, box, find

Support/ELL: Have children air write capital U before beginning. Enrichment: Write two lowercase us and two other letters on the Sound Around Box. Children circle the two lowercase us.

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • Roll–A–Dough Letters (Vol. 1, p. 68) § Letter Card: U • PreKTT Resources: Classroom Video U

Learn U Using Stamp and See Screen 1. Review U and its sound. 2. Give each child the U Letter Card from Roll–A–Dough to place on the Stamp and See Screen as a template to trace. 3. Show children how to trace the U card with the magnetic chalk stylus. Say the directions: Big Line down, Turn, Across the bottom, Up. 4. Remove U cards from the screen. 5. Show children how to use the magnetic chalk stylus to trace the strokes of U again without the Letter Card. Erase the letter. 6. Children write with magnetic chalk stylus to make U from memory. NOTE: We do not make U with Wood Pieces, therefore, we do not stamp U with the magnetic pieces.

Check for Understanding: Observe as children trace. Are they starting in the  smiley corner?

Vocabulary: across, Big Line, turn, bottom, up

Support/ELL: Have children finger trace U prior to activity. Enrichment: Have children tell you the sound of U and find words beginning with U.

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Theme: My Body

NUMBERS & MATH Materials:

Objective: Children compare spaces using narrow and wide.

• • • • •

Grouping: Small group

I Know My Numbers Booklet 4 (Vol. 1, p. 22) Flip Crayons Blocks Wide Toy Car/Truck Narrow Toy Car/Truck

We’re Learning: Demonstrate active listening, guess/ check the answer, repeat until correct Compare using narrow and wide Position an object for placement, use visual cues to guide reaching for, grasping, and moving objects Trace correctly, step by step

Compare Width Using Narrow & Wide Multisensory Introduction: I Know My Numbers Booklet 4: Choose which pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 1. Let’s build a bridge that is wide enough for a car. 2. Give children the narrow car. Help them build a block bridge just big enough for the narrow car. It fits! The bridge is wide enough. 3. Can this big truck fit on the bridge? Try it. No, it’s too narrow for the big truck. 4. Help children build a wider bridge. Is this bridge wide enough for the big truck? It is! Can the little car fit? 5. Encourage children to describe their constructions. Help them use wide and narrow.

Check for Understanding: Observe as children build. Can they identify narrow

Vocabulary:

and wide?

narrow, wide

Support/ELL: Have children paint with a narrow and wide paintbrush. Enrichment: Sort vehicles into two groups- narrow and wide.

SOCIAL STUDIES Materials:

Objective: Children identify community helpers.

• Paper • Flip Crayons

Grouping: Whole group

We’re Learning:

1. Review the meaning of sick and well.

Identify Community Helpers

Demonstrate active listening Use language for different purposes, describe an object or person’s traits Discuss the roles and responsibilities of family, school, and community helpers

Vocabulary: sick, well, doctor, community helper

2. When you are sick, who can help you? “A doctor.” Right! A doctor knows how to treat you when you are sick. Going to a doctor can help you get well sooner. Discuss doctor visits. Explain that they help when we are sick and when we are well. They are community helpers. 3. Prompt children to discuss other community helpers and what they do (firemen, farmers, police, etc.). 4. Pass out paper and crayons to each child. Have children draw a community helper of their choice. Ask children to describe what the helper does and write their responses on their paper.

Check for Understanding: Observe as children discuss community helpers. Do they  understand what different helpers do? Support/ELL: Create a doctor play center including an eye chart, bandages, a play stethoscope, etc. Enrichment: Read Mat Man Hats aloud.

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Unit 2: Week 12: Day 5

LANGUAGE & LITERACY

Focus: Letter Uu and Number 4

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects Beginning with Letters: L, F, E, H, T, , U • Dry Erase Marker • PreKTT Resources: “There’s a Dog in the School” • PreKTT Resources: Letter Time Note to Home

Identify Capital Letters Multisensory Introduction: Sing and move to “There’s a Dog in the School.” 1. Review Uu and its sound. 2. Let’s look in our box and see the letter U things we have. 3. Have a child remove the first item from the box. Look, we have an umbrella.

We’re Learning:

4. Write UMBRELLA on the side of the Sound Around Box. UMBRELLA starts with U.

Take turns, demonstrate active listening

5. Repeat with remaining letters and their matching objects.

Recognize and name capital letters

Check for Understanding: Observe as children participate. Can they point to

Position an object for use, placement, or release

and name the letter?

Vocabulary: capital, lowercase, umbrella

READINESS & WRITING Objective: Children learn to trace letter U.

Materials:

Grouping: Whole group, small group

• My First School Book p. 29 • Flip Crayons • PreKTT Resources: Smiley Face

Learn U by Tracing, Coloring & Drawing Multisensory Introduction: Review U with Door Tracing. Say directions: Big Line down, Turn, Across the bottom, Up.

U UMBRELLA

We’re Learning:

1. Look and Learn My First School Book U: Review U and its sound. Look. There’s an umbrella. Umbrella starts with U. Up starts with U. Children point and say the name of each image. © 2020 Learning Without Tears

Listen to/follow directions My First School Book

2. Trace and Write U Children finger trace U step by step. Children trace U. Model U. Children put crayon on the . Say the directions: Big Line down, Turn, Across the bottom, Up.

Recognize and name capital letters, recognize distinct letter sounds Use art as a form of creative expression Use same hand to hold tool Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Vocabulary:

Check for Understanding: Observe handedness and use of the helping hand.  Are they using both correctly?

umbrella, Big Line, down, turn, across, bottom, up

Support/ELL: Prepare for U using Wet-Dry-Try on the Slate. Letter U is not made with Wood Pieces. Enrichment: Discuss what a U-turn is and have children practice with toy cars.

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Get Set for School Pre-K Teacher’s Guide: Unit 2 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: My Body

NUMBERS & MATH Materials:

Objective: Children compare the capacity of containers.

• • • •

Grouping: Pairs

I Know My Numbers Booklet 4 (Vol. 1, p. 22) Flip Crayons Medium-Sized Cup (1 per pair) Containers of Different Sizes and Shapes (4 per pair) • Rice, Water, or Sand • Sand/Water Table

We’re Learning: Cooperate with peers, take turns Compare capacity using more and less, sort objects by size Position an object for use, placement, or release Trace correctly, step by step

Compare Capacity Using More & Less Multisensory Introduction: Choose which pages you want to complete with children in I Know My Numbers Booklet 4. Send home for children to complete with their parents. 1. Today we will fill some containers. Let’s figure out which ones hold more and which ones hold less. 2. Give each pair a medium-sized cup (use same-sized cups for each group). This is your cup. Use it to fill the other containers. 3. One child chooses the empty container and the other fills a container with rice. Dump the rice into the other container. Does the rice fit? Discuss. 4. Repeat. Does this container hold more or less than your cup?



Check for Understanding: Observe as children choose and fill containers. Can they tell which hold more or less?

Vocabulary: fill, containers, cup, dump, rice, fit, holds less, holds more

Support/ELL: Use containers that are very different in size to begin. Enrichment: Compare a tall, narrow container with a short, wide container.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: flu/illness • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: flu, illness

Q & A with Nouns: Flu/Illness

flu

i l lness

1. Look Say the words with Squawker. Flu is a kind of sickness. Illness is when your body is sick. 2. Do Have children imitate the symptoms of a flu (fever, chills, tired, etc.). Have children imitate other symptoms of illness (stuffy nose, sore throat, cough, etc.). 3. Say What is the flu? The flu is an illness. 4. Talk Squawker says: You can catch the flu from a person who coughs. How else can you catch the flu? You can wash your hands to keep from getting an illness. What else can you do to keep from getting an illness? Closing: Sing and move to “Letters Together Make Words.”

Check for Understanding: Observe as children imitate symptoms of flu and illness.  Do they understand the meaning of the words? Support/ELL: Review sick and well with children before this activity. Enrichment: Discuss. When you have an illness, you can help your body by getting rest and drinking water. Why do you think that helps your body fight illness?

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Sample Version of: Get Set For School Pre-K Teacher's Guide

Unit 3: Community & Play

Sample Version of: Get Set for School Pre-K Teacher's Guide

Unit 3: Week 13 At-A-Glance Focus: Letter Cc and Number 5

Children learn to identify Cc and its sound by finding words in sentences and forming capital letter C through hands-on activities like Roll–A–Dough Letters. Identifying, counting, writing number 5, and subtracting are covered in Math. Science, Social Studies, and Oral Language focus on imaginary play, costumes, and jobs related to costumes.

Day 1 Language & Literacy

Take turns, demonstrate active listening

Take turns

Identify the number of words in a spoken sentence, break spoken sentences into words

ecognize and name capital letters, R recognize distinct letter sounds

ecognize that the last number spoken is R the total

Readiness & Writing

Sequence, listen to/follow directions

ecognize and name capital letters, R position capitals right-side up, indicate when a certain sound is spoken or heard

ecognize and name capital letters, R recognize distinct letter sounds

Take turns, work with others to solve problems, use manipulatives to solve problems Identify numerals, recognize that totals are not affected by order or arrangement, verbally count a set of objects, recognize that the last number spoken is the total

Oral Language, Science, or Social Studies

Position an object for use, placement, or release

Sequence, listen to/follow directions

osition an object for use, placement, P or release, use visual cues to guide reaching, grasping, and moving object

Numbers & Math

Day 2

Oral Language

osition an object for use, placement, P or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving object, reach across midline to get an object from other side Use manipulatives to find a solution Identify numerals, take objects away from a set to find out how many are left by counting, make a set of objects to match a given number, recognize that the last number spoken is the total, verbally count a set of 1–10 objects

Social Studies

T ake turns, remain engaged, listen to/ follow directions

T ake turns, show increase in confidence, attend to simple tasks

Understand print has meaning

Describe jobs people do

Repeat words, say sentences, demonstrate understanding of word meaning

Use art as a form of creative expression

Technology

Student App, Songs, Teacher Resources

Student App, Teacher Resources

Suggestions for 3-Year-Olds

Have children describe the clothes they are wearing for the day.

C is for cats! Discuss cats at home and cats in the wild.

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns, demonstrate active listening

ecognize and name capital letters, R break spoken sentences into words, identify the number of words in a spoken sentence

ecognize and name capital and R lowercase letters, recognize distinct letter sounds

ecognize and name capital and R lowercase letters, recognize distinct letter sounds etell story, describe pictures, talk about R experiences/observations, speak in three or more word sentences

ecognize that the last number spoken is R the total Know name, listen to/follow directions ecognize and name letters in own R name, position capitals right-side up se same hand to hold tools, develop U correct pinch grasp, use helping hand to stabilize object nderstand there is a way to write that U conveys meaning, enjoy and engage in writing activities

Listen to/follow directions, attend to simple tasks ecognize and name capital letters, R recognize distinct letter sounds evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object

Demonstrate active listening

ove fingers to finger plays, hold a tool M with proper grip to write

Match 1:1, write numerals

Match 1:1, verbally count 1–10

Use art as a form of creative expression

old a tool with a proper grip to write, H use helping hand to stabilize object

atch 1:1, identify numerals, verbally M count 1–10 Trace correctly, step by step

I solate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize object se correct top-to-bottom, left-to-right U directionality

Oral Language

Science

T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Build relationships Ask and answer simple questions I dentify similarities and differences between people

Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Student App, Songs

Place die-cut letter Cs around the classroom and have children go on a letter C hunt.

Practice counting groups of 5 with familiar objects from the classroom.

Have children share pictures of times they have worn a costume, like for a holiday or in a play.

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Unit 3: Week 13: Day 1 Focus: Letter C and Number 5

LANGUAGE & LITERACY

Objective: Children learn how to break sentences into words.

Materials:

Grouping: Whole group

Find Words in a Sentence

• PreKTT Resources: “Letters Together Make Words” • Student App: Sound Around Letters C

Multisensory Introduction: Sing “Letters Together Make Words.”

We’re Learning:

1. Introduce letter C and its sound.

Take turns, demonstrate active listening

2. Have five children sit in a line. I’m going to say a sentence. When I point at you, stand up. As you repeat each word of the sentence, point to a child to stand up. I clap. I … clap.

Identify the number of words in a spoken sentence, break spoken sentences into words

3. How many words were in that sentence? Two words. Now, let’s clap!

Recognize that the last number spoken is the total

4. Repeat steps three and four using other action sentences such as: I clap loud. I clap my hands. I clap with my friend.



Check for Understanding: Observe as children say the sentences without pointing. Can they independently identify how many words are in the sentence?

Vocabulary: letter C, word, sentence, clap

Support/ELL: Lay out a bottle cap for each word in a sentence. Children touch each cap as they say the words. Count the caps. Enrichment: Say longer sentences and offer less cueing. Use other C verbs: crawl, carry, cut, color, etc.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Small group

• Wood Pieces Set for Capital Letters (Vol.1, pp. 61–63) • Capital Letter Card: Letter C (Vol.1, p. 66) • Mat for Wood Pieces (1 per child) (Vol.1, p. 67) • Magic C Bunny Puppet • PreKTT Resources: “Magic C” • PreKTT App: Wood Pieces C

Learn C Using Capitals on the Letter Card & Mat Multisensory Introduction: Sing and air write to “Magic C” with the Magic C Bunny. 1. Introduce C and its sound. 2. Show C Letter Card. Name the picture and “read” the word. 3. Gather the Wood Pieces. 4. Describe each step as your build the letter: Watch as I build C. Big Curve. We made C. Turn the card over and have children “read” the card with you. 5. Now, let’s build C on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter C!



Check for Understanding: Observe as children build their letter. Do children place the Big Curve correctly, curving towards Smiley? Support/ELL: Move the Letter Card beside the child’s Mat. Enrichment: Children close their eyes and air write a C, going towards Smiley!

160

We’re Learning: Sequence, listen to/follow directions Recognize and name capital letters, position capitals right-side up, indicate when a certain sound is spoken or heard Position an object for use, placement, or release, use visual cues to guide reaching, grasping, and moving object

Vocabulary: letter C, capital, Big Curve

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials: • Wood Pieces Set for Capital Letters (Vol.1, pp. 61–63) • Mat for Wood Pieces (1 per child) (Vol.1, p. 67) • Tag Bags (Vol.1, pp. 88–89) § Green (2), Red (3) • PreKTT App: Wet-Dry-Try 5

We’re Learning: Take turns, work with others to solve problems, use manipulatives to find a solution Identify numerals, recognize that totals are not affected by order or arrangement, verbally count a set of 1–5 objects, recognize that the last number spoken is the total

Vocabulary: five, bottom, first, same, top, count

Objective: Children recognize order and that arrangement of objects does not affect the total. Grouping: Pairs

Count in Any Order Multisensory Introduction: Review 5 with Wood Pieces on the Mat. Say directions: Little Line down to the middle, Little Curve to the bottom, Little Line across the top.

1. L et’s count number 5. Toss three red and two green Tag Bags into the circle. First, we’ll count red and then green Tag Bags. Then, we’ll count green and then red. Will the number of Tag Bags be the same both times? 2. Have children count Tag Bags and show how to take one out of the circle. How many are there? 3. Have child count one color Tag Bag and then the next. Move each bag as they count. How many are there? Did you get the same number? The number stays the same no matter what color you count first.



Check for Understanding: Observe as children count. Do children recognize that the order and arrangement of objects does not affect the total? Support/ELL: Begin with three Tag Bags (two green and one red) and count. Enrichment: Children line up and count. Switch places and have children count again.

ORAL LANGUAGE Materials: • • • • •

Squawker (Vol.1, pp. 46–47) Word Cards: wear/decorate Party Hat Stickers PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Wear/Decorate

wear

d e co r a t e

1. Look Say the words with Squawker. Wear means to put clothes on your body. Decorate means to add things to make something look special. 2. Do Have Helper wear a party hat and give a sticker to each child to decorate their shirts. 3. Say We wear clothes. We decorate for a party. 4. Talk Squawker says: You can wear a mask to a costume party. What clothes can you wear to other parties? You can decorate with balloons for a birthday party. What else can you use to decorate for a party? Closing: Sing “Letters Together Make Words.”

Vocabulary:

Check for Understanding: Observe as children talk. Do they understand the  difference between everyday clothing and decorating for a celebration?

wear, decorate, costume, party, special

Support/ELL: Have children repeat each word and sentence. Enrichment: Discuss. The USA celebrates its birthday on the Fourth of July. Red, white, and blue are the colors of the flag. (Adjust for other states/countries.)

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Unit 3: Week 13: Day 2 Focus: Letter C and Number 5

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol.1, pp. 48–49) § Magnetic Pieces for Capitals • Objects Beginning with Letter C • Dry Erase Marker • PreKTT Resources: Letter Time Note to Home

Identify Capital letters 1. Review C and its sound. 2. Build C on the Sound Around Box. Big Curve. 3. Place objects that begin with C in the Sound Around Box. 4. Who wants to explore the treasure chest? Show us what you found? Child names it. 5. What can you tell us about it? Children share their experiences. 6. Write the word on the side of the Sound Around Box. 7. Repeat steps three through five until all items are explored.

Check for Understanding: Observe as children participate. Do they understand  what the items have in common? Support/ELL: Repeat the names of items as they are removed from the Sound Around Box. Be sure to say: Car starts with C. Have children repeat.

We’re Learning: Take turns Recognize and name capital letters, recognize distinct letter sounds Position an object for use, placement, or release

Vocabulary: letter, alike, C words

Enrichment: On index cards, write words beginning with capital letters. Children sort the words by beginning letter.

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough (1 per child) (Vol.1, p. 68) § Letter Card: C • PreKTT Resources: Video, “Capital C”

Learn C with Roll–A–Dough Letters 1. Review C and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Big Curve using dough. Show them how to place the dough on the letter C card in the tray. Say the directions: Big Curve. 4. Remove C letter card from tray. Children build C in empty tray.



Check for Understanding: Observe as children place their cards and trays.

Do they place both right-side up using the images to orient correctly?

Support/ELL: Help children use flat hands to roll back and forth to form curve. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

We’re Learning: Sequence, listen to/follow directions Recognize and name capital letters, recognize distinct letter sounds Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving object, reach across midline to get an object from other side

Vocabulary: Big Curve, roll, dough

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Theme: Community & Play

NUMBERS & MATH Materials: • Roll–A–Dough (1 per child) (Vol.1, pp. 68) § Number Card: 5 • Small Snacks (fish crackers/grapes)

We’re Learning: Use manipulatives to find a solution Identify numerals, take objects away from a set to find out how many are left by counting, make a set of objects to match a given number, recognize that the last number spoken is the total, verbally count a set of 1–10 objects

Vocabulary:

Objective: Children take objects away from a set and count to find how many are left. Grouping: Small group

Take Objects Away Multisensory Introduction: Use Roll–A–Dough for Number 5. Say directions: Little Line down to the middle, Little Curve to the bottom, Little Line across the top. 1. P ass out 5 crackers to each child. I have 5 crackers. Children repeat. 2. I take away 1 cracker. Pick up 1 cracker and eat. Children repeat and imitate. 3. How many are left? Children count their remaining crackers and tell how many are left. I have 4 crackers left! 4. Repeat until zero crackers remain.

one, five, crackers, take away, left

Check for Understanding: Observe as children count. Do they recognize that the

number remaining is the new total?

Support/ELL: Start with three crackers. Take away one at a time. Count how many are left each time. Enrichment: Increase the number of crackers/counters to 10 and take away 2–3 at a time.

SOCIAL STUDIES Materials:

Objective: Children learn about a job that begins with C.

• Book about Dress Up/Costumes, Books All Year (Vol.1, pp. 102–105) • Art Supplies About the Letter C and Number 5 • Large Paper Grocery Bags (1 per child) • Glue

Grouping: Whole group

Describe Jobs 1. Did you know that there are jobs to create costumes like we use in dress up? Let’s read a book about dressing up in costumes. 2. Read a book about dress up.

We’re Learning: Take turns, show increase in confidence, shows curiosity, attend to simple tasks Describe jobs people do Use art as a form of creative expression

3. A costume designer is a person who draws and puts together costumes for plays and the opera. Show pictures or a little video about a play or opera. 4. Let’s pretend to be costume designers and create costumes about the letter C or the number 5. Share with me which one you would like to do. 5. Have children create costumes using paper bags and art supplies. Then, have children celebrate their art work.

Vocabulary: jobs, create, costumes, dressing up, draws, plays, opera, share



Check for Understanding: Observe children as you read the story. Do they ask and answer questions about the content? Support/ELL: Provide physical prompting to assist children with completing their costumes. Enrichment: Discuss. If you were a costume designer, what kind of costume would you what to make?

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Unit 3: Week 13: Day 3

LANGUAGE & LITERACY

Focus: Letter C and Number 5

Objective: Children break a sentence into words and count the number of words.

Materials:

Grouping: Whole group, small group

• Pete the Cat and His Four Groovy Buttons by Eric Litwin or a book of choice, Books All Year (Vol.1, pp. 102–105) • PreKTT Resources: “Letters Together Make Words”

Find Words in a Sentence Multisensory Introduction: Sing “Letters Together Make Words.” 1. Review C and its sound. 2. Have five children sit in a line. Read a simple sentence from selected book. I’m going to read a sentence. When I point at you, please stand up. As you repeat each word of the sentence, point to one child to stand up. Read: “How many buttons are left?” 3. How many words were in that sentence? Five words! 4. All children act out the action. Now, let’s count our buttons!

We’re Learning:

Take turns, demonstrate active listening

Recognize and name capital letters, break spoken sentences into words, identify the number of words in a spoken sentence

Recognize that the last number spoken is the total

5. Repeat steps three through five with other sentences from the book, having other children participate.

Vocabulary:



word, sentence, cat, purrs

Check for Understanding: Observe children as you read. Can children independently identify how many words are in the sentence? Support/ELL: Point to the words in the book as you read, then count the words. Enrichment: Add complexity by reading longer sentences and offering less cuing.

READINESS & WRITING Objective: Children learn the correct way to write letters and practice writing their names. Grouping: Small group, 1:1

Trace Capitals & Write Name Multisensory Introduction: Sing “Sing Your Name.” 1. R eview C and its sound. Have children finger trace the C card. Say the directions: Big Curve. 2. H ave children finger trace the tactile side of a letter card in their name. 3. Now let’s write our names. Use the Capital Practice Strips. Put your strip above the child’s strip. 4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

Check for Understanding: Observe if children finger trace accurately. Do they

name the letters as they trace?

Support/ELL: Let children who need support watch others first. Extra exposure prepares them. Enrichment: After they finger trace on A-B-C Touch & Flip Cards, have children finger trace the letters from memory on the Mat for Wood Pieces.

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Materials: • A-B-C Touch & Flip Cards (Vol.1, p. 70) • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

We’re Learning:

Know name, listen to/follow directions

Recognize and name letters in own name, position capitals right-side up

Use same hand to hold tool, develop correct pinch grasp, use helping hand to stabilize object

Understand there is a way to write that conveys meaning, enjoy and engage in writing activities

Vocabulary: letter names, capital, capital letter formation words, name

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children move to learn about number 5.

• Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First School Book p. 82. • Flip Crayons • PreKTT Resources: “Five Fingers Play” • Student App: Touch & Flip Numbers 5

Grouping: Whole group

We’re Learning:

2. Demonstrate number 5 on your own Slate Chalkboard. Say the words for each step: Little Line down to the middle, Little Curve to the bottom, Little Line across the top.

Demonstrate active listening Move fingers to finger plays, hold a tool with proper grip to write Match 1:1, identify numerals, verbally count 1–10 Trace correctly, step by step

Vocabulary: point, count, Little Line, Little Curve

Learn 5 Using Movement

Multisensory Introduction: Sing “Five Fingers Play” from My First School Book.

1. Prepare Slate Chalkboards by writing 5 with chalk as a model to trace.

3. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the number. Dry: Child uses a little piece of paper towel to dry the number. Try: Child uses a Little Chalk Bit to write the number.

Check for Understanding: Observe children’s fine motor skills. Can they hold up  the right number of fingers during the song? Support/ELL: Sing song without music to slow pace. Provide hand-over-hand assistance for fine motor hand movements. Enrichment: Associate number 5 to addition: 5 + 5 = 10. Use objects and fingers!

ORAL LANGUAGE Materials: • • • •

Squawker (Vol.1, pp. 46–47) Word Cards: plain/fancy Fancy Costume PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Plain/Fancy

plain

fa n cy

1. Look Say the words with Squawker. Plain and fancy are opposites. Things without decorations are plain. Things with decorations like colors, glitter, or beads are fancy. 2. Do Have Helper dress in the fancy costume. 3. Say My clothes are plain. My costume is fancy. 4. Talk Squawker says: Everyday clothes are often plain. What else is plain? Glitter, beads, and feathers can make a costume fancy. What else can be fancy? Closing: Sing “Letters Together Make Words.”



Vocabulary: plain, fancy, opposites, decorations

Check for Understanding: Observe as children discuss plain and fancy. Do they understand the meaning of the words? Support/ELL: Show pictures of people dressed in plain and fancy clothes. Offer cues to assist in labeling the pictures. Enrichment: Discuss. Some special events require fancy clothes. When have you dressed in fancy clothes?

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Unit 3: Week 13: Day 4

LANGUAGE & LITERACY

Focus: Letter Cc and Number 5

Objective: Children recognize capital and lowercase letters.

Materials:

Grouping: Small group

• Magnetic Lowercase & Blackboard Set (1 for teacher to model) (Vol.1, pp. 76–77) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces § Magnetic Letters: c, o, s, v, w • PreKTT Resources: Video, “Capital C” and “Magic c Letters: c”

Recognize Capital & Lowercase Letters 1. Review C and introduce c and its sound. 2. Demonstrate and verbalize how to form Cc on the Magnetic Lowercase and Blackboard Set. 3. Capital C is BIG. Big Curve. Lowercase c is smaller, and we say Magic c when we write it. Both are formed the same, but are different sizes. 4. Provide demonstration for children to air write Cc. 5. Demonstrate Oo Ss Vv Ww formation on Magnetic Lowercase & Blackboard Set, emphasizing that they are formed the same, just different sizes.



Check for Understanding: Observe as children interact with the Cs. Do they notice that one is big and one is small? Support/ELL: Have children sort piles of Big and Little Curves. Enrichment: Talk about other things that are the same kind, but different sizes (e.g., adults/children, horse/foal, etc.).

We’re Learning:

Take turns, demonstrate active listening

Recognize and name capital and lowercase letters, recognize distinct letter sounds

Vocabulary: capital, lowercase, big, little, small, curve, different

READINESS & WRITING Objective: Children learn how to form C.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Student App: Wet-Dry-Try C

Learn C Using Wet-Dry-Try on the Slate 1. Review C and its sound. 2. Prepare Slate Chalkboards by writing C with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step: Big Curve. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children complete the activity. Can they

complete the steps correctly?

Support/ELL: Use the Mat for Wood Pieces and a Big Curve to show how capital C is oriented.

We’re Learning:

Listen to/follow directions, attend to simple tasks

Recognize and name capital letters, recognize distinct letter sounds

Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object

Vocabulary: Big Curve, trace, wet, dry, try

Enrichment: Place a large smiley face in the top left-hand corner of the doorway. Have children air write C. Make sure they start by going “towards Smiley.”

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Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children learn number 5 and write 5.

• • • •

Grouping: Whole group, small group

My First School Book p. 83 Flip Crayons Paper Square Scissors (1)

 2

LITTLE LINE

+ LITTLE CURVE

+ LITTLE LINE

Learn & Write Number 5 1. Count 5 with Bodies Hold up five fingers. Give your friend a high five. Count your toes. Count five toes on the other foot. One is a big toe and four are little toes.

F I V E ST A R F IS H

2. Count 5 with Objects Count 5 points on a star. Cut one corner off a square. Now count the sides and corners. There are five sides and five angles now. It’s a new shape. It’s a pentagon. © 2020 Learning Without Tears

My First School Book

3. Trace and Write My First School Book 5: Finger trace the 5 at the top of the page. Say directions: Let’s write 5. Little Line down to the middle, Little Curve to the bottom, Little Line across the top. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace the 5. Do they start with a

Vocabulary:

Little Line down?

five, pentagon, starfish, fingers, toes

Support/ELL: Help children count 5 fingers or toes with “Five Fingers Play.” Enrichment: Explore different nursery rhymes that involve counting.

SCIENCE Materials:

Objective: Children learn about a color-changing animal.

• A Color of His Own by Leo Lionni, Books All Year (Vol.1, pp. 102–105) • Any Chameleon Coloring Page • Flip Crayons

Grouping: Whole group

We’re Learning:

Changing Chameleon 1. There is an animal that changes colors like it is changing costumes and it’s called a chameleon. Let’s a read a story about it! 2. Read A Color of His Own by Leo Lionni or another book about chameleons and discuss.

Build relationships Ask and answer simple questions Identify similarities and differences between people

3. Create a classroom chameleon book using a plain drawing or download of a chameleon. 4. Have children find a color or pattern and color their chameleon to match. 5. Put the pages together and have children help write, review, and edit a new story about a chameleon changing colors like changing costumes.

Vocabulary:

6. Excellent work everyone! Let’s celebrate our beautiful book!

chameleon, color names, colors, costumes, changing, book, write, review, edit, story, celebrate

Check for Understanding: Observe as children select colors or patterns in the class. Can they name the colors correctly?



Support/ELL: Provide verbal prompts and visuals for selecting and naming colors and patterns. Enrichment: Discuss. We are all made in different and wonderful ways. If you could be any color in the rainbow, what color would you be?

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Unit 3: Week 13: Day 5

LANGUAGE & LITERACY

Focus: Letter Cc and Number 5

Materials:

Objective: Children tell stories about items beginning with Cc. Grouping: Whole group, small group

™

3. It’s story time. Let’s talk about some pictures. Hang one of the pictures in the Line It Up Bar. 4. What do you see? Encourage children to describe the picture and share their own experiences to connect with it. 5. Repeat with other pictures.

• Line It Up (Vol.1, pp. 50–51) § Letter Card: C • 8" x 10" Pictures of Things Beginning with Letter Cc • Student App: Sound Around Letters C

We’re Learning:

Take turns, demonstrate active listening

Recognize and name capital and lowercase letters, recognize distinct letter sounds

Retell story, describe pictures, talk about experiences/observations, speak in three or more word sentences

Check for Understanding: Observe as children describe the pictures. Do they  provide details? Support/ELL: Prompt children to communicate their experiences. Model and ask questions.

Vocabulary: story, share, Cc words

Enrichment: Have children act out their C stories with props that support the pictures.

READINESS & WRITING Materials:

Objective: Children learn to trace letter C. Grouping: Whole group, small group

• Magic C Bunny Puppet • My First School Book pp. 30–31 • Flip Crayons • PreKTT Resources: “Magic C”

I’m the Magic C Bunny.

Learn C by Tracing, Coloring & Drawing Multisensory Introduction: Sing “Magic C” and Air Write with Magic C Bunny. 1. Look and Learn My First School Book Pre-Stroke: Children color each car and complete the pre-strokes for C.

We’re Learning: STOP

STOP

My First School Book

STOP

2. Look and Learn My First School Book C: Review C. Children point and say the name of each image. 3. Trace and Write C Children finger trace C at the top of the page. Children trace C. Model C. Children put crayon on the . Say the directions: Big Curve. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe grip while children trace and color. Do they  use the correct grip? Support/ELL: Connect to Magic C Bunny! Use the puppet to build rapport.

Sequence

Recognize and name capital letters, recognize distinct letter sounds

Use art as a form of creative expression

Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

Use correct top-to-bottom, left-to-right directionality for letters, trace correctly, step by step

Vocabulary: Big Curve, car, stop, arrow

Enrichment: Have children air write Big Curves to prepare for all Magic C letters.

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

I Know y Numbers

NUMBERS & MATH Materials:

• Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • I Know My Numbers Booklet 5 (Vol.1, pp. 22–23) • Flip Crayons one • Objects to Count Beginning with Letter C • PreKTT Resources: “Counting, Counting”

Grouping: Whole group, small group

4 egg

Review 5 Using I Know My Numbers Multisensory Introduction: Sing and move to two t hree “Counting, Counting.”

four

First comes the egg,

five

1. R eview 5 and count 5 objects that begin with C. 2. Give each child I Know My Numbers Booklet 5. Look how the Slate is on the front cover. Make a connection to number 5.

We’re Learning: Demonstrate active listening Match 1:1, verbally count 1–10 Hold a tool with proper grip to write, use helping hand to stabilize object

Vocabulary:

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers.

six

3. Choose what pages you want to complete with children. Use real objects to count. Sing eight nursery rhymes and songs. sev en nine ten

Check for Understanding: Observe as children use the booklet. Do they make a  connection to number 5? Support/ELL: Use real objects to make a connection to 5. Count 5 fingers, starfish arms, etc.

IKMN-I Know My Numbers_package_instruction sheet.indd 1

3/19/12 2:21 PM

Enrichment: Have children review numbers 1–4.

count, five, starfish

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• • • •

Grouping: Whole group

Squawker (Vol.1, pp. 46–47) Word Cards: costume/clothing Cape PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Q & A with Nouns: Costume/Clothing

co stu m e

c l ot h i n g

1. Look Say the words with Squawker. A costume is something you wear for pretend play. Clothing covers your body and can keep you warm. 2. Do Have Helper put on a cape and pretend to be a superhero. Name pieces of clothing and have children point to each piece. 3. Say What is a costume? A costume is a kind of clothing. 4. Talk Squawker says: You can wear a costume to pretend to be someone else. What costume would you wear? You can wear more clothing to keep warm in winter. What clothing do you wear in winter? Closing: Sing “Letters Together Make Words.”

Vocabulary:

Check for Understanding: Observe as children ask and answer questions. Do they  understand the question?

costume, clothing, pretend

Support/ELL: Give guidance to children if they need help asking and answering questions. Enrichment: Discuss. Masks can be part of a costume. What kind of masks have you worn? (animal, superhero, etc.)

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Unit 3: Week 14 At-A-Glance Focus: Letter Oo and Number 5

Children learn to identify Oo and its sound by building sentences with words and write capital letter O through hands-on activities like tracing the letter. Identifying, counting, and writing number 5 and exploring patterns in the real world are covered in Math. Science, Social Studies, and Oral Language focus on safety.

Day 1 Language & Literacy

Take turns, demonstrate active listening

Sequence, demonstrate active listening

Build spoken words into a sentence

ecognize and name capital letters, R recognize distinct letter sounds

Speak in three or more word sentences

Readiness & Writing

Sequence, demonstrate active listening ecognize and name capital letters, R position capitals right-side up osition an object for use, placement, P or release, use visual cues to guide reaching, grasping, and moving objects

Numbers & Math

Day 2

Position an object for use, placement, or release

Sequence, listen to/follow directions, attend to a simple task ecognize and name capital letters, R recognize distinct letter sounds osition an object for use, placement, P or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Draw a picture to solve a problem

Take turns

Identify numerals, find and describe patterns, identify and describe a pattern by telling the repeating unit, look for a pattern to find a solution

Recognize shapes can be the same even if sizes differ, verbally count a set of 1â&#x20AC;&#x201C;10 objects, identify numerals

Position an object for use, placement, or release Color and draw creatively

Oral Language, Science, or Social Studies

Technology Suggestions for 3-Year-Olds

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Oral Language

Social Studies

Take turns, remain engaged, listen to/follow directions

F ollow rules based on safety, cooperate with peers

Understand print has meaning

Show motivation for reading

epeat words, say sentences, R demonstrate understanding of word meaning

Describe jobs people do

Student App, Songs, Teacher Resources Have children describe the patters on the clothes they are wearing.

Use imagination in play and interactions with others, create dramatic play and theatre to communicate an idea Student App, Songs O is for ostrich! Look at pictures and read books about ostriches.

Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

ÂŠ 2021 Learning Without Tears

Theme: Community & Play Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 L isten to/follow directions, attend to simple tasks, demonstrate active listening ecognize and name capital and R lowercase letters, identify the beginning sound in a spoken word se fingers to open/close scissors, use U helping hand to stabilize object

Mathematics

Science

Social Studies

Day 4 Take turns, cooperate with peers ecognize and name capital letters and R lowercase letters, understand print has meaning

Creative Arts

Physical Development

Day 5 Remain engaged, listen to/follow directions I dentify the repeated initial sound in words, recognize distinct letter sounds

Move and place body to perform tasks

Use art as a form of creative expression epeat words, say sentences, use new R words linked to content being taught

L isten to/follow directions, attend to a simple task

ecognize and name capital letters, R position capitals right-side up

ecognize and name capital letters, R recognize distinct letter sounds

I solate finger to trace, use same hand to hold tool, perceive the identity of an object by sense of touch

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object

T race correctly, step by step, write name in all capitals

Trace correctly, step by step

emonstrate self-care skills, act out D problem to find a solution

Take turns, use manipulatives to find a solution

Sequence events in time

I dentify and describe circles, verbally count a set of 1â&#x20AC;&#x201C;10 objects

T race correctly, step by step, act out problem to find a solution

Sequence ecognize and name capital letters, R recognize distinct letter sounds Use art as a form of creative expression se same hand to hold crayons, hold U a tool with proper grip to write, use helping hand to stabilize se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step Sequence Identify circles Use art as a form of creative expression se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize objects se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step

Oral Language

Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Student App, Songs

Take turns, cooperate with peers Understand and compare shapes xperiments with balls to see which is E faster/slower and why aintain posture/position and mobility, M Engages in a variety of physical activities Student App, Songs

Create counting boxes using small plastic Place die-cut letter Os around the classroom containers. Place five objects/manipulatives in and have children go on a letter O hunt. each container for children to count.

ÂŠ 2021 Learning Without Tears

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Student App, Songs Have children discuss their favorite games to play at home.

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Unit 3: Week 14: Day 1

LANGUAGE & LITERACY

Focus: Letter O and Number 5

Objective: Children put a group of spoken words into a sentence.

Materials:

Grouping: Small group

• Objects/Toys Beginning with Letter O (e.g., oranges, ornament, oval, ox, owl, one, octopus, onion, orca, ostrich, otter) • Student App: Sound Around Letters O

Build Sentences with Words 1. Introduce letter O and its sound. 2. We are going to build a sentence with words. Have three children line up side by side. Hand the third child an object (orange).

We’re Learning: Take turns, demonstrate active listening

3. Each of you say the word that I tell you. Whisper one word in each child’s ear. Say We to the first child, like to the second child, and the name of the object to the third child.

Build spoken words into a sentence Speak in three or more word sentences

4. Say your word when I point to you. Everyone else should listen to hear the sentence they are building. Point to each child. “We … like … oranges.”

Vocabulary: letter O, word, sentence, oranges, ornament, oval, ox, owl, one, octopus, onion, orca, ostrich, otter

5. What sentence did they make? We like oranges. 6. Repeat with other children and objects.

Check for Understanding: Observe as children listen and build sentences. Can

they repeat the sentence?

Support/ELL: Children who are representing the words stand on carpet squares. Each carpet square represents a word. Enrichment: Have children make up longer sentences using more than one object.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Small group

• Wood Pieces Set for Capital Letters (Vol.1, pp. 61–63) • Capital Letter Card: Letter O (Vol.1, p. 66) • Mat for Wood Pieces (1 per child) (Vol.1, p. 67) • PreKTT App: Wood Pieces O

Learn O Using Capitals on the Letter Card & Mat

OCTOPUS

1. Review O and its sound. 2. Show the O Capital Letter Card. Name the picture and “read” the word. 3. Gather the Wood Pieces.

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We’re Learning:

4. Describe each step as your build the letter: Watch as I build O. Big Curve, keep going, stop. We made O. Turn the card over and have children “read” the card with you.

Sequence, demonstrate active listening

5. Now let’s build O on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn.

Position an object for use, placement, or release, use visual cues to guide reaching, grasping, and moving objects

NOTE: The Big Curves are slightly too large for the Mat. This is OK!

Recognize and name capital letters, position capitals right-side up

Check for Understanding: Observe as children build their letter. Do children

Vocabulary:

Support/ELL: Move your Mat to be right beside the child’s Mat.

letter O, Big Curve, keep going, capital letter, smiley face, top, octopus, orange, octagon

place the Big Curves correctly?

Enrichment: Children close their eyes and write an O in the air, going towards Smiley!

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children explore patterns in the real world.

• I Know My Numbers Booklet 5 (Vol.1, pp. 22–23) • Flip Crayons • Paper • PreKTT Resources: “Pattern Dance” • PreKTT Resources: Pattern Day Letter to Families § Children dressed in many different patterns

Grouping: Whole group, small group

Explore Patterns Multisensory Introduction: Sing and move to “Counting at the Table.” 1. Let’s look for patterns on our clothes. Are you wearing a pattern today? If NO, I am not wearing a pattern today. If YES, I am wearing a pattern today. It has____. (stripes, design, etc.) 2. Now, have children draw a picture of the pattern on their clothes.

We’re Learning: Draw a picture to solve a problem Identify numerals, find and describe patterns, identify and describe a pattern by telling the repeating unit, look for a pattern to find a solution Position an object for use, placement, or release Color and draw creatively

3. Invite children to share their drawings and discuss. 4. Now let’s work on number 5. Choose what pages you want to complete with children in I Know My Numbers Booklet 5.

Check for Understanding: Observe as children look for patterns in their clothes.

Can they identify the patterns?

Support/ELL: Give each child 10 blocks (5 blue and 5 red). Children take turns placing blocks to make a repeating pattern. Enrichment: Have children look at pictures of clothing in a catalog and identify patterns they see.

Vocabulary: pattern, stripes, design

ORAL LANGUAGE Materials: • Squawker (Vol.1, pp. 46–47) • Word Cards: stop/go • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: stop, go, finish, start, moving

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Stop/Go

sto p

1. Look Say the words with Squawker. Stop means to finish moving. Go means to start moving. 2. Do Have children walk in a circle. Have Squawker tell them to stop. Have Squawker tell them to go again. 3. Say We stop. We go. 4. Talk Squawker says: We stop to listen when the teacher is talking. At what other times do you stop? We go places in a car. How else can you go places? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children participate. Do they stop and go

when told to do so?

Support/ELL: Hold up a piece of red paper for stop and green for go. Enrichment: Discuss. Traffic lights tell cars when to go (green) and stop (red). What does the yellow light mean?

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173

Unit 3: Week 14: Day 2

LANGUAGE & LITERACY

Focus: Letter O and Number 5

Objective: Children recognize capital letters in their name.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol.1, pp. 61–63) • Mat for Wood Pieces (1 per child) (Vol.1, p. 67) • Book Name(s) that begin with O, (e.g., Olivia by Ian Falconer), Books All Year (Vol.1, pp. 102–105)

Identify Letters in Name 1. Review O and its sound. 2. Do we have anyone whose name starts with O? If not, use a book to find a name that starts with O like Olivia by Ian Falconer. 3. Children sit on the floor, each with a Mat for Wood Pieces. 4. Teacher models the sequence of the letter O with Wood Pieces. 5. Children imitate and repeat with letters of other children’s first names.



Check for Understanding: Observe as children build letters. Do they build them

correctly and recognize when their letter is made?

We’re Learning:

Sequence, demonstrate active listening

Recognize and name capital letters, recognize distinct letter sound

Position an object for use, placement, or release

Support/ELL: Provide demonstration for building letters on the Mat for Wood Pieces. Enrichment: Use the first letter of their last name instead of first name.

Vocabulary: capital letter, first

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Magic C Bunny Puppet • Roll–A–Dough Letters (1 per child) (Vol.1, p. 68) § Letter Card: O • Air Writing (Vol.1, p. 71) • PreKTT Resources: “Magic C”

Learn O with Roll–A–Dough Letters Multisensory Introduction: Sing and air write to “Magic C” with the Magic C Bunny. Make the connection that O and the circle start with a Big Curve (Magic C) stroke just like C. 1. Review O and its sound. Give each child a Letter Card and have dough for all to use.

We’re Learning:

2. Show children how to roll a Big Curve using dough. Show them step by step how to place the dough on the letter O card in the tray. Say the directions: Big Curve, keep going, stop.

Sequence, listen to/follow directions, attend to a simple task

Recognize and name capital letters, recognize distinct letter sound

3. Remove O Letter Card from tray. Children build O in empty tray.

Check for Understanding: Observe as children place their cards in the tray.

Do they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the lines and curves. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

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Vocabulary: roll, Big Curve, stop, keep going

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children find similar shapes of different sizes.

• Mix & Make Shapes (Vol.1, pp. 84–85) (each child needs one small shape) § Circles (1 large, a few small), Triangles (1 large, a few small), Rectangles (2 large, a few small) • I Know My Numbers Booklet 5 (Vol.1, pp. 22–23) • Flip Crayons

Grouping: Whole group, small group

Match Shapes of Different Sizes Multisensory Introduction: Choose what pages you want to complete with children in I Know My Numbers Booklet 5. 1. Let’s look for the same shape. Have three children stand in line and give a large shape to each. 2. Hand out small shapes to the other children. Keep a large rectangle for yourself.

We’re Learning:

3. Are you my shape? No! My shape has four corners. Your shape doesn’t have corners. Continue until you find the large rectangle.

Take turns Recognize shapes can be the same even if sizes differ, verbally count a set of 1–10 objects, identify numerals

Vocabulary: five, big, corner, little, same, shape, match

4. Give each child a chance to find a large shape of the same kind. Encourage them to talk about why their shapes are the same or different. 5. Now let’s work on number 5. Choose a page in the I Know My Numbers Booklet 5 for children to complete.



Check for Understanding: Observe as children match shapes. Do they understand the shape characteristics to notice (sides/corners) and those to ignore (size/color)? Support/ELL: Start with a triangle. Explain why shapes match. Enrichment: Place big shapes around the room. Give children small shapes. Match shapes together.

SOCIAL STUDIES Materials:

Objective: Children learn about jobs and getting to and from school safely.

• Crossing Guards (People in My Community) by Joann Early Macken, Books All Year (Vol.1, pp. 102–105) • Crossing Guard Costume (optional) • PreKTT Resources: Sign Makers

Grouping: Whole group

Describe Jobs 1. There are many jobs in our community and one that helps us get to school safely is a crossing guard. 2. Do we have a crossing guard? Let’s read about being a crossing guard.

We’re Learning: Follow rules, based on safety, cooperate with peers Show motivation for reading Describe jobs people do Use imagination in play and interactions with others, create dramatic play and theatre to communicate an idea

3. Review parts of a book then read Crossing Guards (People in My Community) by Joann Early Macken or another book about crossing guards. 4. The crossing guard tells everyone when to STOP and when to GO. I have those safety signs with me. Have children point to O on each sign. 5. Let’s pretend to be a crossing guard and play a STOP and GO game. Discuss safety.

Check for Understanding: Observe as children listen to the story. Do they attend  to the story and ask questions?

Vocabulary:

Support/ELL: Invite the school crossing guard to talk to the class about staying safe.

crossing guard, stop, go, job, community, safety, signs, book

Enrichment: Write a class thank you note for the school crossing guard and include pictures the children have drawn.

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Unit 3: Week 14: Day 3

LANGUAGE & LITERACY

Focus: Letter O and Number 5

Objective: Children search for O letters in magazines.

Materials:

Grouping: Whole group, small group

• Blank Letter Books (composition or notebook) • Magazines • Scissors • Letter Stickers • Letter Stamps

Find O Letters 1. Review O and its sound. 2. Children find O in magazines and newspapers. 3. Children cut out the letters and paste into a letter book. 4. Children can add letter stickers and stamps to the pages. 5. Children can add to the book with other letters. 6. At the end of the year, send the book home for children to practice over the summer. NOTE: This book also teaches children that a letter can look different and still be the same letter.



Check for Understanding: Observe as children look through the magazines.

Do they find and identify the letter O?

We’re Learning:

Listen to/follow directions, attend to simple tasks, demonstrate active listening

Recognize and name capital and lowercase letters, identify the beginning sound in a spoken word

Use fingers to hold/open/close scissors, use helping hand to stabilize object

Use art as a form of creative expression

Support/ELL: Help children locate the first couple of letters. Enrichment: Separate the letters in the letter book by capital and lowercase.

Vocabulary: capital, lowercase, letter, magazine, newspaper

READINESS & WRITING Objective: Children trace capital letter O and review writing name.

Materials:

Grouping: Small group

• A-B-C Touch & Flip Cards (Vol.1, p. 70) § Picture cards – Tactile Side: O • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Learn O & Write Name Multisensory Introduction: Sing “Sing Your Name.” 1. Review O and its sound. Have children finger trace the O card. Say the directions: Big Curve, Keep going, Stop.

We’re Learning:

2. Have children finger trace the tactile side of a letter card of a letter from their name.

3. Now let’s write our names. Use the your strip above the child’s strip.

Repeat words, say sentences, use new words linked to content being taught

Recognize and name capital letters, position capitals right-side up

Check for Understanding: Observe as children write their names. Are they

Isolate finger to trace, use same hand to hold tool, perceive the identity of an object by sense of touch

writing each letter correctly?

Support/ELL: Let children who need support watch others first. Extra exposure prepares them.

Trace correctly, step by step, write name in all capitals

Vocabulary:

Enrichment: After they finger trace on A-B-C Touch & Flip Cards, have children finger trace the letters from memory on the Mat for Wood Pieces.

letter names, top, smiley face, arrow, big curve, stop

A Click Away Capital Practice Strips. Put

4. Demonstrate each letter on your strip and wait for the child to imitate you using My turn, Your turn. Do this letter by letter.

176

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children sequence the steps of putting on socks and shoes.

• I Know My Numbers Booklet 5 • Shoes • Socks

Grouping: Whole group

We’re Learning:

Sequence Events Multisensory Introduction: I Know My Numbers Booklet 5: Choose what pages you want to complete with children. 1. Review 5 and count 5 feet before discussing socks and shoes.

Demonstrate self-care skills Sequence events in time, act out problem to find a solution Trace correctly, step by step

2. I need to put on my shoes and socks. Help me figure out what to do first. Begin by tying your shoes, then try to put them on. 3. First, I’ll tie my shoes. Next, I’ll put my shoes on. Accept children’s corrections. I have to put the shoes on before I tie them? Okay. 4. Great! I have my shoes on. I’ll put my socks on last. Let children correct you.

Vocabulary:

5. Start from the beginning. What should I do first? Next? Last? Encourage children to speak in complete sentences and use first, next, and last. Discuss how many steps there were (three).

first, next, last



Check for Understanding: Observe as children sequence the steps. Can children tell you what happens first, next, and last? Support/ELL: Demonstrate the correct steps first. Then, try the silly version. Enrichment: Have the children correct you by telling what comes first, next, and last.

ORAL LANGUAGE Materials: • Squawker (Vol.1, pp. 46–47) • Word Cards: first/next • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: first, next, line, time, waiting, oldest, family

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: First/Next

fi rst

n ex t

1. Look Say the words with Squawker. First means to come before anything else. Next means to come after another. 2. Do Have Helper hold the Word Card first and stand first in line with two other children. Have second child in line hold the Word Card next. 3. Say I am first in line. My friend is next in line. 4. Talk Squawker says: If you are the oldest child in your family, then you were born first. At what other time can you be first? Waiting for one person at the water fountain makes you next in line. At what other time can you be next? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between the adjectives first and next? Support/ELL: Place three stuffed animals in a line. Show which is first, next, and last. Enrichment: During snack time, talk about what item children will eat first, next, etc.

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177

Unit 3: Week 14: Day 4

LANGUAGE & LITERACY

Focus: Letter Oo and Number 5

Materials:

Objective: Children match letters, capitals to capitals and capitals to lowercase.

• A-B-C Touch & Flip Cards (Vol.1, p. 70) § Picture Cards: C, O, S, V, W § Letter Cards: c, o, s, v, w

Grouping: Small group

Match Lowercase & Capital Letters

We’re Learning:

1. Review O and introduce o and its sound. 2. Give each child one A-B-C Touch & Flip Card. Half of the children should get a capital letter and the other half should get the matching lowercase letter. 3. Some of you have a capital letter and others have lowercase letters. Find your matching letter friend and sit down together.

Take turns

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Recognize and name capital letters and lowercase letters, understand print has meaning

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dsCaps

ouch-Flip_Car

ABC_T

9/12/18 1:01 PM

4. Where are the O letter friends? Stand up and show your cards. 5. Have children say the letter names, pointing to each card: Capital O, lowercase o. 6. Repeat with the other letters previously learned.

Move and place body to perform tasks

Vocabulary: magic, capital, letters, O words

Check for Understanding: Observe as children find their match. Can they match  capital letters to lowercase letters? Support/ELL: Match capital O first before matching to lowercase o. Enrichment: Have children say words beginning with o.

READINESS & WRITING Objective: Children learn how to form O.

Materials:

Grouping: Small group

• Magic C Bunny Puppet • Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Air Writing (Vol.1, p. 71) • PreKTT Resources: “Magic C” • Student App: Wet-Dry-Try O

Learn O Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing and air write to “Magic C” with the Magic C Bunny. Make the connection that O and the circle start with a Big Curve (Magic C). 1. Review O and its sound. 2. Prepare Slate Chalkboards by writing O with chalk as a model to trace.

We’re Learning:

3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step: Big Curve, Keep going, Stop.

Listen to/follow directions, attend to simple tasks

Recognize and name capital letters, recognize distinct letter sounds

Check for Understanding: Observe as children complete the activity. Can they

complete the steps correctly?

Support/ELL: Have children correctly trace a circle from Mix & Make Shapes. Enrichment: Place a large smiley face in the top left-hand corner of the doorway. Have children air write O. Make sure they start by going “towards smiley.”

178

Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Vocabulary: Big Curve, stop, trace

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children identify and describe circles.

• Mix & Make Shapes (Vol.1, pp. 84–85) § Circles: Large (2), Small (2), Half (4), Quarter (8) • I Know My Numbers Booklet 5 • Flip Crayons • Objects to Count Beginning with Letter O • PreKTT Resources: “The Shape Song”

Grouping: Small group

We’re Learning:

Describe Circles Multisensory Introduction: Sing and move to the “Shape Song”. 1. Today we will build a shape that goes round and round. Circles have one round side and no corners. 2. Give each child a circle. Roll your circle with me. Roll it on your arm/head/body.

Take turns, use manipulatives to find a solution Identify and describe circles, verbally count a set of 1–10 objects

3. Pair children who have green circles with children who have orange circles. Give each child a yellow half circle. 4. Watch me. Put two yellow half circles on top of the orange circle. Your turn. 5. Give each child two blue quarter circles. Put your green circle on the ground. I can make one out of four. Put four blue quarter circles on top of the green circle. Your turn.

Vocabulary:

6. Choose pages for children to complete in I Know My Numbers Booklet 5.

corner, curve, roll, round, side, circle

Check for Understanding: Observe as children build circles. Are they able to  describe circles? Support/ELL: Children feel the edge of the circles with their hand round and round. Enrichment: Have children find and name things that are circles.

SCIENCE Materials:

Objective: Children experiment with size, weight, and speed of balls.

• Balls of Various Sizes and Weights • Play Traffic Cones Covered in Brown Paper (1 per group) • Two Groups of Children for Relay • Ramp/Slanted Surface to Roll Balls

Grouping: Whole group

We’re Learning: Take turns, cooperate with peers Understand and compare shapes Experiments with balls to see which is faster/slower and why Maintain posture/position and mobility, engages in a variety of physical activities

Vocabulary:

1. We’ve been talking about circles and things that are round. 2. I have balls of different sizes and weights. This one is heavy and this one is light. Let’s roll them to see which one is faster and why? Have children roll the balls down a slanted board. The heavier one was faster. 3. Let’s play a game called Ice Cream Relay. We will pretend the balls are scoops of ice cream. Lighter balls will allow you to go faster. A heavy ball will slow you down. 4. Demonstrate balancing a ball on a cone. Divide children into relay teams for the race. After racing, discuss if choosing a heavy or light ball made a difference.

Check for Understanding: Observe as children experiment with the balls. Do they  understand the concepts of faster/slower and heavy/light? Support/ELL: Have all the children on one team.

circles, round, ball, different, size, weight, heavy light, faster, slower, cone, ice cream, scoops, relay, game

Play the Ice Cream Relay Game

Enrichment: Make a class Venn diagram. Choose two ice cream flavors. Have children select their favorite flavor. Fill in their names on the diagram.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

179

Unit 3: Week 14: Day 5

LANGUAGE & LITERACY

Focus: Letter Oo and Number 5

Objective: Children identify the initial sound in words.

Materials:

Grouping: Whole group

• A-B-C Touch & Flip Cards § Letter Cards: O and o • PreKTT Resources: “Starting Sound Shuffle”

Repeat Beginning Sounds Multisensory Introduction: Sing “Starting Sound Shuffle.” 1. Review Oo and its sound.

We’re Learning:

2. Today’s sound is Oo. Let’s try the song using the sounds of Oo to begin words.

Remain engaged, listen to/follow directions

3. Repeat after me: O, pause, O, pause, O, pause. Orange otters oink! “Orange otters oink.”

Identify the repeated initial sound in words, recognize distinct letter sounds

4. Repeat after me: O, pause, O, pause, O, pause. Odd ostriches obey. “Odd ostriches obey.”

Vocabulary:

5. Repeat with other previously learned sounds.



Check for Understanding: Observe as children say the words. Can they say the

starting sound?

begin, orange, oink, ours, odd, ostriches, otters, obey

Support/ELL: Make sure children understand what it means to repeat something. First, have them repeat something you do, then something you say. Enrichment: Say tongue twisters (e.g., Peter Piper, She Sells Seashells).

READINESS & WRITING Materials:

Objective: Children learn to trace letter O. Grouping: Whole group, small group BIG CURVE

Learn O by Tracing, Coloring & Drawing Multisensory Introduction: Sing and air write to “Magic C” with the Magic C Bunny. 1. Color and Trace Pre-Strokes for O My First School Book Pre-Stroke: Children color the otters and trace the pre-strokes for O.

• • • •

+ BIG CURVE

O OT T E R

Magic C Bunny Puppet My First School Book pp. 32–33 Flip Crayons PreKTT Resources: “Magic C”

My First School Book

2. Look and Learn My First School Book O: Review O and it’s sound. There’s an otter. Otter starts with O. 3. Trace and Write O Children finger trace O at the top of the page. Children trace O. Model O. Children put crayon on the . Say the directions: Big Curve, Keep going, Stop. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe grip while tracing and coloring. Do they use  the correct grip? Support/ELL: Use big curves to make Os and say O to each other.

Sequence Recognize and name capital letters, recognize distinct letter sounds Use art as a form of creative expression Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize objects Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

Vocabulary: Big Curve, otter, keep going, stop, circle

Enrichment: Find the word OTTER. Say the letters: O - T - T - E - R.

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children learn to trace a circle.

• My First School Book p. 34 • I Know My Numbers Booklet 5 • Flip Crayons

Grouping: Small group

We’re Learning: Sequence Identify circles Use art as a form of creative expression Use same hand to hold crayons, hold a tool with proper grip to write, use helping hand to stabilize objects Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

Learn About a Circle by Tracing & Drawing 1. My First School Book: This shape is a circle. It is made just like an O! 2. Look and Learn Look at the pictures. Name them together: circle, bear, cat and bunny. Say together: This is a circle. The bear, bunny, and cat has a circle. Which animal has rounded ears...long ears... pointed ears?

C I RC LE

My First School Book

3. Trace, Color, and Draw Demonstrate how to draw a circle. Big Curve, Keep going, Stop. Trace the first circle together. Children put their crayons on the arrow. Say the words together. Children trace and copy the circles. They color and draw.

Vocabulary:

4. Choose pages for children to complete in I Know My Numbers Booklet 5. Send booklet home to complete with parents.

circle, bear, bunny, cat, rounded, long, pointed

Check for Understanding: Observe as children trace and draw the circles. Do they  start at the top and trace correctly with a C stroke? Support/ELL: Provide assistance to left-handed children if they have difficulty with C stroke. Enrichment: Create a large circle on paper and turn it into something else.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• • • • •

Grouping: Whole group

Squawker (Vol.1, pp. 46–47) Word Cards: relay/game Cotton Balls Spoons PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: relay, game, hopscotch

Q & A with Nouns: Relay/Game

relay

game

1. Look Say the words with Squawker. A relay is a team race. Each team member does one part of the race. A game is an activity that has rules and is fun. 2. Do Have four children demonstrate a relay. Have them carry a cotton ball on a spoon back and forth across the classroom. 3. Say What is a relay? A relay is a game. 4. Talk Squawker says: Passing objects in a relay race can be fun. What would you pass in a relay? You jump and move in a hopscotch game. What game do you like to play? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Do they  understand the question? Support/ELL: Give guidance to children if they need help asking and answering questions. Enrichment: Play a game such as “Go Fish” or “Memory.”

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Unit 3: Week 15 At-A-Glance Focus: Letter Qq and Number 6

Children learn to identify Qq and its sound by building sentences with words and writing capital letter Q through hands-on activities like the Stamp and See Screen. Identifying, counting, writing number 6, and sharing a set evenly are covered in Math. Science, Social Studies, and Oral Language focus on real and pretend as well as bullying.

Day 1 Language & Literacy

Readiness & Writing

Numbers & Math

Oral Language, Science, or Social Studies

Day 2

Take turns, demonstrate active listening

Take turns

ecognize and name capital letters, R position capitals right-side up, recognize distinct letter sounds, build spoken words into a sentence

ecognize and name capital letters, R recognize distinct letter sounds

Speak in three or more word sentences

Trace correctly, step by step

Sequence, demonstrate active listening skills

Sequence, listen to/follow directions, attend to a simple task

ecognize and name capital letters, R position capitals right-side up, recognize distinct letter sounds

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object

osition an object for use, placement, or P release, use both sides of the body

ooperate with peers, work with others C to solve problems, use manipulatives to find a solution

Cooperate with peers, work with others to solve problems, use manipulatives to find a solution

Identify numerals, share a set of objects evenly with two or three classmates, recognize that the last number spoken is the total, verbally count a set of 1–10 objects

Divide object into equal pieces

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Isolate finger to trace

Social Studies evelop initial understanding of bullying D with support, develop ability to solve social problems, seek adult help when needed to resolve conflict, identify and alert others of potentially hazardous behaviors/situations Describe jobs people do xpress needs and feelings, share E experiences, predict outcomes, and resolve problems

Technology

Student App, Songs

Student App

Suggestions for 3-Year-Olds

Have children practice using quiet and loud voices to repeat Q words after you.

Make connections to children’s jobs in the classroom.

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Theme: Community & Play Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns, demonstrate active listening

Cooperate with peers

ecognize and name capital letters, R recognize distinct letter sounds, build spoken words into a sentence

ecognize and name capital and R lowercase letters, recognize distinct letter sounds

sk and answer simple questions, speak A in three or more word sentences

Speak in three or more word sentences

Move and place body to perform tasks

Recognize the last number spoken is the total ecognize distinct letter sounds, R recognize and name letters in own name I solate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize objects rite name in all capitals, understand W there is a way to write that conveys meaning

Listen to/follow directions, attend to simple tasks Identify numerals evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object Trace, step by step Oral Language

Demonstrate active listening

Sequence

ecognize and name capital letters, R recognize distinct letter sound

I solate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize objects

se same hand consistently to hold U crayon, hold a tool with proper grip to write

Trace correctly, step by step

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step

Demonstrate active listening

Guess/check answer, repeat until correct

Match 1:1, write numerals

Cover an area to explore area, compare size, verbally count a set of 6 objects

I solate index finger to point, hold a tool with proper grip to write U se correct top-to-bottom, left-to-right directionality, trace correctly, step by step Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Take turns, cooperate with peers Classify animals by one category, describe and follow how to interact with animals Participate in dramatic play, discuss feelings caused by dramatic play

Oral Language Take turns, remain engaged, listen to/follow directions, notice how people are the same and different Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Student App, Songs, Teacher Resources

Student App, Songs

Have children find and match playing cards with the numbers 1 through 6.

Create a pretend animal as a class. Have children describe where it would eat, where it would live, and what it looks like.

Help children make simple masks using a paper plate with two holes for eyes.

ÂŠ 2021 Learning Without Tears

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Unit 3: Week 15: Day 1

LANGUAGE & LITERACY

Focus: Letter Q and Number 6

Objective: Children put a group of spoken words into a sentence.

Materials:

Grouping: Whole group

• The Tortoise and the Hare: An Aesop Fable by Janet Stevens, Books All Year (Vol.1, pp. 102–105) • PreKTT Resources: “Hurry Burry”

Build Sentences with Words Multisensory Introduction: Sing and move to “Hurry Burry.” 1. Introduce letter Q and its sound. Make a connection to “quick” and “quiet” in the story.

We’re Learning:

2. Let’s read The Tortoise and the Hare. A tortoise moves slowly and quietly. A hare moves quickly.

Take turns, demonstrate active listening Recognize and name capital letters, recognize distinct letter sounds, build spoken words into a sentence

3. Listen carefully as I read the story. I will read a sentence slowly and quietly just like a tortoise. When I point to you, you repeat the sentence quickly just like the hare!

Speak in three or more word sentences

Check for Understanding: Observe as children listen to the sentences. Can they  repeat the sentence accurately?

Vocabulary:

Support/ELL: Start with sentences with five or less words. Indicate words by counting on your fingers.

letter Q, word, sentence, tortoise, hare, slowly, quickly

Enrichment: Have children make up their own sentences. First, saying each word slowly and quietly, then quickly.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Small group

• Wood Pieces Set for Capital Letters (Vol.1, pp. 61–63) • Capital Letter Card: Letter Q (Vol.1, pp. 61–63) • Mat for Wood Pieces (1 per child) (Vol.1, p. 67) • PreKTT Resources: Video, “Capital Q” • PreKTT App: Wood Pieces Q

Learn Q Using Capitals on the Letter Card & Mat

QUILT

1. Review Q and its sound. 2. Show Q Letter Card. Name the picture and “read” the word.

3. Gather the Wood Pieces.

4. Describe each step as your build the letter: Watch as I build Q. Big Curve, Keep going, Stop, Little Line slides. We made Q. Turn the card over and have children “read” the card with you.

Letter Cards_COLOR_3.3.16.indd 33

5. Now let’s build Q on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s Capital letter Q! NOTE: The Big Curves are slightly too large for the Mat. This is OK!

Check for Understanding: Observe as children build their letter. Do children

know the letter when it’s finished?

Support/ELL: Gather the correct pieces for each child. Place your card directly above the child’s. Enrichment: Air write Q or O. Discuss how they know the difference.

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3/8/17 4:02 PM

We’re Learning: Sequence, demonstrate active listening skills Recognize and name capital letters, position capitals right-side up, recognize distinct letter sounds Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: letter Q, keep going, stop, capital letters, Big Curve, smiley face, queen, quilt, quarter

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children share a set of objects evenly with two or three classmates.

• Tag Bags (Vol.1, pp. 88–89) § Tag Bags (1) • Buttons (6) (or other small objects) • PreKTT Resources: Smiley Face

Grouping: Pairs

We’re Learning:

Cooperate with peers, work with others to solve problems, use manipulatives to find a solution

Identify numerals, share a set of objects evenly, recognize that the last number spoken is the total, verbally count a set of 1–10 objects

Vocabulary: six, number, same, share

Share a Set Evenly Multisensory Introduction: Review 6 with Door Tracing using A Click Away Smiley Face. Say directions: Big Line down, Turn and curl up. 1. Prepare Tag Bags with buttons. 2. Let’s see how we can share a group of six things. There is something in this Tag Bag for us to share. Open it. What did you find? Buttons! 3. Share the buttons with your friend. Here’s a good way to share: one for you, one for me, until they are gone. 4. How many did you get? Have both children count. Do you have the same? That’s sharing. 5. Repeat using even numbers of buttons (six or greater).

Check for Understanding: Observe as children share. Do they recognize that they

have the same number?

Support/ELL: Begin with two buttons. Emphasize that each person gets the same number. Move on to four. Enrichment: Have children distribute small toys or snacks evenly.

ORAL LANGUAGE Materials: • Squawker (Vol.1, pp. 46–47) • Word Cards: build/dress up • Blocks (3) • Costume • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: build, dress up, costume, tower

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Build/Dress Up

build

d ress up

1. Look Say the words with Squawker. uild means to make something B by placing objects on top of each other. Dress up means to put on clothes and pretend to be someone. 2. Do Have Helper build a tower with the three blocks, then dress up in a costume. 3. Say We build a tower. We dress up in a costume. 4. Talk Squawker says: You can build a blanket fort over chairs. What else can you build? You can dress up as a pirate with an eye patch and a bandana. What else can you wear to dress up? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children discuss the words. Do they understand the words? Can they repeat the sentence? Support/ELL: Give each child a few blocks to build with and one costume prop for dress up. Enrichment: Discuss. Some people like to build model airplanes, cars, or boats as a hobby. Do you have a hobby?

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

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Unit 3: Week 15: Day 2 Focus: Letter Q and Number 6

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough (1 per child) (Vol.1, p. 68) • Sensory Medium (rice, pudding, finger paint, etc.) • PreKTT Resources: “Alphabet Song”

Identify Capital Letters Multisensory Introduction: Sing the “Alphabet Song.” 1. Review Q and its sound. 2. Today we are going to write letters in paint! 3. Demonstrate how to write letter Q, but do not reveal letter name until you have completed the letter. Children guess the completed letter. Big Curve, Keep going, Stop, Little Line slides. We made Q! Now it is your turn! Children write Q in their tray. 4. Continue to model writing letters. (L, F, E, H, T, , U, C, and O), or first letter of their name.

Check for Understanding: Observe as children write letter Q. Do they recognize

the letter when complete?

Support/ELL: Model each stroke of the letter saying: My turn. Children imitate when you say: Your turn.

We’re Learning: Take turns Recognize and name capital letters, recognize distinct letter sounds Isolate finger to trace Trace correctly, step by step

Vocabulary: letter Q, capital letter, alphabet

Enrichment: Have children identify the differences between O/Q and C/Q.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Small group

• Roll–A–Dough Tray and Dough (1 per child) (Vol.1, p. 68) § Letter Card: Q • PreKTT App: Letter and Number Formations Q

Learn Q with Roll–A–Dough Letters 1. Review Q and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Big Curve and a Little Line using dough. Show them step by step how to place the dough on the letter Q card in the tray. Say directions: Big Curve, Keep going, Stop, Little Line slides. 4. Remove Q letter card from tray. Children build Q in empty tray.

Check for Understanding: Observe as children place their cards and trays.  Do they place both right-side up using the images to orient correctly? Support/ELL: Provide assistance to roll dough into a long snake. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize and name capital letters, position capitals right-side up, recognize distinct letter sounds Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving object, reach across midline to get an object from other side

Vocabulary: letter Q, Big Curve, Little Line, roll, stop, slides

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children divide one whole object into two equal pieces.

• The Gingerbread Man by Jim Aylesworth, Books All Year (Vol.1, p. 97–101) • Roll–A–Dough (1 per child) (Vol. 1 p. 68) § Number Card: 6 • Flip Crayons • PreKTT Resources: Gingerbread Cutout, or Gingerbread Man Cookies

Grouping: Pairs

Divide a Whole into Two Halves Multisensory Introduction: Review 6 with Roll–A–Dough. Say directions: Big Line down, Turn and curl up. 1. Read The Gingerbread Man by Jim Aylesworth. 2. We can share by cutting one whole thing in half.

We’re Learning:

Cooperate with peers, work with others to solve problems, use manipulatives to find a solution

Divide object into equal pieces

Vocabulary: six, half, middle, whole, share, equal

3. Give each child a gingerbread man cookie or a gingerbread cutout. If you are using the cutout, have children color. 4. Pretend you and a friend caught the gingerbread man. You want to share him. How can we cut him, so you can share him equally? Use scissors to show children how to cut the gingerbread man in half. Cut from head to toe so that pieces are symmetrical.

Check for Understanding: Observe as children cut their cookies/cutouts in half.  Do they cut from head to toe? Support/ELL: Show how to fold paper in half and cut on fold line. Enrichment: Have children roll balls of dough. Flatten into “cookie” circles. Cut in half to share.

SOCIAL STUDIES Materials:

Objective: Children learn about a job and bullying.

• The Recess Queen by Alexis O’Neill, Books All Year (Vol.1, pp. 102–105)

Grouping: Whole group

We’re Learning:

Develop initial understanding of bullying with support, develop ability to solve social problems, seek adult help when needed to resolve conflict, identify and alert others of potentially hazardous behaviors/situations

Draw Solutions 1. There are many jobs you can do when you grow up such as a book illustrator and an author. The author writes the words in a story and the illustrator draws the pictures. 2. Show the book The Recess Queen by Alexis O’Neill. Discuss role of the author and illustrator. 3. The title of this book is The Recess Queen. Do you see letter Q? 4. Take a picture walk through the book and have children make predictions. Read the story. 5. How did the story make you feel? Discuss the story and talk about what the children can do if they are being bullied.

Demonstrate comprehension of text read aloud

Express needs and feelings, talk about experiences/observations, predict outcomes, and resolve problems

6. Let’s pretend we are having trouble taking turns on a swing and what we can do to solve the problem. Assist children with various role-playing scenarios to solve preschool social conflicts.

Describe jobs people do

Check for Understanding: Observe children during the picture walk. Do they make  correct predictions?

Vocabulary: author, illustrator, book, story, words, pictures, title, front

Support/ELL: Repeat the activity and talk about other ways children can get help. Enrichment: Have children pretend to be illustrators and draw a picture about sharing or playing with someone.

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187

Unit 3: Week 15: Day 3

LANGUAGE & LITERACY

Focus: Letter Q and Number 6

Objective: Children break a sentence into words and count the number of words.

Materials:

Grouping: Small group

• Objects/Pictures of Items Beginning with Letter Q (quarter, queen, Q-tip, quilt, etc.) • Counters

Build Sentences with Words 1. Review Q and its sound.

We’re Learning:

2. We can count words in sentences that we say. Who can say a sentence about the quarter? 3. Give the child a small handful of counters. Say their sentence slowly again as they put down a counter for each word in their sentence. 4. Count the counters. How many counters? How many words in the sentence? 5. Repeat with other children. Use other objects and pictures as needed for additional ideas.

Check for Understanding: Observe as children say sentences. Can they repeat  their sentence and count the words? Support/ELL: Lay the word counters for the child as they say their sentence. Enrichment: Tell children to come up with a two-word sentence. Repeat with four words and then six words.

Take turns, demonstrate active listening Recognize and name capital letters, recognize distinct letter sounds, build spoken words into a sentence Speak in three or more word sentences Recognize that the last number spoken is the total

Vocabulary: count, counters, word, sentence, quarter

READINESS & WRITING Objective: Children trace Q and review writing name.

Materials:

Grouping: Small group, 1:1

• A-B-C Touch & Flip Cards (Vol.1, p. 70) • Picture cards – Tactile Side: Q • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Learn Q & Write Name Multisensory Introduction: Play and sing “Sing Your Name.” 1. Review Q and its sound. Have children finger trace the Q card. Say the directions: Big Curve, Keep going, Stop, Little Line.

We’re Learning:

2. Have children finger trace the tactile side of a letter card in their name. 3. Now let’s write our names. Use the your strip above the child’s strip.

A Click Away Capital Practice Strips. Put

4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

Check for Understanding: Observe as children write their names. Are they  writing each letter correctly? Capital Practice Strips and the Support/ELL: Send home Letter Formation Chart for parents. Enrichment: Introduce children’s last name if they are ready.

188

A Click Away Capital

Recognize distinct letter sounds, recognize and name letters in own name Isolate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize objects Write name in all capitals, understand there is a way to write that conveys meaning

Vocabulary: letter names, capital, capital letter formation words, name

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children learn how to form 6.

• Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT Resources: “The Ants Go Marching” • PreKTT App: Wet-Dry-Try 6

Grouping: Small group

We’re Learning:

2. Demonstrate number on your own Slate Chalkboard. Say the words for each step. Big Line down, Turn, and curl up.

Listen to/follow directions, attend to simple tasks Identify numerals Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Learn 6 Using Wet-Dry-Try on the Slate Multisensory Introduction: Play and sing “The Ants Go Marching.” 1. Prepare Slate Chalkboards by writing 6 with chalk as a model to trace.

Check for Understanding: Observe as children complete the activity. Can they

complete the steps correctly?

Vocabulary:

Support/ELL: Give additional verbal cues to support the words “curl up.” Act it out with bodies!

six, Big Line, turn, curl up

Enrichment: Have children air write 6 with a piece of chalk.

ORAL LANGUAGE Materials: • • • •

Squawker (Vol.1, pp. 46–47) Word Cards: real/pretend Two Animal Books (1 fact, 1 fiction) PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Pretend/Real

p rete nd

real

1. Look Say the words with Squawker. Pretend and real are opposites. A book about monkeys jumping on the bed is pretend. A book about monkeys in the rain forest is real. 2. Do Read the two stories and then have Helper hold up both books. 3. Say The story is pretend. The story is real. 4. Talk Squawker says: You can use pretend food to play restaurant. What else is pretend? You can use real food to make a snack to eat. What else is real? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between the adjectives pretend and real?

Vocabulary: pretend, real, opposites, story

Support/ELL: Use a stuffed animal to represent pretend and a picture of a real animal to represent real. Enrichment: Discuss. Gold is a metal that can be made into jewelry. Real gold is worth a lot of money. Fool’s gold is pretend.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

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Unit 3: Week 15: Day 4 Focus: Letter Qq and Number 6

LANGUAGE & LITERACY

Objective: Children match letters from capital to capital and capital to lowercase.

Materials:

Grouping: Whole group, small group

• A-B-C Touch & Flip Cards (Vol.1, p. 70) • Picture Cards: Q, C, O, S, V, W • Letter Cards: q, c, o, s, v, w

Match Capital & Lowercase Letters 1. Review Q and introduce q and its sound. 2. Give each child one A-B-C Touch & Flip Card. Half of the children get a capital letter and the other half get the matching lowercase letter. Concentrate on letters that look alike (C, O, S, V, and W), or letters already learned. 3. Some of you have a capital letter. Some of you have a lowercase letter. Find your matching letter friend and sit down together.

We’re Learning: Cooperate with peers Recognize and name capital and lowercase letters, recognize distinct letter sounds Move and place body to perform tasks

4. Where are Q letter friends? Stand and hold up your cards. 5. Have all the children say the letters. This is capital Q and this is lowercase q. 6. Repeat for other letters.



Check for Understanding: Observe as children find their match. Can they match

Vocabulary: match, capital letter, lowercase letter

capital to lowercase and name the letters?

Support/ELL: Use fewer cards. Prompt children to check both sides of their cards. Concentrate on capital and lowercase letters that are formed the same. Enrichment: Have children match their letter card to letters around the room.

READINESS & WRITING Objective: Children learn how to form Q.

Materials:

Grouping: Small group

• Magic C Bunny Puppet • Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT Resources: “Magic C” • Student App: Wet-Dry-Try Q

Learn Q Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing and air write to “Magic C” with the Magic C Bunny. Make the connection that Q and O start with a Big Curve (Magic C). 1. Review Q and its sound.

We’re Learning:

2. Prepare Slate Chalkboards by writing Q with chalk as a model to trace.

Demonstrate active listening

3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Curve, Keep going, Stop, Little Line slides.

Recognize and name capital letters, recognize distinct letter sounds

Isolate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize paper

Check for Understanding: Observe as children complete the activity. Can they

complete the steps correctly?

Support/ELL: Squeeze the water from the sponge. Give additional verbal cues. Enrichment: Have children air write letter Q with a piece of chalk.

190

Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

Vocabulary: Big Curve, Little Line, slides

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children learn to trace and count 6.

• Manipulatives to Count 6 (cubes, eggs/ egg carton, etc.) • My First School Book p. 84 • Flip Crayons • PreKTT Resources: “Rowboat, Rowboat”

Grouping: Whole group, small group

We’re Learning:

Learn 6 by Tracing, Coloring & Drawing

Multisensory Introduction: Sing “Rowboat, Rowboat.” 1. Count 6 with Fingers Hold up five fingers on the left hand. Count by putting up one right hand finger (six). 84

Demonstrate active listening Match 1:1, write numerals Use art as a form of creative expression Isolate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize paper Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

S I X L A DY B U G S

My First School Book

2. Count 6 with Objects Count six cubes. Build steps with one, then two, and then three cubes.

3. Trace and Write My First School Book 6: Finger trace the 6 at the top of the page. Say directions: Let’s write 6. Big Line down, Little Curve around. 4. Color and Draw Color the ladybugs red. Trace six legs on each ladybug. Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace the 6. Do they curve around?

Vocabulary:

Support/ELL: Use Wet-Dry-Try or the Stamp and See Screen to prepare for crayon tracing.

6, ladybug, Big Line, Little Curve

Enrichment: Have children count out 6 blocks from a pile of 12. How many are left?

SCIENCE Materials:

Objective: Children explore and compare real and pretend animals.

• Three or More Pictures of Real Animals (e.g., quail, grizzly bear, pet dog, or cat) • Three or More Pictures of Pretend Animals (e.g., unicorn, stuffed bear, plastic dog or cat, etc.) • Stuffed Animals for Children to Hold • Book about Owning a Pet, Books All Year (Vol.1, pp. 102–105) • Tape (painters/masking) to make a T-Chart

Grouping: Whole group

We’re Learning: Take turns, cooperate with peers Classify animals by one category, describe and follow how to interact with animals Participate in dramatic play, discuss feelings caused by dramatic play

1. Look at the animal pictures. Three are real and three are pretend. Real animals eat and drink. Do pretend animals eat and drink? 2. What are some other things that pretend animals cannot do that real ones can? 3. Using tape, make a T-Chart of the floor/table. Label columns for real and pretend animals. Help children sort animal pictures appropriately. 4. Select and read a picture book from Book Connections about owning a pet. Let’s pretend our stuffed animals are real and let’s take care of them. Discuss safe ways to interact with and care for animals (e.g., pet a puppy softly, hold a cat gently, feed daily, etc.) 5. Have children discuss how pretending to care for a pet made them feel.

Check for Understanding: Observe as children identify real and pretend animals.

Do they identify them correctly?

Vocabulary:

Support/ELL: Use real and pretend images for only one type of animal.

real, pretend, animals, six, three, eat, drink, stuffed, care

Explore Real & Pretend

Enrichment: Have children create a picture of a real or pretend animal with various art supplies.

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Unit 3: Week 15: Day 5

LANGUAGE & LITERACY

Focus: Letter Qq and Number 6

Objective: Children ask and respond to simple questions.

Materials:

Grouping: Whole group, small group

• PreKTT Resources:

Ask & Tell

Thank you!

Ask & Respond to Questions

We’re Learning:

1. Review Qq and its sound. Make connection to questions.

Cooperate with peers

2. Have children sit together and sing A Click Away Ask & Tell to the tune of “The Farmer in the Dell.”

Ask and answer simple questions, speak in three or more word sentences

3. Ask the first question. Then, lead the children in singing the response. 4. Continue until four to five questions are completed.

Vocabulary:

5. Offer opportunity for children to volunteer to sing a question. Start with singing “ask a class.” Then, ask more personal questions when children are ready.

ask, tell, question, answer

Check for Understanding: Observe as children ask and answer questions. What  questions do they answer in complete sentences? Support/ELL: Focus on one type of “Wh” question at a time. Enrichment: Read Mat Man Hats. Help children ask and answer questions.

READINESS & WRITING Materials:

Objective: Children learn to trace letter Q.

• Magic C Bunny Puppet • My First School Book p. 35 • Flip Crayons • PreKTT Resources: “Magic C”

Grouping: Whole group, small group 

Learn Q by Tracing, Coloring & Drawing Multisensory Introduction: Sing “Magic C.”

BIG CURVE

+ BIG CURVE

+ LITTLE LINE

Q 2

Q UI L T

1. Review Q and its sound. 2. Look and Learn My First School Book Q: Introduce Q. Children point and say the name of each image.

My First School Book

3. Trace and Write Q Children finger trace Q, step by step. Children trace Q. Model Q. Children put crayon on the . Say the directions: Big Curve, Keep going, Stop, Little Line slides. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe handedness and use of the helping hand.  Are they using both correctly? Support/ELL: Help left-handed children start O and Q at the top with a C stroke. This is not always natural for them, so they may need further assistance.

Recognize and name capital letters, recognize distinct letter sound Use art as a form of creative expression Use same hand consistently to hold crayon, hold a tool with proper grip to write, use helping hand to stabilize object Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

Vocabulary: Big Curve, Little Line, quilt, stop

Enrichment: Sit on a quilt for snack time!

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children explore area by covering a shape with squares.

• Mix & Make Shapes (Vol.1, pp. 84–85) § Large Rectangles (2), Medium Squares (2), Small Squares (8), 4 Squares More Squares Little Pieces (if needed) • Slate Chalkboard (1 per child) (Vol.1, pp. 72–73) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Student App: Touch & Flip Numbers 6

Grouping: Pairs

Explore Area Multisensory Introduction: Review 6 with Wet-Dry-Try on the Slate. Say directions: Big Line down, Turn, and curl up. 1. Let’s find out how big our shapes are by covering them with small squares. 2. Let’s cover the medium square. How many small squares do you think we need? Children take the number of squares they think are needed.

We’re Learning: Guess/check answer, repeat until correct Cover an area to explore area, compare size, verbally count a set of 1–10 objects

3. Invite one child to cover the medium square. Count the number of small squares. 4. Compare the actual number with their guesses. Repeat with other shapes.

Check for Understanding: Observe as children cover the squares. Can children

cover an area independently?

Support/ELL: Count out loud as each small square is placed to cover the large shape.

Vocabulary:

Enrichment: Use

A Click Away Cover and See to explore others ways to cover shapes.

cover, large, medium, not enough, small, too many

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol.1, pp. 46–47) • Word Cards: crown/prop • Crown • Chair • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/ follow directions, notice how people are the same and different Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary:

c row n

p rop

1. Look Say the words with Squawker. A crown is a special cap worn by kings and queens. A prop is used to help decorate a costume or stage. 2. Do Have Helper put on a crown. Have Helper sit on a chair as a prop for a royal throne. 3. Say What is a crown? A crown is a prop. 4. Talk Squawker says: On your birthday, you can wear a crown. When else can a person wear a crown? You could use a bag and a popsicle stick as props to play a doctor. What other props could you use for make-believe? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Do they  understand the question? Support/ELL: Give guidance to children if they need help asking and answering questions.

crown, prop, cap, decorate, make-believe

Q & A with Nouns: Crown/Prop

Enrichment: Use photo booth props to help children tell the actions of a story they create.

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Unit 3: Week 16 At-A-Glance Focus: Letter Gg and Number 6

Children learn to identify Gg and its sound by building sentences with words and write capital G through hands-on activities such as the Wet-Dry-Try. Identifying, counting, writing 6, and exploring patterns are covered in Math. Science, Social Studies, and Oral Language mainly focus on celebrations.

Day 1 Language & Literacy

Take turns Speak in three or more word sentences Build spoken words into a sentence

Readiness & Writing

ecognize and name capital letters, R recognize distinct letter sounds osition an object for use, placement, or P release, notice and attach meaning to visual information

Sequence, demonstrate active listening

Sequence, listen to/follow directions, attend to a simple task ecognize and name capital letters, R recognize distinct letter sounds

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Demonstrate active listening

Take turns, work with others to solve problems

Match 1:1, verbally count 1–10 se same hand consistently to hold tool, U hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step, color and draw creatively

Oral Language, Science, or Social Studies

Cooperate with peers, listen to/follow directions

Position an object for use, placement, or release

ecognize and name capital letters, R position capitals right-side up, recognize distinct letter sounds

Numbers & Math

Day 2

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Identify and describe a pattern by telling the repeating unit, duplicate and extend pattern, match 1:1, verbally count 1–10 Position an object for use, placement, or release

Social Studies Recognize, appreciate, and respect similarities and differences in people, perceive themselves as unique individuals, show care and concern for others, child expresses creativity in thinking and communication escribe local, state, and national D cultural events, celebrations, and holidays

Technology

Student App, Music, Animations

Student App, Music, Live Teaching Video

Suggestions for 3-Year-Olds

Create a sensory bin for the letter G using various green objects.

Help children create simple patterns with physical props from the classroom such as toy, book, toy, book.

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns, listen to/follow directions

Take turns, demonstrate active listening

Take turns, listen to/follow directions

ecognize and name capital letters, R recognize distinct letter sounds

ecognize and name lowercase letters, R identify the repeated initial sound in words

Learn onsets and rimes, break words into two parts

equence, listen to/follow directions, S attend to a simple task

L isten to/follow directions, attend to a simple task

Sequence

ecognize and name capital letters, R recognize distinct letter sounds

old a tool with proper grip to write, H use helping hand to stabilize objects

njoy writing and engage in writing E activities, hold a tool with proper grip to write, use helping hand to stabilize objects

L earn words linked to content, use new vocabulary, communicate thoughts with words, talk about experiences/observations

Trace correctly, step by step, enjoy and engage in writing activities

T ake turns, use manipulatives to find a solution, look for a pattern to find a solution Duplicate and extend patterns se same hand to hold tool, hold a tool U with proper grip to write, notice and attach meaning to visual information

Trace correctly, step by step

Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

se same hand consistently to hold tool, U hold a tool with proper grip to write, use helping hand to stabilize object Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, color and draw creatively Demonstrate active listening skills

Identify numerals, find and describe patterns, identify and describe a pattern by telling the repeating unit look for a pattern to find a solution

Match 1:1, verbally count 1â&#x20AC;&#x201C;10

Position an object for use, placement, or release

Science

Take turns, remain engaged, listen to/follow directions

Use art as a form of creative expression

Draw a picture to solve a problem

Color and draw creatively Oral Language

ecognize and name capital letters, R recognize distinct letter sounds

Show increase in confidence Find and describe patterns, duplicate and extend pattern bserve, investigate, describe and O discuss characteristics of organisms Participate in dramatic play

se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step, color and draw creatively Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Music

Student App, Music

Student App, Animations, A Click Away, Letter & Number Formations

Place die-cut letter Gs around the classroom and have children go on a letter G hunt.

Create counting boxes using small plastic containers. Place six objects/manipulatives in each container for children to count.

Challenge your class to name as many green things as they can. Write them down and count how many.

ÂŠ 2021 Learning Without Tears

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195

Unit 3: Week 16: Day 1

LANGUAGE & LITERACY

Focus: Letter G and Number 6

Objective: Children put a spoken word into a sentence.

Materials:

Grouping: Small group

• Sound Around Box (Vol.1, pp. 48–49) § Color Tiles • Student App: Sound Around Letters G

Build Sentences with Words 1. Introduce G and its sound. G makes a /g/ sound in Gail, goat, gas, and goals. G makes a /j/ sound in George, gym, gentle, and giraffe.

We’re Learning: Take turns

2. Place the Sound Around Box and color tiles on table. 3. Tell children you are going to build sentences with words. Incorporate words that begin with g. For example, Goats eat grass. A color tile will represent each word. 4. Demonstrate first: Goats (place color tile), eat (place another color tile), and grass (place another color tile). Have all children repeat the sentence. 5. Children take turns placing color tiles on the Sound Around Box as you tell them a sentence.

Speak in three or more word sentences Build spoken words into a sentence Position an object for use, placement, or release

Vocabulary:

Check for Understanding: Observe as children listen for and build sentences.  Can they say the sentence after they listen to the words?

letter G, color words, goats, grass, green

Support/ELL: Begin the activity with two-word action sentences. For example, I hop. Enrichment: Challenge children by having them make up their own sentences as they place the color tiles for each word of their sentence.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol.1, pp. 61–63) • Capital Letter Card: Letter G (Vol.1, p. 66) • Mat for Wood Pieces (1 per child) (Vol.1, p. 67) • PreKTT Resources: “Where Do You Start Your Letters?” • PreKTT App: Wood Pieces G

UAL LS

Learn G Using Capitals with the Letter Cards & the Mat for Wood Pieces

Multisensory Introduction: Sing and move to “Where do You Start Your Letters?”

1. Review G and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces.

Letter Cards_COLOR_3.3.16.indd 13

4. Describe each step as you build the letter: Watch as I build G. Big Curve. Little Line up. Little Line across. We made G. 5. Now let’s build G on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter G!

Check for Understanding: Observe as children build the letter. Are they placing  the pieces correctly? Support/ELL: Gather the correct pieces for each child and prompt the child to use the Big Curve first.

We’re Learning:

3/8/17 4:02 PM

Sequence, demonstrate active listening Recognize and name capital letters, position capitals right-side up, recognize distinct letter sounds Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving objects

Vocabulary: letter G, capital letters, Big Curve, Little Line, right-side, up, top, bottom

Enrichment: Find objects around the room that begin with G.

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials: • I Know My Numbers Booklet 6 (1 per child) • Flip Crayons • Objects to Count Beginning with Letter G • PreKTT Resources: “The Ant, the Bug & the Bee”

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers. Grouping: Whole group, small group

Review 6 Using I Know My Numbers Multisensory Introduction: Sing “The Ant, the Bug & the Bee.”

six

1. R eview 6 and count 6 objects that begin with S.

We’re Learning: Demonstrate active listening Match 1:1, verbally count 1–10 Use same hand consistently to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step, color and draw creatively

2. Give each child I Know My Numbers Booklet 6. Look how the Slate is on the front cover. Make a connection to number 6. 3. Chose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 4. Children count 6. Children color the pages. Children trace number 6.

Check for Understanding: Observe as children use the booklet. Do they make a

connection to number 6?

Support/ELL: Use real objects to make a connection to 6. Count 6 gummy bears. Enrichment: Have children review numbers 1–6.

Vocabulary: six, count, ants, bug, bee

ORAL LANGUAGE Materials: • Squawker • Word Cards: invite/visit • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: invite, visit, party, dinner, friends, family

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Invite/Visit

i nv ite

v i sit

1. Look Say the words with Squawker. Invite means to ask people to come to something like a party. Visit means to go and spend time with family and friends. 2. Do Have Squawker go to a corner of the room. Have him invite several children to join him. Have him move and invite the remaining children to the other three corners. Have Squawker visit the children. 3. Say We invite friends. We visit friends. 4. Talk Squawker says: You can invite a friend to your house to play. What else can you invite a friend to do? You can visit family or friends for a special dinner. When do you visit family or friends? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss invite and visit. Do they  understand the words, and can they say the sentences? Support/ELL: Provide verbal and physical prompts as needed. Distribute pretend invitations. Enrichment: Discuss. You can invite guests by sending an invitation. Have you sent an invitation?

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Unit 3: Week 16: Day 2

LANGUAGE & LITERACY

Focus: Letter G and Number 6

Objective: Children find and match capital letters.

Materials:

Grouping: Small group

• A-B-C Touch & Flip Cards (Vol.1, p. 70) § Tactile side: G • Alphabet Cereal or Other Alphabet Letters • Student App: Sound Around Letters G • PreKTT Resources: “Alphabet Song”

Find & Identify Capital Letters Multisensory Introduction: Sing the “Alphabet Song.” 1. Show children A-B-C Touch & Flip Cards letter G. 2. Review G and its sound. G makes a /g/ sound in Gail, goat, gas, and goals. G makes a /j/ sound in George, gym, gentle, and giraffe.

We’re Learning: ABC_Touch-Flip_Animals.indd 15

9/12/18 3:16 PM

3. Put children in small groups. Give each child a cup with alphabet cereal (can substitute for other alphabet letters).

Cooperate with peers, listen to/ follow directions

4. Children search for letter G.

Recognize and name capital letters, recognize distinct letter sounds

Check for Understanding: Observe as children search. Are they able to find and separate the letter G from other letters?

Position an object for use, placement, or release, notice and attach meaning to visual information

Support/ELL: Give children less alphabet cereal. Find a G for them, so they can easily match. Enrichment: Ask children to find other capital letters and sort into groups.

Vocabulary: letter G, capital, name, letter, George, gym, gentle, giraffe, Gail, goat, gas

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Tray and Dough (1 per child) § Letter Card: G • PreKTT Resources: “Down on Grandpa’s Farm”

Learn G with Roll–A–Dough Letters Multisensory Introduction: Sing “Down on Grandpa’s Farm.” 1. Review G and its sound. Grandpa starts with G! Give each child a letter card and have dough for all to use. 2. Show children how to roll a Big Curve and two Little Lines using dough. Show them step by step how to place the dough on the letter G card in tray. Say the directions: Big Curve, Little Line up, Little Line across. 3. Remove G letter card from tray. Children build G in empty tray.

Check for Understanding: Observe as children place their cards in the tray.

Do they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the lines. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

We’re Learning: Sequence, listen to/follow directions, attend to a simple task Recognize and name capital letters, recognize distinct letter sounds Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Vocabulary: letter G, roll, Big Line, Little Line, top, bottom, smiley face

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children identify and describe a simple pattern.

• Tag Bags (Vol.1, pp. 88–89) § Purple and Green Tag Bags • I Know My Numbers Booklet 6 • Flip Crayons • Objects to Count Beginning with Letter G • PreKTT Resources: “Pattern Dance” • PreKTT Resources: Live Teaching Video, “Number Story 6”

Grouping: Small group

Describe a Simple Pattern Multisensory Introduction: Review 6 with live teaching video: Number Story 6 and then have children select the page from I Know My Numbers Booklet 6 1. Play “Pattern Dance.” Children sing and move. 2. Let’s make a pattern. A pattern is something that repeats like this: green, purple, green, purple.

We’re Learning: Take turns, work with others to solve problems Identify and describe a pattern by telling the repeating unit, duplicate and extend patterns, match 1:1, verbally count 1–10 Position an object for use, placement, or release

3. Give each child one purple and one green Tag Bag. Place your green and purple Tag Bags on the table. 4. Have children repeat the pattern one by one, adding green then purple to the row. 5. Read the whole pattern when complete: GREEN, purple, GREEN, purple.

Check for Understanding: Observe as children create a simple pattern. Can they  repeat the pattern and extend it?

Vocabulary:

Support/ELL: Let children who do this activity easily take the first turn. It helps them to see others who go first.

pattern, repeat, purple, green

Enrichment: Make another type of pattern (ABB, AABB, etc.) with Tag Bags.

SOCIAL STUDIES Materials:

Objective: Children learn about and practice a job.

• Parent Note (ask parents to send details, pictures, etc. about their family’s cultural celebrations) • Thank You! Banner and Pictures to Color • Flip Crayons • PreKTT Resources: “It’s Pre-K!”

Grouping: Whole group, small group

We’re Learning:

2. Did you know a job that you can have when you grow up is called a party planner. Party planners plan celebrations for people. Discuss celebrations enjoyed with family with items from home.

Recognize, appreciate, and respect similarities and differences in people, perceive themselves as unique individuals, show care and concern for others, child expresses creativity in thinking and communication Describe local, state, and national cultural events, celebrations, and holidays

Vocabulary:

Multisensory Introduction: Sing and move to “It’s Pre-K!” 1. Pre-K is a party! How did singing and dancing to that song make you feel?

3. We all have different types of celebrations we enjoy with family. Let’s plan a THANK YOU party for the school office, custodial, and cafeteria staff. 4. Discuss reasons to be thankful for the school staff. Have children decorate a thank you banner and pictures. Use the pictures as part of the invitations and have children help deliver them.



Check for Understanding: Observe as children sing and move to “It’s Pre-K!” Do they smile and enjoy the music and movement? Support/ELL: Assist children with sharing what is sent by their parents.

party, Pre-K, singing, dancing, party planner, celebrations, birthdays, family, plan

Describe Jobs

Enrichment: Using “Isabel’s Birthday” from the Line It Up Story Cards, have children create a similar celebration story with three parts.

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Unit 3: Week 16: Day 3 Focus: Letter G and Number 6

LANGUAGE & LITERACY

Objective: Children learn new words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol.1, pp. 48–49) • Objects/Pictures Beginning with G (giraffe, goat, grass, glider, goose) • Dry Erase Marker

Learn New Words that Begin with G 1. Review G and its sound. 2. Place objects/pictures that begin with G in the Sound Around Box. 3. Who wants to explore the treasure chest? Show us what you found. What is it? Child names the item.

We’re Learning: Take turns, listen to/follow directions

4. What can you tell me about it? Encourage children to share their experiences.

Recognize and name capital letters, recognize distinct letter sounds

5. Write the word on the side of the Sound Around Box.

Learn words linked to content, use new vocabulary, communicate thoughts with words, talk about experiences/ observations

6. Repeat steps two through three until all items are explored.

Check for Understanding: Observe as children talk about the items. Do they  understand what the words mean? Support/ELL: Have children help you pack the treasure chest. Talk about each item as you place it in the chest to prepare them for the new vocabulary. Enrichment: Use two or three facts to describe a person, place, or thing. I am a wild animal, I have a long neck (giraffe).

Vocabulary: giraffe, goat, grass, glider, goose

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol.1, p. 69)

Learn G Using Stamp and See Screen 1. Review G and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try.

We’re Learning:

3. Show children how to stamp the complete letter G. Say the directions: Big Curve, Little Line up, Little Line across. Erase and let children try.

Sequence, listen to/follow directions, attend to a simple task

4. Show children how to use the magnetic chalk stylus to trace the strokes of G. Erase the letter.

Recognize and name capital letters, recognize distinct letter sounds

5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make G from memory.

Check for Understanding: Observe as children stamp. Are they placing the

Hold a tool with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step, enjoy and engage in writing activities

pieces correctly?

Support/ELL: Use just the first two steps of the activity. Model the next two steps for exposure.

Vocabulary:

Enrichment: Have children tell you the sound of G. Ask them to find words beginning with G around the classroom.

Big Curve, Little Line, top, middle, smiley face, stamp

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children build growing patterns.

• 4 Squares More Squares (Vol.1, pp. 86–87) • I Know My Numbers Booklet 6 • Flip Crayons • Objects to Count Beginning with G • PreKTT Resources: “Pattern Dance”

Grouping: Small group

Explore Growing Patterns Multisensory Introduction: I Know My Numbers Booklet 6: Choose which pages you want to complete with children. Use real objects to count. 1. Sing and move to the “Pattern Dance.”

We’re Learning: Take turns, use manipulatives to find a solution, look for a pattern to find a solution Duplicate and extend patterns Use same hand to hold tool, hold a tool with proper grip to write, notice and attach meaning to visual information

2. Growing patterns repeat and they get bigger every time they repeat. How many squares do I have? “One.” 3. Create another column. My pattern grew! How many do I have here? “Two.” Repeat to create a third column. Invite children to grow the pattern up to 6. 4. You can mix Big Pieces into the pattern when children are ready. 5. Repeat step three with every child.

Check for Understanding: Observe as children grow the pattern. Can they identify  the growing pattern and describe the change?

Vocabulary:

Support/ELL: The children who need more support should have the first or second turn.

growing, pattern, repeat, bigger, grew, squares

Enrichment: Give children cutouts of ice cream cones and scoops of ice cream. Have children glue three to five cones in a row on paper.

ORAL LANGUAGE Materials: • Squawker • Word Cards: young/senior • PreKTT Resources: “Letters Together Make Words” • Picture of a Child • Picture of a Senior

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: old, some, people, young, senior, volunteer, grandparent, child

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Young/Senior

young

senior

1. Look Say the words with Squawker. Young describes how old a child is. Senior describes how old a grandparent is. 2. Do Have Helper show a picture of a child. Have Helper show a picture of a senior person. 3. Say Some people are young. Some people are senior. 4. Talk Squawker says: Young people want to learn many things. What do you want to learn? A senior person can teach us many things because he/she has lived a long time. What has a senior person taught you? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children talk. Do they understand the difference between young and senior? Support/ELL: Encourage children to talk about experiences with people who are young and senior. Provide verbal cues to aid the discussion. Enrichment: Discuss. Seniors often share their talents as volunteers when they retire.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

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Unit 3: Week 16: Day 4

LANGUAGE & LITERACY

Focus: Letter Gg and Number 6

Objective: Children recognize and name lowercase letters.

Materials:

Grouping: Whole group, small group

• A-B-C Touch & Flip Cards (Vol.1, p. 70) § Lowercase Cards • Student App: Sound Around Letters G • PreKTT Resources: “Alphabet Song”

Identify Lowercase Letters Multisensory Introduction: Sing the “Alphabet Song.” 1. Review G and introduce g and its sound.

We’re Learning:

2. Randomly give children an A-B-C Touch & Flip Card (lowercase). Call out a letter. Have child hold up the letter and say the letter in a silly voice. Repeat with other children and letters.

Take turns, demonstrate active listening

3. Spend additional time when you get to g. Have children say the two sounds for /g/. Say words that begin with g. 4. Listen to the “Alphabet Song.” Children build the alphabet by listening and placing their letter when it is their turn. 5. When complete, have children sing the “Alphabet Song” as they point to the letters.

Check for Understanding: Observe as children say the name of the lowercase  letter. Do they name the letter correctly?

Recognize and name lowercase letters, identify the repeated initial sound in words

Vocabulary: letter g, lowercase, letter, alphabet, song

Support/ELL: Give children the lowercase letters that look just like the capitals: c, o, s, v, and w. Enrichment: Children say the name of their letter and a word that begins with the letter.

READINESS & WRITING Objective: Children trace strokes to prepare for writing capital G.

Materials:

Grouping: Whole group, small group

• Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First School Book p. 36 • Flip Crayons • PreKTT App: Wet-Dry-Try G

Color & Trace Pre-Strokes for G Multisensory Introduction: Children complete Wet-Dry-Try on the Slate for G. Say Directions: Big Curve, Little Line up, Little Line across. 1. Look and learn Discuss the picture and ask children to tell you what they see.

We’re Learning: 36

My First School Book

2. Color and Trace Pre-Strokes for G My First School Book: Review G and its sound. Children trace the pre-strokes for G. Encourage rainbow writing, repetitive tracing of the letter with different colored crayons.

Check for Understanding: Observe as children make the horizontal Little Line  for G. Make it in one stroke like this . The exception is  for left-handed children.

Listen to/follow directions, attend to a simple task Recognize and name capital letters, recognize distinct letter sounds Enjoy writing and engage in writing activities, hold a tool with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step

Support/ELL: Help children lift the crayon before they make the Little Line. G is made in two steps.

Vocabulary:

Enrichment: Mow the lawn. Cut the grass. They both mean the same. Talk about mow/cut and lawn/grass.

lawn mower, grass, Big Curve, Little Line, up, across

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children explore patterns in the real world.

• I Know My Numbers Booklet 6 (1 per child) (Vol.1, pp. 22–23) • Clothing Catalogs • Flip Crayons • Paper • Scissors • Glue • PreKTT Resources: “Pattern Dance”

Grouping: Whole group

Explore Patterns in the Real World Multisensory Introduction: I Know My Numbers Booklet 6: Choose what pages you want to complete with children. Use real objects to count. 1. Sing and move to the “Pattern Dance.” 2. Review the day children had patterns on their clothes and discuss. 3. Let’s look for patterns on pictures of clothes. What patterns do you see?

We’re Learning: Draw a picture to solve a problem

4. Now, have children draw a picture of or cut and glue the pattern on paper.

Identify numerals, find and describe patterns, identify and describe a pattern by telling the repeating unit look for a pattern to find a solution

5. Invite children to share their art and describe the pattern.

Position an object for use, placement, or release Color and draw creatively

Vocabulary:

Check for Understanding: Observe as children look for patterns. Can they identify  patterns in their environment? Support/ELL: Have children work in pairs. Give each child five Little Pieces of the same color from 4 Squares More Squares. Children take turns to make a pattern. Enrichment: Look around the classroom. What patterns can you find? Some examples could include: floor tiles, windows, or blinds.

pattern, repeat, clothes, pictures

SCIENCE Materials:

Objective: Children compare patterns of plants, insects, and animals.

• Pictures of Animals/Insects with Patterns (giraffe, gecko, gila monster, jaguar, zebra, bee, butterfly) • Pictures of Plants with Patterns (ferns, leaves, pine cone, pineapple, tree trunk growth rings) • PreKTT Resources: “Animals in the House”

Grouping: Whole group

We’re Learning:

2. Have children name as many plants and animals as they can, discussing any patterns.

Show increase in confidence

Compare Patterns in Nature Multisensory Introduction: Sing “Animals in the House.” 1. We’ve been talking about G and patterns. Let’s look at plants and animals that start with G and compare their patterns.

Find and describe patterns, duplicate and extend pattern

3. Let’s pretend to be animals. Have children imitate animal movements and sounds. Discuss how the patterns of animals and insects protect them in their environment.

Observe, investigate, describe and discuss characteristics of organisms

Check for Understanding: Observe as children name the plants, insects, and  animals. Do they name some of them correctly?

Participate in dramatic play

Support/ELL: Provide extra time and verbal prompts as needed. Enrichment: Have children create drawings of animal patterns in nature.

Vocabulary: animals, plants, patterns, compare

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Unit 3: Week 16: Day 5

LANGUAGE & LITERACY

Focus: Letter Gg and Number 6

Objective: Children blend onsets and rimes.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol.1, pp. 48–49) § Picture Tile: Guitar § Color Tile: Green • Student App: Sound Around Letters G

Combine Onset & Rime 1. Review Gg and its sound. 2. Now let’s have fun putting words together. Listen to me, /gr/ -een. What word does that make? (green) Show the Picture Tile green. This is a green, /gr/ -een. Your turn: “/gr/ -een.” Now let’s put the sounds together, /gr/ -een.

We’re Learning:

Take turns, listen to/follow directions

Onsets and rimes, break words into two parts

3. Listen to me, /gui/ -tar. Find the picture tile for this word. Your turn: “/gui/ -tar.” Now let’s put the sounds together, /gui/ -tar. 4. Practice more onsets with the rime -at, such as /b/, /m/, /p/.

Vocabulary:



onset, rime, green, guitar

Check for Understanding: Observe and listen as children say the onsets and rimes. Do they know the onset and the rime and can they blend them together? Support/ELL: Help children make up fun words to help them better understand word families. Enrichment: Place three Picture Tiles on the Sound Around Box. Say the onset, rime, and whole word for each tile.

READINESS & WRITING Objective: Children learn to trace letter G.

Materials:

Grouping: Whole group, small group

• My First School Book p. 37 • Flip Crayons • PreKTT Resources: Smiley Face • PreKTT App: Letter & Number Formations G



Trace G, Color & Draw Multisensory Introduction: Review G using Door Tracing. 1. Look and learn Review G and it’s sound. Children point and say the name of each image.

BIG CURVE

+ LITTLE LINE

G 2

G R ASS H O P P E R G RASS

We’re Learning:

My First School Book

2. Trace and Write G My First School Book G: Children finger trace G step by step. Children trace G. Model G. Children put crayon on the . Say the directions: Big Curve, Little Line up, Little line across. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children as they trace the horizontal Little  Line of G. Make it in one stroke like this . The exception is  for left-handed children. Support/ELL: Demonstrate tracing G with Line It Up Letter Card G. G uses two strokes. Enrichment: G makes a /g/ sound in Gail, goat, gas, and goals. G makes a /j/ sound in George, gym, gentle, and giraffe.

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Sequence

Recognize and name capital letters, recognize distinct letter sounds

Use art as a form of creative expression

Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize objects

Use correct top-to-bottom, left-to-right directionality for letters, trace correctly, step by step, color and draw creatively

Vocabulary: grasshopper, green, Big Curve, Little Line, up, across

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials: • I Know My Numbers Booklet 6 (1 per child) (Vol.1, pp. 22–23) • Flip Crayons • PreKTT Resources: “The Ant, the Bug & the Bee”

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers. Grouping: Whole group, small group

Review 6 Using I Know My Numbers Multisensory Introduction: Sing “The Ant, the Bug & the Bee” 1. G ive each child I Know My Numbers Booklet 6. Look how the Slate is on the front cover. Make a connection to 6.

We’re Learning: Demonstrate active listening skills Match 1:1, verbally count 1–10 Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step, color and draw creatively

2. Chose which pages you want to complete with children and use real objects to count to 6. 3. Children count 6. Children color the pages. Children trace number 6. 4. Send home I Know My Numbers Booklet 6 for children to complete at home with their parents.

Check for Understanding: Observe as children use the booklet. Do they make a

connection to 6?

Support/ELL: Use real objects to make a connection to 6. Count 6 gummy bears.

Vocabulary:

Enrichment: Have children review numbers 1–6.

six, count, ant

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker • Word Cards: grandma/relative • Pictures of Grandma/Family • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: grandma, relative, family, reunion

Q & A with Nouns: Grandma/Relative

g ra nd ma

r e l ati v e

1. Look Say the words with Squawker. Your grandma is your mother’s mother or your father’s mother. A relative is a person in your family. A relative can be a mother, father, brother, sister, aunt, uncle, cousin, or grandparent. 2. Do Have Helper show a picture of a grandma. Have Helper show a picture of a family with other relatives 3. Say What is a grandma? A grandma is a relative. 4. Talk Squawker says: A grandma can take you places. Where do you go with your grandma? A relative may live with you or come to visit you. What can you tell me about a relative? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions.

Do they understand the question?

Support/ELL: Give guidance to children if they need help asking and answering questions. Enrichment: Discuss. A family reunion is when lots of people in your family get together. Have you been to a family reunion?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

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Unit 3: Week 17 At-A-Glance Focus: Letter Ss and Number 7

Children learn to identify Ss and its sound by building sentences with words and write capital S through hands-on activities like Wet-Dry-Try on the Slate. Identifying, counting, writing 7, and using nonstandard units of measurement are covered in Math. Science, Social Studies, and Oral Language focus on music.

Day 1 Language & Literacy

Take turns

Sequence

Learn and use words linked to content, communicate thoughts with words, talk about experiences/observations

ecognize and name capital letters, R position capitals right-side up, recognize distinct letter sounds

ecognize and name capital letters, R build spoken words into a sentence

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Position an object for use, placement, or release

Readiness & Writing

Sequence, demonstrate active listening skills

Sequence, listen to/follow directions, attend to simple tasks

ecognize and name capital letters, R position capitals right-side up, recognize distinct letter sounds

ecognize and name capital letters, R recognize distinct letter sounds

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Numbers & Math

Day 2

ove to a designated location to M indicate response to a question, verbally count a set of 1–10 objects, compare using more and fewer, compare using long and short osition an object for use, placement, P or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

osition an object for use, placement, P or release, use both sides of the body in activities, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Take turns, work with others to solve a problem Use uniform objects (nonstandard units) to measure, verbally count a set of 1–10 objects osition an object for use, placement, P or release, use both sides of the body in activities, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side Trace correctly, step by step

Oral Language, Science, or Social Studies

Oral Language

Social Studies

Take turns, remain engaged, listen to/ follow directions

xpress confidence in own skills and E positive feelings about self

Understand print has meaning

Show motivation for reading

epeat words, say sentences, R demonstrate understanding of word meaning

Describe jobs people do Explore and create music, discuss and respond to feelings caused by music, participate in dramatic play

Technology

Student App, Songs

Suggestions for 3-Year-Olds

Make connections to letter S and students’ names beginning with S.

S is for snake! Look at pictures and read books about snakes.

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 articipate in movement and song, listen P to/follow directions

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns, demonstrate active listening

Take turns, listen to/follow directions

ecognize and name lowercase letters, R recognize distinct letter sounds, identify beginning sound in spoken word

I dentify the ending sound in a spoken word, indicate when a certain sound or word is heard

equence, listen to/follow directions, S attend to simple tasks

L isten to/follow directions, attend to a simple task

Sequence

Position capitals right-side up

ecognize and name capital letters, R recognize distinct letter sounds

I dentify the repeated initial sound in words, identify beginning sound in spoken word

old a tool with proper grip to write, H use helping hand to stabilize objects T race correctly, step by step, understand there is a way to write that conveys meaning

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

ecognize and name capital letters, R recognize distinct letter sounds se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize objects se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, color and draw creatively Use art as a form of creative expression

L isten to/follow directions, attend to a simple task Identify numerals evelop correct pinch grasp, hold a tool D with proper grip to write

Demonstrate active listening skills

Match 1:1 correspondence, combine sets to learn how many in all by counting, connect numerals to quantities they represent, verbally count 1â&#x20AC;&#x201C;10

Match 1:1, write numerals

Trace correctly, step by step

I solate finger to trace, hold tool with proper grip to write, use helping hand to stabilize objects se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, color and draw creatively Use art as a form of creative expression

Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Oral Language

Science Remain engaged

T ake turns, remain engaged, listen to/ follow directions

Use scientific vocabulary, observes and describes observable objects

Understand print has meaning

Represent data using objects or graph

epeat words, say sentences, demonstrate R understanding of word meaning

Use variety of art materials for sensory experience and exploration

iscuss and respond to feelings caused D by music

Student App, Songs, Teacher Resources

Student App, Songs

Go on a number walk around the classroom or school to identify number 7.

Have children make loud and soft sounds with their bodies like a loud stomp and a soft whisper.

Use bright duct tape to make a giant 7 on the door as a model for door tracing.

ÂŠ 2021 Learning Without Tears Sample Version of: Get Set for School Pre-K Teacher's Guide

Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 3 Lesson Plans

207

Unit 3: Week 17: Day 1 Focus: Letter S and Number 7

LANGUAGE & LITERACY

Objective: Children learn new words that begin with S.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol.1, pp. 48–49) § Picture Tiles: Sun and Sock • Objects/Pictures Beginning with Letter S (snake, seal, sun, scissors, shoe, stamp, etc.) • Student App: Sound Around Letters S

Learn New Words 1. Introduce S and its sound. 2. Place items or pictures that begin with S in the Sound Around Box. 3. Who wants to explore the treasure chest? Show us what you found. Have child name the item as they pull each out. 4. Encourage children to talk and describe what they see. 5. Write the word on the side of the Sound Around Box. 6. Repeat steps three through five until all items are explored.

Check for Understanding: Observe as children talk about the items and pictures.  Do they understand what the words mean?

We’re Learning: Take turns Learn and use words linked to content, communicate thoughts with words, talk about experiences/observations Recognize and name capital letters, build spoken words into a sentence Position an object for use, placement, or release

Support/ELL: Have children help you pack the treasure chest. Talk about each item. Enrichment: Challenge children by having them say a complete sentence about each object they discover.

Vocabulary: snake, seal, sun, scissors, shoe, stamp

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol.1, pp. 61–63) • Capital Letter Card: Letter S (Vol.1, p. 66) • Mat for Wood Pieces (1 per child) (Vol.1, p. 67) • PreKTT Resources: Video, “Capital S” • PreKTT App: Wood Pieces S

Learn S Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review S and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces. 4. Describe each step as you build the letter: Watch as I build S. Little Curve toward the smiley face, Turn, Little Curve toward the bottom. We made S. Turn the card over and have children “read” the card with you. 5. Now let’s build S on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter S!

Check for Understanding: Observe as children build the letter. Are they placing

the pieces correctly?

Support/ELL: Gather the correct pieces for each child and prompt child to place the little curve in the correct direction to begin S. Enrichment: Find objects around the room that begin with S.

208

Vocabulary: letter S, capital letters, Little Curve, right-side up, top, bottom, snowman, square, sun

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials: • Roll–A–Dough (1 per child) (Vol.1, p. 66) § Number Card: 7

Objective: Children respond to questions by moving their bodies to different areas. Grouping: Whole group, small group

Learn 7 by Moving to Answer Questions We’re Learning:

Move to a designated location to indicate response to a question, verbally count a set of 1–10 objects, compare using more and fewer, compare using long and short Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Multisensory Introduction: Review 7 using Roll–A–Dough. Say directions: Little Line across the top, Big Line slides down. 1. D o you prefer to go to a beach or a lake? Designate two areas of the room for children to move based on their response. 2. Children line up by which one they choose. We can see which line is longest and which line is shortest. 3. Let’s count to compare the number of children in each group. Which group has the most children? 4. Continue by asking other questions and have children line up based on their response.

Check for Understanding: Observe as children move into groups. Do they know  which group has most?

Vocabulary:

Support/ELL: Provide examples of pictures of each question to help children decide.

seven, Little Line, Big Line, bottom, compare, longest, most, shortest, top

Enrichment: Pass out 4 Squares More Squares pieces. Allow children to move into groups by shape, type, and/or color. Have them compare the group size.

ORAL LANGUAGE Materials: • Squawker (Vol.1, pp. 46–47) • Word Cards: sing/play • Rhythm Instruments • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/ follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: sing, play, instrument, song, musical, sounds

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Sing/Play

si ng

play

1. Look Say the words with Squawker. ing means to make musical S sounds with your voice. Play means to make music with an instrument. Play can also mean to do an activity. 2. Do Have children sing the ABCs. Have Helper and two other children play rhythm instruments. 3. Say We sing songs. We play instruments. 4. Talk Squawker says: You can sing “Happy Birthday” at a party. What else can you sing? You can play a piano. What instrument would you like to play? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children discuss sing and play. Do they understand the words and say the sentences? Support/ELL: Provide verbal prompts and physical assistance as needed. Enrichment: Discuss. Many birds sing to communicate with each other. Have you heard birds sing?

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

209

Unit 3: Week 17: Day 2 Focus: Letter S and Number 7

LANGUAGE & LITERACY

Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol.1, pp. 61–63) • Capital Letter Cards (Vol.1, p. 66) • Mat for Wood Pieces (1 per child) (Vol.1, p. 67) • PreKTT Resources: Video, “Capital S” • PreKTT Resources: Wood Pieces S

Name & Build Capital Letters 1. Review S and its sound. Then, select random Capital Letter Cards from letters previously learned. 2. Place a capital card right-side up. Name the picture and “read” the word. Name the letter. 3. Now let’s build capitals on the Mat. Give each child a Mat to place right-side up. 4. D escribe each step as you build a random capital letter. Have children name the letter and say the sound of each letter. 5. Repeat with other letters.

Check for Understanding: Observe as children build the letter. Are they placing  the pieces correctly? Support/ELL: Gather the correct pieces for each child first. Enrichment: Ask children to say words that begin with the capital letter.

We’re Learning: Sequence, listen to/follow directions Recognize and name capital letters, recognize distinct letter sounds Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving objects

Vocabulary: capital letters, Big Line, Little Line, Big Curve, Little Curve, right-side up, top, bottom

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough (1 per child) (Vol.1, p. 68) § Letter Card: S • PreKTT App: Wood Pieces S

Build S with Roll–A–Dough Letters 1. Introduce S and its sound. Give each child a letter card and have dough for all to use. 2. Show children how to roll two Little Curves using dough. Show them step by step how to place the dough on the letter S card in the tray. Say the directions: Little Curve toward the smiley face, Turn, Little Curve toward the bottom. 3. Remove S letter card from tray. Children build S in empty tray.

Check for Understanding: Observe as children place their cards in the tray.

Do they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the little curves. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize and name capital letters, recognize distinct letter sounds Position an object for use, placement, or release, use both sides of the body in activities, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Vocabulary: roll, Little Curve, top, bottom, smiley face, toward, turn

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children measure an object using nonstandard units.

• Stamp and See Screen (1 per child) (Vol.1, p. 69) • Tag Bags (Vol.1, pp. 88–89) • Classroom Object (e.g., bookshelf, table, window)

Grouping: Whole group, Small group

We’re Learning: Take turns, work with others to solve a problem Use uniform objects (nonstandard units) to measure, verbally count a set of 1–10 objects Position an object for use, placement, or release, use both sides of the body in activities, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side Trace correctly, step by step

Vocabulary:

Use Non-Standard Units of Measurement Multisensory Introduction: Build 7 using Stamp and See Screen. Say Directions: Little Line across the top, Big Line slides down. 1. Use Tag Bags. Let’s measure the table. Let’s see how long it is with Tag Bags. 2. Put the first Tag Bag at the edge of the table. We can add Tag Bags to make a row on the table. 3. Give each child a Tag Bag. Have them add their Tag Bags to the row, one by one. Make sure that the Tag Bags are touching at the edge. 4. Continue across the table. Let’s count! This table is seven Tag Bags long. Repeat with other objects in the room.



Check for Understanding: Observe as children measure with Tag Bags. Do children start at the beginning of the object and place bags end to end? Support/ELL: Demonstrate how to place Tag Bags in a row first. Then, invite children to repeat and measure the object. Enrichment: See “Measuring” in the Tag Bags Activity Booklet for a fun song to sing during this lesson.

long, row, measure, count

SOCIAL STUDIES Materials:

Objective: Children learn and practice a job.

• Classroom Instruments • This Jazz Man by Karen Ehrhardt, Books All Year (Vol.1, pp. 102–105) • PreKTT Resources: “I Am A Fine Musician”

Grouping: Whole group

We’re Learning:

2. Did you know that a job that you could have when you grow up is called a musician. A musician plays a musical instrument like we heard in the song.

Express confidence in own skills, positive feelings about self Show motivation for reading Describe jobs people do Explore and create music, discuss and respond to feelings caused by music, participate in dramatic play

Describe Jobs Multisensory Introduction: Sing “I Am a Fine Musician.” 1. That was fun! How did that song make you feel?

3. Let’s read This Jazz Man and learn more about musicians. Or, choose another book about musicians from Book Connections. 4. Take a picture walk through the book first and ask children to make predictions. 5. Let’s pretend to be musicians. Have children select instruments to play. Turn on music for the children to sing, dance, and play their instruments.

Check for Understanding: Observe as children read the story. Do they attend to

Vocabulary:

the task and ask questions?

musician, music, job, jazz, man, pretend

Support/ELL: Ask children to point to items in the illustrations that they want to know more about. Enrichment: Discuss. If you could be a musician, what instrument would you want to play?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

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Unit 3: Week 17: Day 3

LANGUAGE & LITERACY

Focus: Letter S and Number 7

Objective: Children repeat initial sound in words.

Materials:

Grouping: Whole group, small group

• PreKTT Resources: “Starting Sound Shuffle”

Repeat Beginning Sounds Multisensory Introduction: Sing and move to “Starting Sound Shuffle.”

We’re Learning:

1. Review S and its sound.

2. Repeat each line of “Starting Sound Shuffle” and make the motions described in the song.

Participate in movement and song, listen to/follow directions

Identify the repeated initial sound in words, identify beginning sound in spoken word

3. Create a chant of words that begin with the letter S (sailboat, snake, soup, salad, show, slipper, sing, song, etc.). 4. Repeat activity with previously learned letters and sounds.

Check for Understanding: Observe as children say the words. Can they say the

starting sound?

Vocabulary: snake, soup, salad, show, slipper, sing, song

Support/ELL: Provide assistance to children by repeating each word before they say it. Enrichment: Have children say sentences using some of the S words.

READINESS & WRITING Objective: Children learn the correct way to write letters by tracing and writing.

Materials:

Grouping: Small group,1:1

• A-B-C Touch & Flip Cards (Vol.1, p. 70) § Picture Cards – Tactile Side • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Review Capitals & Write Name Multisensory Introduction: Sing and move to “Sing Your Name.” 1. Review S and its sound. Have children finger trace the S card. Say the directions: Little Curve toward the smiley face, Turn, Little Curve toward the bottom.

We’re Learning:

Sequence, listen to/follow directions, attend to simple tasks

Recognize and name letters in own name, position capitals right-side up

Hold a tool with proper grip to write, use helping hand to stabilize objects

Trace correctly, step by step, understand there’s a way to write that conveys meaning

2. Have children finger trace the tactile side of a letter card in their name. 3. Now let’s write our names. Use the your strip above the child’s strip.

A Click Away Capital Practice Strips. Put

4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

Check for Understanding: Observe children’s grip. Are they holding their  crayons correctly? Capital Practice Strips and the Support/ELL: Send home some Capital Letter Formation Chart for parents. Enrichment: Have children who are ready write their last name.

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A Click Away

Vocabulary: letter names, capital, capital letter, Little Curve, name

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children learn how to form 7.

• Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT Resources: “Rowboat, Rowboat” • PreKTT App: Wet-Dry-Try 7

Grouping: Whole group, Small group

We’re Learning:

2. Prepare Slate Chalkboards by writing 7 with chalk as a model to trace.

Listen to/follow directions, attend to a simple task Identify numerals Develop correct pinch grasp, hold a tool with proper grip to write Trace correctly, step by step

Learn 7 Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing “Rowboat, Rowboat.” 1. Review 7 and count 7 objects that begin with S. 3. Demonstrate 7 on your own Slate Chalkboard. Say the words for each step. Little Line across the top, Big Line slides down 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the number. Dry: Child uses a little piece of paper towel to dry the number. Try: Child uses a Little Chalk Bit to write the number.

Check for Understanding: Observe as children complete the activity. Can they

complete the steps correctly?

Vocabulary: Big Line, Little Line, rowboat, across, top, down

Support/ELL: Provide physical prompting as needed. Enrichment: Have children air write number 7 with a piece of chalk.

ORAL LANGUAGE Materials: • Squawker (Vol.1, pp. 46–47) • Word Cards: lively/sad • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Name feelings, understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Grouping: Whole group

Adjectives: Lively/Sad

l iv ely

sad

1. Look Say the words with Squawker. Lively means to have a lot of energy. Sad means to feel unhappy. 2. Do Sing “Row, Row, Row Your Boat” in a lively way. Have children join in. Sing “Row, Row, Row Your Boat” in a sad way. Have children join in. 3. Say The song is lively. The song is sad. 4. Talk Squawker says: Lively songs make you want to dance. What makes you feel lively? You feel sad when you lose your favorite toy. What else makes you feel sad? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between lively and sad?

Vocabulary: lively, sad, feel, energy, unhappy, dance, toy, song, favorite

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation.

Support/ELL: Have children listen to songs that are both lively and sad. Provide verbal cues to aid the discussion. Enrichment: Discuss. Tempo means how fast or how slow the music is. A fast tempo often sounds lively. A slow tempo can feel sad. What music do you like?

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Unit 3: Week 17: Day 4 Focus: Letter Ss and Number 7

LANGUAGE & LITERACY

Objective: Children recognize and name lowercase letters.

Materials:

Grouping: Whole group, small group

• PreKTT Resources: “Sing Your Name” • PreKTT Resources: Name Plate (1 per child)

Identify Lowercase Letters Multisensory Introduction: Sing and move to “Sing Your Name.” 1. Review S and introduce s and its sound.

We’re Learning:

2. Have children hold their name cards (in title case).

Take turns, demonstrate active listening

3. Have children look at the name cards to identify if they have an S in their names.

Recognize and name capital and lowercase letters, recognize distinct letter sounds, identify beginning sound in spoken word

4. Point out the similarities/differences between capital S and lowercase s. 5. Repeat with other letters previously learned in other names. NOTE: You can also complete with activity with name cards in all capitals.

Check for Understanding: Observe as children say the name of the lowercase  letter. Do they name the letter correctly? Support/ELL: Give children the lowercase letters that look just like the capitals: c, o, s, v, and w.

Vocabulary: capital, lowercase, letter, title case

Enrichment: Children say the name of their letter and a word that begins with the letter.

READINESS & WRITING Objective: Children learn how to form S.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT App: Wet-Dry-Try S

Learn S Using Wet-Dry-Try on the Slate 1. Review S and its sound. 2. Prepare Slate Chalkboards by writing S with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Little Curve toward the smiley face, Turn, Little Curve toward the bottom. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter

Check for Understanding: Observe as children complete the activity. Can they  complete the steps correctly? Support/ELL: Squeeze the water from the sponge. Give additional verbal cues. Enrichment: Have children air write letter S with a piece of chalk.

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We’re Learning: Listen to/follow directions, attend to a simple task Recognize and name capital letters, recognize distinct letter sounds Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Vocabulary: Little Curve, smiley, face, towards, turn, bottom

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children combine sets of objects to find out the total by counting.

• Tag Bags (4 blue, 3 orange) § 4 Blue, 3 Orange • 1-2-3 Touch & Flip Cards (Vol.1, pp. 82–83) § Number Cards: 1–7

Grouping: Whole group, Small group

We’re Learning: Demonstrate active listening Match 1:1, combine sets to learn how many in all by counting, connect numerals to quantities they represent, verbally count 1–10

Combine Sets 1. Give child on your right some blue Tag Bags. Count them aloud as a class. Have child repeat the total. Give child the corresponding 1-2-3 Touch & Flip Number Card. 2. Give child on your left some orange Tag Bags. Count them aloud as a class. Child repeats the total. Give child the corresponding number card. 3. How many in all? The first child places Tag Bags in a line, counting aloud. The second child adds Tag Bags to the row, counting on and continuing to count from where child first left off. 4. Review the numbers for each color as you show the number cards. Three and two makes five in all.

Vocabulary: counting on, how many, in all, seven

Check for Understanding: Repeat with other Tag Bag colors. Are children able to  count how many Tag Bags in all? Support/ELL: Start with one Tag Bag of each color. Put the Tag Bags together. How many in all? Say together: There are two in all. Enrichment: Expand by having children make bigger sets.

SCIENCE Materials:

Objective: Children compare loud and soft instruments.

• • • • • •

Grouping: Whole group

Flip Crayons Paper Plates (2 per child) Corn Kernels Stapler or Tape T-Chart (to show loud and soft instruments) PreKTT Resources: “I Am A Fine Musician”

We’re Learning: Remain engaged Use scientific vocabulary, observes and describes observable objects Represent data using objects or graph Uses variety of art materials for sensory experience and exploration

Experiment with Sound Multisensory Introduction: “I Am a Fine Musician.” 1. Review what a musician does and discuss loud and soft instruments. 2. Let’s experiment with the instruments and identify instruments that are loud and soft. Using class instruments, have children experiment with each one and put them into two piles, one for loud and the other for soft while adding them to the class chart. 3. Now, let’s make an instrument called a tambourine. Then, pretend to have a parade and march around the room. 4. Have children decorate paper plates, and then assist you with taping or observe as you staple them closed. 5. Have children celebrate their work and start their parade!

Vocabulary:

Check for Understanding: Observe as children listen to instruments. Do they  understand the difference between loud and soft?

sound, loud, soft, experiment, identify, instruments, music, pretend, tambourine, march, parade

Support/ELL: A child with sensitivity to sound may need to only experiment with soft-sounding instruments.

Enrichment: Have children make loud or soft sounding instruments that they create on their own.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

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Unit 3: Week 17: Day 5

LANGUAGE & LITERACY

Focus: Letter Ss and Number 7

Objective: Children identify ending sounds in words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol.1, pp. 48–49) § Picture Tiles: Bus, Horse, House, and Mouse

Identify Final Sounds 1. Review Ss and its sound. Say that S can be a beginning sound and an ending sound. 2. Show bus Picture Tile. This is a bussss. Bus ends with /s/. Stretch out the /s/ sound while pretending to stretch a rubber band. Let’s stretch bus with our pretend rubber bands. Busssssss.

We’re Learning:

Take turns, listen to/follow directions

Identify the ending sound in a spoken word, indicate when a certain sound or word is heard

3. Show horse Picture Tile. This is a horsssse. Horssssse ends with /s/. Let’s stretch horse with our rubber bands. Horsssssssse. 4. What ending sound did you hear? /s/ just like bussss and horsssse. 5. Repeat with other Picture Tiles with the /s/ ending sound.

Vocabulary:

Check for Understanding: Listen and observe as children stretch out the words. Are children able to identify the ending sounds?

bus, horse, house, mouse

Support/ELL: Some ending sounds are easier for children to hear than others. Try hardstopping sounds first: /k/, /d/, /g/, /p/, and /t/. Enrichment: Use classroom objects that have the same ending sound to do the activity. Children can hold objects while they stretch out the sounds.

READINESS & WRITING Materials:

Objective: Children learn to trace letter S.

• My First School Book pp. 38–39 • Flip Crayons

Grouping: Whole group, small group

Learn S by Tracing, Coloring & Drawing 1. Color and Trace Pre-Strokes for S Review S and its sound. Children color the skates and trace the pre-strokes for S. 2. Look and Learn Introduce S. Children point and say the name of each image.

LITTLE CURVE

+ LITTLE CURVE

S K AT E

We’re Learning:

My First School Book

Sequence

Recognize and name capital letters, recognize distinct letter sounds

Use same hand to hold tool, hold tool with proper grip to write, use helping hand to stabilize objects

Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, color and draw creatively

Use art as a form of creative expression

3. Trace and Write S My First School Book S: Children finger trace S, step by step. Children trace S. Model S. Children put crayon on the . Say the directions: Little Curve toward the smiley face, Turn, Little Curve toward the bottom. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe handedness and use of the helping hand.  Are children using both correctly? Support/ELL: Use hands-on letter play for S with the Wood Pieces and Mat. Enrichment: Use two cones to set up an S path for children to pretend skate, using paper plates under shoes as “skates.”

216

Vocabulary: skate, silver, Little Curve, toward, turn, bottom, smiley face

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children learn to trace and count number 7.

• My First School Book p. 85 • Flip Crayons • Objects to Count 7 (cubes, egg/egg carton, etc.)

Grouping: Whole group, small group

We’re Learning:

Demonstrate active listening skills

Match 1:1, write numerals

Isolate finger to trace, hold tool with proper grip to write, use helping hand to stabilize objects

Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, color and draw creatively

Use art as a form of creative expression

Learn 7 by Tracing, Coloring & Drawing 1. Count 7 with Fingers Hold up five fingers on the left hand. Count on by putting up two right hand fingers (six, seven). 2. Count 7 with Objects Build a tower with seven cubes. Put seven eggs in an egg carton. See a row of six and one more.

SE V E N T U RT L ES

My First School Book

3. Trace and Write My First School Book 7: Finger trace the 7 at the top of the page. Say directions: Let’s write 7. Little Line across the top, Big Line slides down. 4. Color and Draw Color the turtles green. Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace the 7. Do they start at

the top? Vocabulary:

Support/ELL: Have children air trace 7 on the door.

seven, turtles, fingers, Big Line, Little Line

Enrichment: Go on a seven hunt. Talk about seven days in a week.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol.1, pp. 46–47) • Word Cards: tune/music • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning:

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning, recognize/ name feelings

Discuss and respond to feelings caused by music

Q & A with Nouns: Tune/Music

tune

music

1. Look Say the words with Squawker. tune are sounds that fit well A together. Music is the art of putting sounds in an order that is pleasing. Music can be made by one or many instruments or voices. 2. Do Have Helper hum a favorite song. Have class make music by singing “Happy Birthday.” 3. Say What is a tune? A tune is music. 4. Talk Squawker says: The “Itsy Bitsy Spider” is a fun tune to hum. What tune do you like to hum? You can sing or play music. How do you like to make music? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions.  Do they understand the questions?

Vocabulary:

Support/ELL: Give guidance to children if they need help asking and answering questions.

music, notes, tune, pleasing, instruments, hum, fit, together, sounds, art, voices

Enrichment: Discuss. Music is written with special marks called notes. They are like letters that a musician can read. Have you seen music notes?

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Unit 3: Week 18 At-A-Glance Focus: Letter j and Number 7

Children learn to identify j and its sound by building sentences with words and write capital  through hands-on activities like the A-B-C Touch & Flip Cards. Identifying, counting, writing 7, and graphing with objects are covered in Math. Science, Social Studies, and Oral Language focus on food.

Day 1 Language & Literacy

Take turns, listen to/follow directions Repeat words, say sentences ecognize and name capital letters, R break compound words apart

Readiness & Writing

ecognize and name capital letters, R position capitals right-side up osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

L isten to/follow directions, attend to a simple task

Sequence, listen to/follow directions, attend to a simple task

ecognize and name capital letters, R recognize distinct letter sounds

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object

Demonstrate active listening skills Match 1:1, verbally count 1–10 se same hand consistently to hold tool, U hold tool with proper grip, use helping hand to stabilize objects Trace correctly, step by step

Oral Language, Science, or Social Studies

Sequence, demonstrate active listening skills

osition an object in one hand for use, P placement, or release

Trace correctly, step by step

Numbers & Math

Day 2

Oral Language

Cooperate with peers, listen to/follow directions, attend to a simple task Understands and compares shapes Position an object for use, placement, or release T race correctly, step by step, color and draw creatively Social Studies

Take turns, remain engaged, listen to/follow directions

T ake turns, cooperate with peers, work positively in a group activity

Understand print has meaning

Describe jobs people do

Repeat words, say sentences, demonstrate understanding of word meaning

Explore dramatic play

Technology

Student App, Songs, Teacher Resources

Student App, Songs

Suggestions for 3-Year-Olds

Make connections to the  and jump. Have children jump in place and discuss when/why they jump and animals that jump.

Create counting boxes using small plastic containers. Place 7 objects/manipulatives in each container for children to count.

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Mathematics

Science

Social Studies

Creative Arts

Physical Development

Day 3

Day 4

Day 5

Take turns, listen to/follow directions

ooperate with peers, demonstrate C active listening

Take turns, listen to/follow directions

Repeat words, say sentences ecognize and name capital letters, R create a compound word from two familiar words

atch capital and lowercase letters, M identify the beginning sound in a spoken word

I dentify the beginning sound in a spoken word, name words that start with the same sound

Position an object for use, placement, or release equence, listen to/follow directions, S attend to a simple task

L isten to/follow directions, attend to a simple task

ecognize and name capital letters, R recognize and name letters in own name, position capitals right-side up

ecognize and name capital letters, R recognize distinct letter sounds

I solate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize objects T race correctly, step by step, understand there is a way to write that conveys meaning

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Sequence ecognize and name capital letters, R recognize distinct letter sounds se same hand to hold tool, hold tool U with proper grip to write, use helping hand to stabilize objects se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, color and draw creatively Use art as a form of creative expression

Demonstrate active listening skills

Match 1:1, verbally count 1–10

Represent data using objects in graph, verbally count a set of 1–10 objects, compare using more and fewer, compare using long and short

Match 1:1, verbally count 1–10

se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step Oral Language

se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize objects T race correctly, step by step, color and draw creatively

Science

Oral Language

Take turns, remain engaged, listen to/follow directions

T ake turns, cooperate with peers, work positively in a group activity

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Observe, describe, and collect information by exploring the world around them, classify living creatures and plants into categories according to at least one characteristic

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

Explore dramatic play Student App, Songs, Teacher Resources

Student App, Songs

Show children pictures of foods when they are raw and when they are cooked. Help them describe the differences.

Show children pictures of different healthy foods. Have them give a thumbs up if it’s a food they have had before.

Place die-cut letter s around the classroom and have children go on a letter  hunt.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

219

Unit 3: Week 18: Day 1

LANGUAGE & LITERACY

Focus: Letter  and Number 7

Objective: Children separate compound words into two words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol.1, pp. 48–49) • Compound Word Items: Sunglasses, Toothbrush, Cupcake (toy), Small Fishbowl • Magic Wand • Student App: Sound Around Letters  • PreKTT Resources: Compound Word Picture Cards

Make One Word into Two 1. Introduce  and its sound 2. Place the Compound Word Picture Cards into the Sound Around Box. Place items next to the box. 3. Have one child pick an item and show it to the class. 4. Have a second child come forward and wave the wand over the box. Dramatically pull the correct Compound Word Picture Card from the box. 5. Hand the Compound Word Picture Cards to the child magician and have child show them to the class. Look! One word turned into two. Sunglasses became sun and glasses. 6. Introduce  compound words: jellyfish, jigsaw, jackpot, etc.

Check for Understanding: Show the objects again. Can children say the two  words that make up the compound words? Support/ELL: Talk about how the words are related. Enrichment: Use the Compound Word Picture Cards available on help segment compound words

A Click Away to

We’re Learning: Take turns, listen to/follow directions Repeat words, say sentences Recognize and name capital letters, break compound words apart Position an object in one hand for use, placement, or release

Vocabulary: letter , sunglasses, toothbrush, cupcake, jellyfish, jigsaw, jackpot

READINESS & WRITING Objective: Children learn how to form .

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT App: Wet-Dry-Try 

Learn  Using Wet-Dry-Try on the Slate 1. Review  and its sound. 2. Prepare Slate Chalkboards by writing  with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say Directions: Big Line down, Turn to the smiley face side, Little Line across the top. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children complete the activity. Can they

complete the steps correctly?

Support/ELL: Squeeze the water from the sponge. Give additional verbal cues. Enrichment: Have children air write letter  with a piece of chalk.

Vocabulary: letter , Big Line, Little Line, turn, across, top

220

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials: • Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • I Know My Numbers Booklet 7 (Vol.1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter  • PreKTT App: Wet-Dry-Try 7

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers. Grouping: Whole group, small group

Learn 7 Using I Know My Numbers Multisensory Introduction: Review 7 with Wet-Dry-Try on the Slate. Say directions: Little Line across the top, Big Line slides down.

sev en

1. R eview 7 and count 7 objects that begin with . We’re Learning:

Demonstrate active listening skills

Match 1:1, verbally count 1–10

Use same hand consistently to hold tool, hold tool with proper grip, use helping hand to stabilize paper

Trace correctly, step by step

Vocabulary: count, one, color names, seven, count, slides, Little Line, Big Line

2. Give each child I Know My Numbers Booklet 7. Look how the Slate is on the front cover. Make a connection to number 7. 3. Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 4. Children count 7. Children color the pages. Children trace number 7.

Check for Understanding: Observe as children use the booklet. Do they make a  connection to number 7? Support/ELL: Use real objects to make a connection to 7. Count 7 jellybeans. Enrichment: Have children review numbers 1–7.

ORAL LANGUAGE Materials: • Squawker (Vol.1, pp. 46–47) • Word Cards: peel/chop • Child-Safe Vegetable Peeler • Orange or Apple • Cucumber • Plastic Knife • Clay • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/ follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary:

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Peel/Chop

peel

chop

1. Look Say the words with Squawker. We peel many fruits and vegetables by taking off the skin. We chop foods by cutting them into small pieces with a knife. 2. Do Have Helper peel the fruit then chop the cucumber into smaller pieces. 3. Say We peel fruit. We chop vegetables. 4. Talk Squawker says: We can peel some foods without a peeler. What foods can we peel? We can chop food or wood. What tools are used to chop? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children discuss peel and chop. Do they understand the words and say the sentences? Support/ELL: Provide bananas for children to practice peeling and chopping with a plastic knife. Enrichment: Discuss. People peel some foods because the skin of the food cannot be eaten. What’s your favorite vegetable?

peel, chop, vegetables, fruit, knife

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221

Unit 3: Week 18: Day 2

LANGUAGE & LITERACY

Focus: Letter  and Number 7

Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol.1, pp. 61–63) • Capital Letter Card: Letter  & Previously Learned Letters (Vol.1, p. 66)

2 l

 EANS UAL LS l

Name & Build Capital Letters

SUN

QUILT

1. Review  and its sound. 2. Place capital card right-side up. Name the picture and “read” the word. Name the letter.

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3. Describe each step as you finger trace the letter. Turn the card over and have children “read” the card with you. 4. Now let’s build other capitals on the letter cards. Give each child a letter card of a capital that they are previously learned to place right-side up. 5. Describe each step as you build the capital letter. Children name each letter and its sound.

We’re Learning: Sequence, demonstrate active listening skills Recognize and name capital letters, position capitals right-side up Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving objects

NOTE:  and U are the only capitals not taught on the Mat for Wood Pieces.

Check for Understanding: Observe as children build each letter. Are they placing  the pieces correctly? Support/ELL: Gather the correct pieces for each child first.

Vocabulary: capital letters, Big Line, Little Line, Big Curve, Little Curve, right-side up, top, bottom

Enrichment: Ask children to say words that begin with the capital letter that they build.

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol.1, p. 68) § Letter Card:  • PreKTT App: Letter and Number Formations 

Learn  with Roll–A–Dough Letters 1. Review  and its sound. Give each child a letter card and have dough for all to use. 2. Show children how to roll a Big Curve and two Little Lines using dough. Show them, step by step, how to place the dough on the letter  card in the tray. Say the directions: Big Line down, Turn to the smiley face side, Little Line across the top. 3. Remove  letter card from tray. Children build  in empty tray.

Check for Understanding: Observe as children place their cards in the tray.

Do they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the lines and curves. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

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We’re Learning: Sequence, listen to/follow directions, attend to a simple task Recognize and name capital letters, recognize distinct letter Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Vocabulary: Letter , roll, Big Line, Little Line, top, bottom, smiley face

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials: • Mix & Make Shapes (Vol.1, pp. 84–85) § Large Circles (4) § Large Triangles (4) § Large Rectangles (4) § Large Squares (4) • I Know My Numbers Booklet 7 (Vol.1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with  • PreKTT Resources: “Shape Song”

We’re Learning:

Objective: Children recognize circles, triangles, rectangles, and squares within a group. Grouping: Whole group, small group

Recognize Shapes in a Group Multisensory Introduction: I Know My Numbers Booklet 7: Choose which pages you want to complete with children. Use real objects to count. 1. P lay and sing the “Shape Song”. 2. Spread the shapes on the ground. Play Simon Says. 3. Simon says: Jump to a triangle/Put your hand on a square/Stand on a circle.

Cooperate with peers, listen to/follow directions, attend to a simple task Understands and compares shapes Position an object for use, placement, or release Trace correctly, step by step, color and draw creatively

4. When they understand the activity, let a child be Simon. 5. Don’t try to trick the children until they can play without mistakes. Then, give a direction without saying Simon says.

Check for Understanding: Observe as children clean up the pieces. Do they select  the right shapes? Support/ELL: Start with two shapes. Add additional shapes when child is ready. Enrichment: Add more shapes to Simon Says for an extra challenge. You can also use an oval, star, diamond, pentagon, hexagon, or octagon.

Vocabulary: seven, circle, triangle, square, rectangle, shape

SOCIAL STUDIES Materials:

Objective: Children learn about a job.

• Chefs and What They Do by Liesbet Slegers, Books All Year (Vol.1, pp. 102–105) • Pretend Fruit, Vegetables, and Other Food • PreKTT Resources: “Counting at the Table” • Chef’s Hat, Apron, and Other Kitchen Related Dress Up Items (optional)

Grouping: Whole group

We’re Learning: Take turns, cooperate with peers, work positively in a group activity Describe jobs people do Explore dramatic play

Vocabulary: chef, cook, food, restaurant, job

Describe Jobs Multisensory Introduction: Sing “Counting at the Table.” 1. We sit at a table when we get ready to eat food. What is the name of a person whose job is to cook food at the school or in a restaurant? Yes, a cook or a chef. 2. Read Chefs and What They Do or another book about cooking from Book Connections. 3. Discuss the story and ask children about their experiences in a restaurant or at home. 4. Let’s pretend to have a restaurant and do what chefs and cooks do. Have some children start with cooking, taking orders, and serving food. The others will be the customers then they will switch places.

Check for Understanding: Observe children during dramatic play time. Do they

cooperate with each other?

Support/ELL: Provide verbal prompts to assist with participation during dramatic play. Enrichment: Have children make their own snack.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

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Unit 3: Week 18: Day 3

LANGUAGE & LITERACY

Focus: Letter  and Number 7

Objective: Children create compound words from two familiar words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol.1, pp. 48–49) • Objects for Words: Fish (toy), Jelly Jar, Bowl, Cat (toy), Star, Cup, Cake, Ball, and Basket • Book about Fish with Pictures of Jellyfish, Catfish, and/ or Starfish, Books All Year (Vol.1, pp. 102–105)

Make Two Words into One 1. Review  and its sound. 2. Place two objects that make up a compound word into the box. 3. Invite two children to pull out objects and name them.

We’re Learning:

4. We can make one word from these two words. Listen: jelly, fish, jellyfish. A jellyfish lives in the ocean. Here is a picture.

Take turns, listen to/follow directions

5. Repeat the activity with other objects to make these compound words: jigsaw, jackpot, fishbowl, and starfish. Show a picture or object for each compound word.

Check for Understanding: Observe as children make compound words. Do they  say the two smaller words and the compound word?

Repeat words, say sentences Recognize and name capital letters, create a compound word from two familiar words Position an object for use, placement, or release

Support/ELL: First segment two compound words, then break each word into two words. Enrichment: Have children create compound words from: sun, back. (sunshine, backyard, backpack).

Vocabulary: cupcake, jellyfish, jigsaw, jackpot, catfish

READINESS & WRITING Objective: Children learn the correct way to write letters by tracing and writing.

Materials:

Grouping: Small group, 1:1

• A-B-C Touch & Flip Cards (Vol.1, p. 70) § Picture Card – Tactile Side:  • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Review Capitals & Write Name Multisensory Introduction: Sing and move to “Sing Your Name.” 1. Review  and its sound. Have children finger trace the  card. Say directions: Big Line down, Turn to the smiley face side, Little Line across the top. 2. Have children finger trace the tactile side of a letter card in their name. 3. Now let’s write our names. Use the your strip above the child’s strip.

A Click Away Capital Practice Strips. Put

4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

A Click Away

Enrichment: Write child’s name and see if they can identify each letter in their name.

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We’re Learning: Sequence, listen to/follow directions, attend to a simple task Recognize and name capital letters, recognize and name letters in own name, position capitals right-side up Isolate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step, understand there is a way to write that conveys meaning

Vocabulary: Big Line, Little Line, turn, letter names, capital, capital letter formation words, name

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials: • I Know My Numbers Booklet 7 (Vol.1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with  • PreKTT App: Wet-Dry-Try 7

We’re Learning:

Demonstrate active listening

Match 1:1, verbally count 1–10

Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize objects

Trace correctly, step by step

Vocabulary: count, seven, slides

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers. Grouping: Whole group, small group

Review 7 Using I Know My Numbers Multisensory Introduction: Review 7 with Wet-Dry-Try on the Slate. Say directions: Little Line across the top, Big Line slides down. 1. R eview 7 and count 7 objects that begin with . 2. Give each child I Know My Numbers Booklet 7. Look how the slate is on the front cover. Make a connection to number 7. 3. Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 4. Children count 7. Children color the pages. Children trace number 7.

Check for Understanding: Observe as children use the booklet. Do they make a

connection to number 7?

Support/ELL: Use real objects to make a connection to 7. Count 7 items from a jar. Enrichment: Have children review numbers 1–7. Have children air write number 7 with a piece of chalk.

ORAL LANGUAGE Materials: • Squawker (Vol.1, pp. 46–47) • Word Cards: raw/cooked • Raw Egg • Hard-Boiled Egg • Bowls (2) • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/ follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: raw, cooked, food, opposites, changed, heat, eggs

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Raw/Cooked

raw

coo k e d

1. Look Say the words with Squawker. aw and cooked are opposites. R Raw describes food that is not cooked. Cooked tells that the food has been changed using heat. 2. Do Break a raw egg into a bowl. Have Helper peel the hard-boiled egg and place in a bowl. Have Helper show the eggs to the class. 3. Say Eggs are raw. Eggs are cooked. 4. Talk Squawker says: We eat many raw fruits and vegetables. What raw foods do you like? Other foods need to be cooked. What foods need to be cooked? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between raw and cooked? Support/ELL: Give guidance to children if they need help naming the letter and saying the words. Enrichment: Discuss. Carrots are eaten raw or cooked. What other vegetables can be eaten raw or cooked?

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Unit 3: Week 18: Day 4 Focus: Letter j and Number 7

LANGUAGE & LITERACY

Objective: Children match letters: capital to capital and capital to lowercase.

Materials:

Grouping: Whole group, small group

• A-B-C Touch & Flip Cards (Vol.1, p. 70) § Picture Cards:  and Other Capitals § Letter Cards: j and Other Lowercase • PreKTT Resources: “Inside, Outside”

Match Capital & Lowercase Letters Multisensory Introduction: Sing “Inside, Outside” as children point to the alphabet, either capitals or lowercase 1. Review  and introduce j and its sound. 2. Give each child one A-B-C Touch & Flip Card. Half of the children should get a capital letter and the other half should get the matching lowercase letter. 3. Find your matching letter friend. Sit down together. 4. Where are the J letter friends? Stand and hold up your cards. 5. Have all the children say the letters. This is capital , and this is lowercase j. 6. Repeat for other letters.

Check for Understanding: Observe as children find their match. Can they match

capital letters to lowercase letters?

We’re Learning: Cooperate with peers, demonstrate active listening Match capital and lowercase letters, Identify the beginning sound in a spoken word

Vocabulary: capital, lowercase, letter, match, partner

Support/ELL: Use fewer A-B-C Touch & Flip Cards. Prompt children to check both sides of their cards. Enrichment: Have children find capital and lowercase letters in a magazine. Help them cut the letters out and paste them on a piece of construction paper.

READINESS & WRITING Objective: Children learn how to form .

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol.1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT App: Wet-Dry-Try 

Learn  Using Wet-Dry-Try on the Slate 1. Review  and its sound. 2. Prepare Slate Chalkboards by writing  with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Turn to the smiley face side, Little Line across the top. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

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We’re Learning: Listen to/follow directions, attend to a simple task Recognize and name capital letters, recognize distinct letter sound Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Vocabulary: Big Line, Little Line

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials:

Objective: Children place objects in a simple graph to answer questions.

• 4 Squares More Squares (Vol.1, pp. 86–87) § Little Pieces: Red/Purple • Poster Paper with Pre-Drawn Column with Two Rows • Real or Image of Grape Jelly and Strawberry Jam • PreKTT Resources: “Peanut Butter and Jelly”

Grouping: Whole group

We’re Learning: Demonstrate active listening skills Represent data using objects in graph, verbally count a set of 1–10 objects, compare using more and fewer, compare using long and short

Graph with Objects Multisensory Introduction: Review 7 and count 7 red and purple 4 Squares More Squares Little Pieces. 1. S ing and move to “Peanut Butter and Jelly.” 2. Show children grape jelly and strawberry jam. Talk about the jam and jelly and what they notice about each. Have children choose their favorite. 3. It’s time to make a graph. A graph will show us which our class likes best. Use purple Little Pieces to represent grape jelly and red for strawberry jam. Compare the rows using more, fewer, longer, and shorter. 4. Have children find which one their class liked best. Which row is longer? The longer row shows our favorite.

Vocabulary:

Check for Understanding: Observe as children place pieces on the graph.  Can they tell which one is the class favorite by comparing the rows?

compare, fewer, longer, more, shorter

Support/ELL: Have children watch other children first before taking a turn. Enrichment: Give children a choice of more types of fruit or other snacks. Have them make a graph with three or five rows.

SCIENCE Materials:

Objective: Children identify healthy and unhealthy food.

• Oh, the Things You Can Do That Are Good for You: All About Staying Healthy by Tish Rabe, Books All Year (Vol.1, pp. 102–105) • Real/Pretend Fruit, Vegetables or Food • Pictures of Unhealthy Food • Tape (Painters or Masking) • PreKTT Resources: “Apples and Bananas”

Grouping: Whole group

We’re Learning: Work positively in a group activity Observe, describe, and collect information by exploring the world around them, classify living creatures and plants into categories according to at least one characteristic Explore dramatic play

Vocabulary:

Multisensory Introduction: Sing “Apples and Bananas.” 1. Are apples and bananas healthy foods or unhealthy foods? Have children name some unhealthy foods. 2. Read Oh, the Things You Can Do That Are Good for You: All About Staying Healthy or another book about making healthy choices from Book Connections. 3. Using tape, create a T-chart on the table or floor and label one column healthy and place a fruit next to the label. Label the other column unhealthy and put a picture of a candy bar next to the label. 4. Have children compare food items and sort them on the T-chart. 5. Take a picture of the chart and display it in the class.

Check for Understanding: Observe as children select healthy and unhealthy foods.  Do they categorize them correctly? Support/ELL: Provide additional verbal and/or physical prompts to answer questions.

healthy, unhealthy, food, choice

Make Healthy Choices

Enrichment: Discuss. What are some healthy things you could do every day?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

227

Unit 3: Week 18: Day 5

LANGUAGE & LITERACY

Focus: Letter j and Number 7

Materials:

Objective: Children identify beginning sounds in words. Grouping: Whole group, small group ™

Identify Beginning Sounds

• Pictures/Objects Beginning with Letter  (jigsaw, jellyfish, jelly, juice, jug, juice, jacket, jet, jar, jewelry, jam, jeans, etc.) • PreKTT Resources: “Starting Sound Shuffle” • Student App: Sound Around Letters 



™

Multisensory Introduction: Sing “Starting Sound Shuffle.” 1. Review j and its sound using the My ABCs, Letters and Sounds for .

We’re Learning: Take turns, listen to/follow directions

2. Place pictures and objects that begin with the  sound around the classroom. 3. Tell children to find and search for the objects and pictures that begin with the  sound.

Check for Understanding: Observe as children identify the beginning sound of a  word. Can they identify the j sound?

Identify the beginning sound in a spoken word, name words that start with the same sound

Support/ELL: Prompt children to a location and remind them of the j sound.

Vocabulary:

Enrichment: Have children put the j words into a sentence.

jigsaw, jellyfish, jelly, juice, jug, juice, jacket, jet, jar, jewelry, jam, jeans

READINESS & WRITING Materials:

Objective: Children learn to trace letter . Grouping: Whole group, small group

• My First School Book p. 40–41 • Flip Crayons

Learn  by Tracing, Coloring & Drawing 1. Color and Trace Pre-Strokes for  Review  and its sound. Children color the skates and trace the pre-strokes for . 2. Look and Learn Introduce . Children point and say the name of each image.

J 

We’re Learning:

JAC K E T

Sequence

My First School Book

3. Trace and Write  My First School Book : Children finger trace , step by step. Children trace . Model . Children put crayon on the . Say the directions: Big Line down, Turn to the smiley face side, Little Line across the top. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.



Check for Understanding: Observe as children trace the horizontal Little Line of

. Do they make it in one stroke like this . The exception is  for left-handed children.

Recognize and name capital letters, recognize distinct letter sounds Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize objects Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, color and draw creatively Use art as a form of creative expression

Vocabulary: jacket, sleeve, January, June, July

Support/ELL: Review center starters T, , C, O, Q, , and S with the Slate. Enrichment: Say:  is for jumping. Let’s jump.  is for jogging. Let’s jog.

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Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Community & Play

NUMBERS & MATH Materials: • I Know My Numbers Booklet 7 (Vol.1, pp. 22–23) • Flip Crayons • Jellybeans (7+) • PreKTT Resources: “The Ants Go Marching”

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers. Grouping: Whole group, small group

Review 7 Using I Know My Numbers Multisensory Introduction: Sing and move to “The Ants Go Marching.”

We’re Learning:

1. R eview 7 and count 7 jellybeans.

Demonstrate active listening skills

Match 1:1, verbally count 1–10

2. Give each child I Know My Numbers Booklet 7. Look how the Slate is on the front cover. Make a connection to number 7.

Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize objects

Trace correctly, step by step, color and draw creatively

Vocabulary: count, seven, slides

3. Chose which pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 4. Children count 7. Children color the pages. Children trace number 7. 5. Send home I Know My Numbers Booklet 7 for children to complete at home with their parents.

Check for Understanding: Observe as children use the booklet. Do they make a

connection to number 7?

Support/ELL: Use objects from the classroom to make a connection to 7 (e.g., jackets, jars, etc.). Enrichment: Have children review numbers 1–7.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol.1, pp. 46–47) • Word Cards: chef/restaurant • Spoon, Bowl, Pot, and Apron • Picture of a Restaurant, Menu, etc. • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning:

Take turns, remain engaged, listen to/ follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: chef, restaurant, food, meal, hot, cold

Q & A with Nouns: Chef/Restaurant

ch ef

r e sta u r a nt

1. Look Say the words with Squawker. chef is a person who prepares food for other people. In a restaurant, A you can have your meal made and brought to you. 2. Do Have Helper (in apron) pretend to mix using a spoon and bowl and pour mixture into the pot. Have Helper show picture of restaurant. 3. Say Where does a chef work? A chef works in a restaurant. 4. Talk Squawker says: A chef can make hot meals. What is a hot meal you like to eat? People can go to a restaurant to celebrate a special day. When have you eaten in a restaurant? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions.  Do they understand the questions? Support/ELL: Give guidance to children if they need help asking and answering questions. Enrichment: Discuss. Chefs can work in schools, hospitals, or anywhere that serves food. Do you know a chef?

Get Set for School Pre-K Teacher’s Guide: Unit 3 Lesson Plans

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Sample Version of: Get Set For School Pre-K Teacher's Guide

Unit 4: Earth

Sample Version of: Get Set for School Pre-K Teacher's Guide

Unit 4: Week 19 At-A-Glance Focus: Letter Dd and Number 8

Children learn to identify Dd and the sound through finding words in sentences and form/write capital letter D through hands-on activities like the Wood Pieces on the Letter Card. Identifying, counting, writing number 8, and measurement are covered in Math. Science, Social Studies, and Oral Language focus on water.

Day 1 Language & Literacy

Readiness & Writing

Day 2

Take turns, listen to/follow directions

Show interest in activities

Break compound words apart Repeat teacher’s words

L isten to various sources with words that begin with same sound, point/name capital letters, follow print from top-tobottom, left-to-right directionality

Sequence

Sequence, listen to/follow directions

I dentify capital letters, recognize distinct letter sounds

ecognize/name capital letters, R recognize letter sounds

Use art as a form of creative expression

se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object

Trace correctly, step by step, enjoy/engage in writing activities

se correct top-to-bottom, left-to-right U directionality, trace capital letters

Numbers & Math

uess/check the answer; repeat until G correct answer is found over an area with shapes to explore C area, compare size using big and small, verbally count a set of 1–10 objects Discuss feelings caused by music

Oral Language, Science, or Social Studies

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Use manipulatives to find a solution Verbally count a set of 1–10 objects, use uniform objects to measure (nonstandard units) se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object

Social Studies Show curiosity, attend to task escribe jobs people do, explore D geography tools and resources Learn through senses, use scientific vocabulary, observe and describe objects

Technology

Student App, Songs, Teacher Resources

Student App, My World

Suggestions for 3-Year-Olds

With a book about objects that sink or float like Will It Float or Sink? by Melissa Stewart, do a picture walk with the children then read the story.

Using a cup of cotton balls to represent clouds and an empty cup, have children pick up and move the cotton ball clouds to the empty cup with large tweezers or a clothes pin.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns

Point to/name lowercase letters

Repeat teacher’s words

ody awareness, balance, regard for B people & things in play

T ake turns, name body parts, imitate teacher’s movements

I mitate teacher’s movements, follow school routines, listen to/follow directions, attend to simple tasks, share

Sequence

ecognize rhyming words, identify two R words as sounding same or different, repeat rhyming words

se index finger to trace letters, hold U a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Trace correctly, step by step

Learn words linked to content, communicate thoughts with words Observe and sort each, grasp, and move objects, use R both sides of the body

Sequence, use correct directionality for numbers

erbally count a set of 1–10 objects, V write numbers, observe and sort

se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object

se consistent handedness for holding U tool, use fingers to hold tool, use proper grip to write, use helper hand

Trace correctly, step by step, develop fill-in coloring skills Verbally count a set of 1–10 objects

Oral Language

Science

I dentify capital letters, recognize distinct letter sounds Use art as form of creative expression se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills Sequence Verbally count a set of 1–10 objects se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object se correct top-to-bottom, left-to-right U directionality, write numbers, trace correctly, step by step, develop fill-in coloring skills Oral Language

Take turns, remain engaged, listen to/follow directions

how curiosity, eager to learn new S things/experiences

T ake turns, remain engaged, listen to/follow directions

Understand print has meaning

Use scientific vocabulary, explore physical properties, discover/explore objects, ask questions/gather information and make predictions, learn through senses

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

Student App, Songs, Teacher Resources

Student App, Songs

Have children paint with water colors a clean body of water (soft blue) and a cloudy, polluted body of water (gray).

Have children sort the objects that sink or those that float by one attribute (e.g., size, color, etc.).

Have children pretend to be in a boat on a stream or river and act out rowing while singing “Row, Row, Your Boat.”

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

233

Unit 4: Week 19: Day 1 Focus: Letter D and Number 8

LANGUAGE & LITERACY

Objective: Children separate compound words into two words.

Materials:

Grouping: Whole group, small group, or 1:1

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles: Dog and Wood • Props for Compounds Words Beginning with D (daylight, dogwood, etc.) • Magic Wand • Student App: Sound Around Letters D • PreKTT Resources: Compound Word Pictures

Picture That 1. Introduce D and its sound. 2. Place the Compound Word Picture Cards into the Sound Around Box. Place items next to the box. 3. Have one child pick an item and show it to the class. 4. Have a second child come forward and wave the wand over the box. Dramatically pull the correct Compound Word Picture Card from the box. 5. Hand the Compound Word Picture Card to the child magician and have her show them to the class. Look! One word turned into two. Dogwood became dog and wood. 6. Repeat.

Check for Understanding: Observe as children review the objects again. Can  children say the two words that make up the compound word? Support/ELL: Use props when possible for the small words and for the compound word. Enrichment: Say more compound words and have children separate them then draw a picture of each word then label images (e.g., day, dream, daydream).

We’re Learning: Take turns, listen to/follow directions Break compound words apart Repeat teacher’s words

Vocabulary: letter D, compound words, divided words

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter D (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces D

Learn D Using Capitals with the Letter Cards & the Mat for Wood Pieces Multisensory Introduction: Sing and air write to “Magic C” with the Magic C Bunny. 1. Review D and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces 4. Describe each step as you build the letter: Watch as I build D. Big Line down, Jump to the smiley face, Big Curve to the bottom. We made D. Turn the card over and have children “read” the card with you. 5. Now let’s build D on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter D!

Check for Understanding: Observe if children choose the correct pieces. Do they

name the pieces correctly?

Support/ELL: Help to place a piece, take it away, and then let a child try. Enrichment: Give children the card for the first letter in their names to build.

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We’re Learning: Sequence Identify capital letters, recognize distinct letter sounds Use art as a form of creative expression Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object Use correct top-to-bottom, left-to-right directionality, trace capital letters

Vocabulary: capital D, big line, big curve, smiley face, first, second, duck, diamond, dog

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Explore explore area by covering a shape with squares.

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • Mix & Make Shapes (Vol. 1, pp. 84–85) § Large Rectangles (2) § Medium Squares (2) § Small Squares (8) • PreKTT Resources: “Spiders Love to Party”

Grouping: Whole group, small group

Explore Area Multisensory Introduction: Review 8 with the Stamp and See Screen. Say the directions: 1. Sing and move to “Spiders Love to Party.” 2. Let’s find out how big our shapes are. We can cover them with small squares to find out. Let’s see if any take 8 squares to fill.

We’re Learning: Guess and check the answer, repeat until correct answer is found Cover an area to explore area, compare using big and small, verbally count a set of 1–10 objects Discuss and respond to feelings caused by music

3. Let’s cover this medium square. How many small squares do we need? 4. Invite one child to cover the medium square. Count the number of small squares. Help child compare using too many or not enough. 5. Let’s cover the large rectangle. How many medium squares do we need? Invite a child to cover the large rectangle. 6. Count. Compare guesses. Repeat using other size squares.

Check for Understanding: Observe as children cover the squares. Can children

Vocabulary:

cover an area independently?

eight, cover, large, medium, not enough, small, too many

Support/ELL: Count out loud as each square is placed. Say, one, two, three, four. Enrichment: Try “How Many Squares?” in the 4 Squares More Squares activity booklet.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: pour/strain • Pitcher of Water • Strainer • Glasses (2) • Gravel • PreKTT Resources: “Letters Together Make Words”

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Pour/Strain

pou r

s t ra i n

Understand print has meaning

1. Look Say the words with Squawker. We pour liquids into cups or glasses. We strain liquids to take out pieces that we do not want. 2. Do Have Helper pour water into a glass, then drop in gravel. Have Helper pour the water with gravel through the strainer into other glass. 3. Say We pour water. We strain water. 4. Talk Squawker says: We can pour water to drink. Drink starts with the letter D. What other drinks can you pour? We sometimes strain liquids when we cook. What liquids can we strain? Closing: Sing “Letters Together Make Words.”

Repeat words, say sentences, demonstrate understanding of word meaning

Check for Understanding: Observe as children discusses drinks you can pour. Does every child attempt to give an answer?

We’re Learning: Take turns, remain engaged, listen to/ follow directions

Support/ELL: Have children pour and strain sand at the sand table.

Vocabulary: pour, strain, liquids, cup, glasses, lumps, pieces, drinks



Enrichment: Discuss. To get water cleaner than you would by straining, filter dirty water through a coffee filter. Show children the dirt left on the filter.

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Unit 4: Week 19: Day 2 Focus: Letter D and Number 8

LANGUAGE & LITERACY

Objective: Children learn about the letter in books.

Materials:

Grouping: Whole group, small group

• Letter D Book of Choice or One from Book Connections (Vol. 1, pp. 102–105) • PreKTT Resources: “Dolphins Swim”

Read About D 1. Review D and its sound. 2. Select your favorite letter D book. 3. Read the book to the class and emphasis the sound that D makes or choose from the list Book Connections. 4. Ask children to name more things that begin with the D sound.

Check for Understanding: Observe children as they listen to the story. Are the

We’re Learning: Show interest in activities Listen to various sources with words that begin with same sound, point/name capital letters, follow print from top-tobottom, left-to-right

children engaged?

Support/ELL: Use real items and/or pictures of items that begin with D to go along with the chosen book. Enrichment: Sing and move to “Dolphins Swim.”

Vocabulary: letter D, book, vocabulary

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • PreKTT Resources: Video, “Capital D”

Learn D Using Stamp and See Screen 1. Review D and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try. 3. Show children how to stamp the complete letter D. Say the directions: Big Line down, Jump to the smiley face, Big Curve to the bottom. Erase and let children try.

We’re Learning: Sequence, listen to/follow directions Recognize/name capital letters, recognize letter sounds

4. Show children how to use the magnetic chalk stylus to trace the strokes of D. Erase the letter.

Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make D from memory.

Trace correctly, step by step, enjoy/ engage in writing activities

Check for Understanding: Watch as children stamp. Are they placing the pieces  correctly?

Vocabulary:

Support/ELL: Use just the first two steps of the activity. Model the next two steps for exposure.

capital D, top, middle, bottom, smiley face, stamp, erase

Enrichment: Have children tell you the sound of D. Ask them to find words beginning with D in books from the classroom.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Explore measuring an object using nonstandard units.

• Tag Bags (Vol. 1, pp. 88–89) • Stamp and See Screen (1 per child) (Vol. 1, p. 69) • Classroom Objects to Measure (e.g., bookshelf, table, window, etc.)

Grouping: Whole group, small group

We’re Learning:

Use Nonstandard Units of Measurement Multisensory Introduction: Review 8 with the Stamp and See Screen using only the stylus and/or the 8 card from Roll–A–Dough to trace on top of. Say the directions: Begin with S, Up to the top.

Use manipulatives to find a solution

1. We are going to use Tag Bags to measure how long things are.

Verbally count a set of 1–10 objects, use uniform objects (nonstandard units) to measure

2. Use Tag Bags. Let’s measure the table. 3. Put the first Tag Bag at the edge of the table. Give each child a Tag Bag. Have them add their Tag Bags to the row. Make sure that the Tag Bags are touching at the edge. 4. Continue across the table. When do we stop? We stop when we reach the edge.

Vocabulary: long, row, measure, stop, reach, edge

5. Repeat with other objects in the room.



Check for Understanding: Observe as children measure with Tag Bags. Do children start at the beginning of the object? Support/ELL: Choose familiar items from home or school to measure. Enrichment: Adapt this activity to measure the volume of a bottle or bucket. Have children use a smaller container to fill a larger one.

SOCIAL STUDIES Materials:

Objective: Children learn who studies water.

• Book Connections, Books about Water cycle: education.com/lesson-plan/thewater-cycle/ • Map with Water Locations • Flip Crayons

Grouping: Whole group

We’re Learning: Show curiosity, attend to task Describe jobs people do, explore geography tools and resources Learn through senses, use scientific vocabulary, observe and describe objects

1. We’ve been talking about the letter D. What is an animal that starts with D and loves water? A duck, that’s right. 2. Did you know that hydrology is the study of water? A scientist who studies water is a hydrologist and they study and solve water problems in communities (e.g., water for farms, soil erosion, etc.). 3. Let’s learn about the water cycle. Read a book about the water cycle 4. Discuss the Water Cycle Diagram and have children color it. 5. Look for places on a map where a hydrologist can study water. Encourage discussion about children’s experiences with water.

Check for Understanding: Observe children as you read the book. Do the children  ask questions?

Vocabulary:

Support/ELL: Use pictures to help children understand what a hydrologist does.

hydrologist, scientist, water cycle, map, job

Study Water

Enrichment: Have children observe a clear container of tap water and one with water from a natural source (pond, lake, etc.). Write down their observations.

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Unit 4: Week 19: Day 3

LANGUAGE & LITERACY

Focus: Letter D and Number 8

Objective: Children identify rhyming words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles Featuring Rhyming Words: Dog, Log, Frog, Bee, Key, Cat, Hat, Jar, Car, Pan, Van, Two, Blue, Yak, Black • PreKTT Resources: “Animals in the House”

Recognize Rhyming Words 1. Review D and its sound. 2. We are going to learn about rhyming words. 3. Listen to the words dog and log. Dog … Log. They have the same ending sound.

We’re Learning:

4. Review the Picture Tiles with the children. Place the tiles in the Sound Around Box. 5. Pull out the key tile. Jump up if you think key rhymes with bee. 6. Repeat with rhyming and non rhyming words. Does key rhyme with hat? No, key doesn’t rhyme with hat. But key rhymes with bee. 7. When children are ready, have them take turns choosing the tiles.

Recognize rhyming words, identify two words as sounding same or different, repeat rhyming words Repeat teacher’s words

Vocabulary:



Check for Understanding: Observe as children hear words that rhyme. Can they tell which words rhyme and which do not?

rhyme, dog, log, frog, bee, key, cat, hat, jar, car, pan, van, two, blue, yak, black

Support/ELL: Show two tiles. I have dog and car. I want to find a tile that rhymes with bar, far, jar, or tar. Have children point to the tile that rhymes. Enrichment: Play “Animals in the House.” Mix up animals and answers to help children discriminate rhymes.

READINESS & WRITING Objective: Children trace capital Letter D and review writing name.

Materials:

Grouping: Small group

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture Cards – Tactile Side: D • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Learn D Using A-B-C Touch & Flip Cards Multisensory Introduction: Sing “Sing Your Name.” 1. Review D and its sound. 2. Have children finger trace D card. Say the directions: Big Line down, Jump to the smiley face, Big Curve to the bottom. 3. Now let’s write our name. Use the strip above the child’s strip.

We’re Learning:

A Click Away Capital Practice Strips. Put your

4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

Check for Understanding: Observe as children write their names. Are they  writing each letter correctly? Support/ELL: Send home some Capital Practice Strips and the Capital Letter Formation Chart for parents.

A Click Away

Enrichment: Have some children write their last name on the Capital Practice Strips.

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Take turns, name body parts, imitate teacher’s movements Use index finger to trace letters, hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Trace correctly, step by step

Vocabulary: letter names, top, smiley face, arrow

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Explore learn how to form 8.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT Resources: “Spiders Love to Party” • PreKTT App: Wet-Dry-Try 8

Grouping: Small group

We’re Learning:

2. Prepare Slate Chalkboards by writing 8 with chalk as a model to trace.

Sequence Verbally count a set, use correct top-tobottom, left-to-right directionality, write numbers to 8, observe and sort Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

Learn 8 Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing and move to “Spiders Love to Party.” 1. Review and count 8.

3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Begin with S, Up to the top. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children complete the activity.  Can they complete the steps correctly?

Vocabulary: two, four, six, eight, goose, polar bear, ant, octopus, chick, buffalo, ladybug, spider

Support/ELL: Squeeze the water from the sponge. Give additional verbal cues. Enrichment: Have children air write 8 with a piece of chalk.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: clear/cloudy • Glasses Filled with Water (2) • Salt • Spoon • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Clear/Cloudy

cl ear

cloudy

1. Look Say the words with Squawker. Clear means something looks clean without anything else in it. Cloudy means having something else floating in the water or air. 2. Do Have Helper show the glass with water. Have Helper stir salt into the water. 3. Say The sky is clear. The sky is cloudy. 4. Talk Squawker says: The sky is clear when it has no clouds. What kind of day has a clear sky? A cloudy sky can mean it is going to rain. How does the sky look today? Encourage children to talk about experiences with clear and cloudy. Closing: Sing “Letters Together Make Words.”

Vocabulary:

Check for Understanding: Observe as children talk. Do they understand the  difference between clear and cloudy?

clear, cloudy, polluted, clean, floating

Support/ELL: Provide pictures and verbal cues of clear and cloudy (water, sky, etc). Enrichment: Discuss. Water in lakes, rivers, or oceans that is cloudy or dirty is called polluted. Cloudy water may not be safe to drink. How can this water be cleaned?

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Unit 4: Week 19: Day 4 Focus: Letter D and Number 8

LANGUAGE & LITERACY

Objective: Children recognize and name lowercase letters.

Materials:

Grouping: Whole group, small group

• Pre-K Wall Cards • A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) § Lowercase Cards: c o s v w a d • Long Ribbon for Limbo • PreKTT Resources: “Alphabet Song”

Identify Lowercase Letters Multisensory Introduction: Sing and point to the “Alphabet Song.” Use Wall Cards. 1. Review D and its sound. 2. Do we know our lowercase letters, lets check? Pass out lowercase letters: c, o, s, v, w, a, and d. 3. Model with another child how to hold the ribbon for limbo. 4. Call out a letter. If you have the letter “___”, hold it up. Come do the limbo! Child with “___” walks under the ribbon. 5. What letter did the limbo?



Check for Understanding: Observe as children play Lowercase Limbo.

Do the children hold up the correct letter match?

We’re Learning: Take turns Point to/name lowercase letters Body awareness, balance, regard for people and things in play

Vocabulary: letter D, capital, lowercase, match

Support/ELL: Introduce only two to three letters at a time. Enrichment: Give each child a lowercase letter from the A-B-C Touch & Flip Cards. Have a child hold up the letter you call and say the letter in a silly voice. Repeat.

READINESS & WRITING Objective: Children learn how to form D.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT Resources: Video, “Capital D”

Learn D Using Wet-Dry-Try on the Slate 1. Review D and its sound. 2. Prepare Slate Chalkboards by writing D with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Jump to the smiley face, Big Curve to the bottom. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.



Check for Understanding: Observe as children complete the activity.

We’re Learning: Imitate teacher’s movements, participate in school routines, listen to/follow directions, attend to simple tasks, share Learn words linked to content, communicate thoughts with words Observe and sort Reach, grasp, and move objects, use both sides of the body

Can they complete the steps correctly?

Support/ELL: Squeeze the water from the sponge. Give additional verbal cues. Enrichment: Have children air write D with a piece of chalk.

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Vocabulary: letter D, Big Line, Big Curve, jump, top, bottom, smiley face, wet, dry, try, sponge, squeeze

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Explore learn number 8 and write 8.

• • • •

Grouping: Whole group, small group

My First School Book p. 86 Flip Crayons Objects to Count 8 (crayons, blocks) PreKTT Resources: “Spiders Love to Party”

We’re Learning: Sequence, use correct top-to-bottom, left-to-right directionality Verbally count a set of 1–10 objects, write numbers to 10, observe and sort Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step, develop fill-in coloring skills

Vocabulary: two, four, six, eight, goose, polar bear, ant, octopus, chick, buffalo, ladybug, spider

Learn & Write Number 8

E I G HT S P I D E RS

Multisensory Introduction: Sing and move to “Spiders Love to Party.” 1. Count 8 with Fingers Hold up 5 fingers on the left hand. Count by putting up 3 right-hand fingers (6, 7, 8).

My First School Book

2. Count 8 with Objects Touch and count 8 crayons or blocks. Count the sides on a STOP sign. 3. Trace and Write My First School Book 8: Finger trace the 8 at the top of the page. Say directions: Let’s write 8. Put the crayon on the . Begin with the letter S. Back up to the top. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe children. Can children trace an S before  learning 8? Support/ELL: Teach 8 with a figure 8 car track, or by walking 8 around cones. Enrichment: Find books about octopuses. Count their legs. Do the same for spiders!

SCIENCE Materials: • Objects that Float (bath toys, Mix & Make Shapes, Flip Crayons, bouncy balls, etc.) • Objects that Sink (utensils, toy cars/ trucks, rocks, keys, etc.) • Water in a Container (small tub or bin) • Chart Paper • Marker

We’re Learning: Show curiosity, eager to learn new things/experiences Use scientific vocabulary, explore physical properties, discover/ explore objects, ask questions,gather information and make predictions, learn through senses

Objective: Children compare density of objects to determine if they will sink or float. Grouping: Whole group, small group

Sink or Float? 1. Discuss how ducks float on water. What other animals float on water? 2. I have some objects. Some can float but some will sink. Can you predict which items will float? Which items will sink? Create a class list with tallies to show which items have the highest predictions for floating and for sinking. 3. Have children take turns trying each item to see if they sink or float. 4. Discuss results.

Check for Understanding: Observe as children make predictions. How many

were correct?

Support/ELL: Test everyday items to determine if they sink or float and use the correct terminology to help children. Enrichment: Have children gather small items from the classroom that they think will float then those that they think will sink.

Vocabulary: density, float, sink, predict, animals, water, items

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Unit 4: Week 19: Day 5

LANGUAGE & LITERACY

Focus: Letter Dd and Number 8

Objective: Children recognize and name lowercase letters.

Materials:

Grouping: Whole group, small group

• Pre-K Wall Cards • A-B-C Touch & Flip Card (Vol. 1, pp. 44–45) § Lowercase Cards • Long Ribbon for Limbo

Identify Lowercase Letters Multisensory Introduction: Sing and point to the “Alphabet Song.” Use Wall Cards.

We’re Learning:

1. Review Dd and its sound. 2. Do we know our other ABCs? Let’s check! Pass out lowercase A-B-C Touch & Flip Cards that look like their capital matches: c, o, p, s, v, w, x, and z. 9/12/18 1:01 PM

7 ABC_Touch-Flip_CardsCapsLow.indd

ABC_Touch-Flip_CardsC

apsLow.indd

9/12/18 1:01 PM

Take turns Point to/name lowercase letters Body awareness, balance, regard for people and things in play

3. Model with another child how to hold the ribbon for limbo. 4. Call out a letter. If you have the letter o, hold it up. Come do the limbo! Child with o walks under the ribbon.

Vocabulary:

5. What letter did the limbo?

capital, lowercase, match



Check for Understanding: Observe as children play Lowercase Limbo.

Do the children hold up the correct letter?

Support/ELL: Introduce only two to three letters at a time. Enrichment: Give each child a lowercase letter from the A-B-C Touch & Flip Cards. Call out the letter. Have a child hold up the letter and say the letter in a baby voice.

READINESS & WRITING Materials:

Objective: Children learn to trace letter D. Grouping: Whole group, small group  2

Learn D by Tracing, Coloring & Drawing 1. Color and Trace Pre-Strokes for D Review D and its sound. My First School Book Pre-Stroke: Children color the dogs and trace the pre-strokes for D.

BIG LINE

• My First School Book pp. 42–43 • Flip Crayons

+ BIG CURVE

We’re Learning:

DOG

Sequence

My First School Book

3. Trace and Write D Children finger trace D, step by step. Children trace D. Model D. Children put crayon on the . Say the directions: Big Line down, Jump to the smiley face, Big Curve to the bottom. 4. Color and Draw Let’s color the duck. Do you want it to be the same or different from the other ducks? Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe grip. Are they holding crayon correctly?

Support/ELL: Ensure furniture is correct size for writing.

Identify capital letters, recognize distinct letter sounds Use art as form of creative expression Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills

Vocabulary: capital D, dog, bottom

Enrichment: Make duck sounds. Fly or walk like ducks. Float a rubber ducky.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children review 2, 4, 6, and 8.

• My First School Book p. 87 • Flip Crayons • PreKTT Resources: “Animal Legs”

Grouping: Whole group, small group

We’re Learning:

1. Talk My First School Book: The first part has a goose, the number 2, and a chick. Why are they together? The goose and the chick have two legs. Continue.

Sequence Verbally count a set of 1–10 objects, observe and sort Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, write numerals Trace correctly, step by step, develop fill-in coloring skills

Vocabulary: two, four, six, eight, goose, polar bear, ant, octopus, chick, buffalo, ladybug, spider

Counting Legs by 2s Multisensory Introduction: Sing “Animal Legs.”

My First School Book

2. Look and Learn. Talk about categories! First column are birds. Second column are mammals. Third column are insects. But the fourth column, octopus and spider, are in different families! 3. Color and Write Let’s write 2. Start at the . Big Curve, Little Line across. Let’s write 4. Start at the . Little Line down. Little Line across. Jump to the top. Big Line down. Let’s write 6. Start at the . Big Line down, Little Curve around. Let’s write 8. Start at the arrow. Begin with the letter S. Back up to the top. Children color the animals and trace the legs.

Check for Understanding: Observe as children trace. Do they start at the top?

Support/ELL: Use objects to show the concept of 2, 4, 6, 8.

Enrichment: Give animal shoes as this will help with one to one correspondence.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: stream/river • Sand Table • Water • Picture of a River • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: stream, river, water, small, amount, land, larger, more, grow, rain, fishing, boating

Q & A with Nouns: Stream/River

riv e r

st r e a m 1. Look Say the words with Squawker. A stream is a small amount of water moving through land. A river is a like a stream, but much larger with much more water. 2. Do Have Helper use fingers to make a small path in the sand. Have Helper pour water into one end of the path. Have Helper show the picture of a river. 3. Say What is a stream? A stream is a small river. 4. Talk Squawker says: A stream can grow after a rain. Where does water from a stream go? People enjoy fishing or boating on a river. What would you do on a river? Closing: Sing “Letters Together Make Words.” Check for Understanding: Observe as children ask and answer questions. Can  they answer the questions? Support/ELL: Give guidance to children if they need help asking and answering questions. Enrichment: Discuss. Rivers are home to many living things. What lives in a river? What would happen if the water became polluted?

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Unit 4: Week 20 At-A-Glance Focus: Letter Pp and Number 8

Children learn to identify Pp and the sound through finding words in sentences and form/write capital letter P through hands-on activities like Roll–A–Dough Letters. Identifying, counting, writing the number 8, and sharing a set evenly are covered in Math. Science, Social Studies, and Oral Language focus on plants.

Day 1 Language & Literacy

Cooperate with peers, take turns

Demonstrate active listening skills

reate a compound word from two C familiar words

I dentify the last sound in a spoken word, name words that end with the same sound, listen to perform a task

Learn words linked to content being taught

Readiness & Writing

Sequence, demonstrate active listening skills

Sequence, listen to/follow directions, attend to a simple task

oint to/name capital letters, position P capitals right-side up, recognize distinct letter sounds

ecognize/name capital letters, R recognize distinct letter sounds

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object

Numbers & Math

equence, listen to/follow directions, S use manipulatives to find a solution Trace correctly, step by step, develop fill-in coloring skills se consistent handedness, hold crayon U with proper grip, use helper hand, use both sides of the body, place body to perform tasks

Oral Language, Science, or Social Studies

Day 2

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

old a tool with proper grip to write, H use helping hand to stabilize object, use same hand to hold tool Enjoy and engage in writing activities Cooperate with peers, work with others to solve problems, use manipulatives to find a solution Share a set of objects evenly, recognize that the last number said is the total, verbally count a set of 1–10 objects

Social Studies Remain engaged escribe jobs people do, explore D geography tools Use standard measurement tools Care for a class plant

Technology

Student App, Songs

Student App

Suggestions for 3-Year-Olds

Using the sand or sensory table, have children cover items in the classroom that begin with the letter in the P, then dig them out.

Have children pretend to be botanists and explore plants using tools and manipulatives from the class science center.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Demonstrate active listening skills

Take turns

Demonstrate active listening skills

I dentify the last sound in a spoken word, name words that start with the same sound, listen to perform a task

Point to/name lowercase letters

enerate a list of facts from an G informational text, participate in a discussion restating facts about the topic of an informational text, listen to gain and share information

Position an object for use, placement, or release

L earn new word linked to content being taught, talk about experiences/observations equence, listen to/follow directions, S attend to simple tasks

Listen to/follow directions, attend to simple tasks

ecognize/name capital letters, R recognize distinct letter sounds

old a tool with proper grip to write, H use helping hand to stabilize object, use same hand to hold tool

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object

Enjoy and engage in writing activities Demonstrate self-care skills, take turns

Take turns

Discuss real-world events as either likely or unlikely

Connect numerals to quantities they represent, verbally count a set of 1â&#x20AC;&#x201C;10 objects, count by 1s, 2s and 5s, write numerals

Understand the impact of weather

old a crayon with proper grip to write, H use helping hand to stabilize objects, use same hand consistently to perform skilled tasks, write numerals Trace correctly, step by step, develop fill-in coloring skills Oral Language

Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Remain engaged Discuss life cycle of a plant ses variety of art materials for sensory U experience and exploration

Sequence, listen to/follow directions se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object, use both sides of the body, move and place body to perform tasks Trace correctly, step by step, develop fill-in coloring skills Listen to/follow directions, name body parts Identify position using above, below, over, under, write numerals Use words linked to content se consistent handedness, hold crayon U with proper grip, use helper hand, use both sides of the body, place body to perform tasks T race correctly, step by step, develop fill-in coloring skills Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Student App, Songs

With a book about deep and shallow bodies of water like All the Water in the World by George Ella Lyon, do a picture walk with the children then read the story.

Using the sand or sensory table, have children pretend to plant seeds in a garden and grow fruits and vegetables (plastic food from the class dramatic play area).

Read a book about trees like A Tree is a Plant by Clyde Robert Bulla and have children color a picture of a tree.

ÂŠ 2021 Learning Without Tears

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245

Unit 4: Week 20: Day 1

LANGUAGE & LITERACY

Focus: Letter P and Number 8

Objective: Children create compound words from two familiar words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles: Pancake, Fishbowl, Cupcake • Pictures/Objects for Compound words Beginning with Letter P (pan, cake, pea, nut, pepper, mint, corn, pick, up, pig, tail, pillow, case, pine, apple) • Student App: Sound Around Letters P

Make Two Words into One 1. Introduce P and its sound. We are going to use two words to make a new word. 2. Place two pictures that make up a compound word into the box that will begin with p (e.g., pan and cake = pancake)

We’re Learning:

3. Invite two children to pull a picture/an object out of the box. Have them show their objects to the class and name them. “I have a pan.” “I have a cake.”

Cooperate with peers, take turns

4. We can make one word from these two words. Listen: pan, cake, pancake. Show a pancake in a cookbook.

Create a compound word from two familiar words

5. Repeat the activity with other pictures and/or objects to make these compound words that begin with P.

Check for Understanding: Observe as children as they make compound words.  Do they say the two smaller words and the compound word?

Learn words linked to content being taught

Vocabulary: peppermint, peppercorn, pickup, pigtail, pillowcase, pineapple, fishbowl, cupcake

Support/ELL: First, segment two compound words from the list and show a picture. Enrichment: Give children half of a compound word and have children try to give another word to make a compound word.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–62) • Capital Letter Card: Letter P (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces P

P 

Learn P Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review P and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces.

Letter Cards_COLOR_3.3.16.indd 31

3/8/17 4:02 PM

4. Describe each step as you build the letter: Watch as I build P. Big Line down, Jump to the smiley face, Little Curve to the middle. We made P. Turn the card over and have children “read” the card with you. 5. Now let’s build P on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter P!

Check for Understanding: Observe as children imitate the steps. Do they form

the letter correctly?

Support/ELL: Let children who need support watch others first. Enrichment: Have children finger trace P from memory on the Mat for Wood Pieces.

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We’re Learning: Sequence, demonstrate active listening Point to/name capital letters, position capitals right-side up, recognize distinct letter sounds Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: letter P, capital letters, Big Line, Little Curve, right-side up, top, middle, pig, pear, pizza

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children review 8 with their favorite multisensory activity.

• I Know My Numbers Booklet 8 (Vol. 1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter P • Favorite Multisensory Activity (Vol. 1, p. 39) • PreKTT Resources: “Spiders Love to Party”

Grouping: Whole group,small group

We’re Learning:

1. Sing and move to “Spiders Love to Party.”

Sequence, listen to/follow directions, use manipulatives to find a solution Trace correctly, step by step, develop fill-in coloring skills Use consistent handedness, hold crayon with proper grip, use helper hand, use both sides of the body, place body to perform tasks

Vocabulary:

Choose Your Favorite Multisensory Introduction: Review 8 with favorite multisensory activity. Say directions: Begin with S, Up to the top. 2. Review 8 and count 8 objects that begin with P. 3. Give each child I Know My Numbers Booklet 8. Look how the Slate is on the front cover. Make a connection to number 8. 4. Choose which pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 5. Children count 8. Children color the pages. Children trace number 8.

Check for Understanding: Observe as children form 8. Can children form an S  before forming 8? Support/ELL: 8 is a center starter on the Slate. Place sticker in center of slate to provide starting cue for child.

8, S, begin, back, up, top

Enrichment: Find books about spiders. Count their legs and discuss.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: dig/cover • Small Shovel • Container with Soil • Large Seeds (e.g., pumpkin) • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Dig/Cover

dig

cov e r

1. Look Say the words with Squawker. We dig a hole with a shovel. We cover seeds with dirt when we plant. 2. Do Have Helper dig a hole in the soil. Have Helper place seeds in the hole. Then have Helper cover the seeds with dirt. 3. Say We dig a hole. We cover the seeds. 4. Talk Squawker says: We can dig in dirt. Where else can we dig? We can cover a hole with dirt. What else can we cover? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between dig and cover?

Vocabulary:

Support/ELL: Provide pictures of dig and cover. Encourage children to talk about experiences with dig and cover.

dig, cover, holes, shovel, dirt, seeds, plant, dirt

Enrichment: Discuss. Many animals dig in the ground. How do animals dig? Why do they dig?

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247

Unit 4: Week 20: Day 2

LANGUAGE & LITERACY

Focus: Letter P and Number 8

Objective: Children identify rhyming words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Objects and Pictures of P Words that Rhyme (pan/can, nail/pail, pig/wig, pin/ win, pink/link)

Make Two Words into One Multisensory Introduction: Sing “Rhyming Riddles.” 1. Introduce P and its sound. 2. Listen to the words pan and can. Say them with me. pan … can. They have the same ending sound. They rhyme. 3. Repeat with other rhyming words, but on occasion, deliberately pull out an object or picture that does not rhyme. Does pail rhyme with pig? No, pail doesn’t rhyme with pig. But pail rhymes with nail.

We’re Learning:

Demonstrate active listening skills

Identify the last sound in a spoken word, name words that end with the same sound, listen to perform a task

4. When children are ready, have them take turns choosing the objects or pictures.

Check for Understanding: Observe as children hear words that rhyme.  Can they tell which words rhyme and which do not? Support/ELL: Show two tiles. I have pan and pail. I want to find a tile that rhymes with can, man, tan, ran. Have children point to the tile that rhymes.

Vocabulary: rhyme, pan, can, pail, nail, pig, wig, pin, win, pink, ink

Enrichment: Have children repeat and say other rhyming words.

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) • PreKTT Resources: Video, “Capital P”

Learn P with Roll–A–Dough Letters 1. Review P and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Big Line, Little Line, and Little Curve using dough. Show them, step by step, how to place the dough on the letter P card in the tray. Say the directions: Big Line down, Jump to the smiley face, Little Curve to the middle.

We’re Learning:

Sequence, listen to/follow directions

Recognize/name capital letters, recognize distinct letter sounds

Check for Understanding: Observe as children place their cards in the tray. Do

Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool

Enjoy and engage in writing activities

Support/ELL: Help children understand where the middle is located on the Big Line.

Vocabulary:

Enrichment: Have children pair up and form P on the floor. One child is the Big Line and the other child is the Little Curve.

letter P, Big Line, Little Curve, top, middle, smiley face, stamp

4. Remove P letter card from tray. Children build P in empty tray. they orient them correctly?

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Theme: Earth

NUMBERS & MATH Materials:

Objective: Children share a set of 8 objects evenly with two classmates.

• I Know My Numbers Booklet 8 (Vol. 1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter P • Tag Bag (1 of any color) • Buttons (8) (or other small objects)

Grouping: Small group, pairs

We’re Learning:

1. Review 8 and count 8 objects that begin with P. Let’s see how we can share a group of things.

Cooperate with peers, work with others to solve problems, use manipulatives to find a solution Share a set of objects evenly, recognize that the last number said is the total, verbally count a set of 1–10 objects

Share a Set Evenly Multisensory Introduction: I Know My Numbers Booklet 8: Choose what pages you want to complete with children. Sing nursery rhymes and songs.

2. There is something in this Tag Bag for us to share. Open it. What did you find? 3. Share the buttons with your friend. Here’s a good way to share: one for you, one for me, until they are gone. 4. How many did you get? Have both children count. Do you have the same? That’s sharing. 5. Repeat, using even numbers of buttons—8 or greater.

Vocabulary: eight, same, share, group, share, open, find



Check for Understanding: Observe as children pass out snacks or pieces of paper to a small group of friends. Are they able to group objects evenly? Support/ELL: Begin with two buttons. Emphasize that each person gets the same number. Enrichment: Use other objects such as pennies, counters, or beans to vary this activity.

SOCIAL STUDIES Materials:

Objective: Children learn who studies plants and where.

• Map with Jungle or Desert • Pictures of Plants that Grow in Location Selected • Small Potted Plant

Grouping: Whole group

We’re Learning:

2. Botanists use different tools to study plants. They use microscopes, computers, cameras, samples of plant material, hand tools, pen, and paper.

Remain engaged Describe jobs people do, explore geography tools Care for a class plant Use standard measurement tools

Study Plants 1. What job studies plants? A botanist is a person who learns as much as possible about many kinds of plants.

3. A botanist can work in jungles, the ocean, greenhouses, deserts, or a laboratory. 4. Locate a jungle or desert on a map and discuss possible plants a botanist can study in that location. 5. Have children care for a classroom plant (watering, measuring growth with a ruler, etc.). Keep a chart of growth to revisit once a week.

Vocabulary: plants, study, botanist, jungle, desert, laboratory, ocean, microscopes, computers, cameras, samples, plant material, hand tools, pen, paper



Check for Understanding: Observe as children talk. Do they understand the different locations a botanist can study plants? Support/ELL: Provide pictures of plants from each type of location. Enrichment: Discuss. If you were a Botanist, what plants would you want to know more about?

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249

Unit 4: Week 20: Day 3 Focus: Letter P and Number 8

LANGUAGE & LITERACY

Objective: Children identify ending sounds in words.

Materials:

Grouping: Whole group, small group

• Classroom Objects, Pictures and Actions with the Same Ending Sound of P: Cup, Cap, Top, Lap, Stop, Soap, Nap, Cop, Sheep, Jeep, Lamp, Drop, Zap, Jump • Rubber Bands

Make Ending Sounds Multisensory Introduction: Sing “Rhyming Riddles.” 1. Review P and its sound. 2. Show a cup. This is a cuppppp. Cup ends with /p/. Stretch out the /p/sound while pretending to stretch a rubber band. Let’s stretch cup with our pretend rubber bands. Cupppppp. 3. Show a cap or picture of a cap. This is a capppppp. cappppp ends with /p/. Let’s stretch cap with our rubber bands. Cappppppppp. 4. What ending sound did you hear?

We’re Learning: Demonstrate active listening skills Identify the ending sound in a spoken word, name words that start with the same sound, listen to perform a task

5. Repeat with objects and pictures of matching ending sound words.

Check for Understanding: Observe as children stretch out the words. Are children able to identify the ending sounds? Support/ELL: Some ending sounds are easier for children to hear than others. Try hard stopping sounds /k/, /d/, /g/, /p/, /t/.

Vocabulary: words ending in P, cup, cap, top, lap, stop, soap, nap, cop, sheep, jeep, lamp, drop, zap, jump

Enrichment: Have children stretch out the words and identify matching ending sounds.

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • PreKTT Resources: Video, “Capital P”

Learn P Using Stamp and See Screen 1. Review P and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try. 3. Show children how to stamp the complete letter P. Say the directions: Big Line down, Jump to the smiley face, Little Curve to the middle. Erase and let children try. 4. Show children how to use the magnetic chalk stylus to trace the strokes of P. Erase the letter. 5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make P from memory.

Check for Understanding: Observe as children trace the letter. Do they follow  the steps correctly? Support/ELL: Use just the first two steps of the activity then model the next two steps. Enrichment: Have children finger trace the letters from memory on the Mat for Wood Pieces.

250

We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize/name capital letters, recognize distinct letter sounds Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Enjoy and engage in writing activities

Vocabulary: Big Line, Little Curve, top, middle, smiley face, stamp

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children predict the likelihood of an outcome.

• I Know My Numbers Booklet 8 (Vol. 1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter P • Large Cutouts of a Sun, Clouds/Rain, and Snow • Pictures of or Real Clothing Items for Different Weather (bathing suit, mittens, rain hat, boots, scarf, & sandals)

Grouping: Whole group, small group

Identify Events as Likely or Unlikely Multisensory Introduction: Review 8 with I Know My Numbers Booklet 8. Say directions: Begin with S, Up to the top. 1. Which clothes would you wear in different weather? Let’s use the words likely or unlikely to talk about what you would wear. 2. It is hot. You are likely to wear … Show sandals. You are unlikely to wear … Show boots.

We’re Learning:

3. It is raining. Are you likely or unlikely to wear/use? Show item.

Demonstrate self-care skills, take turns

4. It is snowing. Are you likely or unlikely to wear/use? Show item.

Discuss real-world events as either likely or unlikely

5. Children take turns choosing clothes and accessories for the type of weather chosen. Have children discuss what they are wearing and why.

Understand impact of weather

Vocabulary: certain, impossible, likely, unlikely

Check for Understanding: Observe children’s choice. Can they explain why they  made their choice using likely or unlikely? Support/ELL: Talk about likely and unlikely as it is really happening in the classroom. We are putting on our coats at the end of the day. Is it likely that we will go home next? Enrichment: Ask other reasoning questions about real events. Add the words certain and impossible to the discussion.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: deep/shallow • Sand Table • Shovel • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: deep, shallow, opposites, down, little, pools, swimming

Objective: Children learn two adjectives, use them in sentences, and in conversation. Grouping: Whole group

Adjectives: Deep/Shallow

deep

s hal low

1. Look Say the words with Squawker. Deep and shallow are opposites. Deep means going far down. Shallow means only going down a little way. 2. Do Have Helper dig a deep hole in the sand. Have Helper dig a shallow hole. 3. Say Holes are deep. Holes are shallow. 4. Talk Squawker says: Swimming pools have a deep end. What can you do in the deep end? Pools also have a shallow end. What can you do in the shallow end? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between deep and shallow? Support/ELL: Provide pictures of deep and shallow bodies of water. Encourage children to talk about experiences with deep/shallow water. Enrichment: Discuss. Puddles are shallow. Lakes may have shallow spots, but they can be deep in other parts. Oceans are the largest and deepest bodies of water.

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251

Unit 4: Week 20: Day 4 Focus: Letter Pp and Number 8

LANGUAGE & LITERACY

Objective: Children will recognize and name lowercase letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Dry Erase Marker • Objects from Home that Begin with P • PreKTT Resources: “Puffy Fluffy” • PreKTT Resources: Letter Time Note

Identify lowercase letters Multisensory Introduction: Sing and move to “Puffy Fluffy.” 1. Review P and introduce p and its sound. 2. Let’s pretend this is an underwater treasure chest. Lets explore and see what we find. 3. Place Pp items in the Sound Around Box. 4. Children take turns finding and naming items from the box. Prompt them to talk about item. 5. Write the word on the side of the Sound Around Box. 6. Repeat with each child.

Check for Understanding: Observe as children participate. Do they understand

what the items have in common?

We’re Learning: Take turns Point to/name lowercase letters Position an object for use, placement or release

Vocabulary: words beginning with P

Support/ELL: Repeat the names of items as they are removed from the box. Be sure to say: Pig starts with p. Enrichment: Have children say each word using a complete sentence.

READINESS & WRITING Objective: Children learn how to form P.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 71) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • A-B-C Touch & Flip Cards: P and p • PreKTT Resources: Wet-Dry-Try P

Learn P Using Wet-Dry-Try on the Slate Multisensory Introduction: Review formation of P and match to p with A-B-C Touch & Flip Cards. 1. Review P and its sound. 2. Prepare Slate Chalkboards by writing P with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Jump to the smiley face, Little Curve to the middle. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children follow directions. Do they complete the steps to make the letter? Support/ELL: Say the words for each step slowly. Children join in when they can.

We’re Learning: Listen to/follow directions, attend to simple tasks Recognize/name capital letters, recognize distinct letter sounds Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object

Vocabulary: letter P, Big Line, Little Curve, jump, top, middle, wet, dry, try, sponge, squeeze, crumple

Enrichment: Review previously learned letters with chalk. Demonstrate on one slate and have children imitate on their slates.

252

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children review counting and correct formation of 8.

• I Know My Numbers Booklet 8 (Vol. 1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter P • PreKTT Resources: “Counting at the Table”

Grouping: Whole group, small group

We’re Learning:

Count & Form 8 Multisensory Introduction: I Know My Numbers Booklet 8: Choose which pages you want to complete with children. Use real objects to count. 1. Review 8 and count 8 objects from the classroom.

Take turns

2. Sing “Counting at the Table” with children.

Connect numerals to quantities they represent, verbally count a set of 1–10 objects, count by 1s, 2s, and 5s

3. Focus on children counting by ones and twos.

Hold a crayon with proper grip to write, use helping hand to stabilize objects, use same hand to hold tool, write numerals

Enjoy and engage in writing activities, trace correctly, step by step, develop fill-in coloring skills

Check for Understanding: Observe as children sing the song. Do they participate?

Support/ELL: Go through the song without music to ensure all children understand the directions. Enrichment: Have children rainbow write number 8 on the Number Practice Strips.

A Click Away Capital and

Vocabulary: counting, table, hands, knees, noses, hands, fingers

SCIENCE Materials:

Objective: Children discuss and explore the life cycle of plants.

• The Tiny Seed by Eric Carle, Book Connections (Vol. 1, pp. 102–105) • Craft Supplies to Create the Life Cycle of Plants • PreKTT Resources: Capital and Number Practice Strips

Grouping: Whole group

We’re Learning:

Discuss Life Cycle of a Plant 1. Plants are living and growing just like you! Plants mostly grow outside, but some are grown inside, too. Plants can be trees, shrubs, flowers, vegetables, and weeds. Look outside, do you see any plants? Discuss local plants.

Remain engaged

2. How does a plant grow? It starts as a seed. Let’s read about it.

Discuss life cycle of a plant

3. Read The Tiny Seed or another book about plants growing from seeds.

Uses variety of art materials for sensory experience and exploration

4. Read the story again or play a video of the story being read.

Vocabulary: seeds, plants, grow, soil, dirt, sunlight, water

5. Create art to show the life cycle of a plant: 1. Seeds in dirt/soil 2. Water on the seeds 3. Sunlight over the seeds 4. A sprout coming from the dirt 5. A flowering plant 6. Display art work. Have children celebrate their art.

Check for Understanding: Observe as children discuss plants. Can they name  some plants? Support/ELL: Provide pictures of various local plants and discuss them. Enrichment: Discuss. What things do seeds need to grow into a plant?

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253

Unit 4: Week 20: Day 5

LANGUAGE & LITERACY

Focus: Letter Pp and Number 8

Materials:

Objective: Children generate a list of facts from an informational text. Grouping: Whole group, small group

™

• Line It Up (Vol. 1, pp. 50–51) § Story Cards: Growing Pumpkins § Letter Card: P

Find Facts 1. Review Pp and its sound. 2. I’m going to read something different today. It tells us lots of information about pumpkins. What sound do you hear at the beginning of pumpkins? /P/ Growing Pumpkins Story Cards.indd 1

1/13/11 3:00 PM

Growing Pumpkins Story Cards.indd 3

1/13/11 3:00 PM

Growing Pumpkins Story Cards.indd 5

We’re Learning:

1/13/11 3:00 PM

3. Read “Growing Pumpkins” aloud to the class. 4. Read the selection again, stopping after each card and asking what information they heard. Make a list of brief facts stated by the children. 5. At the end, show the pictures again. Ask children to say a fact related to each picture.

Check for Understanding: Observe as children listen to the story. Do they  answer questions correctly? Support/ELL: Show a short nature video. Have children name a fact from the video. Enrichment: Have children create artwork related to the informational text and have children narrate as you dictate at the bottom.

Demonstrate active listening skills Generate a list of facts from an informational text, participate in a discussion restating fact about the topic of an informational text, listen to gain and share information Learn new words linked to content, talk about experiences/observations

Vocabulary: facts, pumpkins, growing, fact, nutrient, predict, pulp, rind, seed, soil, sprout, stem, vine

READINESS & WRITING Objective: Children learn to trace letter P.

Materials:

Grouping: Whole group, small group

• My First School Book p. 44 • Flip Crayons • PreKTT Resources: Smiley Face

Learn P by Tracing, Coloring & Drawing Multisensory Introduction: Review P with Door Tracing. 1. Review P and its sound. 2. Look and Learn My First School Book P: Introduce P. Children point and say the name of each image. 3. Trace and Write P Children finger trace P, step by step. Children trace P. Model P. Children put crayon on the . Say the directions: Big Line down, Jump to the , Little Curve to the middle. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.



Check for Understanding: Observe if children use the Wood Piece words:

Big Line + Little Curve. Do they say them correctly?

We’re Learning: Sequence, listen to/follow directions Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, use both sides of the body, move and place body to perform tasks Trace correctly, step by step, develop fill-in coloring skills

Vocabulary: capital P, Big Line, Little Curve, pail

Support/ELL: Review position words. Help children hold a Big Line at the top, middle, and bottom. Enrichment: Teach in/out by placing things in pails. Make a bucket brigade and pass the pail like firefighters did long ago. P is for peppermint. Smell peppermint.

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Theme: Earth

NUMBERS & MATH Objective: Children count 8 objects one and write 8.

Materials: • I Know My Numbers Booklet 8 (Vol. 1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter P

We’re Learning:

Listen to/follow directions, name body parts

Identify position using above, below, over, under, write numerals

Use words linked to content

Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, use both sides of the body, move and place body to perform tasks

Trace correctly, step by step, develop fill-in coloring skills

two

three

Grouping: Whole group, small group

Reviewing 8 Multisensory Introduction: Review 8 with a favorite multisensory activity. Say directions: Begin with S, Up to the top.

six

1. Review 8 and count 8 objects that begin with P.

eight

sev en

2. I Know My Numbers Booklet 8 - Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 3. Children count 8. Children color the pages. Children trace number 8. IKMN-I Know My Numbers_package_instruction sheet.indd 1

4. Send home I Know My Numbers Booklet 8 for children to complete with their parents.

Check for Understanding: Observe as children complete the activity.

Can they form 8 easily?

Support/ELL: Use objects to show the concept of 2, 4, 6, 8. Enrichment: Use 1-2-3 Touch & Flip Cards and counters to review 8.

Vocabulary: 8, top

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: tree/plant • Picture of a Tree • Small Potted Plant • PreKTT Resources: “Letters Together Make Words” and “Leaves and Branches, Trunk and Roots”

Grouping: Whole group

We’re Learning:

Take turns, remain engaged, listen to/ follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: tree, plant, trunk, roots, branches, leaves

Q & A with Nouns: Tree/Plant Multisensory Introduction: Sing and move to “Leaves and Branches, Trunk and Roots.”

tree

p la nt

1. Look Say the words with Squawker. tree has a trunk, roots, branches, and leaves. It is a very large plant. A 2. Do Have Helper show the tree picture. Have children look out a window at trees, if available. Have Helper pass around the plant. 3. Say What is a tree? A tree is a plant. 4. Talk Squawker says: Trees grow tall and give us shade. What else do trees give us? Plants need water. What else do plants need? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  similarities between plants and trees? Support/ELL: Provide pictures of trees and plants. Offer verbal cues to assist in labeling the pictures. Enrichment: Discuss. People use trees for wood and to make paper. But we need trees to help clean the air. What can we do to keep enough trees on the Earth?

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Unit 4: Week 21 At-A-Glance Focus: Letter Bb and Number 9

Children learn to identify Bb and the sound through finding words in sentences and form/write capital letter B through hands-on activities like Wet-Dry-Try on the Slate Chalkboard. Identifying, counting, writing the number 9, and patterns are covered in Math. Science, Social Studies, and Oral Language focus on light.

Day 1 Language & Literacy

Cooperate with peers, take turns

Take turns

reate a compound word from two C familiar words

Recognize and name capital letters

L earn words linked to content being taught

Readiness & Writing

Position an object for use, placement, or release

Sequence, demonstrate active listening skills

Sequence listen to/follow directions, attend to simple tasks

ecognize and name capital letters, R position capitals right-side up, recognize distinct letter sounds

ecognize and name capital letters, R recognize distinct letter sounds

ove an object in one hand to position M it for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Numbers & Math

Day 2

T ake turns, use manners when speaking, use manipulatives to find a solution, look for a pattern to find a solution I dentify, describe, and extend a growing pattern

Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side Look for a pattern to find a solution, create a picture to solve a problem Find and describe patterns in the world, identify and describe a pattern by saying the repeating unit Use fingers to hold tools and other objects Use variety of art materials for sensory experience and exploration, create art to reflect experience

Oral Language, Science, or Social Studies

Oral Language

Social Studies

Take turns, remain engaged, listen to/follow directions

emain engaged, show curiosity, attend R to task

Understand print has meaning

escribe jobs people do, explore D geography tools

Repeat words, say sentences, demonstrate understanding of word meaning

Technology

Student App, Songs

Suggestions for 3-Year-Olds

Have children shine a flashlight on the wall and place different objects in front of it to show their shadows.

Place different color transparent folders in front of a flashlight to show children the different colors that can be created.

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ÂŠ 2021 Learning Without Tears

Theme: Earth Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 Listen to/follow directions I ndicate when a certain sound or word is heard, listen to sounds and name objects that make that sound, listen to gain and share information

Mathematics

Science

Social Studies

Day 4 escribe/discuss topic from D informational text, make predictions using illustrations, use prior knowledge to make predictions, listen to learn what happened in a story, retell an event

Creative Arts

Physical Development

Day 5 Take turns Recognize and name capital letters ody awareness, balance, regard for B people and things in play

Tell about experiences and observations, describe an object’s traits Sequence events, use ordinal numbers Describe life cycle of an organism

I nteract with familiar adults, sequence, listen to/follow directions

Listen to/follow directions, attend to simple tasks

epeat teacher’s words, use new words R linked to content being taught

ecognize and name capital letters, R recognize distinct letter sounds

ecognize and name capital letters, R position capitals right-side up

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object

se index finger to trace numbers U on card Listen to/follow directions

Demonstrate active listening skills

Represent data using concrete objects in a simple graph, verbally count a set of 1–10 objects, compare sets of objects using more and fewer, compare length using long and short

Match 1:1, write numerals Use art as a form of creative expression I solate index finger to point, hold a crayon with proper grip to write, use helping hand to stabilize paper se correct top-to-bottom, left-to-right U directionality

Oral Language

Science

Sequence, listen to/follow directions Respond to simple question se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills se consistent handedness, hold crayon with U proper grip, use helper hand, use both sides of the body, place body to perform tasks Sequence, listen to/follow directions, use manipulatives to find a solution Write numerals up to 9 T race correctly, step by step, develop fill-in coloring skills se consistent handedness, hold crayon U with proper grip, use helper hand, use both sides of the body, place body to perform tasks Oral Language

Take turns, remain engaged, listen to/follow directions

Remain engaged, show curiosity, attends to simple task

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Learn through senses, conduct simple scientific experiments, use scientific vocabulary

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

Use variety of art materials for sensory experience and exploration, create art to reflect experience

epeat words, say sentences, R demonstrate understanding of word meaning

Student App, Songs, Teacher Resources

Student App, Songs

With a book about bright light and dark shadows like Light: Shadows, Mirrors, and Rainbows by Natalie M. Rosinsky, do a picture walk with the children then read the story.

Using props or puppets, read The Very Hungry Caterpillar by Eric Carle and discuss the changes that happen through the story.

Show children a globe and that it represents the earth where we live. Have children choose to draw/color a picture of the sun or earth.

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257

Unit 4: Week 21: Day 1 Focus: Letter  and Number 9

LANGUAGE & LITERACY

Objective: Children create compound words from two familiar words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles: Backpack • Pictures/Objects for Compound Words Beginning with Letter  (back, pack, ball, room, bag, pipe, band, wagon, barn, yard, etc.) • Student App: Sound Around Letters 

Identify Lowercase Letters 1. Introduce  and its sound. 2. We are going to use two words to make a new word. 3. Place two pictures/objects that make up a compound word beginning with  (e.g., back and pack = backpack) into the Sound Around Box. 4. Invite two children to each pull a picture/an object out of the box. 5. Have them show their pictures/objects to the class and name them. “I have a back.” “I have a pack.” 6. We can make one word from these two words. Listen: back, pack, backpack. A backpack is what we bring to school with supplies. Here is one. Repeat the activity with other pictures that begin with .

We’re Learning: Cooperate with peers, take turns Create a compound word from two familiar words Learn words linked to content being taught

Check for Understanding: Observe as children make compound words.  Do they begin to put the words together by themselves?

Vocabulary:

Support/ELL: Review the words for each object and have children touch and hold each one separately.

letter , compound, new, words, backpack, ballroom, bagpipe, bandwagon, barnyard

Enrichment: Give children half of a compound word and have them complete it.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter  (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces 

Learn  Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review  and its sound. 2. Show Letter Card. Name the picture and “read” the word. Name . 3. Gather the Wood Pieces. 4. Describe each step as you build the letter: Watch as I build . Big Line down, Jump to the smiley face, Little Curve to the middle, Little Curve to the bottom. We made . Turn the card over and have children “read” the card with you. 5. Now let’s build  on the Mat. Give each child a Mat to place right-side up. Repeat step four using My turn, Your turn. 6. It’s capital letter !

Check for Understanding: Observe as children build the letter. Are they placing  the pieces correctly? Support/ELL: Gather the correct pieces for each child and prompt child to place the Big Line in the correct direction to begin .

We’re Learning: Sequence, demonstrate active listening Recognize and name capital letters, position capitals right-side up, recognize distinct letter sounds Move an object in one hand to position it for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: capital , capital letters, Little Curve, right-side up, top, bottom, boot, bat, banana

Enrichment: Find objects around the room that begin with .

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Theme: Earth

NUMBERS & MATH Materials:

Objective: Children explore 9 and growing patterns.

Grouping: Whole group, small group

We’re Learning:

2. Now, let’s make a growing pattern. They get bigger every time they repeat.

Take turns, use manners when speaking, use manipulatives to find a solution, look for a pattern to find a solution Identify and describe a pattern by telling the repeating unit, find and describe patterns

Explore 9 & Growing Patterns Multisensory Introduction: Introduce 9 with Wet-Dry-Try on the Slate. Say directions: Little Curve up, Big Line down. 1. Discuss 9 and count 9 blue 4 Squares More Squares Little Pieces for . 3. Look at the beginning of my pattern. How many squares do I have? (One.) 4. Create another column. Repeat the previous column and add one square. My pattern grew! How many do I have here? (Two.) Repeat to create a third column. 5. Invite children to grow the pattern. Say to me, Teacher may I grow the pattern? Yes, you may grow the pattern. Copy this one. Make it grow with one more Little Piece. Repeat step three with every child.



Vocabulary:

Check for Understanding: Observe as children grow the pattern. Can they identify the growing pattern and describe the change?

nine, growing, pattern, repeat

Support/ELL: The children who need more support should have the first or second turn. Enrichment: Select favorite activity from the 4 Squares More Squares activity booklet.

ORAL LANGUAGE Materials: • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: shine/reflect Flashlight Hand Mirror PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: shine, reflect, light, mirror, hot, metal

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Shine/Reflect

shine

r ef l e ct

1. Look Say the words with Squawker. Shine means to give light. Reflect means to shine light or show in a mirror. 2. Do Have Helper turn on the flashlight and shine the light at a wall. Have Helper stand against a wall, shining the flashlight at the mirror as you hold it. Have class look for the light on the wall behind Helper. 3. Say A light can shine. A mirror can reflect. 4. Talk Squawker says: Things that shine also get hot. What can shine and get hot? (stars, light bulbs) Many metal objects reflect. What things can you see that reflect? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between shine and reflect? Support/ELL: Encourage children to talk about experiences with shine and reflect. Provide pictures and verbal cues to assist in discussing experiences. Enrichment: Discuss. A curved object can reflect, but its shape changes the reflection. Try looking at yourself in a large, shiny spoon. How does your reflection look?

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Unit 4: Week 21: Day 2 Focus: Letter  and Number 9

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • Objects Beginning with Letter  • Dry Erase Marker

Identify Capital Letters 1. Review  and its sound. 2. Build  with Magnetic Pieces for Capitals on the Sound Around Box. Let’s look around our classroom and find things that begin with . 3. Have a child get the first item from somewhere in the classroom. Look, we have a book. Book starts with . 4. Write BOOK on the side of the Sound Around Box. Point to the  in BOOK. Book starts with .

We’re Learning: Take turns Recognize and name capital letters Position an object for use, placement, or release

5. Repeat steps two through four with more children.

Check for Understanding: Observe as children participate. Can they find items  that begin with ? Support/ELL: Repeat the names of items as they are found in the classroom. Be sure to say: Book starts with .

Vocabulary: letter , capital, book, build

Enrichment: As a review, use blank Word Cards to write words beginning with capital . Have children point to the beginning letter.

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card:  • PreKTT Resources: Video, “Capital B”

Learn  with Roll–A–Dough Letters 1. Review  and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Big Line and two Little Curves using dough. Show them, step by step, how to place the dough on the letter  card in the tray. Say the directions: Big Line down, Jump to the smiley face, Little Curve to the middle, Little Curve to the bottom. 4. Remove  Letter Card from tray. Children build  in empty tray.

Check for Understanding: Observe as children place their cards in the tray. Do

they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the lines. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize and name capital letters, recognize distinct letter sounds Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Vocabulary: roll, Big Line, Little Curve, top bottom, middle, smiley face, jump

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Theme: Earth

NUMBERS & MATH Materials:

Objective: Children explore 9 and patterns in the real world.

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) • Digital Images or Pictures of Different Butterflies • Pre-Drawn or Copy of a Blank Butterfly (1 per child) • Tissue Paper in Different Colors • Scissors and Glue (1 per child) • PreKTT Resources: Our World

Grouping: Small group

We’re Learning:

3. Do you see any stripes? What colors do you see? Do you see blue? Blue begins with .

Look for a pattern to find a solution, create a picture to solve a problem Find and describe patterns in the world, identify and describe a pattern by saying the repeating unit Use fingers to hold tools and other objects Use variety of art materials for sensory experience and exploration, create art to reflect experience

Vocabulary:

Explore 9 & Growing Patterns in the Real World Multisensory Introduction: Review 9 with Roll–A–Dough. Say directions: Little Curve up, Big Line down. 1. Discuss 9 and count 9 pictures that begin with B. 2. Now, let’s look for patterns on the butterflies.

4. After children have described the patterns, have them create a tissue paper butterfly from the patterns they saw. 5. Invite children to share and celebrate their art creation.

Check for Understanding: Observe as children look for patterns. Can they identify

patterns on the butterflies?

Support/ELL: Help children color the patterns on the butterfly first then have them glue the matching colors of tissue paper on top. Enrichment: Have children create a class butterfly with patterns.

patterns, butterflies, colors, camouflage, protection

SOCIAL STUDIES Materials:

Objective: Children learn about the study of light.

• Flashlights • Resource: https://www.optics4kids.org/ what-is-optics

Grouping: Whole group, small group

We’re Learning: Remain engaged, show curiosity, attend to simple tasks Describe jobs people do, explore geography tools

Study Light 1. There are many sources of light: sun, flashlight, lamp, etc. Have children try a flashlight. What job studies light? A physicist is a person who learns as much as possible about light or another area of physics (energy, motion, space, etc.). Optics is the science of light. 2. A physicist uses different tools to study light, like microscopes, telescopes, cameras, and lasers. 3. Let’s read a book to learn more about what a physicist would study with light. 4. Read a book about light (e.g., All About Light by Lisa Trumbauer) and then discuss and explore light sources around the class and/or school.

Vocabulary: physicist, light, sources, hospital, computer company, tools, microscopes, telescopes, cameras, lasers

Check for Understanding: Observe as children talk. Can they name sources

of light?

Support/ELL: Provide real and/or pictures of different tools used to study light. Enrichment: Discuss: If you were a physicist, what light sources would you want to know more about?

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Unit 4: Week 21: Day 3

LANGUAGE & LITERACY

Focus: Letter  and Number 9

Objective: Children identify items in their environment that begin with .

Materials:

Grouping: Whole group, small group

• Paper and Pen for Making a List • Pictures, Clip Art, etc. to Represent Items • Chart or Poster Paper

Search for Sounds 1. Review  and its sound. 2. Let’s search around the school/classroom for things that start with the  sound.

3. Take children for a walk around the school, outside, and/or in the classroom. 4. Keep a list of all the items found that start with . 5. Have the children create a collage of pictures, drawings, etc. of the items they found.

Check for Understanding: Observe as children search for items. How many do  they select that begin with the correct sound? Support/ELL: Have pictures of items around the school that begin with  for children who need support.

We’re Learning: Listen to/follow directions Indicate when a certain sound or word is heard, listen to sounds and name objects that make that sound, listen to gain and share information

Vocabulary: search, sound, school, begins

Enrichment: As a review, have children find items that begin with letters previously learned: C, O, Q, , S, , D, P.

READINESS & WRITING Objective: Children trace capital Letter Q and review writing name.

Materials:

Grouping: Small group

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture Cards – Tactile side:  • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips, Capital Letter Formation Chart

Learn  Using A-B-C Touch & Flip Cards Multisensory Introduction: Sing “Sing Your Name.” 1. Review  and its sound. 2. Have children finger trace B card. Say the directions: Big Line down, Jump to the smiley face, Little Curve to the middle, Little Curve to the bottom. That’s.... . Your turn! 3. Now let’s write our name. Use the strip above the child’s strip.

A Click Away Capital Practice Strips. Put your

4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

Check for Understanding: Observe as children finger trace. Do they name the

letters as they trace?

We’re Learning: Interact with familiar adults, sequence, listen to/follow directions Repeat teacher’s words, use new words linked to content being taught Recognize and name capital letters, position capitals right-side up Isolate finger to trace

Support/ELL: Send home some Capital Practice Strips and the A Click Away Capital Letter Formation Chart for parents located in PreKTT Resources.

Vocabulary:

Enrichment: After they finger trace on the A-B-C Touch & Flip Cards, have children finger trace the letters from memory on the Mat for Wood Pieces.

letter names, top, smiley face

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Theme: Earth

NUMBERS & MATH Materials: • Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Apples and Bananas • Poster Paper with Pre-Drawn Chart (one column and two rows) • PreKTT Resources: Apples and Bananas • PreKTT Resources: “Apples and Bananas” • PreKTT App: Wet-Dry-Try 9

Objective: Children review 9 and place objects in a simple graph to answer questions. Grouping: Whole group, small group

Graph with Objects Multisensory Introduction: Review 9 with Wet-Dry-Try on the Slate. Say directions: Little Curve up, Big Line down 1. Review 9 and count a picture or pictures of 9 bananas for . 2. What is the class favorite? Apples or bananas?

We’re Learning: Listen to/follow directions

3. Play “Apples and Bananas.” Children raise their fruit in the air when they hear its name.

Represent data using objects in graph, verbally count a set of 1–10 objects, compare using more and fewer, compare using long and short

4. It’s time to make a graph. A graph will show us which fruit our class likes best. Children place their fruit in two horizontal rows. Compare the rows using: more, fewer, longer, shorter. 5. Which row is longer? The longer row shows the favorite fruit.

Vocabulary: compare, fewer, longer, more, shorter

Check for Understanding: Observe as children place their fruit on the graph.  Can they tell which fruit is the class favorite by comparing the rows? Support/ELL: Have children compare an apple and a banana. Which one is longer? Enrichment: Graph different types of fruits or snacks.

ORAL LANGUAGE Materials: • • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: bright/dark Flashlight Cardboard Box Scissors PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: bright, dark, squint, sleep, rooms

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Bright/Dark

b rig ht

dark

1. Look Say the words with Squawker. Bright means there is a lot of light. Dark means there is not much light. 2. Do Cut two holes in a box. Have Helper shine flashlight in one hole and look through the other. Children take turns. The light shining is bright like day time. Have Helper cover one hole and look in through the other. Have children look inside. Without light it is dark like night time. 3. Say Children take turns. 4. Talk Squawker says: Bright light can make you squint your eyes. When have you seen bright light? Some people can only sleep in dark rooms. How can they make rooms dark? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children talk. Do they understand the difference between bright and dark? Support/ELL: Provide visual tools to talk about bright and dark experiences. Enrichment: Discuss. Some people don’t like when it is dark. What can they do to feel better when it is dark?

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Unit 4: Week 21: Day 4

LANGUAGE & LITERACY

Focus: Letter b and Number 9

Objective: Children predict what will happen in a story and sequence events.

Materials:

Grouping: Whole group, small group

• Line It Up (Vol. 1, pp. 50–51) § Story Cards: How a Butterfly Grows

™

Make Predictions 1. Review  and introduce b and its sound.

We’re Learning:

2. Butterfly starts with . Let’s learn about the life cycle of a butterfly and read “How a Butterfly Grows.” 3. Read: Predict, read, and talk about the selection. • Show card one and talk about the picture. • Read the story. Show just one card at a time.

Butterfly Story Cards.indd 5

12/4/17 4:16 PM

4. Sequence: Read the words and let the children put up the pictures in order. Give the three cards away. Then, read the words for each card one at a time. Ask children to point out the first, second, and third cards. 5. Retell: Put the cards on the bar one at a time. Let children retell the story.

Check for Understanding: Observe as children retell the story. Do they give the  correct sequence of events? Support/ELL: Before doing the activity, preview the objects in the story’s illustrations. Enrichment: Act out the life cycle of a butterfly.

Describe a topic after listening to informational text, make predictions using illustrations, use prior knowledge to make predictions, listen to learn what happened in a story, retell story or event with pictures Tell about experiences/observations, describe an object or person’s traits Sequence events in time, use ordinal numbers Describe life cycle of an organism

Vocabulary: butterfly, caterpillar, chrysalis, fact, habitat, insect, larva, metamorphosis, predict, pupa

READINESS & WRITING Objective: Children learn how to form .

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT App: Wet-Dry-Try 

Learn  Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing “Sing Your Name.” 1. Review  and its sound. 2. Prepare Slate Chalkboards by writing  with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Jump to the smiley face, Little Curve to the middle, Little Curve to the bottom. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.



Check for Understanding: Observe children as they complete the activity. Can they complete the steps correctly?

Vocabulary: Big Line, Little Curve, wet, dry, try

Support/ELL: Use hand over hand assistance if needed. Enrichment: Have children air write  with a piece of chalk.

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Theme: Earth

NUMBERS & MATH Materials:

Objective: Children learn number 9 and write 9.

• • • • •

Grouping: Whole group, small group

My First School Book p. 88 Flip Crayons Plates (3) Beads (9) PreKTT Resources: “Rowboat, Rowboat!”

We’re Learning: Demonstrate active listening Use correct top-to-bottom, left-to-right directionality Match 1:1, write numerals Use art as a form of creative expression Isolate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize object

Vocabulary:

Learn & Write Number 9 Multisensory Introduction: Sing and move to “Rowboat, Rowboat!” 1. Count 9 with Fingers Hold up left hand for 5. Count on by putting up four right-hand fingers: 6, 7, 8, 9.

N I N E S N A I LS

My First School Book

2. Count 9 with Objects My First School Book 9: Count the snails on the page. Put out three plates and three beads on each. Line up beads and count left-to-right 1 through 9. 3. Trace and Write Finger trace the 9 at the top of the page. Say directions: Let’s write 9. Put the crayon on the . Little Curve around, Big Line down. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children count 9. Do they count correctly?

nine, snail, rowboat

Support/ELL: Practice 9 with the Wet-Dry-Try activity on the Slate.

Enrichment: Ordinal numbers are important and easy to teach. Make a line of 9 children. Say who is first, second, third, etc.

SCIENCE Materials:

Objective: Children experiment with light.

• Source of White Light: Sunlight, Fluorescent Light Bulb, or LED Flashlight • Dish Soap (1 tablespoon) • Clear Large Bottle (2/3 full of water) • Tub or Bucket • Source: science-sparks.com/rainbowbubbles/

Grouping: Whole group

We’re Learning: Remain engaged, shows curiosity, attend to simple tasks Learn through senses, conduct simple scientific experiments, use scientific vocabulary Use variety of art materials for sensory experience and exploration, create art to reflect experience

Vocabulary: shine, light, bubbles, clear, observe, rainbow, colors, notice, different, spread, out, film, split, apart

Experiment with Light 1. Bubbles starts with . Bubbles look clear, but we are going to do an experiment and make rainbow bubbles full of color using light. 2. Squirt a tablespoon dish soap into the bottle with water. Turn it upside down and quickly empty the water into a bucket and the bottle will fill with bubbles. 3. The bubbles look clear now but what do you predict will happen when we add light? Let’s observe what happens. 4. Place the bottle of bubbles on a windowsill or use a source of white light. Have the children observe what happens. 5. Wow! White light is made of lots of different colors. The colors spread out in the bubble when the white light goes through the film causing the light to split apart into all its colors.

Check for Understanding: Observe as children participate in the experiment.  Do they ask and answer questions? Support/ELL: Provide verbal cues and pictures of colors to assist in naming them. Enrichment: Have children color pictures to show the rainbow bubbles.

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Unit 4: Week 21: Day 5

LANGUAGE & LITERACY

Focus: Letter b and Number 9

Objective: Children review C, O, Q, , S, , D, P,  and their sounds.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • Dry Erase Marker • Classroom Items Beginning with Letters C, O, Q, , S, , D, P, 

Match the Sound 1. Review b and its sound. Then review C, O, Q, , S, , D, P and their sounds. 2. Build  with Magnetic Pieces for Capitals on the Sound Around Box and discuss the Butterfly story.

We’re Learning: Take turns

3. Let’s look around our classroom and find letter B things.

Recognize and name capital letters

4. Write Butterfly on the side of the Sound Around Box. Point to the B in Butterfly. Butterfly starts with B.

Body awareness, balance, regard for people and things in play

5. Repeat steps two through four for remaining letters.

Check for Understanding: Observe as children as they participate. Can they  point to and name the letters?

Vocabulary:

Support/ELL: Repeat the names of items as they are selected from the classroom. Be sure to say: Butterfly starts with .

classroom items that begin with C, O, Q, , S, , D, P, 

Enrichment: Have children match capital and lowercase letters from the A-B-C Touch & Flip Cards.

READINESS & WRITING Materials:

Objective: Children learn to trace letter . Grouping: Whole group, small group  2

Learn  by Tracing, Coloring & Drawing Multisensory Introduction: Review B with Door Tracing.

BIG LINE

+ LITTLE CURVE

• My First School Book p. 45 • Flip Crayons • PreKTT Resources: Smiley Face

+ LITTLE CURVE

B BOOTS

We’re Learning:

1. Review  and its sound. 2. Look and Learn My First School Book : Introduce . Children point and say the name of each image.

My First School Book

3. Trace and Write  Children finger trace , step by step. 4. Children trace . Model . Children put crayon on the . Say the directions: Big Line down, Jump to the smiley face, Little Curve to the middle, Little Curve to the bottom. 5. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Respond to simple question Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, use both sides of the body, move and place body to perform tasks Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills

Check for Understanding: Observe if children know how P and  are different.  Are they able to explain the differences correctly?

Vocabulary:

Support/ELL: Have children use the Wet-Dry-Try activity to trace B.

boots, booties

Enrichment:  is for ball. Sort balls by color, type, and size.

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Theme: Earth

NUMBERS & MATH Materials:

Objective: Children learn how to form 9.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Objects to Count that Begin with  • PreKTT Resources: “Rowboat, Rowboat!” • PreKTT Resources: Wet-Dry-Try 9

Grouping: Small group

Learn 9 Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing and move to “Rowboat, Rowboat.” 1. Review 9 and count 9 objects that begin with Bb. 2. Prepare Slate Chalkboards by writing 9 with chalk as a model to trace.

We’re Learning: Sequence, listen to/follow directions, use manipulatives to find a solution Write numerals Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, use both sides of the body, move and place body to perform tasks Trace correctly, step by step, develop fill-in coloring skills

3. Demonstrate number on your own Slate Chalkboard. Say the words for each step. Little Curve up, Big Line down. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children form the number. Do they follow  the sequence of formation step by step? Support/ELL: Repeat the activity 1:1 with children in need of additional assistance. Enrichment: Have children group beads, buttons, etc. in groups of 9.

Vocabulary: Little Curve, Big Line, sponge, squeeze, write

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• • • • •

Grouping: Whole group

Squawker (Vol. 1, pp. 46–47) Word Cards: sun/star Picture of the Sun Picture of Stars PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

sun

sta r

1. Look Say the words with Squawker. The Sun shines light on the Earth. The Sun is the star closest to Earth. Stars look tiny because they are far away. We see light from stars at night. 2. Do Have Helper show the picture of the Sun. Have Helper show the picture of stars. 3. Say What is the Sun? The Sun is a star. 4. Talk Squawker says: The Sun is always shining. Where is the Sun when it is dark outside? A star can be part of a group of stars. Some groups of stars form pictures in the sky. What pictures do you see in the stars? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the

difference between Sun and star?

Vocabulary: sun, star, Earth, closest, far, day, night

Q & A with Nouns: Sun/Star

Support/ELL: Provide pictures of Sun and star. Provide verbal cues to assist in labeling the pictures. Enrichment: Discuss. Sun is a name for our closest star. That’s why it begins with a capital letter S. We always use a capital at the beginning of names.

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Unit 4: Week 22 At-A-Glance Focus: Letter Rr and Number 9

Children learn to identify Rr and the sound through finding words in sentences and form/write capital letter R through hands-on activities like the Stamp and See Screen. Identifying, counting, writing the number 9, and duplicating patterns are covered in Math. Science, Social Studies, and Oral Language focus on the environment and recycling.

Day 1 Language & Literacy

Day 2

Take turns

reak words into syllables, count the B number of syllables in a word, blend syllables into a complete word, indicate when a certain sound or word is heard

Point to/name capital letters ove an object in one hand to position M it for use

Repeat teacher’s words Recognize that the last number said is the total

Readiness & Writing

Sequence, demonstrate active listening skills

Sequence, listen to/follow directions, attend to simple tasks

oint to/name capital letters, position P capitals right-side up, recognize distinct letter sounds

ecognize/name capital letters, R recognize distinct letter sounds

ove an object in one hand to position M it for use, placement, or release, look at hands and use visual cues to guide reaching for, grasping, and moving objects

Numbers & Math

Demonstrate listening skills Match 1:1, verbally count 1–10 T race correctly, step by step, develop fill-in coloring skills se consistent handedness, hold crayon U with proper grip, use helper hand, use both sides of the body, place body to perform tasks

Oral Language, Science, or Social Studies

Oral Language

ove an object in one hand to position M it for use, placement, or release, use both sides of the body in activities, look at hands to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side Sequence, listen to/follow directions, use manipulatives to find a solution se correct top-to-bottom, left-to-right U directionality, write numerals, trace correctly, step by step Verbally count 1–10 se same hand consistently to hold crayons, U use fingers to hold crayons, hold a crayon with proper grip to write, use helping hand to stabilize objects and papers Social Studies

Take turns, remain engaged, listen to/follow directions

emain engaged, show curiosity, attends R to task

Understand print has meaning

escribe jobs people do, explore D geography tools

Repeat words, say sentences, demonstrate understanding of word meaning Demonstrates ongoing environmental awareness and responsibility

emonstrates ongoing environmental D awareness and responsibility, understand some resources are limited

Technology

Student App, Songs

Suggestions for 3-Year-Olds

Have children sort the objects that can be recycled by one attribute (e.g., size, color, etc.).

Have children pretend to be environmental scientists using tools and manipulatives from the class science center.

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Theme: Earth Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns

Cooperate with peers, take turns

Take turns

reak words into syllables, count the B number of syllables in a word, blend syllables into a complete word, indicate when a certain sound or word is heard

Match all capital and lowercase letters

I dentify letter sounds, recognize/name letters, point to/name capital and lowercase letters

ove an object in one hand to position M it for use

Repeat teacher’s words Recognize that the last number said is the total equence, listen to/follow directions, S attend to simple tasks

Listen to/follow directions, attend to simple tasks

ecognize/name capital letters, R recognize distinct letter sounds

njoy/engage in writing activities, trace E correctly, step by step

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object

old a crayon with proper grip to write, H use helping hand to stabilize objects, use same hand consistently to perform skilled tasks Sequence, listen to/follow directions, use manipulatives to find a solution Verbally count 1–10 se correct top-to-bottom, left-to-right U directionality, write numerals, trace correctly, step by step se consistent handedness, hold crayon U with proper grip, use helper hand, use both sides of the body, place body to perform tasks

I dentify capital letters, recognize distinct letter sounds Use art as form of creative expression se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills Hold tool/tool with proper grip, use helping hand to stabilize paper/object, use same hand consistently to perform skilled task

T ake turns, use manners when speaking, use manipulatives to find a solution, look for a pattern to find a solution I dentify, describe, and extend a growing pattern se consistent handedness, use both U sides of the body, place body to perform tasks

Science

Oral Language

Sequence

Sequence, listen to/follow directions, use manipulatives to find a solution Verbally count 1–10 rite numerals, trace correctly, step by W step, develop fill-in coloring skills se consistent handedness, hold crayon U with proper grip, use helper hand, use both sides of the body, place body to perform tasks Oral Language

Take turns, remain engaged, listen to/follow directions

Remain engaged, show curiosity, attends to task

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Demonstrates ongoing environmental awareness and responsibility, learn through senses

Understand print has meaning

epeat words, say sentences, demonstrate R understanding of word meaning emonstrate ongoing environmental D awareness and responsibility

Discuss feelings caused by dramatic play

epeat words, say sentences, demonstrate R understanding of word meaning emonstrates ongoing environmental D awareness and responsibility

Student App, Songs

Discuss how real money is metal and what we use to buy things. In the dramatic play center, have children pretend to buy groceries with pretend money.

Repeat the recycle dramatic play activity and have children create new things out of the items (e.g., scoops, storage containers, etc.).

Discuss how we can reuse some recyclable items. Then, have children decorate clear plastic recycled bottles using markers to make vases to give to their families as gifts.

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Unit 4: Week 22: Day 1

LANGUAGE & LITERACY

Focus: Letter R and Number 9

Objective: Children clap and count the syllables in a word.

Materials:

Grouping: Whole group, small group

• Line It Up (Vol. 1, pp. 50–51) § Coloring Cards: Start with R (add others for review) • Student App: Sound Around Letters R • PreKTT Resources: “Syllable Sound-Off”

Match the Sound Multisensory Introduction: Sing and move to “Syllable Sound-Off.” 1. Review R and its sound. The small parts of a word are called syllables. Let’s name pictures and clap for each word part.

We’re Learning:

2. Place the R Coloring Card with the rainbow from Line It Up on the bar. I’m going to say and clap the syllables: rain-bow.

Take turns

3. Now let’s say and clap them together: rain-bow. Repeat.

Break words into syllables, count the number of syllables in a word, blend syllables into a complete word, indicate when a certain sound is spoken or heard

4. There are two syllables in rainbow: rain. . .bow. 5. Repeat steps one through four with other Coloring Cards from Line It Up.

Check for Understanding: Observe as children say and clap the syllables. Can  they count the number of syllables?

Repeat teacher’s words Recognize that the last number spoken is the total

Support/ELL: Make a list of your children’s names by syllables. Each day, feature names with different numbers of syllables.

Vocabulary:

Enrichment: Put down a counter for each syllable from words said with children and compare which has more by the number of counters.

letter R, syllable, rainbow, clap, sound, off

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter R (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces R

R AKE

Learn R Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review R and its sound.

2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces.

Letter Cards_COLOR_3.3.16.indd 35

4. Describe each step as you build the letter: Watch as I build R. Big Line down, Jump to the smiley face, Little Curve to the middle, Little Line slides down. We made R. Turn the card over and have children “read” the card with you. 5. Now let’s build R on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter R!

Check for Understanding: Observe as children build the letter. Are they placing

3/8/17 4:03 PM

the pieces correctly?

Vocabulary:

Support/ELL: Gather the correct pieces for each child and prompt child to place the Big Line in the correct direction to begin R.

Big Line, Little Line, Little Curve, right-side up, top, middle, bottom, rainbow, rake, rose

Enrichment: Have children find objects around the room that begin with R and describe them.

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Theme: Earth

NUMBERS & MATH Materials:

4 egg

Objective: Children learn math by coloring, counting, building, rhyming, singing, four two one three and playing using I Know My Numbers. First comes the egg,

• I Know My Numbers Booklet 9 (Vol. 1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter R • Favorite Multisensory Activity to Review 9 (Vol. 1, p. 39)

Grouping: Whole group, small group

Review 9 Using I Know My Numbers Multisensory Introduction: Review 9 with a favorite Multisensory Activity. Say six directions: Little Curve sevup, enBig Line down.eight

nine

1. Review 9 and count 9 objects that begin with R.

We’re Learning: Demonstrate listening skills Match 1:1, verbally count 1–10 Trace correctly, step by step Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, use both sides of the body, move and place body to perform tasks

2. I Know My Numbers Booklet 9: Choose which pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 3. Children count 9. Children color the pages. Children trace number 9.

IKMN-I Know My Numbers_package_instruction sheet.indd 1

Check for Understanding: Observe as children use the booklet. Do they make a

connection to number 9?

Support/ELL: Use real objects to make a connection to 9. Count 9 snails. Enrichment: Have children review numbers 1–9.

Vocabulary: 9, count, color, trace

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: separate/recycle • Empty Cans and Bottles (Glass and Plastic) • Newspaper • Bins (3) • Egg Carton • PreKTT Resources: “Letters Together Make Words”

Vocabulary: separate, recycle, trash, use again

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Separate/Recycle

separate

recycl e

1. Look Say the words with Squawker. We separate paper, bottles, and cans from other trash. We can recycle these things. They are used again to make other items. 2. Do Have Helper separate glass bottles, plastic bottles, and cans, placing each in its own bin. Have Helper show the newspaper and egg carton. 3. Say We separate bottles and cans. We recycle. 4. Talk Squawker says: We can separate broken toys from our other toys. Why would we do this? We can recycle clothes that are too small for us. How can we recycle clothes? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between separate and recycle? Support/ELL: Encourage children to talk about experiences with separate and recycle. Provide visual and verbal cues to assist in the discussion. Enrichment: Discuss. We recycle to help keep the earth healthy. How does recycling help the earth?

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271

Unit 4: Week 22: Day 2 Focus: Letter R and Number 9

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • Objects Beginning with Letter R • Dry Erase Marker • PreKTT Resources: “Rain Song”

Identify Capital Letters Multisensory Introduction: Sing and move to the “Rain Song.” 1. Review R and its sound. 2. Build R on the Sound Around Box. Let’s look around our classroom and find things that begin with R.

We’re Learning:

3. Have a child get the first item from somewhere in the classroom. Look, we have a RED car. Red starts with R.

Take turns

4. Write RED on the side of the Sound Around Box. Point to the R in RED. Red starts with R.

Position an object for use, placement, or release

Point to/name capital letters

5. Repeat steps two through four with more children.

Check for Understanding: Observe as children participate. Can they find items that begin with R?

Vocabulary: letter R, capital, red, things, classroom

Support/ELL: Repeat the names of items as they are found in the classroom. Enrichment: Use blank Word Cards to write words beginning with capital R. Have children point to the beginning letter and say its sound.

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card: R • PreKTT App: Letter and Number Formations R

Learn R with Roll–A–Dough Letters 1. Review R and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Big Line, Little Line, and Little Curve using dough. Show them, step by step, how to place the dough on the letter R card in the tray. Say the directions: Big Line down, Jump to the smiley face, Little Curve to the middle, Little Line slides down. 4. Remove R letter card from tray. Children build R in empty tray.

Check for Understanding: Observe as children place their cards in the tray.

Do they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the lines and curves. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

We’re Learning: Sequence listen to/follow directions, attend to simple tasks Recognize/name capital letters, recognize distinct letter sounds Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Vocabulary: letter R, roll, Big Line, Little Line, Little Curve, top, slides down, jump, middle, smiley face, bottom

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Theme: Earth

NUMBERS & MATH Materials: • 1-2-3 Touch & Flip Cards § Tactile Side: 9 • I Know My Numbers Booklet 9 (Vol. 1, pp. 22–23) • Flip Crayons • Colored Beads (for counting and threading) • Student App: Touch & Flip Numbers 9

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers. Grouping: Whole group, small group

Review 9 & Color a Pattern Multisensory Introduction: Review 9 with 1-2-3 Touch & Flip Cards. 1. Review 9 and count 9 red toys. 2. Open I Know My Numbers Booklet 9 with 1 dragon, 9 people.

We’re Learning: Sequence, listen to/follow directions,

3. Trace 9. Say the directions: Little Curve up, Big Line down.

Verbally count 1–10, write numerals

4. Have children color a pattern of color on the shirts/pants of the people.

Use same hand to hold tool, use fingers to hold crayons, hold a crayon with proper grip to write, use helping hand to stabilize object

connection to number 9?

Trace correctly, step by step, use correct top-to-bottom, left-to-right directionality

Vocabulary:

5. Have children color the dragon and discuss the Chinese New Year celebration.

Check for Understanding: Observe as children use the booklet. Do they make a

Support/ELL: Use a simple AB pattern with children and assist with coloring them. Enrichment: Start a pattern of color for the tips on the back of the dragon and have children extend the pattern.

count, nine, beads, red, patterns, trace, color

SOCIAL STUDIES Materials:

Objective: Children learn about the study of the environment.

• Select a Book About the Environment, Book Connections (Vol. 1, pp. 102–105) • Local or World Map

Grouping: Whole group

We’re Learning: Remain engaged, show curiosity, attends to task Describe jobs people do, explore geography tools Demonstrates ongoing environmental awareness and responsibility, understand some resources are limited

Study the Environment 1. The environment includes resources such as air, soil, water, plants, and animals. Read a book about the environment. 2. An environmental scientist is a person who learns as much as possible about resources and how to protect them. Resources need our protection because some are limited. We recycle because of the work environmental scientist do. When they study the environment, they use tools such as microscopes, cameras, samples of different materials, pen, and paper. Show pictures or real tools. 3. An Environmental Scientist can work anywhere in the world from their hometown, to oceans, deserts, rainforests, or jungles. 4. Locate a rainforest or your local community on a map and discuss a problem that an environmental scientist could study in the selected location.

Vocabulary: environment, microscopes, cameras, samples, different, materials, pen, paper

Check for Understanding: Observe as children talk. Do they understand the  different things an environmental scientist studies? Support/ELL: Provide pictures of tools used by environmental scientists.

Enrichment: Discuss. If you were an environmental scientist, what problem would you want to solve in our community?

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Unit 4: Week 22: Day 3 Focus: Letter R and Number 9

LANGUAGE & LITERACY

Objective: Children clap and count the syllables in a word.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles: Rainbow, etc. § Color Tiles: Red, etc.

Sort Syllables 1. Review R and its sound. 2. Place two Tiles on the Sound Around Box that begin with R: rainbow and red. 3. Touch each Tile as you say the syllables. Then, say the whole word. 4. Have children select the Tile that is a two-syllable word. 5. Repeat with other Tiles.

Check for Understanding: Observe as children select two syllable words.

Did they choose correctly?

Support/ELL: Start with familiar words and use concrete objects. Have the children touch the item with you for each syllable. Enrichment: Repeat the activity with three-syllable R words.

We’re Learning: Take turns Break words into syllables, count the number of syllables in a word, blend syllables into a complete word, indicate when a certain sound or word is heard Repeat teacher’s words Recognize that the last number said is the total

Vocabulary: rainbow, red, syllable, tile, select

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • PreKTT Resources: Video, “Capital R”

Learn R Using Stamp and See Screen 1. Review R and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try. 3. Show children how to stamp the complete letter R. Say the directions: Big Line down, Jump to the smiley face, Little Curve to the middle, Little Line slides down. Erase and let children try. 4. Show children how to use the magnetic chalk stylus to trace the strokes of R. Erase the letter. 5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make R from memory.

Check for Understanding: Watch as children stamp. Are they placing the  pieces correctly? Support/ELL: Use just the first two steps of the activity. Model the last step for exposure. Enrichment: Have children tell you the sound of R. Ask them to find words beginning with R in books from the classroom.

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We’re Learning: Sequence listen to/follow directions, attend to simple tasks Recognize/name capital letters, recognize distinct letter sounds Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool, enjoy and engage in writing activities Trace correctly, step by step

Vocabulary: Big Line, Little Line, Little Curve, top, jump, middle, bottom, slides, down, smiley face, stamp

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children duplicate sound and movement patterns.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Wood Pieces (Vol. 1, pp. 61–63) § Big Lines (8) • Student App: Touch & Flip Numbers 9

Grouping: Small group

We’re Learning:

Sequence, listen to/follow directions, use manipulatives to find a solution

Verbally count 1–10, duplicate and extend patterns, write numerals

Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object

Use correct top-to-bottom, left-to-right directionality, trace correctly step by step

Vocabulary: nine, up, down, Little Curve, Big Line

Duplicate Simple Patterns Multisensory Introduction: Review 9 with Wet-Dry-Try on the Slate. Say directions: Little Curve up, Big Line down. 1. Review 9 and count 9 objects that begin with R. 2. Let’s find the pattern. Seat the class in a circle and give every other child one Big Line. Those children tap three times. The other children use their hands to clap two times. 3. Direct children to repeat their sound and motion as you name the sound aloud: Tap, tap, tap – Clap, clap. 4. When children know their parts, they can repeat the pattern around the circle. 5. Have children switch their parts. (Big Lines clap) Repeat the activity.

Check for Understanding: Observe as children tap and move. Can they duplicate

the sounds and movements?

Support/ELL: As you say the names of the movements in the activity, have children chant along. Tap, tap, tap – Clap, clap. Children will see, hear, and move their bodies. Enrichment: Put children in pairs where each make a pattern with blocks, shapes, or by coloring on paper. Then, they swap and try to copy their partner’s pattern.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: metal/glass • Metal Can • Glass Jar • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Demonstrates ongoing environmental awareness and responsibility

Vocabulary: metal, glass, shiny, see-through, can, jar, forks, knives, spoons, dishes, objects

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Metal/Glass

m eta l

glass

1. Look Say the words with Squawker. etal and glass show what M things are made of. Metal objects can be shiny. Glass objects can be see-through. 2. Do Have Helper show the metal can. Have Helper show the glass jar. 3. Say Cans are metal. Some jars are glass. 4. Talk Squawker says: Forks, knives, and spoons can be metal. What else can be metal? Dishes can be glass. What else can be glass? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children participate. Do they understand  the difference between metal and glass? Support/ELL: Encourage children to talk about experiences with metal and glass. Provide visual/verbal cues to aid the discussion. Enrichment: Discuss. Some of our money is metal. What are the names of the metal coins?

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Unit 4: Week 22: Day 4

LANGUAGE & LITERACY

Focus: Letter Rr and Number 9

Objective: Children recognize and match capital and lowercase letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • A-B-C Touch & Flip Cards § Lowercase r and Others • PreKTT Resources: “Starting Sound Shuffle”

Match Capital & Lowercase Letters Multisensory Introduction: Sing and move to “Starting Sound Shuffle.” 1. Review R and introduce r and its sound. 2. Build capital R with Magnetic Pieces for Capitals on the side of the Sound Around Box.

ABC_Touch-Flip_CardsCapsLow.indd

We’re Learning:

9/12/18 1:01 PM

ABC_Touch-Flip_CardsC

apsLow.indd

36 9/12/18 1:01 PM

3. Place two A-B-C Touch & Flip Cards in the Sound Around Box. Use lowercase r and another lowercase letter. 4. Have a child reach in the box and hold up both cards.

Cooperate with peers, take turns Match all capital and lowercase letters Position an object for use, placement, or release

5. Ask the class to choose the lowercase letter that matches capital R. 6. Repeat with previously learned letters.

Vocabulary:

Check for Understanding: Observe as children make matches. Do they choose  the correct match?

match, lowercase, capital, letters

Support/ELL: Have children use complete sentences when they name capital and lowercase letters. “This is capital R. This is lowercase r.” Enrichment: Place four lowercase letters in the Sound Around Box to continue activity.

READINESS & WRITING Objective: Children learn how to form R.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT App: Wet-Dry-Try R

Learn R Using Wet-Dry-Try on the Slate 1. Review R and its sound. 2. Prepare Slate Chalkboards by writing R with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Jump to the smiley face, Little Curve to the middle, Little Line slides down. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children complete the activity.  Can they complete the steps correctly? Support/ELL: Use hand over hand assistance if needed.

Vocabulary: Big Line, down, jump, smiley face, Little Curve, middle, Little Line, slides, down

Enrichment: Use ribbon and dip in glue to make R on a card.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children explore 9 and growing patterns.

• I Know My Numbers Booklet 9 (Vol. 1, pp. 22–23) • Beads (9 per child in repeating pattern) • String for beads (1 per child) • Favorite Multisensory Activity to Review 9

Grouping: Whole group, small group

We’re Learning:

Grow More Patterns Multisensory Introduction: Review 9 with favorite multisensory activity. Say directions: Little Curve up, Big Line down. 1. Review 9 and count 9 red beads for R.

Take turns, use manners when speaking, use manipulatives to find a solution, look for a pattern to find a solution

Identify, describe, and extend a growing pattern

Use consistent handedness, use both sides of the body, place body to perform tasks

2. Now, let’s make a pattern with 9 beads. Help children make AB or ABC patterns with their beads before they put them on the string. 3. Now, let’s color the pattern you made onto the page in your I Know My Numbers Booklet 9. 4. Help children keep their pattern in order on their booklet page.



Check for Understanding: Observe as children grow the pattern. Can they identify the growing pattern and describe the change? Support/ELL: Children who need more support should have the first or second turn.

Vocabulary: growing, pattern, repeat

Enrichment: Have children create growing patterns with Tag Bags.

SCIENCE Materials:

Objective: Children create and play in a recycling center.

• Request Recycled Items from Home (plastic bottles, newspapers, magazines, cardboard boxes, cans, etc.) • Bins with Labels (3) (paper, plastic, metal) • Book about Environment or Recycling, Book Connections (Vol. 1, pp. 102–105)

Grouping: Whole group

We’re Learning:

3. Have children sort the items brought from home into the bins.

Remain engaged, show curiosity, attend to simple task

4. Praise the children and say: Let’s do it again! Put everything into one pile for the children to sort the items again.

Demonstrates ongoing environmental awareness and responsibility, learn through senses

5. Have the children share how the dramatic play activity made them feel.

Discuss feelings caused by dramatic play

sort the items correctly?

Vocabulary:

Study the Environment 1. Read a book about the environment or recycling. 2. Let’s create a recycling center! Show children the labeled bins and demonstrate what goes in each.

Check for Understanding: Observe as children sort the recyclable items. Do they

Support/ELL: Provide pictures of items that go with each bin label. Enrichment: Discuss. What are other items we could recycle?

recycle, bin, label

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Unit 4: Week 22: Day 5

LANGUAGE & LITERACY

Focus: Letter Rr and Number 9

Objective: Children recognize letters and letter sounds.

Materials:

Grouping: Whole group, small group

• Die-Cuts of Capital R and Lowercase R and Other Letters Individually Written on Several Pieces of Paper • Art Area Prepped with Red Paint and Supplies • PreKTT Resources: “Leaves and Branches, Trunk and Roots”

Identify Letters & Sounds Multisensory Introduction: Sing and move to “Leaves and Branches, Trunk and Roots.” 1. Review Rr and its sound. 2. Roots are at the bottom of trees and plants. Root starts with r. 3. Have a path to the art area made from the R and r pieces of paper. Have other letter paths leading to other areas. 4. We are going to go on a letter path to a red painting party, but we must follow the capital R and lowercase r to get to it.

We’re Learning: Take turns Identify letter sounds, recognize/name letters, point to/name capital and lowercase letters

5. Children say the sound when they step on the capital or lowercase letter. 6. Have children create Rr is for Red art to send homes.

Vocabulary:

Check for Understanding: Observe as children select letters to follow. Do they  pick R and r?

leaves, branches, trunk, roots, red, path, paint, party

Support/ELL: Provide a picture of R and r to assist children with identifying the correct letters. Enrichment: Create a path to another activity using previously learned capital and lowercase letters.

READINESS & WRITING Materials:

Objective: Children learn to trace letter R. Grouping: Whole group, small group  2

Learn R by Tracing, Coloring & Drawing Multisensory Introduction: Review R with Door Tracing. 1. Color and Trace Pre-Strokes for R Review R and its sound. My First School Book Pre-Stroke: Children color the rakes and trace the pre-strokes for R.

BIG LINE

+ LITTLE CURVE

• My First School Book pp. 46–47 • Flip Crayons • PreKTT Resources: Smiley Face

+ LITTLE LINE

R RA K E

My First School Book

2. Look and Learn My First School Book R: Introduce R. Children point and say the name of each image. 3. Trace and Write R Children finger trace R, step by step. Children trace R. Model R. Children put crayon on the . Say the directions: Big Line down, Jump to the smiley face, Little Curve to the middle, Little Line slides down. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.



Check for Understanding: Observe handedness. Are they using it correctly?

Support/ELL: Use hands-on letter play for R.

Identify capital letters, recognize distinct letter sounds Use art as form of expression Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool

Vocabulary: rake, leaves

Enrichment: Have children find objects beginning with R.

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Theme: Earth

NUMBERS & MATH Materials: • I Know My Numbers Booklet 9 (Vol. 1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter R • PreKTT Resources: “Ants Go Marching”

We’re Learning: Sequence, listen to/follow directions, use manipulatives to find a solution Verbally count 1–10, write numerals Trace correctly, step by step, develop fill-in coloring skills Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, use both sides of the body, move and place body to perform tasks

Objective: Children learn math by coloring, counting, building, rhyming, singing, and playing using I Know My Numbers. Grouping: Whole group, small group

Review 9 Using I Know My Numbers Multisensory Introduction: Sing and move to “The Ants Go Marching.” 1. Review 9 and count 9 objects that begin with R. 2. Complete the 9 ants page with children. 3. Children trace number 9. Children count 9. Children color the pages. 4. Send home I Know My Numbers Booklet 9 for children to complete at home with their parents.

Check for Understanding: Observe as children use the booklet. Do they touch one  item at time when counting to 9? Support/ELL: Use real objects to make a connection to 9. Count 9 red squares. Enrichment: Have children review numbers 1–9.

Vocabulary: nine, ants, marching

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• • • • • •

Grouping: Whole group

Squawker (Vol. 1, pp. 46–47) Word Cards: bottle/container Plastic Bottle Bowl Box PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning Demonstrates ongoing environmental awareness and responsibility

Vocabulary: bottle, water, drinks, container, bowl, box, kitchen

Q & A with Nouns: Bottle/Container

b ot t l e

co nta i n e r

1. Look Say the words with Squawker. A bottle can hold water or other drinks. A container can be used to hold many different things. 2. Do Have Helper show the bottle, bowl, and box. 3. Say What is a bottle? A bottle is a container. 4. Talk Squawker says: A bottle can be used in your kitchen. What comes in a bottle? A container can be large or small. What can you put in a large container? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children talk. Do they understand the difference between bottle and container? Support/ELL: Encourage children to talk about experiences with bottle and container. Provide visual and/or verbal cues to assist in the discussion. Enrichment: Discuss. Bottles can be recycled. What happens to bottles that are recycled?

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Unit 4: Week 23 At-A-Glance Focus: Letter Kk and Number 10

Children learn to identify Kk and the sound through finding words in sentences and form/write capital letter K through hands-on activities like tracing on the A-B-C Touch & Flip Cards. Identifying, counting, writing the number 10, and data representation are covered in Math. Science, Social Studies, and Oral Language focus on the weather.

Day 1 Language & Literacy

Take turns

reak words into syllables, count the B number of syllables in a word (up to four), blend syllables into a complete word, indicate when a certain sound or word is heard

Position capitals right-side up, point to/name capital letters

Recognize that the last number said is the total

Readiness & Writing

Numbers & Math

se fingers to open and close fasteners, U hold cards, attach meaning to visual information

equence, demonstrate active listening S skills

Sequence, listen to/follow directions, attend to simple tasks

oint to/name capital letters, position P capitals right-side up, recognize distinct letter sounds

ecognize/name capital letters, R recognize distinct letter sounds

ove an object in one hand to position M it for use, placement, or release Look at hands and use visual cues to guide reaching for, grasping, and moving objects

equence, listen to/follow directions, S use manipulatives to find a solution

Sequence, listen to/follow directions, use manipulatives to find a solution,

Verbally count 1–10

Move and place body to perform tasks

se consistent handedness, hold crayon with U proper grip, use helper hand, use both sides of the body, place body to perform tasks

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, write numerals up to 10

Oral Language, Science, or Social Studies

Day 2

Oral Language

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, write numerals up to 10 Social Studies

T ake turns, remain engaged, listen to/ follow directions

emain engaged, listen to/follow R directions

Understand print has meaning

escribe jobs people do, explore D geography tools

Repeat words, say sentences, demonstrate understanding of word meaning

Technology

Student App, Songs

Suggestions for 3-Year-Olds

Children can use index fingers and water on the Slate Chalkboard to write a Big Line down. Then, retrace by blowing to watch the water evaporate off of the Slate.

Have children pretend to be meteorologists using tools and manipulatives from the class science center.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns

Take turns, use humor in learning

reak words into syllables, count the B number of syllables in a word (up to four), blend syllables into a complete word, indicate when a certain sound or word is heard

I dentify letter sounds, recognize/name letters in own first name, position letters right-side up

Point to/name lowercase letters

Repeat teacher’s words

Use fingers to hold cards and cut with scissors, attach meaning to visual information

ttach meaning to visual information, A use fingers to hold cards

Recognize that the last number said is the total Take turns, imitate teacher’s movements se index finger to trace letters, hold U tool/tool with proper grip, use helping hand to stabilize paper/object, use same hand consistently to perform skilled task Trace correctly, step by step

I mitate teacher’s movements, follow school routines, listen to/follow directions, attend to simple tasks, share Learn words linked to content, communicate thoughts with words Reach, grasp, and move objects, use both sides of the body

Sequence I dentify capital letters, recognize distinct letter sounds old tool/tool with proper grip, use H helping hand to stabilize paper/object, use same hand consistently to perform skilled task Use art as a form of creative expression se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills

equence, listen to/follow directions, S use manipulatives to find a solution Verbally count 1–10 se consistent handedness, hold crayon U with proper grip, use helper hand, use both sides of the body, place body to perform tasks se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step Oral Language

Sequence Write numerals

Imitate teacher’s movements, follow school routines, listen to/follow directions, attend to simple tasks, share

old tool/tool with proper grip, use H helping hand to stabilize paper/object, use same hand consistently to perform skilled task

L earn words linked to content, communicate thoughts with words

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills

each, grasp, and move objects, use R both sides of the body

Science

Observe and sort

Oral Language

Take turns, remain engaged, listen to/follow directions

emain engaged, listen to/follow R directions

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Describe jobs people do

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

sk questions, gather information, and A makes predictions, learn through senses, use scientific vocabulary

epeat words, say sentences, R demonstrate understanding of word meaning

Student App, Songs, Teacher Resources

Student App, Songs

Go on a number walk around the classroom or school to identify number 10.

Assist children with drawing an umbrella using the strokes: Big Curve, Little Curves, Big Line down, then Little Curve.

Have children glue cotton balls on a piece of paper to make clouds. Paint with black or gray water colors to make gray clouds. Keep this at school to use for an activity next week.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

281

Unit 4: Week 23: Day 1 Focus: Letter K and Number 10

LANGUAGE & LITERACY

Objective: Children clap and count the syllables in a word.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles: Kite and Key • Art Pictures of K Words (keyboard, kayak, ketchup, kiwi, kitten, kazoo • Student App: Sound Around Letters K • PreKTT Resources: “Syllable Sound-Off”

Sort Syllables Multisensory Introduction: Sing and move to “Syllable Sound-Off.” 1. Review K and its sound. 2. Place a Tile and a picture on the Sound Around Box that begin with K: kite (Tile) and keyboard (clip art). 3. Touch each one as you say the syllables and then say the whole word. 4. Have children select the one that is a two-syllable word. 5. Repeat with other pictures and Tiles.

Check for Understanding: Observe as children select two syllable words.  Did they choose correctly? Support/ELL: Start with familiar words and use concrete objects. Enrichment: Repeat the activity with three-syllable K words.

Vocabulary: letter K, kite, keyboard, key

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter K (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces K

Learn K Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review K and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces. 4. Describe each step as you build the letter: Watch as I build K. Big Line down, Karate kick to the middle, Little Line slides down. We made K. Turn the card over and have children “read” the card with you. 5. Now let’s build K on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter K!

Check for Understanding: Observe as children build the letter. Are they placing

the pieces correctly?

Support/ELL: Have children move Wood Pieces diagonally across body. Enrichment: Find objects around the room that begin with K.

282

We’re Learning: Sequence, demonstrate active listening skills Point to/name capital letters, position capitals right-side up, recognize distinct letter sounds Move an object in one hand to position it for use, placement, or release, look at hands and use visual cues to guide reaching for, grasping, and moving objects

Vocabulary: capital K, Big Line, Little Line, karate kick, slide down, koala

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children learn to identify, count, and form 10.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83) § Tactile Cards: 0, 1, 10 • PreKTT Resources: “Ten Little Fingers”

Grouping: Small group

We’re Learning:

Learn 10 with 1-2-3 Touch & Flip Cards Multisensory Introduction: Sing and move to “Ten Little Fingers.” 1. Introduce and count 10 items that begin with K.

Sequence, listen to/follow directions, use manipulatives to find a solution Verbally count 1–10 Move and place body to perform tasks Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

2. Explain that 10 includes two numbers, a one and a zero. Show the number 10 1-2-3 Touch & Flip card. When we make 10 we first make the 1, then the 0. 3. Demonstrate how to trace each number and say the directions: One, Big Line down. Zero, Big Curve, Keep going, Stop. Number 10! 4. Have children finger trace the number 10 card. Use the 0, 1, and/or 10 tactile cards.



Check for Understanding: Observe as children trace the numbers. Do they understand 10 includes two numbers?

Vocabulary: ten, Big Line, down, Big Curve, keep, going, stop

Support/ELL: Help children count their fingers then toes, 10! Enrichment: Use two Mats to build 10. On one Mat, place a Big Line for 1. On the second Mat, place two Big Curves for 0.

ORAL LANGUAGE Materials: • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: blow/evaporate Slate Chalkboard Wet Sponge PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: blow, evaporate, air, drying

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group, small group

Verbs: Blow/Evaporate

blow

evaporate

1. Look Say the words with Squawker. We blow air through our mouths. We make our mouths small and tight to push the air through. Water evaporates by drying. It becomes part of the air so we can’t see it. 2. Do Have children blow air with their mouths small and tight. Have Helper blow on wet spot on the Slate Chalkboard. 3. Say We blow air. We make water evaporate. 4. Talk Squawker says: We can blow out candles on a birthday cake. When else can you blow air? Water will evaporate in the warm sunshine. How do you know that water has evaporated? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between blow and evaporate? Support/ELL: Provide visual or verbal cues to talk about experiences with blow and evaporate. Enrichment: Discuss. Name musical instruments that a person blows into.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

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Unit 4: Week 23: Day 2

LANGUAGE & LITERACY

Focus: Letter K and Number 10

Objective: Children place capitals right-side up and learn proper letter formation.

Materials:

Grouping: Whole group, small group

• Line It Up (Vol. 1, pp. 50–51) § Letter Cards: K, R, B, P, and D • Dry Erase Crayons

™

Position Letters 1. Review K and its sound.

We’re Learning:

3. Have one child choose a letter. Can you name your letter? That’s right, it’s capital K. Let’s hang up the letter so our friends can see. LIU_LC_112017.indd 21

7/22/19 6:35 PM

4. We can finger trace the letter or trace it with a crayon. Which one do you want to do?

Take turns Position capitals right-side up, point to/name capital letters Hold cards, notice and attach meaning to visual information

5. Model the proper letter formation and then give children a turn.

Check for Understanding: Observe as children place cards on the Line It Up Bar.  Do they turn the Letter Cards vertically and right-side up?

Vocabulary: letter K, capital, trace

Support/ELL: Show children where to start the letter when tracing Line It Up Letter Cards. Enrichment: Give each children a cup of alphabet cereal and have them dump the cereal and search for letter K.

READINESS & WRITING Objective: Children roll lines of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card: K • PreKTT Resources: Video, “Capital K”

Learn K with Roll–A–Dough Letters 1. Review K and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Big Line and two Little Lines using dough. Show them, step by step, how to place the dough on the letter K card in the tray. Say the directions: Big Line down, Karate kick to the middle, Little Line slides down. 4. Remove K letter card from tray. Children build K in empty tray.

Check for Understanding: Observe as children place their cards in the tray. Do

they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the lines. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

Vocabulary: letter K, capital, Big Line, Little Lines, karate, kick, middle, down

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Theme: Earth

NUMBERS & MATH Materials:

Objective: Children learn to sequence and form numbers.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Mat for Wood Pieces (2 per 2 children) (Vol. 1, p. 67) • PreKTT Resources: “Toe Song”

Grouping: Small group, pairs

We’re Learning:

1. Review 10 and count 10 objects or pictures that begin with K. Review that 10 includes two numbers.

Sequence, listen to/follow directions, use manipulatives to find a solution Use correct top-to-bottom, left-to-right directionality Verbally count 1–10 Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, use both sides of the body, move and place body to perform tasks

Learn 10 Using Wood Pieces Multisensory Introduction: Sing and move to the “Toe Song.”

2. Gather the Wood Pieces and two Mats. 3. Describe each step as you build the numbers: Watch as I build 10. When we make 10 we first make the 1, then the 0. One, Big Line down. Zero, Big Curve, Keep going, Stop. Number 10! 4. Now let’s build 10 on the Mats. Pair children and give them two Mats to place right-side up. Repeat step three on the Mat using My turn, Your turn.

Check for Understanding: Watch as children build 10. Do they build  it correctly?

Vocabulary:

Support/ELL: Have children finger trace 10 using the 1-2-3 Touch & Flip Cards before building 10 on the Mats.

Big Line, down, Big Curve, keep, going, stop

Enrichment: Have children rote count to 15.

SOCIAL STUDIES Materials:

Objective: Children learn who studies weather and locations of study.

• Local Map or World Map • Book about Weather or Being a Meterologist • kids.kiddle.co/Meteorology

Grouping: Whole group

We’re Learning: Remain engaged, listen to/follow directions Describe jobs people do, explore geography tools

Study Weather 1. What job studies weather? A meteorologist is a person who learns as much as possible about the weather. 2. Meteorologists use different tools to study weather. They use satellites, Doppler radars, etc. 3. A meteorologist can work anywhere in the world from their hometown to China. Locate your hometown and/or China on a map and discuss the weather in that location. 4. Read and discuss a book about weather or being a meteorologist.

Vocabulary: weather, meteorologist, tools, satellites, Doppler radar

Check for Understanding: Observe as children talk. Do they understand the

term weather?

Support/ELL: Provide pictures of different types of weather and discuss. Enrichment: Discuss: If you were a meteorologist, what type of weather would you want to know more about?

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Unit 4: Week 23: Day 3

LANGUAGE & LITERACY

Focus: Letter K and Number 10

Materials:

Objective: Children clap and count the syllables in a word. Grouping: Whole group, small group

™

Recognize Syllables

™

Multisensory Introduction: Sing and move to the “Syllable Sound-Off.”

• Line It Up (Vol. 1, pp. 50–51) § Coloring Card: K • PreKTT Resources: “Syllable Sound-Off”

We’re Learning:

1. Review K and its sound.

Take turns

2. The small parts of a word are called syllables. Let’s name pictures and clap for each word part.

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3. Place the K Coloring Card with the kite from Line It Up on the bar. This is a kite and it begins with K. I’m going to say and clap the syllables: kite. 4. Now let’s say and clap together, kite. Let’s do it again, kite.

Break words into syllables, count the number of syllables in a word, blend syllables into a complete word, indicate when a certain sound or word is heard Repeat teacher’s words Recognize that the last number said is the total

5. There is one syllable in kite. 6. Repeat steps two through four using coloring cards from Line It Up.



Check for Understanding: Observe as children say and clap the syllables. Can

they count the number of syllables?

Vocabulary: syllable, kite, clap, sound, off

Support/ELL: Use the Letter & Picture Match activity with children when counting syllables. Enrichment: Repeat the activity with multisyllable words.

READINESS & WRITING Objective: Children trace capital Letter K and review writing name.

Materials:

Grouping: Small group

1. Review K and its sound.

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture Cards – Tactile side: K • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Capital Practice Strips

2. Have children finger trace K card. Say the directions: Big Line down, Karate kick to the middle, Little Line slides down.

We’re Learning:

Learn K & Write Name Multisensory Introduction: Sing “Sing Your Name.”

3. Now let’s write our name. Use the strip above the child’s strip.

A Click Away Capital Practice Strips. Put your

4. Demonstrate each letter on your strip and wait for the child to imitate you by saying My turn, Your turn. Do this letter by letter.

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A Click Away

Take turns, imitate teacher’s movements Isolate finger to trace, hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Trace correctly, step by step

Vocabulary: letter names, top, smiley face

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials: • 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83) § Tactile Cards: 0, 1, 10 • Student App: Touch & Flip Numbers 10

We’re Learning: Sequence, listen to/follow directions, use manipulatives to find a solution Verbally count 1–10, write numerals Use same hand to hold tool, hold crayon with proper grip, use helper hand, use both sides of the body, move and place body to perform tasks Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

Objective: Children respond to questions by moving their bodies to different areas. Grouping: Whole group, small group

Move to Answer Questions Multisensory Introduction: Review 10 with 1-2-3 Touch & Flip Cards. Say directions: One, Big Line down. Zero, Big Curve, Keep going, Stop. 1. Let’s look at all our different clothes. 2. What type of clothes are you wearing on the bottom? Are they pants? Skirts? Children move into specific groups. 4. Which group has the most children? Let’s make lines to find out. Children line up by type of clothing. We can see which line is longest and which line is shortest. 5. We can also count the people in each line. Let’s count to compare the number of children in each group. Which group has the most children?

Check for Understanding: Observe as children move into groups. Do they choose

the correct group?

Vocabulary: bottom, compare, longest, most, shortest, top

Support/ELL: Help children compare the two groups. Enrichment: Repeat activity with 4 Squares More Squares pieces using shape, type, etc.

ORAL LANGUAGE Materials: • • • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: white/gray Flip Crayons: Gray Cloud Outlines Glue Cotton balls PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group, small group

Adjectives: White/Gray

white

g ray

1. Look Say the words with Squawker. White and gray are colors. White is the color of snow. Gray is a mixture of black and white. Gray is the color of a dolphin. 2. Do Have children stretch out a cotton ball and glue it inside one cloud outline. Have children color the other cloud gray. 3. Say Clouds are white. Clouds are gray. 4. Talk Squawker says: Some rabbits are white. What other animals can be white? Elephants are gray. What other animals can be gray? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children talk. Do they understand the difference between white and gray?

Vocabulary:

Support/ELL: Encourage children to talk about experiences with white and gray. Provide visual/verbal cues to aid the discussion.

white, gray, clouds, elephants, animals, rabbits, colors, snow

Enrichment: Discuss. Gray clouds are filled with water droplets that make them look gray. Gray clouds can tell us that rain may be coming soon.

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Unit 4: Week 23: Day 4 Focus: Letter Kk and Number 10

LANGUAGE & LITERACY

Objective: Children identify capital and lowercase letters.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (1 for teacher) (Vol. 1, pp. 76–77) § Little Chalk Bit • PreKTT Resources: “Starting Sound Shuffle” • PreKTT Resources: I Know My Name and Your Name Too

Finding Letters Multisensory Introduction: Sing and move to the “Starting Sound Shuffle.” 1. Review K and introduce lowercase k and its sound. Write K and k on the Magnetic Lowercase and Blackboard Set. Explain how K and k are different. 2. Using prepared Name Cards ( A Click Away I Know My Name and Your Name Too with children’s name written in title case,) have children hold name cards. 3. Does anyone’s name begin with capital K? Children whose names begin with K show the capital at the beginning of their names. 4. Then, have children look for and show lowercase k within their names. Use previously learned letters when there are no names with Kks.

We’re Learning: Take turns Identify letter sounds, recognize/name letters in own name, position letters right-side up Use fingers to hold cards, use fingers to hold/open/close scissors, notice and attach meaning to visual information



Vocabulary:

Support/ELL: Provide visual models of K and k for children from A-B-C Touch & Flip Cards.

letter K, capital, lowercase k, sound, find, names, magazines, newspaper

Check for Understanding: Observe as children look for letters share their names. Can they distinguish between the capital and lowercase letters? Enrichment: Repeat the activity and have children look for letters they know that have not been taught yet.

READINESS & WRITING Objective: Children learn how to form K.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT Resources: “Animals in the House” • PreKTT App: Wet-Dry-Try K

Learn K Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing and move to “Animals in the House.” 1. Review K and its sound. 2. Prepare Slate Chalkboards by writing K with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Karate kick to the middle, Little Line slides down. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children follow directions. Do they  complete the steps to make K? Support/ELL: Say the words for each step slowly. Enrichment: Have children air write K with a piece of chalk.

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We’re Learning: Imitate teacher’s movements, follow school routines, listen to/follow directions, attend to simple tasks, share Learn words linked to content, communicate thoughts with words Use visual cues to guide reaching for, grasping, and moving objects, use both sides of the body

Vocabulary: letter K, capital, Big Line, Little Line, karate, kick, middle, down

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children learn to trace number 10.

• My First School Book p. 89 • Flip Crayons • PreKTT Resources: “Toe Song”

Grouping: Whole group, small group

Learn 10 by Tracing, Coloring & Counting

T E N W O R MS

Multisensory Introduction: Sing “Toe Song.” We’re Learning:

1. Count 10 with Fingers and Toes Hold up left hand for 5. Count on from 5 (6, 7, 8, 9, 10). Count toes by fives.

Sequence Write numerals Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills

My First School Book

2. Count 10 Worms Point to 10 at the top. See 10 worms. Count 10 worms. 3. Trace and Write My First School Book 10: Children finger trace 10, step by step, at the top of the page. Let’s write 10. First, write 1. Put the crayon on the . Say the directions: Big Line down. Next, children put crayon on the . Say the directions: Big Curve, Keep going, Stop. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Vocabulary: ten, worms, counting, table

Check for Understanding: Observe as children trace 10. Can they trace a  1 and 0 correctly? Support/ELL: Review 10 with a favorite multisensory activity. Enrichment: Make a class collage of items in groups of 10.

SCIENCE Materials:

Objective: Children learn about rain.

• • • •

Grouping: Whole group, small group

Sponge Spoon Water in a Container Book About Rain, Book Connections (Vol. 1, p. 97–101) • PreKTT Resources: “Rain Song”

We’re Learning: Remain engaged, listen to/follow directions Describe jobs people do Ask questions, gather information, and makes predictions, learn through senses, use scientific vocabulary

Study Weather Multisensory Introduction: Sing and move to the “Rain Song.” 1. Meteorologists study weather like rain. Let’s read a book about rain. Choose a book or select one from Book Connections. 2. Rain happens when clouds fill with too much water. Let’s do an experiment to make rain. Let’s pretend this sponge is a cloud in the sky. 3. Have children help add water to the sponge with a spoon until it starts to drip while you hold it up over a container. 4. When there is too much water in the clouds it starts to rain like the sponge is doing. 5. Look! We made rain. Repeat until every child has an opportunity to make rain.

Vocabulary: sponge, spoon, water, rain, clouds, meteorologist

Check for Understanding: Observe as children participate. Do they follow the  directions? Support/ELL: Preview the book with the children by discussing the pictures. Enrichment: Discuss. What can you do when it’s raining outside?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

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Unit 4: Week 23: Day 5

LANGUAGE & LITERACY

Focus: Letter Kk and Number 10

Objective: Children recognize and name lowercase letters.

Materials:

Grouping: Whole group, small group

Laughing with Letters

• A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) § Lowercase Cards • PreKTT Resources: “Inside, Outside”

Multisensory Introduction: Sing and move to “Inside, Outside.”

We’re Learning:

1. Review Kk and its sound.

Take turns, develop sense of humor

2. Give a child lowercase letter k from the A-B-C Touch & Flip Cards. Let’s play Silly Voices by saying letters in an opera voice! Model voice. ABC_Touch-Flip_CardsCapsLow.indd

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ABC_Touch-Flip_CardsC

apsLow.indd

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3. Call out letter k using an opera voice. Have the child hold up the k and repeat in an opera voice. 4. Have the other children repeat k in the same opera voice. 5. Repeat with other children and previously learned letters (d, p, b, r) using additional silly voices (robot, baby, etc.).

Point to/name lowercase letters Notice and attach meaning to visual information, use fingers to hold cards

Vocabulary: opera, voice, laughing, letters

Check for Understanding: Observe as children participate. Do they understand  the concept of using an opera voice? Support/ELL: Help children to name the letter, say the sound, and finger trace. Enrichment: Give each child a previously learned lowercase letter from the A-B-C Touch & Flip Cards and have them find words from the Word Time Word Cards that begin with their letter.

READINESS & WRITING Objective: Children learn to trace letter K.

Materials:

Grouping: Whole group, small group

• My First School Book p. 48 • Flip Crayons • PreKTT Resources: Smiley Face

Learn K by Tracing, Coloring & Drawing Multisensory Introduction: Review K with Door Tracing.

We’re Learning:

1. Color and Trace Pre-Strokes for K Review K and it’s sound. My First School Book Pre-Stroke: Children color the kites and trace the pre-strokes for K.

Sequence 48

2. Look and Learn. My First School Book K: Introduce K. Children point and say the name of each image. My First School Book

3. Trace and Write K Children finger trace K, step by step. Children trace K. Model K. Children put crayon on the . Say the directions: Big Line down, Karate kick to the middle, Little Line slides down 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace strokes. Are they  sequencing correctly? Support/ELL: Use Big Lines from the Wood Pieces to teach directionality.

Identify capital letters, recognize distinct letter sounds Use art as form of expression Hold tool a tool with proper grip to write, use helping hand to stabilize object, use use small hand to hold tool Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills

Vocabulary: kite, Big Line down, karate, kick, Little Line, slides, down, horizontal, vertical, diagonal

Enrichment: Discuss. Is the wind blowing outside? Consider making a wind sock to see.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children learn how to form 10.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT App: Wet-Dry-Try 10

Grouping: Small group

We’re Learning:

2. Using two Slate Chalkboards prepare by writing 10 with chalk as a model to trace.

Imitate teacher’s movements, follow school routines, listen to/follow directions, attend to simple tasks, share Learn words linked to content, communicate thoughts with words Observe and sort Use visual cues to guide reaching for, grasping, and moving object, use both sides of the body

Learn 10 Using Wet-Dry-Try on the Slate 1. Review 10 and count 10 objects beginning with K.

3. Provide pairs with slates prepared with 1 and the other with 0. 4. Demonstrate 1 on your own Slate Chalkboard. Say the words for each step. One, Big Line down. Demonstrate 0 on your own Slate Chalkboard. Say the words for each step. Zero, Big Curve, keep going, stop. 5. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the number. Dry: Child uses a little piece of paper towel to dry the number. Try: Child uses a Little Chalk Bit to write the number. 6. After children each write their number, have them place the slates side by side and explain 10 is two separate numbers that are placed side by side.

Vocabulary: Big Curve, keep, going, stop, ten, one, zero

Check for Understanding: Observe as children trace. Can they write numbers correctly?

Support/ELL: Review numbers by playing Hop Scotch.

Enrichment: Teach children to count by tens. Use counters.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• • • • •

Grouping: Whole group

Squawker (Vol. 1, pp. 46–47) Word Cards: breeze/windy Paper Fan Picture of Tree in Wind PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: white, gray, clouds, elephants, animals, rabbits, colors, snow

Q & A with Nouns: Breeze/Wind

breeze

wi nd

1. Look Say the words with Squawker. A breeze is air moving slowly or lightly. A wind is air moving strongly. 2. Do Have Helper fan him/herself. Have Helper fan each child. Have Helper show picture of blowing tree. Have children make wind sounds and pretend to be blown by the wind. 3. Say What is a breeze? A breeze is a light wind. 4. Talk Squawker says: A breeze can blow on a hot or cold day. How does a breeze feel on a hot day? A wind can move sailboats. What else can be moved by the wind? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children participate. Do they understand  the difference between breeze and wind? Support/ELL: Encourage children to talk about experiences with breeze and wind. Provide visual/verbal cues to aid the discussion.

Enrichment: Discuss. Windmills are machines that use wind power to do other jobs. The machines take wind energy and make electricity, pump water, or grind grain into flour.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

291

Unit 4: Week 24 At-A-Glance Focus: Letter Aa and Number 10

Children learn to identify Aa and the sound through finding words in sentences and form/write capital letter A through hands-on activities like pre-stroke practice. Identifying, counting, writing the number 10, and exploring pictographs are covered in Math. Science, Social Studies, and Oral Language focus on air transportation.

Day 1 Language & Literacy

Take turns reak words into syllables, count the B number of syllables in a word (up to four), blend syllables into a complete word, indicate when a certain sound or word is heard Repeat teacher’s words Recognize that the last number said is the total

Readiness & Writing

Numbers & Math

Day 2 Sequence, demonstrate active listening skills oint to/name capital letters, position P capitals right-side up, recognize distinct letter sounds ove an object in one hand to position M it for use, placement, or release, look at hands and use visual cues to guide reaching for, grasping, and moving objects

Sequence

Sequence, listen to/follow directions

se correct top-to-bottom, left-to-right U directionality, identify capital letters, recognize distinct letter sounds

se correct top-to-bottom, left-to-right U directionality, recognize/name capital letters, recognize distinct letter sounds

Use art as a form of expression

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object

equence, listen to/follow directions, S use manipulatives to find a solution

Sequence, listen to/follow directions, use manipulatives to find a solution

Match 1:1, count 1–10

T race correctly, step by step, develop fill-in coloring skills

se consistent handedness, hold crayon U with proper grip, use helper hand, use both sides of the body, place body to perform tasks

Use art as a form of creative expression se consistent handedness, hold crayon with U proper grip, use helper hand, use both sides of the body, place body to perform tasks

Oral Language, Science, or Social Studies

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Social Studies Remain engaged, take turns escribe jobs people do, explore D geography tools Compare living and nonliving things Discuss feelings caused by dramatic play

Technology

Student App, Songs

Suggestions for 3-Year-Olds

In the dramatic play center, have children pretend to be pilots and fly airplanes.

Go on a letter walk around the classroom or school to identify letter A.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns

Listen to/follow directions

L earn words linked to content being taught, use new words linked to content being taught, communicate thoughts with words, talk about experiences and observations with words, talk about experiences/observations

Point to/name lowercase letters

I ndicate when a certain sound or word is heard, listen to sounds and name objects that make that sound, listen to gain and share information

Take turns, imitate teacher’s movements

I mitate teacher’s movements, follow school routines, listen to/follow directions, attend to simple tasks, share

ecognize distinct letter sounds, R recognize/name capital letters old tool with proper grip, use helping H hand to stabilize paper/object, use same hand consistently to perform skilled task Trace correctly, step by step

equence, listen to/follow directions, S use manipulatives to find a solution Match 1:1, verbally count to 10 Trace correctly, step by step, develop fill-in coloring skills Use art as a form of creative expression se consistent handedness, hold crayon with U proper grip, use helper hand, use both sides of the body, place body to perform tasks Oral Language

ove an object in one hand to position M it for use

Learn words linked to content, communicate thoughts with words Observe and sort

Sequence I dentify capital letters, recognize distinct letter sounds old tool with proper grip, use helping hand H to stabilize paper/object, use same hand consistently to perform skilled task

each, grasp, and move objects, use R both sides of the body

Use art as a form of creative expression

Listen to/follow directions, sequence

Cooperate/problem solve with peers, listen to/follow directions

Identify position or location using top, middle, and bottom se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object, trace correctly, step by step, develop fill-in coloring skills se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills Science

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills

Identify and describe squares se consistent handedness, hold crayon U with proper grip, use helper hand, trace correctly, step by step, develop fill-in coloring skills, recognize simple shapes, draw simple shapes

Oral Language

Take turns, remain engaged, listen to/follow directions

emain engaged, understand cause and R effect relationships

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Learn through senses, use scientific vocabulary

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

Student App, Songs

Sing “The Wheels on the Bus,” and focus on what a bumpy ride on the bus would/does feel like and have children bounce up and down.

Using more ballons, blow some up without typing them and have children let them go in the classroom to see them fly around.

Using the cotton ball cloud pictures made last week, help children add an airplpane to the pictures.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

293

Unit 4: Week 24: Day 1

LANGUAGE & LITERACY

Focus: Letter A and Number 10

Objective: Children learn letter and identify syllables.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects Beginning with Letter A • Student App: Sound Around Letters A

Choose & Clap 1. Introduce A and its sound. Apple begins with A.

We’re Learning:

2. Fill the Sound Around Box with familiar A objects. 3. Have each child pick an object and say its name.

Take turns

4. Clap out the number of syllables in that word together.

Break words into syllables, count the number of syllables in a word (up to four), blend syllables into a complete word, indicate when a certain sound or word is heard

5. Sort objects by the number of syllables.



Check for Understanding: Observe as children as they name the objects and clap. Do they clap the correct number of syllables?

Repeat teacher’s words

Support/ELL: Have children imitate you clap the syllables after they name the A object. Enrichment: Repeat the activity and add items that begin with K from the previous week.

Recognize that the last number said is the total

Vocabulary: letter A, apple, bananas, syllable, clap, sort

READINESS & WRITING Materials:

Objective: Children learn how to build and sequence capital letters correctly. Grouping: Whole group, small group l

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter A (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT Resources: “Alphabet Song” • PreKTT App: Wood Pieces A

APPLE

Learn A Using Capitals with the Letter Cards & the Mat for Wood Pieces 3

Multisensory Introduction: Sing and point to the “Alphabet Song.” 1. Introduce A and its sound. 2. Show letter card. Name the picture and “read” the word.

Letter Cards_COLOR_3.3.16.indd 1

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3. Gather the Wood Pieces. 4. Describe each step as you build the letter. Watch as I build A. Big Line slides down, Big Line slides down, Little Line across. We made A. Turn the card over and have children “read” the card with you. 5. Now let’s build A on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. 6. It’s capital letter A!

Check for Understanding: Observe as children build the letter. Are they placing  the pieces correctly? Support/ELL: Show child how to begin A with Wood Pieces. Enrichment: Have children Door Trace A.

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We’re Learning: Sequence Use correct top-to-bottom, left-to-right directionality, identify capital letters, recognize distinct letter sounds Use art as a form of expression Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: capital A, Big Line, down, slides, Little Line, across, alligator, ant, apple

Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

NUMBERS & MATH

4 egg

one

Materials:

• I Know My Numbers Booklet 10 (Vol. 1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter A • PreKTT Resources: “Toe Song”

six

We’re Learning:

Theme: Earth

Objective: Children learn math by coloring, counting, building, rhyming,five singing, four two t hree and playing using I Know My Numbers. First comes the egg,

Grouping: Whole group, small group

Review 10 Using I Know My Numbers

Multisensory Introduction: Sing eight and move to the “Toe Song.”

sev en

1. Review and count 10 objects beginning with A.

nine

Sequence, listen to/follow directions, use manipulatives to find a solution

2. Give each child I Know My Numbers Booklet 10. Look how the slate is on the front cover. Make a connection to number 10.

Match 1:1, verbally count 1–10

3. Children color and trace the pages for numbers 1–10.

ten

IKMN-I Know My Numbers_package_instruction sheet.indd 1

Trace correctly, step by step, develop fill-in coloring skills

Use art as a form of creative expression Use consistent handedness, hold crayon with proper grip, use helper hand, use both sides of the body, place body to perform tasks

Vocabulary:

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4. Remind children: 10 is two separate numbers that are placed side by side, almost touching one another so we know they go together.

Check for Understanding: Observe as children use the booklet. Do they make a  connection to number 10? Support/ELL: Have children complete as many numbers with guidance. Enrichment: Have children find and count 10 objects in the classroom.

count, number names 1–10

ORAL LANGUAGE Materials: • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: take off/land Toy Airplane PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Take Off/Land

take off

land

1. Look Say the words with Squawker. When airplanes take off, they leave the ground and go up into the air. When airplanes land, they come back safely to the ground. 2. Do Have Helper make the airplane take off. Have Helper make the airplane land. 3. Say Airplanes take off. Airplanes land. 4. Talk Squawker says: Birds take off when they fly. What else can take off? Boats land when they come back to land after being on water. What other things can land? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children participate. Do they understand the difference between take off and land?

Vocabulary: take off, land, airplane, ground, air

Support/ELL: Provide pictures of take off and land. Provide verbal cues to assist in labeling the pictures. Enrichment: Discuss. We take off and land when we jump. Take some big jumps. Say “take off” when you go up and “land” when you come back down.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

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Unit 4: Week 24: Day 2

LANGUAGE & LITERACY

Focus: Letter A and Number 10

Materials:

Objective: Children review letters sounds and formation. Grouping: Small group

Help your children look at the first example. Then find the one that matches in each row.

Review & Build Letters

APPLE

Letter Cards_COLOR_3.3.16.indd 1

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A P PLE

OOT

CAT

1. Introduce A and its sound using the back of the Letter Card. Point to A on the Letter Card.

APPLE

Letter Cards_COLOR_3.3.16.indd 1

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Letter Cards_COLOR_3.3.16.indd 3

A LLI GATOR

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A NT

Letter Cards_COLOR_3.3.16.indd 5

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A PP L E

We’re Learning:

2. Using the front of the Letter Card, review building A. This is A. 3. Describe each step as you place the Wood Pieces on the card.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Cards: Letter A, D, P, B, R, K (Vol. 1, p. 66) • PreKTT App: Wood Pieces A

Letter Cards_COLOR_3.3.16.indd 2

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4. Remove the pieces and have each child build the letter. 5. Repeat the activity with previously learned letters: D, P, B, R, K.

Check for Understanding: Observe as children build each letter. Are they placing  the pieces correctly? Support/ELL: Have children air write A as you build A with Wood Pieces. Enrichment: Have children find objects around the room that begin with A.

Sequence, demonstrate active listening Point to/name capital letters, position capitals right-side up, recognize distinct letter sounds Move an object in one hand to position it for use, placement, or release, look at hands and use visual cues to guide reaching for, grasping, and moving objects

Vocabulary: letter A, capital, top, middle, down

READINESS & WRITING Objective: Children roll lines of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) • PreKTT Resources: Video, “Capital A”

Learn A with Roll–A–Dough Letters Multisensory Introduction: Sing and point to the “Alphabet Song.” 1. Introduce A and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll two Big Lines and a Little Line using dough. Show them, step by step, how to place the dough on the letter A card in the tray. Say the directions: Big Line slides down, Big Line slides down, Little Line across. 4. Remove A letter card from tray. Children build A in empty tray.

Check for Understanding: Observe as children place their cards in the tray. Do  they orient them correctly? Support/ELL: Help children use flat hands to roll back and forth to form the lines. Enrichment: Use the tray to trace letters in sand or lotion.

We’re Learning: Sequence, listen to/follow directions Use correct top-to-bottom, left-to-right directionality, recognize/name capital letters, recognize distinct letter sounds Use art as a form of expression Move an object in one hand to position it for use, placement, or release, use both sides of the body in activities, look at hands to guide reaching for, grasping, and moving objects, reach across midline to get an object from other side

Vocabulary: letter A, capital, roll, dough, Big Line, down, slides, Little Line, across

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children place objects in a simple graph to answer questions.

• I Know My Numbers Booklet 10 (Vol. 1, pp. 22–23) • Flip Crayons • Picture/s of 10 Apples • Pictures of Two Different Kinds of Fruit (Apricot/Grapes) • T-Chart and Pictures of Fruit at the Top of Each Column • PreKTT Resources: “Apples and Bananas”

Grouping: Whole group

We’re Learning:

Graph with Objects Multisensory Introduction: I Know My Numbers Booklet 10. Choose what pages you want to complete with children. Use real objects to count. Sing nursery rhymes and songs. 1. Count 10 apples for A. 2. What is the class favorite? Apples or bananas? 3. Sing “Apples and Bananas” and review the favorite fruit graph.

Sequence, listen to/follow directions, use manipulatives to find a solution Match 1:1, verbally count 1–10 Use consistent handedness, hold crayon with proper grip, use helper hand, use both sides of the body, place body to perform tasks

Vocabulary: apples, bananas, apricots, grapes, more, fewer, longer, shorter, ten

4. Discuss other kinds of fruit like apricots and grapes using pictures. 5. Have children select which one they like most. 6. It’s time to make a graph. Children take turns and tape a picture of their fruit in the matching row on the T-chart. Compare the rows using: more, fewer, longer, shorter. 7. Which row is longer? The longer row shows the favorite fruit.

Check for Understanding: Observe as children place their fruit on the graph.  Can they tell which fruit is the class favorite by comparing the rows? Support/ELL: Have children compare an apricot and a grape. Which one is bigger? Enrichment: Have children graph using favorite vegetables.

SOCIAL STUDIES Materials:

Objective: Children learn about the study of flight.

• Book about Planes or Things That Fly, Book Connections (Vol. 1, pp. 102–105) • Local Community Map with Airport

Grouping: Whole group, small group

Study Flight 1. Read a book about airplanes or things that fly.

We’re Learning: Remain engaged, take turns Describe jobs people do, explore geography tools Compare living and nonliving things Discuss feelings caused by dramatic play

Vocabulary: aviation, science, flight, flying, living, nonliving, pilot, airport

2. What job studies flying? An aviation scientist is someone who learns as much as possible about flying. 3. Can you name living and nonliving things that can fly? 4. Let’s look for the closest airport to our school on a map. Use a map of your local area. 5. A pilot is a person who flies planes. Let’s pretend to be pilots and fly around to different places. Have children “fly” in the classroom, gym, or outside on the playground.



Check for Understanding: Observe as children participate. Do they understand the difference between living and nonliving things? Support/ELL: Provide pictures of living and nonliving things that can fly. Enrichment: Discuss. If you were a pilot where would you want to fly?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

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Unit 4: Week 24: Day 3 Focus: Letter A and Number 10

LANGUAGE & LITERACY

Objective: Children learn new words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects Beginning with Letter A • Dry Erase Marker

Learn New Words 1. Review A and its sound. 2. Let’s pretend this is an underwater treasure chest. Let’s explore and see what we find. 3. Place A items in the Sound Around Box. 4. Children take turns finding and naming items from the box. Prompt them to talk about an item. 5. Write the word on the side of the Sound Around Box.

We’re Learning: Take turns Learn words linked to content being taught, use new words linked to content being taught, communicate thoughts with words, talk about experiences/observations

6. Repeat until all items are explored.

Check for Understanding: Observe as children talk about the items. Do they  understand what the words mean? Support/ELL: Talk about each item as you place it in the chest to prepare children for the new vocabulary.

Vocabulary: A objects to teach vocabulary, expedition, underwater, treasure chest, explore

Enrichment: Have children say completed sentences: The apple is red.

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card: A • PreKTT Resources: “Inside, Outside” • PreKTT Resources: Video, “Capital A”

Learn A Using Stamp and See Screen Multisensory Introduction: Sing and move to “Inside, Outside.” 1. Introduce A and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try. 3. Then, show children how to stamp the complete letter A. Say the directions: Big Line slides down, Big Line slides down, Little Line across. Erase and let children try. 4. Next, show children how to use the magnetic chalk stylus to trace the strokes of A. Erase the letter. 5. Finally, Children stamp with magnetic pieces or write with magnetic chalk stylus to make A from memory.

Check for Understanding: Watch as children write the letter with the stylus.

Are they sequencing correctly?

Support/ELL: Model the first step of the activity and observe child complete the remaining steps.

We’re Learning: Take turns, imitate teacher’s movements Recognize distinct letter sounds, recognize/name capital letters Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Trace correctly, step by step

Vocabulary: Big Line, slides, down, Little Line, across

Enrichment: Have children find pictures beginning with A in books from the classroom.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children make and analyze a pictograph.

• I Know My Numbers Booklet 10 (Vol. 1, pp. 22–23) • Flip Crayons • Toy Animals (10) • Pre-Drawn Two-Row Horizontal Graph • PreKTT Resources: Dog or Fish?

Grouping: Whole group

We’re Learning:

1. Review 10 and count 10 animals for A.

Explore Pictographs Multisensory Introduction: I Know My Numbers Booklet 10. Choose what pages you want to complete with children. Use real objects to count.

Sequence, listen to/follow directions, use manipulatives to find a solution

2. Pets are animals. What is your favorite pet? A dog or a fish? Children take a dog or fish cutout to show their choice.

Match 1:1, verbally count 1–10

3. What is the class favorite? A dog or a fish? Let’s make a graph to see. Children take turns placing their cutout on the graph.

Trace correctly, step by step, develop fill-in coloring skills Use art as a form of creative expression Use consistent handedness, hold crayon with proper grip, use helper hand, use both sides of the body, place body to perform tasks

Vocabulary: animal, dog, fish, pet, favorite, row, graph, choices, organized, longer, more, ten

4. Which row is longer? Which row has more? The rows help us see the favorite pet.

Check for Understanding: Observe as children place their sticker in the correct  row. Can they identify the class favorite? Support/ELL: Using 1-2-3 Touch & Flip Animal Cards, have children choose two cards and count the animals on each card. Enrichment: Use this activity any time you have a class vote.

ORAL LANGUAGE Materials: • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: bumpy/smooth Wagon Blocks PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Bumpy/Smooth

b u mpy

s m o ot h

1. Look Say the words with Squawker. Bumpy means having a lot of sudden ups and downs. Smooth means able to slide easily without bumps. 2. Do Place blocks in front of the wagon. Have Helper pull Squawker in the wagon over the blocks. Clear the blocks away. Have Helper pull Squawker in the wagon over the smooth ground. 3. Say The ride is bumpy. The ride is smooth. 4. Talk Squawker says: Some roads are bumpy. What can make a road bumpy? Bikes have a smooth ride. What else can give you a smooth ride? Closing: Sing “Letters Together Make Words.”

Vocabulary:

Check for Understanding: Observe as children participate. Do they understand  the difference between bumpy and smooth?

bumpy, smooth, sudden, slide, easily, roads, bikes, ride

Support/ELL: Provide items with bumpy and smooth textures for children to explore.

Enrichment: Discuss. Bumpy and smooth can describe how things feel. Find something bumpy in the classroom. Find something smooth.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

299

Unit 4: Week 24: Day 4 Focus: Letter Aa and Number 10

LANGUAGE & LITERACY

Objective: Children recognize and name lowercase letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects Beginning with Letter A • Dry Erase Marker

Identify Lowercase Letters 1. Review A and introduce a and its sound. 2. Let’s look around our classroom and find things that begin with a. 3. Write a on the side of the Sound Around Box. 4. Have a child get the first item from somewhere in the classroom. Look, we have an alligator. Alligator starts with a.

We’re Learning: Take turns Point to/name lowercase letters Move an object in one hand to position it for use

5. Write ALLIGATOR and alligator on the side of the Sound Around Box. Point to the a in alligator. Alligator starts with a. 6. Repeat activity with more children.

Vocabulary:

Check for Understanding: Observe as children participate. Can they find items that begin with a?

lowercase, alligator, words that start with a

Support/ELL: Repeat the names of items as they are found in the classroom. Enrichment: As a review, use blank Word Time Word Cards to write words beginning with lowercase a. Have children point to the beginning letter and say its sound.

READINESS & WRITING Objective: Children learn how to form A.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT App: Wet-Dry-Try A

Learn A Using Wet-Dry-Try on the Slate 1. Introduce A and its sound. 2. Prepare Slate Chalkboards by writing A with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line slides down, Big Line slides down, Little Line across 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.



Check for Understanding: Observe as children complete the activity. Can they complete the steps correctly? Support/ELL: Model each step more than once if needed.

We’re Learning: Imitate teacher’s movements, follow class routines, listen to/follow directions, attend to simple tasks, share Learn words linked to content, communicate thoughts with words Observe and sort Use visual cues to guide reaching for, grasping, and moving object, use both sides of the body

Enrichment: Have children air write A with a piece of chalk. Vocabulary: wet, dry, try, Big Line, down, slides, Little Line, across

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Earth

NUMBERS & MATH Materials:

Objective: Children learn number 10 and write 10.

• I Know My Numbers Booklet 10 (Vol. 1, pp. 22–23) • Flip Crayons • PreKTT Resources: “Ten Little Fingers”

Grouping: Whole group, small group

We’re Learning:

Learn & Write Number 10 Multisensory Introduction: Sing and move to the finger play “Ten Little Fingers.” 1. Review 10 and count 10 objects that begin with A.

Listen to/follow directions, sequence Identify position or location using top, middle, and bottom Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object, trace correctly, step by step, develop fill-in coloring skills Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills

2. Help children find the 10 fingers page in I Know My Numbers Booklet 10. 3. Count the 10 fingers on the page. 4. Have children trace 1 then 0 to make 10 then color the picture.

Check for Understanding: Observe as children complete the activity.

Can children identify the numbers?

Support/ELL: Encourage “rainbow tracing” going over the numbers with different colors for extra practice. Enrichment: Play “Name the Number Fast!” Hold up your fingers to represent numbers. See how quickly children can name the number.

Vocabulary: before, after, caterpillar, duck, fish, starfish, ladybug, turtle, spider, snail, worm

SCIENCE Materials:

Objective: Children learn how air helps make things fly.

• Inflated Balloons (1 per child) • Book about Airplanes or Flying, Book Connections (Vol. 1, pp. 102–105) • PreKTT Resources: “That Would Be Me!”

Grouping: Whole group, small group

Remain engaged, understand cause and effect relationships Learn through senses, use scientific vocabulary

airplane, balloon, air, fly

Multisensory Introduction: Sing and move to “That Would Be Me!” 1. Read a book about airplanes. Airplane starts with Aa.

We’re Learning:

Vocabulary:

Flying Fun

2. Airplanes need air to fly. Let’s experiment and see if we can make our balloons fly by blowing air under them. 3. Demonstrate moving a balloon across the room by blowing air under it. 4. Have children take turns.

Check for Understanding: Observe as children participate. Do they follow  the directions? Support/ELL: Provide a straw and water for children to blow bubbles. Enrichment: Have children make and fly paper airplanes.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

301

Unit 4: Week 24: Day 5

LANGUAGE & LITERACY

Focus: Letter Aa and Number 10

Objective: Children identify items in their environment that begin with a.

Materials:

Grouping: Whole group, small group

• • • •

Search for Sounds Multisensory Introduction: Sing and Move to “Apples and Bananas.”

Paper and Pen For Making a List Pictures, Clip Art, etc. to Represent Items Chart or Poster Paper For Collage PreKTT Resources: “Apples and Bananas”

We’re Learning:

1. Review Aa and its sound.

Listen to/follow directions

2. Let’s search for things that begin with a.

Indicate when a certain sound or heard, listen to sounds and name objects that make that sound, listen to gain and share information

3. Take children for a walk around the school, outside, and/or in the classroom. 4. Keep a list of all the items found that start with a. 5. Have the children create a collage of pictures, drawings, etc. of the items.



Check for Understanding: Observe as children search for items. How many do that select that begin with the correct sound?

Vocabulary:

Support/ELL: Provide prompts and pictures if needed.

search, sound, begins, collage

Enrichment: As a review, have children find items that begin with previously learned lowercase letters: c, o, q , g, s, j, d, p, b, r, k.

READINESS & WRITING Objective: Children learn to trace letter A.

Materials:

Grouping: Whole group, small group

• My First School Book pp. 50–51 • Flip Crayons

Learn A by Tracing, Coloring & Drawing 1. Color and Trace Pre-Strokes for A Review A and its sound. My First School Book Pre-Stroke: Children color the skates and trace the pre-strokes for A.

We’re Learning: Sequence 50

My First School Book

2. Look and Learn My First School Book A: Introduce A. Children point and say the name of the image. 3. Trace and Write A Children finger trace A, step by step. Children trace A. Model A. Children put crayon on the . Say the directions: Big Line slides down, Big Line slides down, Little Line across. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe children as they write the Little Line for A.  Do they write from left-to-right, like this . Left-handed children may write the stroke from right to left .

Identify capital letters, recognize distinct letter sounds Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Use art as a form of creative expression Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills

Vocabulary: alligator, letter A, capital

Support/ELL: Use hands-on letter play in addition to pre-stroke practice for A. Enrichment: Crawl like alligators. Make hand-shadow alligator puppets.

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Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

NUMBERS & MATH

4 egg

one

Materials:

• I Know My Numbers Booklet 10 (Vol. 1, pp. 22–23) • Flip Crayons • Objects to Count Beginning with Letter A • PreKTT Resources: “Big Numbers”

six

We’re Learning:

Cooperate/problem solve with peers, listen to/follow directions, recognize simple shapes, draw simple shapes

Theme: Earth

Objective: by coloring, counting, building, rhyming,five singing, four twoChildren learn math t hree and playing using I Know My Numbers. First comes the egg,

Grouping: Whole group, small group

Review 10 Using I Know My Numbers Multisensory Introduction: Sing eight and move to “Big Numbers.”

sev en

nine

ten

1. Review and count 10 objects/pictures beginning with A.

2. Choose what pages you want to complete with children in I Know My Numbers Booklet 10. 3. Children trace number 10. Children color the pages.

IKMN-I Know My Numbers_package_instruction sheet.indd 1

Identify shapes within a group

Use consistent handedness, hold crayon with proper grip, use helper hand, trace correctly, step by step, develop fill-in coloring skills

Vocabulary: ten, little, fingers, Big Line, Big Curve, down, keep, going, stop

3/19/12 2:21 PM

4. Send home I Know My Numbers Booklet 10 for children to complete with their parents.

5. Remind children, 10 is two separate numbers that are placed side by side, almost touching one another so we know they go together.

Check for Understanding: Observe as children use the booklet. Do they make a  connection to number 10? Support/ELL: Use real objects to make a connection to 10. Count 10 alligators. Enrichment: Have children review numbers with Hop Scotch.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• • • • • •

Grouping: Whole group

Squawker (Vol. 1, pp. 46–47) Word Cards: airplane/clouds Toy Airplane Picture of Clouds PreKTT Resources: “Puffy, Fluffy” PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: airplane, clouds, flies, places, drops, water, sky, white, gray, puffy, high, ground, bumpy

Q & A with Nouns: Airplane/Clouds

ai rpla n e

clouds

Multisensory Introduction: Sing and move to “Puffy, Fluffy.” 1. Look Say the words with Squawker. An airplane takes people and things to other places. Clouds are made from drops of water collecting in the sky. They can look white or gray and puffy. 2. Do Have Helper show airplane. Have children stretch out their arms and pretend to be airplanes. Have Helper show the picture of clouds. 3. Say Where is the airplane? The airplane is in the clouds. 4. Talk Squawker says: An airplane flies high in the air. How do things on the ground look from high up in an airplane? Clouds can sometimes make an airplane ride bumpy. What else can make a ride bumpy? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  meaning of airplane and clouds? Support/ELL: Read a book about clouds from Book Connections.

Enrichment: Discuss. Some pictures show people resting on clouds like pillows. Clouds may look soft and comfortable, but they cannot hold up a person.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 4 Lesson Plans

303

Sample Version of: Get Set For School Pre-K Teacher's Guide

Unit 5: Machines

Sample Version of: Get Set for School Pre-K Teacher's Guide

Unit 5: Week 25 At-A-Glance Focus: Letter Mm and Math Review

Children learn to identify Mm and the sound through matching capital and lowercase letters and how to form/write capital letter M through hands-on activities like Wet-Dry-Try on the Slate Chalkboard. Reviewing shapes are covered in Math. Science, Social Studies, and Oral Language focus on simple and complex machines.

Day 1 Language & Literacy

Readiness & Writing

Listen to/follow directions

Take turns

reak words into two parts, onset and B rime, indicate when a certain sound is spoken or heard

Recognize and name capital letters

Listen to/follow directions, attend to simple tasks

oint to and name capital letters, P position capitals right-side up, recognize distinct letter sounds

ecognize and name capital letters, R recognize distinct letter sounds

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Numbers & Math

Cooperate with peers Identify and describe triangles, verbally count a set of 1–10 objects osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Oral Language, Science, or Social Studies

Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Technology Suggestions for 3-Year-Olds

306

Day 2

Sing & Move, Student App

ove an object in one hand to position M it for use

se visual cues to guide reaching for, U grasping, and moving objects, position an object for use, placement, or release, reach across midline to get an object from other side

Listen to/follow directions, attend to simple tasks, demonstrate active listening Recognize shapes Use same hand to hold tool se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step

Science Take turns Use words to describe Use senses to gather, explore, interpret information osition an object for use, placement, P or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects

Sing & Move, Student App

Use pictures and objects that begin with . Have Have children review shapes using puzzles children repeat the sound and name of the object. and maniplulatives.

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Cooperate with peers, take turns

Cooperate with peers

Sequence

se manners, listen to/follow directions, U speak in complete sentences

Match capital and lowercase letters

se correct top-to-bottom, left-to-right U directionality

Participate in dramatic play

Move and place body to perform tasks

Name emotions displayed by others escribe the problem and solution of a story, D listen to gain and share information, explain how a story connects to personal experience

Take turns, listen to/follow directions oint to and name capital letters, P recognize and name letters in name, position capitals right-side up T race correctly, step by step, write name in all capitals

Listen to/follow directions, attend to simple tasks

Use correct top-to-bottom, left-to-right directionality

ecognize and name capital letters, R recognize and name letters in own name, position capitals right-side up

ecognize distinct letter sounds, R recognize and name capital letters

old a tool with proper grip to write, H use helping hand to stabilize object Trace correctly, step by step

se index finger to trace letters, hold U a tool with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Use art as a form of creative expression

articipate in clean-up routines, P cooperate with peers Identify specific shapes within a group aintain posture/position and mobility, M use same hand to hold tool, use helping hand to stabilize object T race correctly, step by step, develop fill-in coloring skills, color and draw creatively Oral Language

Demonstrate active listening Recognize two dimensional shapes old a tool with proper grip to write, H use helping hand to stabilize object, use same hand to hold tool se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

T ake turns, listen to/follow directions, attend to simple tasks, ask and answer simple questions Talk about experiences/observations Use the senses to explore and sensory language to describe properties of natural and human made materials

Name body parts, listen to/follow directions, demonstrate active listening, attend to simple tasks, imitate teacherâ&#x20AC;&#x2122;s movements Recognize two dimensional shapes old a tool with proper grip to write, H use helping hand to stabilize object Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

osition an object for use, placement, P or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects Sing & Move, Student App Read a story about manners and have children practice using good manners. ÂŠ 2021 Learning Without Tears

Sing & Move, Student App

Build Mat Man with different shapes for his body. Review body parts using the wood pieces.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 5 Lesson Plans

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Unit 5: Week 25: Day 1 Focus: Letter  and Math Review

LANGUAGE & LITERACY

Objective: Children group words into word families.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles: Mouse and House • Student App: Sound Around Letters 

Divide Onset & Rime 1. Introduce  and its sound. 2. Words can be part of families, just like people. Show the mouse Picture Tile. This is mouse. Mouse is in the -ouse family. 3. Show the house Picture Tile. This is house. Show the mouse tile: mouse, house. Mouse and house are in the -ouse family. Let’s put them together.

We’re Learning: Listen to/follow directions Break words into two parts, onset and rime, indicate when a certain sound is spoken or heard

4. Repeat steps two to three to build other word families. OTE: An onset is what comes before the vowel. In van, /v/ is the onset. In sun, /s/ N is the onset. The rime is anything that follows. In van, -an is the rime. In sun, -un is the rime. Rimes are used to make rhymes.

Vocabulary: letter , word family

Check for Understanding: Observe and listen as children name the tiles and  group them by families. Do children isolate the rime? Support/ELL: Place a Color Tile as you say the onset and another Color Tile next to it as you say the rime. Repeat, touching each Color Tile. Enrichment: Two children locking arms say a word top. Dropping arms, the first child says /t/ and the second says -op. Locking arms again, they both say top.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Mat for Wood Pieces (1 per child) (Vol. 1, p, 67) • Capital Letter Card: Letter  (Vol. 1, p. 66) • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • PreKTT App: Wood Pieces 

Learn  Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review  and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces. 4. Describe as you build the letter: Big Line down, Jump to the smiley face, Slide down to the middle, slide up, Big Line Down. 5. Turn the card over and have children “read” the card with you. 6. Now let’s build  on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn. NOTE: When building  on the Mat, overlap the corners of the Big Lines to fit on the Mat.

Check for Understanding: Observe as children build the letter. Are they placing  the pieces correctly. Support/ELL: Gather the correct pieces for each child and prompt child to place the Big Line in the correct direction to begin .

We’re Learning: Listen to/follow directions, attend to simple tasks, sequence Point to and name capital letters, position capitals right-side up, recognize distinct letter sounds Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: letter , big line, right-side up, top, bottom, moon, mop, mouse

Enrichment: Find objects around the room that begin with .

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children explore, build, and describe triangles.

• • • •

Grouping: Whole group, small group

My First School Book p. 52 Flip Crayons PreKTT Resources: “Shape Song” Mix & Make Shapes (Vol. 1, pp. 84–85) § Large Triangle (1) § Medium Triangle (1) • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § Big Lines (3 per child) § Little Lines (3 per child)

We’re Learning: Cooperate with peers Identify and describe triangles, verbally count a set of 1–10 objects Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving objects

Let’s Build Triangles Multisensory Introduction: Sing and move to the “Shape Song.” 1. Show the big purple triangle. This is a triangle. It has 3 sides and 3 corners. Where have you seen this shape? 2. Have 3 children lie down on the rug to form a triangle. 3. Show children how to build a triangle with Big Lines. Let them build. 4. Give children 2 Big Lines and 1 Little Line to build another triangle. This triangle looks different. Is it still a triangle? Why or why not? 5. Draw Triangles My First School Book Triangle: Demonstrate how to draw a triangle. Children put their crayon on the arrow. Say the directions: Little line slides down, Across the bottom, Slide up to the top. Children trace draw and color.



Check for Understanding: Observe as children build other triangles with the Big and Little Lines. Do they have the right number of lines and corners? Support/ELL: Have children place 3 bottle caps at the triangle’s corners and count them.

Vocabulary:

Enrichment: Build a triangle with Mix & Make Shapes. Cover the template with other triangles to build a matching triangle.

triangle, corner, side

ORAL LANGUAGE Materials: • • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: shovel/haul Small Sand Shovel Pail to Hold Sand Container of Sand PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two action verbs, say them in sentences, and use them in conversation. Grouping: Whole group

Verbs: Shovel/Haul

s h ov el

haul

1. Look Say the words with Squawker. Shovel means to lift up something with a shovel. Haul means to take something to another place. 2. Do Have Helper shovel sand into the pail. Have Helper haul the pail to the door. Children imitate. 3. Say We shovel sand. We haul a pail. 4. Talk Squawker says: You can shovel soil to plant a garden. What else can you shovel? You can haul books in a backpack. What else can you haul? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children discuss examples of shovel and haul. Did the examples show an understanding of the words’ meanings?

Vocabulary:

Support/ELL: Show a picture of a garden. Ask children to point to what they can shovel and haul.

shovel, haul, sand, lift, place, soil, plant, garden

Enrichment: Discuss. What machines can shovel and haul? How are those machines helpful?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans

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Unit 5: Week 25: Day 2 Focus: Letter  and Math Review

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • Objects from Home Beginning with Letter  • Dry Erase Marker • PreKTT Resources: Letter Time Note to Home

Identify Capital Letters 1. Review  and its sound. 2. Build  with Magnetic Pieces for Capitals on the Sound Around Box. 3. Have a child remove an item from the box. Look, we have a monkey. Monkey starts with . 4. Write MONKEY on the side of the box. Point to the . Repeat Monkey starts with . 5. Who brought the monkey? Thank you for bringing your monkey.

We’re Learning: Take turns Recognize and name capital letters Move an object in one hand to position it for use

6. Repeat steps three through five. 7. After all the items are listed, ask how the words are the same. Yes, all the words start with .

Check for Understanding: Observe as children participate. Can they point to

Vocabulary: letter , capital, monkey,  words

and name the letter?

Support/ELL: Repeat the names of items as they are removed from the box. Enrichment: Have children point out other classroom items starting with .

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card:  • PreKTT Resources: Video, “Capital ”

Learn  with Roll–A–Dough Letters 1. Review  and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll four Big Lines using dough. Show them, step by step, how to place the dough on the letter  card in the tray. Say the directions: Big Line down, Jump to the smiley face, Slide down to the middle, Slide up, Big Line down. 4. Remove  letter card from tray. Children build  in empty tray.

Check for Understanding: Observe as children place their cards in the tray. Do

they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the lines. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize and name capital letters, recognize distinct letter sounds Use visual cues to guide reaching for, grasping, and moving object, position objects for use, placement, or release, reach across midline to get an object from other side

Vocabulary: capital , roll, Big Line, top, slides down, bottom, smiley face

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children describe and build rhombuses.

• My First School Book p. 53 • Flip Crayons • Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) § Big Lines (4 per child)

Grouping: Whole group, small group

We’re Learning:

2. Now you try it.

Listen to/follow directions, attend to simple tasks, demonstrate active listening Recognize shapes Use same hand to hold tool Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

Make a Rhombus 1. We can build a rhombus with our Big Lines. A rhombus has 4 sides and 4 corners. Demonstrate. 3. Sometimes people use the name diamond for a rhombus.

R H O M B US

My First School Book

4. Can you make a skinny rhombus? A wide rhombus? Guide children to adjust the angle size. 5. My First School Book Rhombus: Demonstrate how to draw a rhombus. Children put their crayon on the arrow. Say the directions: Little Line slides down to the side, Little Line slides down to the bottom, Little Line slides up to the side, Little Line slides up to the top. Children trace draw and color.

Check for Understanding: Observe as the children build their rhombuses. Do they

Vocabulary:

have 4 corners and 4 lines?

rhombus, lines, wide, angles, corners

Support/ELL: Use bottle caps to mark 4 corners. Then, have children put down their lines. Enrichment: Have children use the triangles to make a rhombus.

SCIENCE Materials:

Objective: Children observe what is in the soil.

• • • • • • •

Grouping: Whole group, small group

Trowels Spoons Tweezers Magnifying Glasses Buckets Plastic Storage Containers Protective Gloves

Explore Dirt in Schoolyard 1. Designate an area that has been approved for digging. 2. Have all children put on gloves. Distribute a tool to each child. 3. Allow each child to dig and collect a sample of dirt. 4. Have child look carefully through their dirt samples.

We’re Learning:

5. Make a class chart of what was found in the dirt samples.

Take turns Use words to describe Use senses to gather, explore, interpret information Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects



Check for Understanding: Children will tell about one thing in their soil sample. Did they describe things that were actually observed? Support/ELL: Observe the sample with the child. Prompt the child, assisting with words to describe what they see. Enrichment: Discuss. What might you observe if you dug in a different place? Make predictions.

Vocabulary: rock, root, pebble, worm, clay, dirt, soil

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans

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Unit 5: Week 25: Day 3

LANGUAGE & LITERACY

Focus: Letter  and Math Review

Objective: Children follow rules and use manners in conversation.

Materials:

Grouping: Whole group, small group

• Play Dishes • Pretend Dinner Foods • PreKTT Resources: “Hello Song”

Use Manners

Thank you!

Multisensory Introduction: Sing and move to the “Hello Song.”

We’re Learning:

1. Review  and its sound.

Cooperate with peers, take turns

2. Manners starts with . We are going to practice using our manners today!

Use manners, listen to/follow directions, speak in complete sentences

3. Role play a pretend dinner. Say: Thank you for coming. Please sit down.

Participate in dramatic play

4. Begin passing serving dishes and prompt children to use manners. 5. Pretend to eat. Model how to ask for something. May I have the salt, please? 6. When you leave the table say: Thank you for dinner. May I be excused, please?

Vocabulary:

7. Continue to practice table manners by repeating this activity at snack time.

manners, please, thank, you, may, , excused

Check for Understanding: Observe children at snack or play. Are they saying  please and thank you when they ask for something? Support/ELL: Have children work in pairs. Have one child ask for the plate using manners and the other say thank you. Enrichment: Place a tray with play items at the front of a line of children. One child approaches, using manners to ask for an item. Repeat.

READINESS & WRITING Objective: Children learn the correct way to write letters by tracing and writing.

Materials:

Grouping: Small group

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture cards – Tactile side:  (and others for names) • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Write Name in Title Case, Lowercase Letter Formation Chart

Review Capitals & Write Name Multisensory Introduction: Sing “Sing Your Name.” 1. R eview M and its sound. Have children finger trace the M card. Say the directions: Big Line down, Jump to the smiley face, Slide down to the middle, Slide up, Big Line Down.

ABC_Touch-Flip_Anima

ls.indd 27 9/12/18 3:16 PM

2. H ave children finger trace the tactile side of a letter that starts their name. 3. Now, let’s write our name in title case. Use the A Click Away Write Name in Title Case practice page. Demonstrate each letter and wait for the child to imitate you. My turn, Your turn.

Check for Understanding: Observe as children write their name in title case. Do they understand how to place lowercase letters on the double lines? Support/ELL: Send home for practice: A Click Away Help me Write My Name in Name in Title Case practice pages, and A Click Away Lowercase Letter Title Case, Formation Chart. Enrichment: Write child’s name in title case and see if they can identify each letter in their name.

312

We’re Learning: Take turns, listen to/follow directions Point to and name capital letters, recognize and name letters in name, position capitals right-side up Hold a tool with proper grip to write Trace correctly, step by step, write name in all capitals

Vocabulary: capital , letter names, capital, capital letter formation words, name, title case

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials: • Mix & Make Shapes (Vol. 1, pp. 84–85) § Large Circles (4) § Large Triangles (4) § Large Rectangles (4) § Large Squares (4) • My First School Book p. 58 • Flip Crayons

Objective: Children distinguish triangles, circles, squares, and rectangles within a group of shapes. Grouping: Small group

Play Simon Says with Shapes 1. Spread shapes on the ground. I will be Simon first. I’ll tell you what to do. 2. Simon says Jump to a triangle or Put your hand on a square or Sit on a shape with four sides.

We’re Learning: Participate in clean-up routines, cooperate with peers Identify specific shapes within a group Maintain posture/position and mobility, use same hand to hold tool, use helping hand to stabilize object Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

3. When they understand the activity, let a child be Simon. Play along and help if the group gets stuck. 4. Don’t try to trick the children until they can play without mistakes. Then, give a direction without saying Simon says. 5. Now, let’s draw shapes! My First School Book Shapes Review: Demonstrate how to draw a cross, circle, square, and triangle. Children trace, draw, and color.

Check for Understanding: Observe as children clean up shapes. Do they select the

correct shapes?

Vocabulary:

Support/ELL: Preview the actions before starting the activity. Model and say the name of the movement: jump, hop, hold up your hand, tickle, sit. Have children repeat and imitate.

rectangle, square, circle, triangle

Enrichment: Build Mat Man using different shapes for his body.

ORAL LANGUAGE Materials: • • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: rocky/sandy Containers (2) Rocky Soil Sandy Soil PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: rocky, sandy, bumps, ground, covered

Objective: Children learn two adjectives, say them in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Rocky/Sandy

ro c k y

sandy

1. Look Say the words with Squawker. Rocky means the ground has many rocks and bumps. Sandy means the ground is covered with sand. 2. Do Have Helper feel the rocky “ground” in the container. Have Helper feel the sandy “ground” in the container. 3. Say The ground is rocky. The ground is sandy. 4. Talk Squawker says: A hiking trail can be rocky. What else can be rocky? Playing at the beach will make your feet sandy. What else can be sandy? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss rocky and sandy. Do they  show an understanding of the words' meanings? Support/ELL: Show pictures of rocky or sandy places. Have children sort the pictures next to the container with rocky or sandy ground. Enrichment: Discuss. What kind of shoes would you wear in rocky or sandy ground? Have children trace feet and draw examples of the shoes.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans

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Unit 5: Week 25: Day 4 Focus: Letter m and Math Review

LANGUAGE & LITERACY

Objective: Children match letters, capitals to capitals, and capitals to lowercase.

Materials:

Grouping: Whole group, small group

Match Lowercase & Capital Letters

• A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) • PreKTT Resources: “There’s a Dog in the School”

Multisensory Introduction: Sing and point to the alphabet as you sing “There’s a Dog in the School.”

We’re Learning:

1. Review  and introduce m and its sound. 2. Give each child one A-B-C Touch & Flip Card. Half of the children should get a capital letter and the other half should get the matching lowercase letter. 3. Some of you have a capital letter and others have lowercase letters. Find your matching letter friend and sit down together.

Cooperate with peers Match capital and lowercase letters Move and place body to perform tasks

4. Where are the  letter friends? Stand up and show your cards.

Vocabulary:

5. Have children say the letter names, pointing to each card: capital , lowercase m.

Letter , capital, lowercase, match

6. Repeat with the other letters previously learned.

Check for Understanding: Observe as children find their match. Can they match  capital letters to lowercase letters? Support/ELL: Use fewer A-B-C Touch & Flip Cards. Begin with capital and lowercase letters that look alike: C, O, P, S, V, W, X, Z. Enrichment: Have children cut out capital and lowercase letters from magazines.

READINESS & WRITING Objective: Children learn how to form .

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Student App: Wet-Dry-Try 

Learn  Using Wet-Dry-Try on the Slate 1. Review  and its sound. 2. Prepare Slate Chalkboards by writing  with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Jump to the smiley face, Slide down to the middle, Slide up, Big Line down. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.



Check for Understanding: Observe as children complete the activity. Can they complete the steps correctly? Support/ELL: Guide children as needed. Enrichment: Have children air write  with a piece of chalk.

314

We’re Learning: Listen to/follow directions, attend to simple tasks Recognize and name capital letters, recognize and name letters in own name, position capitals right-side up Hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Vocabulary: Big Line, slide, smiley face

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children identify the shapes used for Mat Man's body.

• • • •

Grouping: Whole group, small group

My First School Book p. 59 Flip Crayons Mat Man Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • Mix & Make Shapes (Vol. 1, pp. 84–85) § Square § Rhombus § Oval § Circle

We’re Learning: Demonstrate active listening Recognize two dimensional shapes Hold a tool with proper grip to write, use helping hand to stabilize object, use same hand to hold tool Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: oval, rhombus, square, heart, star, rectangle, circle, triangle

Count On Me Multisensory Introduction: Read Mat Man Shapes. 1. Engage children in building Mat Man on the floor. 2. Talk about Mat Man’s body shape. What shape is the Mat? Compare the Mat to a square from Mix & Make Shapes. Compare other shapes: circle/oval, and square/rhombus.

Discover more about shapes in our Mat Man Shapes book.

My First School Book

3. Look and Learn My First School Book Mat Man: Look at Mat Man! Which Mat Man has an oval body? Which has a rhombus body? A square body? Continue the discussion using different shapes. 4. Trace and Color Now let’s trace and color Mat Man! My First School Book: Children trace and color each Mat Man with the different shaped body.

Check for Understanding: Observe as children say shape names. Do they name  the shapes correctly? Support/ELL: Build shapes with Wood Pieces. Have children trace pieces with their fingers as they name the shapes. Enrichment: Fold and cut shapes for children. Fold paper to cut hearts and diamonds.

SCIENCE Materials: • Small Toy Cars or Trucks • Picture of a House with Steps

Objective: Children identify and describe a simple machine, the inclined plane, or ramp. Grouping: Whole group, small group

Learn About a Simple Machine

We’re Learning: Take turns, listen to/follow directions, attend to simple tasks Ask and answer simple questions, talk about experiences/observations Use the senses to explore and sensory language to describe properties of natural and human made materials Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects

1. Explain that people invent machines to help them with work. 2. Show a picture of a house with steps. 3. If I need to bring my bicycle into the house, it will be hard to get it up the steps. 4. Someone long ago had the same problem and solved it with an invention called an inclined plane. We also call it a ramp. 5. Instead of being stuck, my car can easily travel using an inclined plane or ramp. Demonstrate with blocks. 6. Allow children to build roads with the blocks, making ramps with the wedge-shaped blocks.

Vocabulary:

Check for Understanding: Observe as children build roads with blocks. Are they  able to do it correctly?

simple, machine, steps, ramp, wedge, plane, inclined plane

Support/ELL: Show children more pictures of inclined planes in use. Demonstrate individually with the blocks. Enrichment: Discuss. Where else could inclined planes be used? Draw how they can help.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans

315

Unit 5: Week 25: Day 5

LANGUAGE & LITERACY

Focus: Letter m and Math Review

Materials:

Objective: Children describe the problem and solution of a story. Grouping: Whole group, small group

• Line It Up (Vol. 1, pp. 50–51) § ”Little Miss Muffet“ Story Cards • Book of Nursery Rhymes, Books All Year (Vol. 1, pp. 102–105)

™

Describe Problem & Solution 1. Have you ever lost a favorite toy? Have you ever broken something? These could be problems. How could we solve these problems?

We’re Learning:

2. A story can have a problem and a solution. Listen to this story about Little Miss Muffet. Read the Story Cards one at a time. Place them in the Line It Up Bar. Little_Miss_Muffet_Story_Cards_12.04.17.indd 5

12/4/17 4:43 PM

3. What was Miss Muffet's problem? How did she fix it? 4. What would you do if a spider sat beside you? Have children share their original solutions to Miss Muffet's problem.

Check for Understanding: Repeat another nursery rhyme with a problem and  solution. Are the children able to identify the problem and the solution? Support/ELL: Represent various problem situations. For example, if it snows, what should you do? Have children contribute solutions. Enrichment: Read a story, stopping after the problem is described. Ask children to identify the problem and describe and draw their solutions.

Sequence Name emotions displayed by others Use correct top-to-bottom, left-to-right directionality, describe the problem and solution of a story, listen to gain and share information, explain how a story connects to personal experience

Vocabulary: problem, solution, favorite, toy, broken, fix, spider

READINESS & WRITING Materials:

Objective: Children learn to trace letter . Grouping: Whole group, small group 

Learn  by Tracing, Coloring & Drawing 1. Color and Trace Pre-Strokes for  Review  and its sound. My First School Book Pre-Stroke: Children color the mouse and trace the pre-strokes for .

M MO US E

BIG LINE

+ BIG LINE

• My First School Book pp. 54–55 • Flip Crayons

+ BIG LINE

MO US E

We’re Learning: Sequence

My First School Book

3. Trace and Write  Children finger trace , step by step. Model . Children put crayon on the . Say the directions: Big Line down, Jump to the smiley face, Slide down to the middle, slide up, Big Line down. 4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Recognize distinct letter sounds, recognize and name capital letters Use index finger to trace letters, hold a tool with proper grip to write, use helping hand to stabilize objects Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Use art as a form of creative expression

Check for Understanding: Observe handedness and use of the helping hand.  Are they using both correctly?

Vocabulary:

Support/ELL: Use Wood Pieces to build .

mouse, line, down, jump, slide, color

Enrichment: Children can make a dough snake into an . Use cones to set up an  path for children to pretend to scurry like mice.

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children count body parts.

• My First School Book p. 73 • Flip Crayons • PreKTT Resources: “Mat Man”

Grouping: Whole group, small group

MAT MAN

Count On Me Multisensory Introduction: Sing and Move to “Mat Man.”

We’re Learning: Name body parts, listen to/follow directions, demonstrate active listening, attend to simple tasks, imitate teacher's movements

1. Position a board or easel for drawing with children facing you.

Recognize two-dimensional shapes Hold a tool with proper grip to write, use helping hand to stabilize object

4. Encourage children to add other details to their drawings.

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

My First School Book

2. My First School Book: Sing/say: Mat Man has one head. The head is a circle. Watch me draw the head. Now it’s your turn! 3. Continue with body, have children count body parts.

Check for Understanding: Observe as children name body parts. Can they count  how many? Support/ELL: Draw Mat Man for children and have them trace lines with their fingers.

Vocabulary: rectangle, circle, line, curve, head, draw

Enrichment: Encourage children to add other body parts or accessories. Challenge them to change Mat Man into a new person.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: backhoe/machine • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Q & A with Nouns: Backhoe/Machine

backhoe

machi n e

1. Look Say the words with Squawker. A backhoe is a large construction machine used for digging. A machine is an invention that makes work easier. 2. Do Have Helper show a picture of a backhoe. Have children imitate a machine. Have them pretend to dig and transfer. 3. Say What is a backhoe? A backhoe is a machine. 4. Talk Squawker says: A backhoe is a machine used in construction. What other construction machines do you know? A washing machine cleans your clothes. What else can a machine do? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children answer questions. Do they give

Vocabulary: backhoe, machine, construction, digging, invention, work, easier

correct responses?

Support/ELL: Show pictures of machines (car, computer, printer, telephone, etc.). Have children look for machines in the school. Enrichment: Discuss. A computer is a machine that finds information. How can we find information without this machine?

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Unit 5: Week 26 At-A-Glance Focus: Letter Nn and Math Review

Children learn to identify Nn and the sound through recognizing syllables and how to form/write capital letter N through hands-on activities like Roll–A–Dough Letters. A review of counting to 5,10, and more is covered in Math. Science, Social Studies, and Oral Language focus on machines and tools related to the exploration of roads.

Day 1 Language & Literacy

Take turns Use new vocabulary, engage in conversation, learn words linked to content

Day 2 Listen to/follow directions, attend to simple tasks ecognize distinct letter sounds, R recognize and name capital letters

ecognize and name capital letters, R break words into two parts: onset and rime, indicate when a certain sound or word is heard

Readiness & Writing

Sequence, demonstrate active listening ecognize distinct letter sounds, R recognize and name capital letters, position capitals right-side up

Numbers & Math

Oral Language, Science, or Social Studies

Sequence, listen to/follow directions, attend to simple tasks ecognize distinct letter sounds, R recognize and name capital letters

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

se visual cues to guide reaching for, U grasping, and moving object, position an object for use, placement, or release, reach across midline to get an object from other side

Demonstrate active listening

Match 1:1, write numerals

I solate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize paper

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Oral Language

Science

Take turns, remain engaged, listen to/follow directions

Listen to/follow directions, attend to simple tasks

Understand print has meaning

Use language for different purposes

Repeat words, say sentences, demonstrate understanding of word meaning

bserve, investigate, describe, and O discuss earth materials, and their properties and uses, discuss and explain ways earth materials are used for building houses

Technology

Sing & Move, Student App

Suggestions for 3-Year-Olds

Use manipulatives to review numbers 1–10.

Have children participate in finger plays to help them develop number sense.

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 Listen to/follow directions, attend to simple tasks Repeat words, say sentences reak words into syllables, count the B number of syllables in a word, blend syllables into a complete word, indicate when a certain sound is spoken or heard

Mathematics

Science

Social Studies

Day 4 L isten to/follow directions, attend to simple tasks, demonstrate active listening ecognize distinct letter sounds, R recognize and name capital letters

Creative Arts

Physical Development

Day 5 Listen to/follow directions, demonstrate active listening reak spoken sentences into words, B count the number of words in a sentence

se fingers to hold/open/close scissors, U use helping hand to stabilize object Use art as a form of creative expression

equence, listen to/follow directions, S attend to simple tasks

L isten to/follow directions, attend to simple tasks

ecognize distinct letter sounds, R recognize and name capital letters

old a tool with proper grip to write, H use helping hand to stabilize object

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object

Trace correctly, step by step

Take turns, follow class routines Match 1:1 Position an object for use, placement, or release

Trace correctly, step by step

T ake turns, work with others to solve problems atch 1:1, Verbally count a set of M 1–10 objects Position an object for use, placement, or release

Sequence se correct top-to-bottom, left-to-right U directionality, recognize distinct letter sounds, recognize and name capital letters Use art as a form of creative expression old a tool with proper grip to write, H use helping hand to stabilize paper Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Demonstrate active listening Match 1:1, Verbally count 1–15 old a tool with proper grip to write, H develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize paper Trace correctly, step by step

Oral Language

Social Studies

Oral Language

Take turns, remain engaged, listen to/follow directions

Listen to/follow directions, attend to simple tasks

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

bserve, investigate, describe, and discuss O properties and characteristics of common objects, identify and create common features in the natural environment

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

osition an object for use, placement, P or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects

epeat words, say sentences, R demonstrate understanding of word meaning

Sing & Move, Student App

Encourage children to have a pretend tea party and set the table.

Discuss different types of vehicles and how some would have to travel on a wide road v. narrow road.

Use toy cars, trucks, and other vehicles to review counting to 10.

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Unit 5: Week 26: Day 1 Focus: Letter N and Number Review

LANGUAGE & LITERACY

Objective: Children group words into word families.

Materials:

Grouping: Whole group, small group

• Picture of a Van, Pan, Can, Sun, Bun • Student App: Sound Around Letters N

Divide Onset & Rime 1. Introduce N and its sound. 2. Words can be part of a family, just like people. Show a picture of a van. Van, can, and pan are in the “an” family. Let’s put the words together. 3. Show a picture of the sun. Sun, fun, and bun are in the “un” family. Let’s put them together. NOTE: An onset is what comes before the vowel. In van, /v/ is the onset. In sun, /s/ is the onset. The rime is anything that follows. In van, -an is the rime. In sun, -un is the rime. Rimes are used to make rhymes.

Check for Understanding: Observe and listen as children say words. Do they  isolate the rime? Support/ELL: Place a Color Tile as you say the onset and another Color Tile next to it as you say the rime. Repeat, touching each Color Tile.

We’re Learning: Take turns Use new vocabulary, engage in conversation, learn words linked to content Recognize and name capital letters, break words into two parts: onset and rime, indicate when a certain sound or word is heard

Vocabulary: letter N, words that begin with N, word, family, can, van, dan, fun, sun, bun

Enrichment: Use objects that belong to the same word families: pan/can or pen/number ten.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter N (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces N

Learn N Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review N and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces 4. Describe each step as you build the letter: Watch as I build N. Big Line down, Jump to the smiley face, Slide down, Big Line up. We made N! Turn the card over and have children “read” the card with you. 5. Now let’s build N on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn.

Check for Understanding: Observe as children build the letter. Are they placing

We’re Learning: Sequence, demonstrate active listening Recognize distinct letter sounds, recognize and name capital letters position capitals right-side up Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

the pieces correctly?

Support/ELL: Have children build the N on the letter card first.

Vocabulary:

Enrichment: Find objects around the room that begin with N.

capital N, capital letters, Big Line, right-side up, top, bottom, newspaper, nose, nest

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children review numbers 1–5.

• My First School Book p. 90 • Flip Crayons • PreKTT Resources: “Five Fingers”

Grouping: Whole group, small group

We’re Learning:

Demonstrate active listening

Match 1:1, write numerals

Isolate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize paper

Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring, color and draw creatively

Vocabulary: before, after, caterpillar, duck, fish, horse, starfish, one, two, three, four, five

NUER REVEW

Review & Write Numbers 1–5 Multisensory Introduction: Sing and move to the finger play “Five Fingers.” 1. Look and Learn My First School Book Number Review 1–5: Children count the animals. Count from top down. Discuss more and less. Discuss what numbers come after 1 and what numbers come before 5. 90

My First School Book

2. Color and Write Demonstrate each number, saying the directions as children trace. Children color the pictures.

Check for Understanding: Observe as children as they point to a number. Can  children identify it? Support/ELL: Encourage “rainbow tracing,” going over the numbers with different colors for extra practice. Enrichment: Play “Name the Number Fast!” See how quickly children can name the number after you point to it.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: drive/ride • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: drive, ride, car, bus, train, go, road, adults, safe, license, boat

Objective: Children learn two action verbs, say them in sentences, and use them in conversation. Grouping: Whole group

Verbs: Drive/Ride

d riv e

rid e

1. Look Say the words with Squawker. dults drive when they make a A car go and keep it going on the road. We can ride in a car, bus, or train that someone else is driving. 2. Do Have children pretend to hold a steering wheel and drive. Pretend to be the bus driver. Have children pretend to board the bus and ride. 3. Say Adults drive buses. We ride in buses. 4. Talk Squawker says: People learn to be safe and get a license to drive a car. Why do people need to drive safely? We can also ride in boats. What do you like to ride in? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss drive and ride. Do they  understand the words and say the sentences? Support/ELL: Provide verbal and visual cues to aid discussion. Enrichment: Play “Name the Number Fast!” Hold up your fingers to represent numbers. See how quickly children can name the number.

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Unit 5: Week 26: Day 2

LANGUAGE & LITERACY

Focus: Letter N and Math Review

Objective: Children say and name the sound for N as they write.

Materials:

Grouping: Small group

Review N & Its Sound

• Pen • Labels • PreKTT Resources: “Inside, Outside”

Multisensory Introduction: Sing “Inside, Outside” as children point to the alphabet.

We’re Learning:

1. Introduce N and its sound.

2. Have children point to words around the classroom that begin with N. You may need to add additional labels to objects for this activity. 3. Write the words for the group to see and say the letters of each word together.

Listen to/follow directions, attend to simple tasks Recognize distinct letter sounds, recognize and name capital letters

4. Say the word in a sentence and have children repeat the sentence.

Check for Understanding: Observe as children say the words. Do they identify the N sound?

Vocabulary: letter N, nap, new, nut, number, noise

Support/ELL: Use real objects to help children identify the word. Enrichment: Have children say a sentence using a word beginning with N.

READINESS & WRITING Objective: Children roll lines of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card: N • PreKTT Resources: Video, “Capital N”

Learn N with Roll–A–Dough Letters 1. Review N and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll three big lines using dough. Show them, step by step, how to place the dough on the letter N card in the tray. Say the directions: Big Line down, Jump to the smiley face, Slide down, Big Line up. 4. Remove N Letter Card from tray. Children build N in empty tray.



Check for Understanding: Observe as children place their cards in the tray. Do

they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the Big Lines. Enrichment: N is for noise. Have children make noises of machines (e.g., car, truck, airplane, etc.).

We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize distinct letter sounds, recognize and name capital letters Use visual cues to guide reaching for, grasping, and moving object, position an object for use, placement, or release, reach across midline to get an object from other side

Vocabulary: roll, top, bottom, big line, smiley face

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children review numbers 5–10.

• My First School Book p. 91 • Flip Crayons • PreKTT Resources: “Ten Little Fingers”

Grouping: Whole group, small group

NUER REVEW

Review & Write Numbers 5–10 Multisensory Introduction: Sing and complete the finger play “Ten Little Fingers.”

We’re Learning: Demonstrate active listening Match 1:1, write numerals Isolate index finger to point, hold a tool with proper grip to write, use helping hand to stabilize paper Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill in coloring, color and draw creatively

Vocabulary: before, after, ladybug, turtle, spider, snail, worm, five, six, seven, eight, nine, ten

1. Look and Learn My First School Book Number Review: Children count the animals. Count from top down. Discuss more and less. Discuss what numbers come after 5 and what numbers come before 10. © 2020 Learning Without Tears

My First School Book

2. Color and Write Demonstrate each number saying the directions as children trace. Children color the pictures.

Check for Understanding: Observe as children point to a number. Can children  identify it? Support/ELL: Encourage “rainbow tracing,” going over the numbers with different colors for extra practice. Enrichment: Play “Name the Number Fast!” See how quickly children can name the number after you point to it.

SCIENCE Materials: • The Three Little Pigs, Books All Year (Vol. 1, pp. 102–105) • Flip Crayons • Blank Paper

We’re Learning: Listen to/follow directions, attend to simple tasks Use language for different purposes Observe, investigate, describe and discuss earth materials, their properties, and uses, discuss and explain ways earth materials are used for building houses

Objective: Children discuss and explain ways natural resources used for building houses. Grouping: Whole group, small group

Discuss Natural Resources 1. We have been learning about the letter N. I have a word that begins with N. It’s NATURAL. Who knows what NATURAL means? It comes from nature and is not man-made (e.g., rocks, trees, soil, etc.). 2. Many of the things we use to build roads and houses are NATURAL. We call them natural resources because they come from nature. 3. Read The Three Little Pigs. Have children identify the natural resources used to build each house. 4. Now you get to draw your own house. Give children paper and Flip Crayons. Encourage children to use at least one natural resource in their drawings.

Check for Understanding: Observe as children draw. Can they identify a natural  resource in their illustration?

Vocabulary: natural resources, rocks, trees, soil

Support/ELL: Discuss materials that are and are not from nature before beginning this lesson (dirt, rocks, water = natural; television, carpet, toys = not natural). Enrichment: Gather materials outside as a class to build a bird’s nest using only natural resources.

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Unit 5: Week 26: Day 3 Focus: Letter N and Math Review

LANGUAGE & LITERACY

Objective: Children clap and count the syllables in a word.

Materials:

Grouping: Whole group, small group

• Pictures of Words Beginning With Letter N: Net, Nut, Nest, Notebook, Nickel, Needle • 1-2-3 Touch & Flip Cards (Vol. 1, p. 82) § Numbers: 1–3 • PreKTT Resources: “Syllable Sound-Off”

Sort Syllables Multisensory Introduction: Sing and move to “Syllable Sound-Off.” 1. Introduce N and its sound. 2. Lay out the 1-2-3 Touch & Flip Cards: 1, 2, and 3. Let’s count the syllables in words that begin with N. 3. Show pictures of words that begin with N: net and notebook. 4. Touch each picture as you say the syllables then say the whole word. 5. Have children select the word that has two-syllables and put the picture under the number 2 1-2-3 Touch & Flip Card. 6. Repeat with other pictures, names of children in the class that begin with N, and words with a different numbers of syllables.



Check for Understanding: Observe as children select two syllable words. Did

they choose correctly?

We’re Learning: Listen to/follow directions, attend to simple tasks Repeat words, say sentences Break words into syllables, count the number of syllables in a word, blend syllables into a complete word, indicate when a certain sound is spoken or heard

Vocabulary: words beginning with N

Support/ELL: Start with familiar words and use concrete objects. Enrichment: Repeat the activity with four-syllable words that begin with N.

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • PreKTT Resources: Videos, “Capital N”

Learn N Using Stamp and See Screen 1. Review N and its sound. 2. Show children how to stamp the first piece on the Stamp and See Screen. Erase and let children try. 3. Show children how to stamp the complete letter N. Say the directions: Big Line down, Jump to the smiley face, Slide down, Big Line up. Erase and let children try. 4. Show children how to use the magnetic chalk stylus to trace the strokes of N. Erase the letter. 5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make N from memory.

Check for Understanding: Watch as children stamp. Are they placing the  pieces correctly? Support/ELL: Reinforce the slide for N by making sliding/diagonal strokes with Wood Pieces in the air.

We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize distinct letter sounds, recognize and name capital letters Hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Vocabulary: words that begin with N, Big Line, top, slide, smiley face, stamp

Enrichment: Have children tell you the sound of N. Ask them to find words beginning with N around the classroom.

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Demonstrate one-to-one correspondence.

• • • •

Grouping: Small group

Paper Plates and Cups (1 per child) Utensils: Spoons and Forks (1 per child) Napkins (1 per child) PreKTT Resources: “Counting at the Table”

Demonstrate One-to-One Correspondence Multisensory Introduction: Sing “Counting at the Table.” 1. Assign a plate and cup Helper, and a utensil Helper for each table.

We’re Learning: Take turns, follow class routines Match 1:1 Position an object for use, placement, or release

Vocabulary: table, cup, plate, spoon, fork, napkin

2. Guide the plate and cup helpers to put one plate and one cup in front of each chair. 3. Guide the utensil helpers to place one spoon and one fork in front of each chair. 4. Add a napkin helper and repeat daily.

Check for Understanding: Observe as children set the table. Are they  demonstrating one-to-one correspondence? Support/ELL: Use children’s personal objects to help convey the concept: one jacket for each child. Enrichment: Count the cups and plates as they are passed out.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: wide/narrow • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: wide, narrow, door, road, car, sidewalk, small, big

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Wide/Narrow

wid e

na r row

1. Look Say the words with Squawker. Wide means that the space to go through is big. Narrow means that the space to go through is small. 2. Do Have children move apart to open a wide path through the class. Have children move closer together, forming a narrow path through the class. 3. Say The path is wide. The path is narrow. 4. Talk Squawker says: A road can be wide to have more lanes for cars. What else can be wide? Narrow sidewalks can fit only one person across. How would our class walk on a narrow sidewalk? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between wide and narrow? Support/ELL: Lay two lengths of rope parallel on the floor. Move them closer and further apart to show a narrow/wide path. Enrichment: Discuss. Doors can be wide or narrow. Why would a door be wide?

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Unit 5: Week 26: Day 4

LANGUAGE & LITERACY

Focus: Letter Nn and Number Review

Objective: Children search for Nn letters in magazines.

Materials:

Grouping: Whole group, small group

• • • • •

Find Nn Letters 1. Review N and introduce n and its sound. 2. Children find N and n in magazines and newspapers. 3. Children cut out the letters and paste into a letter book.

4. Children can add letter stickers and stamps to the pages. 5. Children can add to the book with other letters. 6. At the end of the year, send the book home for children to share and practice the alphabet over the summer. NOTE: This book also teaches that a letter can look different many ways and still be the same letter.



Check for Understanding: Observe as children look through the magazines. Do they find and identify the letter Nn? Support/ELL: Help children locate the first couple of letters. Enrichment: Separate the letters in the letter book by capital and lowercase.

Blank Letter Books Magazines Scissors Letter Stickers Letter Stamps

We’re Learning: Listen to/follow directions, attend to simple tasks, demonstrate active listening Recognize distinct letter sounds, recognize and name capital letters Use fingers to hold/open/close scissors, use helping hand to stabilize object Use art as a form of creative expression

Vocabulary: words that begin with Nn, capital, lowercase, letter

READINESS & WRITING Objective: Children learn how to form N.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Student App: Wet-Dry-Try N

Learn N Using Wet-Dry-Try on the Slate 1. Review N and its sound. 2. Prepare Slate Chalkboards by writing N with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line down, Jump to the smiley face, Slide down, Big Line up. 4. Teacher models and Children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children complete the activity.  Can they complete the steps correctly? Support/ELL: Finger trace the N after “wet” before “dry.” Enrichment: Have children air write number N with a piece of chalk.

326

We’re Learning: Listen to/follow directions, attend to simple tasks Recognize distinct letter sounds, recognize and name capital letters Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Vocabulary: Big Line, smiley face, slide, down, up

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children count a set of objects.

• Paper Plates (1 per child) • Counters • PreKTT Resources: “Counting, Counting”

Grouping: Pairs

Count a Set of Objects Multisensory Introduction: Sing and move to “Counting, Counting.”

We’re Learning: Take turns, work with others to solve problems

1. Give each child a plate. Place nine or ten counters on one child’s plate.

Match 1:1, verbally count 1–20

2. Have that child count each counter while moving it to her partner’s plate.

Position an object for use, placement, or release

3. Have the partner count and move the counters back to the first plate. 4. If children count the same number correctly, add more counters.

Vocabulary: count, same, number, plate

Check for Understanding: Observe as children pass and count counters.  Do they count correctly? Support/ELL: Practice counting to 20. Take turns saying the numbers (teacher says 1, child says 2, etc.). Enrichment: Have children use different objects to count. Increase the number.

SOCIAL STUDIES Materials:

Objective: Children describe roads using wide and narrow.

• Toy Cars and Trucks of Varying Sizes • Dough

Grouping: Small group

We’re Learning: Listen to/follow directions, attend to simple tasks Observe, investigate, describe, and discuss properties and characteristics of common objects, identify and create common features in the natural environment Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects

1. Roads can be wide or narrow. Let’s see which of these cars and trucks need wide roads, and which ones can drive on narrow roads. 2. Seat children at a table with a pile of cars and trucks and dough. Have children help as you flatten out the dough. 3. Children take turns rolling cars and trucks on the dough. Compare the tracks they make in the dough using wide and narrow. 4. Encourage children to try rolling two toy cars beside one another. Does the road need to wider or narrower than it was for one car?

Check for Understanding: Listen as children discuss the tracks. Can they correctly

describe them as wide or narrow?

Support/ELL: Have children show wide and narrow with their bodies (e.g. wide-open mouth vs. almost-closed mouth).

Vocabulary: wide, wider, narrow, narrower, cars, trucks

Describe Wide & Narrow

Enrichment: Help children draw a map of a familiar place using wide and narrow roads, sidewalks, etc.

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Unit 5: Week 26: Day 5

LANGUAGE & LITERACY

Focus: Letter Nn and Math Review

Objective: Children break a sentence into words and count the number of words.

Materials:

Grouping: Whole group

• PreKTT Resources: “Letters Together Make Words”

Find Words in a Sentence

crayon s.

Multisensory Introduction: Sing “Letters Together Make Words.”

We’re Learning:

1. Review Nn and its sound.

Listen to/follow directions, demonstrate active listening

2. Let’s listen to a sentence and find out how many words it has.

Break spoken sentences into words, count the number of words in a sentence

3. Have six children sit in a line. I’m going to say a sentence about something that makes a noise. N is for noise. When I point at you, please stand up. As you repeat each word of the sentence, point to a child to stand up. The firetruck is red. 4. How many words were in that sentence? Four words. Now let’s make the noise of a firetruck!

Vocabulary: letters, together, words, sentence, words beginning with N, point, stand

5. Repeat using other sentences about machines that make a noise, then have children make the sound. (The car honks its horn. The train is on the tracks.)

Check for Understanding: Say a sentence without pointing. Do children stand up  for each word? Support/ELL: Prompt children if it is their turn. Enrichment: Have children think of sentences to ask about their favorite machines.

READINESS & WRITING Materials:

Objective: Children learn to trace letter N. Grouping: Whole group, small group 

Learn N by Tracing, Coloring & Drawing

BIG LINE

+ BIG LINE

• My First School Book pp. 56–57 • Flip Crayons

+ BIG LINE

N NOZ Z L E

We’re Learning:

1. Color and Trace Pre-Strokes for N My First School Book Pre-Stroke: Children trace the pre-strokes for N.

Remain engaged, listen to/follow directions

2. Look and Learn My First School Book N: Review N and its sound. Children point and say the name of each image.

Recognize distinct letter sounds, recognize and name capital letters

3. Trace and Write N Children finger trace N, step by step. Model N. Children put crayon on the . Say the directions: Big Line down, Jump to the smiley face, Slide down, Big Line up.

Hold a tool with proper grip to write, use helping hand to stabilize paper

My First School Book

4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace. Are they starting at the top?

Use art as a form of creative expression

Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Support/ELL: Children trace N with Letter N Line It Up Card.

Vocabulary:

Enrichment: Ask children questions and have them shake their head for no or nod head for yes.

nozzle, squirt, hose, straight

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children review how to form numbers.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Objects to Count that begin with Nn (20+) • PreKTT Resources: Number Formation Chart

Grouping: Whole group, small group

Review Numbers Using Wet-Dry-Try on the Slates 1. Review 1–20. Count objects up to twenty. 2. Prepare Slate Chalkboards by writing a number of your choice with chalk as a model to trace.

We’re Learning: Demonstrate active listening Match 1:1, count to 20

3. Demonstrate a number on your own Slate Chalkboard. Say the words for each step.

Hold a tool with proper grip to write, develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize paper

4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the number. Dry: Child uses a little piece of paper towel to dry the number. Try: Child uses a Little Chalk Bit to write the number.

Trace correctly, step by step

5. Repeat with other numbers.



Check for Understanding: Observe as children complete the activity. Can they complete the steps correctly?

Vocabulary: Big Line, Little Line, Big Curve, Little Curve, numbers one through ten

Support/ELL: Finger trace the model with a wet index finger. Enrichment: Have children attempt to write the number on a blank slate.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• • • • •

Grouping: Whole group

Squawker (Vol. 1, pp. 46–47) Word Cards: truck/highway Toy Truck Picture of a Highway PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Adjectives: Truck/Highway

truck

h ig h w a y

1. Look Say the words with Squawker. A truck is a vehicle with a motor and wheels. It can carry people and things. A highway is a large road where many trucks can drive. 2. Do Have Helper show the truck. Have Helper show the picture of the highway. 3. Say Where is the truck? The truck is on the highway. 4. Talk Squawker says: Trucks can carry food to stores. What else can a truck carry? A highway can be wide with many lanes across it. How many lanes have you seen on a highway? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children ask and answer questions. Can they point to letters and words?

Vocabulary:

Support/ELL: Give guidance to children if they need help asking and answering questions.

truck, highway, road, carry, pull, work, food, stores, people, things

Enrichment: Discuss. Some people drive trucks to carry or pull things. Other people drive trucks to do work.

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Unit 5: Week 27 At-A-Glance Focus: Letter Vv, Ww, and Math Review

Children learn Vv and Ww and the sounds through new words and how to form/write capital letters V and W through hands-on activities like with the Wood Pieces on the Mat. Reviewing ordinal numbers and quantities are covered in Math. Science, Social Studies, and Oral Language focus on simple and complex machines related to bridges.

Day 1 Language & Literacy

Demonstrate active listening Learn words linked to content, repeat words, say sentences, use new vocabulary, engage in conversation ecognize distinct letter sounds, R recognize and name capital letters

Readiness & Writing

Sequence, demonstrate active listening ecognize distinct letter sounds, R recognize and name capital letters, position capitals right-side up osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object

Day 2 Sequencing, listen to/follow directions, attend to simple tasks ecognize distinct letter sounds, R recognize and name capital letters, position capitals right-side up osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object, reach across midline to get an object from other side Sequence, listen to/follow directions, attend to simple tasks ecognize distinct letter sounds, R recognize and name capital letters se visual cues to guide reaching for, U grasping, and moving object, position an object for use, placement, or release, reach across midline to get an object from other side Trace correctly, step by step

Numbers & Math

Take turns, work with others to solve problems atch 1:1 correspondence up to 15, M count a set up to 15 objects Position an object for use, placement, or release

Oral Language, Science, or Social Studies

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Take turns, cooperate with peers Make or draw a set of objects to match a given number, match 1:1 correspondence up to 20, verbally count a set of 20 objects Position an object for use, placement, or release Science Demonstrate active listening se language for different purposes, use U a variety of words to label and describe places bserve, investigate, describe, and O discuss properties and characteristics of common objects

Technology

Sing & Move, Student App

Suggestions for 3-Year-Olds

Use a wagon and/or wheelbarrow to show children how they are used.

Have children practice diagonals with Big Lines before they make V and W.

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ÂŠ 2021 Learning Without Tears

Theme: Machines Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Demonstrate active listening

Take turns

Cooperate with peers

Repeat words, say sentences

ecognize distinct letter sounds, R recognize and name capital letters

Match capital and lowercase letters

ay whether two spoken words rhyme, S say whether two spoken words are the same or different, repeat rhyming words

Maintain posture/position and mobility

equence, listen to/follow directions, S attend to simple tasks

Listen to/follow directions, attend to simple tasks

ecognize distinct letter sounds, R recognize and name capital letters, position capitals right-side up

se correct top-to-bottom, left-to-right U directionality, recognize distinct letter sounds, recognize and name capital letters

Move and place body to perform tasks

Sequence se correct top-to-bottom, left-to-right U directionality, recognize distinct letter sounds, recognize and name capital letters

old a tool with proper grip to write, H use helping hand to stabilize paper

old a tool with proper grip to write, H use helping hand to stabilize objects and papers

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Use art as a form of creative expression

Take turns, follow class routines

Take turns, cooperate with peers

Make or draw a set of objects to match a given number, match 1:1, verbally count a set of 1–20 objects

Say an object’s position in a line using ordinal numbers

Work with others to solve problems, cooperate with peers

old a tool with proper grip to write, H use helping hand to stabilize paper Write letters in name

Position an object for use, placement, or release Oral Language

Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Demonstrate active listening Observe, investigate, describe and discuss position and motion of objects osition an object for use, placement, P or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects

Compare sets of objects using more and fewer, verbally count a set of ten objects, recognize that the last number said is the total

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Sing & Move, Student App

Place children’s names around the room and have them find them.

Have children make a “road” using wood pieces in the shape of a V or W.

Explore ways in the classroom or school to explore a bridge or tunnel.

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Unit 5: Week 27: Day 1

Focus: Letter V and W and Math Review

LANGUAGE & LITERACY

Objective: Children learn new words.

Materials:

Grouping: Whole group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects to Teach Vocabulary (Include Some Beginning with Letter V and W) • Student App: Sound Around Letters V • PreKTT Resources: “Starting Sound Shuffle”

Learn New Words Multisensory Introduction: Sing and move to “Starting Sound Shuffle.” 1. Introduce V and W and their sounds. 2. Gather items or pictures that show your vocabulary words. Put them in the Sound Around Box. Our Sound Around Box is an underwater treasure chest. Let’s explore and see what we find. 3. Show us what you found. What is it? Child names item. 4. Have you ever seen this before? What can you tell me about it? Encourage children to share their experiences and describe what they see. 5. Write the word on the side of the Sound Around Box. 6. Repeat until all items are explored.

Check for Understanding: Listen as children talk about each item. Do they understand what the word means?

We’re Learning: Demonstrate active listening Learn words linked to content, repeat words, say sentences, use new vocabulary, engage in conversation Recognize distinct letter sounds, recognize and name capital letters

Vocabulary: words beginning with V and W

Support/ELL: Have children help you “pack” the treasure chest and talk about each item as you put it in. Enrichment: Ask children to use each vocabulary word in a sentence.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Cards: Letters V & W (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces V & W

Learn V & W Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review V and W and their sounds. 2. Show letter cards. Name the pictures and “read” the words. 3. Gather the Wood Pieces 4. Describe each step as you build the letter: V: Big Line Slides down, Big Line Slides up. W: Big Line Slides down, Slide up, Slide Down, Slide up. 5. Turn the cards over and have children “read” the cards with you. 6. Now let’s build V and W on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn.

Check for Understanding: Observe as children build the letters. Are they placing  the pieces correctly? Support/ELL: Have children build the V and W on the letter card first. Enrichment: Have children say words that begin with V or W.

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We’re Learning: Sequence, demonstrate active listening Recognize distinct letter sounds, recognize and name capital letters, position capitals right-side up Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: capital V, capital W, capital letters, Big Line, right-side up, top, bottom, slide, van, violin, vase, watch, watermelon, whale

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials: • Tag Bags (Vol. 1, pp. 88–89) § Green (6) § Red (4) • PreKTT Resources: “Big Numbers”

Objective: Children recognize that order and arrangement of objects do not affect totals. Grouping: Whole group, small group

Count in Any Order Multisensory Introduction: Sing and move to “Big Numbers.”

We’re Learning: Take turns, work with others to solve problems Match 1:1 correspondence up to 15, count a set up to 15 objects Position an object for use, placement, or release

Vocabulary: bottom, first, same, top, red, green

1. Toss 6 red and 4 green Tag Bags into the circle. 2. Have one child count the red Tag Bags first and then the green. How many are there? 3. Ask another child to count the green Tag Bags first and then the red. How many are there? 4. Did you get the same number? The number stays the same no matter what you count first.

Check for Understanding: Observe as children count. Do children recognize that  the order and arrangement of objects do not affect the total? Support/ELL: Begin with 4 red Tag Bags and 2 green Tag Bags. Then, show that 4 green Tag Bags and 2 red Tag Bags is 6 in all too. Enrichment: Have children line up. One child counts the children in line from front to back. The other child counts the children in line from back to front. Compare totals.

ORAL LANGUAGE Materials: • • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: scoop/dump Container of Sand Empty Container Small Sand Shovel PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two action verbs, say them in sentences, and use them in conversation. Grouping: Whole group

Verbs: Scoop/Dump

s coo p

dump

1. Look Say the words with Squawker. Scoop means to lift something up. Dump means to let go of something all at once. 2. Do Place a container of sand and an empty container in the center of the circle. Have Helper scoop sand with the shovel and dump it into the empty container. Have each child repeat. 3. Say We scoop the sand. We dump the sand. 4. Talk Squawker says: Bulldozers scoop dirt to clear work areas. What else can scoop dirt? You can dump garbage into the trash can. What else can you dump? Closing: Sing “Letters Together Make Words.”

Vocabulary:

Check for Understanding: Observe as children discuss scoop and dump. Do they  understand the words and can they say the sentences?

scoop, dump, truck, sand

Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss. A dump truck dump is used for transporting loose material like sand and dirt. What else can we use to carry materials?

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Unit 5: Week 27: Day 2

LANGUAGE & LITERACY

Focus: Letter V and W and Math Review Objective: Children identify beginning sounds.

Materials:

Grouping: Small group

1. Introduce V and its sound. Show the van Picture Tile.

• • •

2. What other things here start with the same sound as v…an, van?

We’re Learning:

Identify Beginning Sounds

Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles: Van and Wheelchair § Color Tile: White Objects that begin with V and W Student App: Sound Around Letters W

3. Have children select objects or pictures that begin with that sound.

Sequencing, listen to/follow directions, attend to simple tasks

4. Review W its sound. Show the wheelchair Picture Tile and white Color Tile.

Recognize distinct letter sounds, recognize and name capital letters, position capitals right-side up

Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object, reach across midline to get an object from other side

5. Repeat Steps two and three with W.

Check for Understanding: Observe as children say the words. Do they identify the correct objects/pictures to go with the letter sounds? Support/ELL: Make a connection to the sounds of V and W by including objects beginning with those sounds in play time. Enrichment: Have children say a sentence using one of the vocabulary words.

Vocabulary: van, wheelchair, white, V objects/pictures, W objects/pictures

READINESS & WRITING Objective: Children learn to sequence and write capital letters.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • PreKTT Resources: Videos, “Capital V and Capital W”

Learn V & W Using Stamp and See Screen 1. Review V and W and their sounds. 2. Show children how to stamp the first piece on the screen. Erase and let children try.

We’re Learning:

Sequence, listen to/follow directions, attend to simple tasks

Recognize distinct letter sounds, recognize and name capital letters

6. Children stamp with magnetic pieces or write with magnetic chalk stylus to make V and W from memory.

Use visual cues to guide reaching for, grasping, and moving object, position an object for use, placement, or release, reach across midline to get an object from other side

Trace correctly, step by step

Check for Understanding: Watch as children stamp. Are they placing the  pieces correctly?

Vocabulary:

Support/ELL: Use just the first two steps of the activity.

Big Line, top, smiley face, stamp

3. Show children how to stamp the complete letter V and W. 4. Describe each step as you build the letter: V: Big Line slides down, Big Line slides up. W: Big Line slides down, Slide up, Slide down, Slide up. 5. Show children how to use the magnetic chalk stylus to trace the strokes of V and W. Erase the letters.

Enrichment: Have children tell you the sound of V and W. Ask them to find words beginning with V or W around the classroom.

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children tell the total number of objects in a set.

• 1-2-3 Touch & Flip Cards (Vol. 1, p. 82) § Counter Cards: 10–20 • 4 Squares More Squares (Vol. 1, pp. 86–87) § Little Pieces • Tag Bags (Vol. 1, pp. 88–89) § Color Tags

Grouping: Small group

We’re Learning: Take turns, cooperate with peers Make or draw a set of objects to match a given number, match 1:1, verbally count a set of 1–20 objects Position an object for use, placement, or release

Vocabulary: match, counters, colors, count, make, set

Make a Set 1. Give 10 4 Squares More Squares Little Pieces and additional Tag Bag Color Tags of the same color to each child. 2. Hold the 1-2-3 Touch & Flip Counter Cards number-side up in a fan. Invite a child to pick a card. Say the number to the group. 3. Have children count out the number of Little Pieces (and Color Tags for numbers 11–20) to match the card. 4. Flip the card to show the counters. Touch and count the squares as children touch and count their pieces.

Check for Understanding: Observe children’s sets and their counting. Can they  match the set of objects to the number? Support/ELL: Have children place counters directly on the Counter Card squares while counting. Remove the card and let them count again. Enrichment: String beads. Say a number 1–20. Children string that number of beads. Have them slide the beads as they count.

SCIENCE Materials:

Objective: Children compare machines that scoop and dump.

• • • • •

Grouping: Whole group, small group

Image of or Toy Excavator Image of or Toy Wheelbarrow Rice or Water Containers of Equal Size (2+) Handheld Scoops or Small Cups

We’re Learning: Demonstrate active listening Use language for different purposes, use a variety of words to label and describe places Observe, investigate, describe, and discuss properties and characteristics of common objects

Vocabulary: excavator, wheelbarrow, scoop, dump, machine

Compare Machines That Scoop & Dump 1. Review the meaning of scoop and dump. 2. We use machines to move things by scooping and dumping. 3. This machine is called an excavator. It’s used to scoop and dump. Encourage children to share where they have seen one before (construction site, road work, etc.) 4. This machine is called a wheelbarrow. Encourage children to share if they’ve used one before. Describe what it might be used for (filling a sandbox, moving soil, etc.) 5. Let’s practice scooping and dumping. Use scoop to model scooping the rice or water. This is scooping! Then, dump it into a new container. This is dumping! 6. In small groups, have children practice scooping and dumping rice or water from one container to another.

Check for Understanding: Observe as children move the rice or water. Do they  understand the meaning of scoop and dump? Support/ELL: Have children imitate as you model scooping and dumping. Enrichment: Show children how to do the wheelbarrow walk: one child holds the other’s feet while they walk on their hands.

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Unit 5: Week 27: Day 3

Focus: Letter V and W and Math Review

LANGUAGE & LITERACY

Objective: Children identify rhyming words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles Rhyming Words: Pan, Van, Dog, Log, Frog, Bee, Key, Cat, Hat, Green, Queen, Jar, Car, Two, Blue, Yak, Black • Pictures or Objects that Rhyme with Picture Tiles (can, ran, man, etc.)

Recognize Rhyming Words 1. Review V and W and their sounds. 2. Listen to the words van and can. Van…pan. They have the same ending sound. They rhyme. Let’s find other words that rhyme. 3. Review the Picture Tiles with the children and place them in the Sound Around Box.

We’re Learning:

4. I want to find a tile that rhymes with van. Reach in the box and pull out the can picture. Jump up if you think can rhymes with van.

Demonstrate active listening

5. Repeat with other rhyming words. On occasion, deliberately pull out a tile that does not rhyme. Does pan rhyme with pig? No, pan does not rhyme with pig. But pan rhymes with man.

Say whether two spoken words rhyme, say whether two spoken words are the same or different, repeat rhyming words

Repeat words, say sentences

6. When children are ready, have them take turns choosing the Picture Tiles and/or pictures.

Check for Understanding: Observe as children jump. Can they tell which words

rhyme and which do not?

Support/ELL: Show children a toy cow and tell them: Cow. Then say wow!

Vocabulary: rhyme, learn, words, same, ending sound

Enrichment: Read a book, poem, or nursery rhyme. Have children pick out rhyming words.

READINESS & WRITING Objective: Children learn the correct way to write letters by tracing and writing.

Materials:

Grouping: Small group

1. Review V and W and their sounds.

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture Cards – Tactile Side: V and W • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Write Name in Title Case, Lowercase Letter Formation Chart

2. Have children finger trace V and W cards. Say the directions: V: Big Line slides down, Big Line slides up. W: Big Line slides down, Slide up, Slide down, Slide up.

We’re Learning:

Review Capitals & Write Name Multisensory Introduction: Sing “Sing Your Name.”

3. Now, let’s write our name in title case. Use the A Click Away Write Name in Title Case practice page. Demonstrate each letter one at a time and wait for the child to imitate you with My turn, Your turn.

Check for Understanding: Observe as children write their names. Are they  writing each letter correctly? Support/ELL: Send home for practice: A Click Away Help me Write My Name in Title Case, Write Name in Title Case practice pages, and A Click Away Lowercase Letter Formation Chart. Enrichment: As children are ready, show them how to write their last name.

Sequencing, listen to/follow directions, attend to simple tasks Recognize distinct letter sounds, recognize and name capital letters, position capitals right-side up Hold a tool with proper grip to write, use helping hand to stabilize paper Write letters in name

Vocabulary: letter names, capital, capital letter formation words, name, title case

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Theme: Machines

NUMBERS & MATH Materials:

Objective: Children recognize how many without counting.

• Shoe box • Blocks • PreKTT Resources: “Counting at the Table”

Grouping: Pairs

Recognize Quantities without Counting Multisensory Introduction: Sing “Counting at the Table.”

We’re Learning: Take turns, follow class routines Make or draw a set of objects to match a given number, match 1:1, verbally count a set of 1–20 objects Position an object for use, placement, or release

1. One child is the hider, the other is the peeker. Demonstrate the hider’s job. I have five blocks. Show children the blocks in a row and count them together. Cover them with the box. 2. Lift the box. How many are there? After a few seconds, cover the blocks. Invite children to answer. Repeat until children understand. 3. Pass out boxes to the hiders. Have them place their objects, lift the box, and ask: How many are there? 4. Give a signal for hiders to cover the blocks. Allow all peekers to answer. Hiders tell peekers if they are correct. Switch roles. Increase number.

Vocabulary: how, many, hider, seeker, numbers



Check for Understanding: Observe as children tell how many cubes they see. Are they able to recognize how many cubes without counting? Support/ELL: Count objects together. Try the activity without the box several times. Enrichment: Show an open Tag Bag with the flap covering the number. Ask children to quickly tell the number of dots.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: steep/level • Dry Erase Board and Marker • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Steep/Level

ste ep

l ev el

1. Look Say the words with Squawker. Steep tells about the way a hill goes up or down quickly. Level means something is flat and even. 2. Do Draw a steep hill. Have children pretend to climb the steep hill. Have children walk across the level classroom floor. 3. Say The hill is steep. The floor is level. 4. Talk Squawker says: A steep hill makes a sled go fast. How else can you go down a steep hill? A table is level so that things do not fall off. What else can be level? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the

Vocabulary:

difference between steep and level?

steep, level, hill, road, flat, even

Support/ELL: Use a ramp and a toy car to demonstrate steep and level. Enrichment: Discuss. Lombard Street in San Francisco was too steep to drive. They made a zig-zag road for cars to drive down slowly.

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Unit 5: Week 27: Day 4

LANGUAGE & LITERACY

Focus: Letter Vv and Ww and Math Review Objective: Children recognize and name lowercase letters.

Materials:

Grouping: Whole group, small group

• Pre-K Wall Cards • A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) • Long Ribbon for Limbo • PreKTT Resources: “Alphabet Song”

Identify Lowercase Letters 1. Review V and W and introduce v and w and their sounds. 2. Listen to the “Alphabet Song.” With a poster or Pre-K Wall Cards, sing and point to the alphabet. Continue the music quietly in the background.

We’re Learning: Take turns

3. Pass out lowercase A-B-C Touch & Flip Cards that look like their capital matches: c, o, p, s, v, w, x, z. 4. Model with another child how to hold the ribbon for limbo.

Recognize distinct letter sounds, recognize and name capital letters Maintain posture/position and mobility

5. Call out a letter. If you have the letter “___”, hold it up. Come do the limbo! Child with “___” walks under the ribbon.

Vocabulary:

6. What letter did the limbo?

lowercase, match

Check for Understanding: Observe as children play Lowercase Limbo.  Do the children hold up and name the letter correctly? Support/ELL: Introduce only two to three letters at a time. Make sure children recognize these letters before adding more. Enrichment: Play with lowercase letters that look different from their capital partners.

READINESS & WRITING Materials:

Objective: Children learn to trace letter V. Grouping: Whole group, small group

Learn V by Tracing, Coloring & Drawing 1. Color and Trace Pre-Strokes for V My First School Book Pre-Stroke: Children color the rollercoaster and trace the pre-strokes for V. Look! The roller coaster track is steep not level.

BIG LINE

• My First School Book pp. 60–61 • Flip Crayons

+ BIG LINE

V VA N

We’re Learning:

My First School Book

2. Look and Learn My First School Book V: Review V and its sound. Children point and say the name of the image. 3. Trace and Write V Children finger trace V, step by step. Model V. Children put crayon on the directions: Big Line slides down, Big Line slides up.

. Say the

4. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace V. Can they trace the  diagonal stroke? Support/ELL: Make fingers into Vs. Make V with Wood Pieces. Enrichment: Children can trace V on each other’s backs.

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Listen to/follow directions, attend to simple tasks Recognize distinct letter sounds, recognize and name capital letters Hold a tool with proper grip to write, use helping hand to stabilize paper Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Use art as a form of creative expression

Vocabulary: van, roller coaster, slide, up, down, steep, level

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children tell a person’s position in a line using ordinal numbers.

• Tag Bags (Vol. 1, pp. 88–89) § Numbers 1–10 • PreKTT Resources: “It’s Line Up Time”

Grouping: Small group

Review Ordinal Numbers Multisensory Introduction: Sing and line up to “It’s Line Up Time.”

We’re Learning:

Take turns, cooperate with peers

Say an object’s position in a line using ordinal numbers

1. Place Tag Bags 1–10 in a basket. Invite children to take a Tag Bag from the basket. Find the other children with Tag Bags that match your color. Now open your Tag Bag.

Vocabulary:

2. If your Tag Bag has one dot, you are first in your color line. Stand here. Repeat for second through tenth person in color line.

first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth

3. Prompt children to say: I am first. I am second. I am third.



Check for Understanding: Observe as children say their ordinal positions. Can they say their position using ordinal numbers? Support/ELL: Count three children sitting:1, 2, 3. Then have them stand in a line. Say the ordinal numbers for their positions: first, second, third and have each child say their position. Enrichment: Another way to teach ordinal numbers is to have children look for lines of objects or people around the classroom or school.

SCIENCE Materials:

Objective: Children observe and demonstrate force and motion.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83) § Number Cards • Small Ball

Grouping: Small group

Observe & Demonstrate Force & Motion

Demonstrate active listening

1. Review the meaning of steep and level. Is our classroom floor steep or level? “Level.” Right! It’s level. Watch as I set this ball on the floor. Did the ball move? “No.” The ball did not move because there was no force to make it move.

Observe, investigate, describe and discuss position and motion of objects

2. Push the ball with your hand so it moves. Now the ball moved! The force from my hand moved the ball. Let’s practice using force to make things move.

Position an object for use, placement, or release, use both sides of the body, use visual cues to guide reaching for, grasping, and moving objects

3. Place 1-2-3 Touch & Flip Cards in order on the floor.

We’re Learning:

Vocabulary: steep, level, force, move

4. Have children line up next to the 1 card. Give the first child a ball. Ask the child to set the ball down at the one card, then give it a gentle push with his/her hand. Measure how far the ball moved. Wow! Sarah’s ball moved four cards. 5. Repeat with the remaining children.



Check for Understanding: Listen as children share examples of force. Can they describe a force that creates movement? Support/ELL: Preview activity with a familiar object, such as a crayon rolling on a desk. Enrichment: Have two children roll small balls at the same time and measure which ball moved the furthest.

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Unit 5: Week 27: Day 5

LANGUAGE & LITERACY

Focus: Letter Vv and Ww and Math Review Objective: Children match letters, capital to capital, and capital to lowercase.

Materials:

Grouping: Whole group, small group

• A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45)

Match Capital & Lowercase Letters

We’re Learning:

1. Review Vv and Ww and their sounds.

Cooperate with peers

2. Give each child one A-B-C Touch & Flip Card. Half of the children get a capital letter and the other half get the matching lowercase letter. Include V and W (C, O, S, V, W).

Match capital and lowercase letters Move and place body to perform tasks

3. Some of you have a capital letter. Some of you have a lowercase letter. Find your matching letter friend and sit down together. 4. Where are V letter friends? Stand and hold up your cards.

Vocabulary: match, capital letter, lowercase letter, friend, sit, together

5. Have all the children say the letters. This is capital V and this is lowercase v. 6. Repeat for other letters.



Check for Understanding: Observe as children find their match. Can they match capital letters to lowercase letters and name the letters? Support/ELL: Tell children they are looking for the same letter, except smaller. Enrichment: Have children match their letter card to letters around the rooms.

READINESS & WRITING Materials:

Objective: Children learn to trace letter W. Grouping: Whole group, small group BIG LINE

Learn W by Tracing, Coloring & Drawing Multisensory Introduction: Review W with Door Tracing.

+ BIG LINE

• My First School Book p. 62 • Flip Crayons • PreKTT Resources: Smiley Face

WAG O N

1. Look and Learn My First School Book W: Review W and its sound. Children point and say the name of the image.

We’re Learning:

WHEEL

Sequence 62

My First School Book

2. Trace and Write W Children finger trace W, step by step. Model W. Children put crayon on the the directions: Big Line slides down, Slide up, Slide down, Slide up.

. Say

3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace. Are they tracing diagonal

lines with straight turns?

Support/ELL: Show children how to make Vs with two fingers and put two together at the top to form W. Enrichment: W is for wheels. Count wheels on bikes, tricycles, and cars.

Recognize distinct letter sounds, recognize and name capital letters Hold a tool with proper grip to write, use helping hand to stabilize objects and papers Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Use art as a form of creative expression

Vocabulary: wheel, wagon, slide, up, down

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children compare sets to see more and fewer.

• Tag Bags (Vol. 1, pp. 88–89) § Red (10) § Blue (8) • PreKTT Resources: “Count On Me”

Grouping: Pairs

Compare Sets Multisensory Introduction: Sing “Count on Me.” 1. Have children work in pairs. One has red Tag Bags, the other blue Tag Bags.

We’re Learning: Work with others to solve problems, cooperate with peers Compare sets of objects using more and fewer, verbally count a set of ten objects, recognize that the last number said is the total

Vocabulary: color, fewer, more, larger, smaller, partner

2. Children take turns placing Tag Bags in a line, side by side (one red Tag Bag with one blue Tag Bag.) 3. After all Tag Bags are placed ask: Which color set has Tag Bags without a partner? Yes, the red because that set has more. The set with no extras has fewer. 4. We can count to be sure. Invite children to count each line with you. The set with the larger number has more. The set with the smaller number has fewer.



Check for Understanding: Listen as children compare red and blue Tag Bags. Are they using the vocabulary more and fewer? Support/ELL: Have children say, “I have more red Tag Bags” and “I have fewer blue Tag Bags.” Enrichment: Add a challenge by increasing the number of Tag Bags in each set to 15–20.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: bridge/road • Tape (masking/painters) • Carpet squares • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Q & A with Nouns: Bridge/Road

road

1. Look Say the words with Squawker. bridge A bridge connects two places for people or cars to go over. A road is a paved path for cars or people to travel on. 2. Do Have Helper put down masking tape lines to make a river. Have Helper put pieces of paper across the tape lines to make a bridge. Have children pretend to drive on the bridge over the water. 3. Say What is a bridge? A bridge can be part of a road. 4. Talk Squawker says: A bridge can go over a river. What else can a bridge go over? A road can be curved or straight. What else do you know about a road? Closing: Sing “Letters Together Make Words.”



Vocabulary:

Check for Understanding: Observe as children ask and answer questions. Can they point to letters and words?

bridge, road, car, path, over, connects, places, over, travel, on

Support/ELL: Give guidance to children if they need help asking and answering questions.

Enrichment: Discuss. A covered bridge is made of wood and has a roof like a house.

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Unit 5: Week 28 At-A-Glance Focus: Letter Xx and Math Review

Children learn to identify Xx and the sound by combining onset and rime and form/write capital letter X through hands-on activities with the A-B-C Touch & Flip Cards. Reviewing ordinal numbers and quantities are covered in Math. Science, Social Studies, and Oral Language focus on simple and complex machines related to trains.

Day 1 Language & Literacy

L isten to/follow directions, follow rules, based on safety lend onset and rime into a complete B word, break words into two parts: onset and rime

Readiness & Writing

Day 2 Take turns ecognize distinct letter sounds, R recognize and name capital letters Position an object for use, placement, or release

Sequence, listen to/follow directions, attend to simple tasks ecognize distinct letter sounds, R recognize and name capital letters se visual cues to guide reaching for, U grasping, and moving object, position an object for use, placement, or release, reach across midline to get an object from other side Trace correctly, step by step

Numbers & Math

Oral Language, Science, or Social Studies

Take turns, cooperate with peers

Cooperate with peers

Identify numerals, verbally count a set of 1–10 objects, recognize that the last number spoken is the total, make or draw a set of objects to match a given number

Connect numerals to quantities they represent, verbally count a set of 1–20 objects, recognize that the last number counted is the total, make or draw a set of objects to match a given numeral

osition an object for use, placement, or P release, use visual cues to guide reaching for, grasping, and moving object

Use fingers to show number

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Social Studies Follow rules, based on safety Repeat words, say sentences Understand print has meaning Create representations of safety signs

Technology

Sing & Move, Student App

Suggestions for 3-Year-Olds

Go to the playground to reinforce the words “push” and “pull.” For example, push the swing and pull the swing back.

Have children practice diagonals with Big Lines before they make V and W.

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns

Cooperate with peers

Repeat words, say sentences

Recognize and name capital letters

ay whether or not two spoken words S rhyme, say whether or not two spoken words are the same or different, repeat rhyming words spoken by a teacher, understand print has meaning

Maintain posture/position and mobility

ay whether or not two spoken words S rhyme, say whether or not two spoken words are the same or different, repeat rhyming words

equence, listen to/follow directions, S attend to simple tasks

Sequence

ecognize distinct letter sounds, R recognize and name capital letters

old a tool with proper grip to write, H use helping hand to stabilize object

Use art as a form of creative expression

ecognize distinct letter sounds, R recognize and name capital letters, position capitals right-side up old a tool with proper grip to write, H use helping hand to stabilize paper T race correctly, step by step, write letters in name

Demonstrate active listening Match 1:1, verbally count 1â&#x20AC;&#x201C;20 evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Oral Language

Explore dramatic play

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step

Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

L isten to/follow directions, attend to simple tasks, cooperate with peers

Manage transitions smoothly, draw a picture to solve a problem

Identify shapes within a group, name common shapes

Count and label sets, write, connect numerals to the quantities they represent

Position an object for use, placement, or release

Write numerals

Social Studies

Take turns, remain engaged, listen to/follow directions

old a tool with proper grip to write, H use helping hand to stabilize objects

Take turns, follows rules ecognize that people have roles R and responsibilities, recognizes some community workers and describes what they do, takes on the role of a community helper akes inferences and draws conclusions M based on visual text

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Participate in dramatic play Sing & Move, Student App, Teacher Resources

Sing & Move, Student App

Read nursery rhymes to practice rhyming words.

Create a diagonal train track. Moving in a diagonal patterns helps them with letters V, W, and X.

Read a book about trains. Encourage children to talk about what they know.

ÂŠ 2021 Learning Without Tears

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 5 Lesson Plans

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Unit 5: Week 28: Day 1

LANGUAGE & LITERACY

Focus: Letter X and Number Review

Objective: Children blend onsets, rimes, and match ending sounds.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Picture Tiles: Mailbox and Ox • Student App: Sound Around Letters X

Match the End 1. Introduce X and its sound. 2. Words can be part of families, just like people. This family’s last name is -ox. Show the mailbox Picture Tile. Say Mailbox. /b/, -ox, box. 3. Show the ox Picture Tile, ox. This word ox is also the name of its family, ox. Point to mailbox. Say /b/ -ox, box. -ox. Box and ox are in the -ox family. Let’s put them together.

We’re Learning:

Listen to/follow directions, follow rules based on safety

Blend onset and rime into a complete word, break words into two parts: onset and rime

4. Are there any other words that belong in the -ox family? 5. Practice more onsets with -ox, such as /l/ and /f/. 6. Repeat steps two through five to build other word families.

Vocabulary:

Check for Understanding: Observe as children name the tiles and group them by families. Do children isolate the rime?

rhyme, blend, word family, mailbox, box, lox, fox, letter X

Support/ELL: Place a Color Tile as you say the onset and another Color Tile next to it as you say the rime. Repeat, touching each Color Tile. Enrichment: Place a Sound Around Box Picture Tiles face up, guide children to pick up two tiles with the same ending sounds. Have them say onset, rime, and word for each tile.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter X (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces X

Learn X Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review X and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces. 4. Describe each step as you build the letter: Watch as I build X. Big Line slides down. Big Line slides down. We made X. Turn the card over and have children “read” the card with you. 5. Now, let’s build X on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn.

Check for Understanding: Observe as children build the letter. Are they placing

We’re Learning:

Sequence, demonstrate active listening

Recognize distinct letter sounds, recognize and name capital letters, position capitals right-side up

Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

the pieces correctly?

Support/ELL: Gather the correct pieces for each child and prompt child to place the Big Line in the correct direction to begin X. Enrichment: Find the EXIT sign and discuss.

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Vocabulary: capitals, Big Line, xylophone, x-ray

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials: • 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83) § Counter Cards: 10–20 • Counters

We’re Learning: Take turns, cooperate with peers Identify numerals, verbally count a set of 1–10 objects, recognize that the last number spoken is the total, make or draw a set of objects to match a given number Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary: flip, counters, squares, match, count

Objective: Children position numerals right-side up and recognize and name written numerals up to 20. Grouping: Small group

Review Numerals 1. Have a child choose a Counter Card. Count the squares. Your card has 10 squares.

2. Have another child count out the matching numbers of counters. You matched. You have 10 counters.

3. Let’s see what 10 looks like. Have a third child flip over the Counter Card. Yes, that’s it. It’s 10! 4. Continue this pattern with the remaining cards/numerals.

Check for Understanding: Observe as children count. Do they match the quantity  to the numeral and position the numeral right-side up? Support/ELL: Point and count the squares on the Counter Card together. Have the child flip the card and repeat the number. Repeat for all numbers. Enrichment: Set out Counter Cards with a counter on top of each square. Have children count the counters into a cup next to each card. Then, flip the card to see the numeral.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: push/pull • Small Wagon • Play Shopping Cart • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: push, pull, forward, behind, in front

Objective: Children learn two action verbs, say them in sentences, and use them in conversation. Grouping: Whole group

Verbs: Push/Pull

push

pull

1. Look Say the words with Squawker. Push means to move something forward from behind it. Pull means to move something forward from in front of it. 2. Do Have Helper push the shopping cart. Have Helper pull the wagon. 3. Say We push the cart. We pull the wagon. 4. Talk Squawker says: We can push a shopping cart at the store. What else can we push? We can pull a wagon at the park. What else can we pull? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children push and pull objects. Do they  position themselves appropriately and use the correct word for the action? Support/ELL: Give children other examples of pushing and pulling on the playground (e.g., pushing someone on the swings). Enrichment: Discuss. Machines can also push and pull. Which machines can push and pull things?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans

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Unit 5: Week 28: Day 2 Focus: Letter X and Number Review

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • Dry Erase Marker • Objects that include X (fox, EXIT, X-Ray, box)

Identify Capital Letters 1. Introduce X and its sound. 2. Build X with Magnetic Pieces for Capitals on the Sound Around Box. 3. Have a child remove an item from the box. Look, we have a fox. Fox ends with X. 4. Write FOX on the side of the Sound Around Box. Point to the X in FOX. Fox ends with X. 5. Repeat steps two through four. 6. After all items are listed, ask: How are these things alike? Yes, they all include the letter X.



Check for Understanding: Observe as children participate. Can they point to

We’re Learning: Take turns Recognize distinct letter sounds, recognize and name capital letters Position an object for use, placement, or release

Vocabulary: fox, exit, x-ray, box

and name the letter?

Support/ELL: Repeat the names of the items one at a time as they are removed from the box. Have children repeat after you. Enrichment: Have children make and write an EXIT sign.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Small group

• Stamp and See Screen (1 per child) (Vol. 1, p. 69) • PreKTT Resources: Video, “Capital X”

Learn X Using Stamp and See Screen 1. Review X and its sound. 2. Show children how to stamp the first piece on the screen. Erase and let children try. 3. Show children how to stamp the complete letter X. Say the directions: Big Line slides down, Big Line slides down. Erase and let children try. 4. Show children how to use the magnetic chalk stylus to trace the strokes of X. Erase the letter. 5. Children stamp with magnetic pieces or write with magnetic chalk stylus to make X from memory.

Check for Understanding: Watch as children stamp. Are they placing the

pieces correctly?

Support/ELL: Use just the first two steps of the activity. Model the next two steps for exposure. Enrichment: Have children tell you the sound of X. Ask them to find words with X in books from the classroom.

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We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize distinct letter sounds, recognize and name capital letters Use visual cues to guide reaching for, grasping, and moving objects, position an object for use, placement, or release, reach across midline to get an object from other side Trace correctly, step by step

Vocabulary: Big Line, smiley face, stamp, slide down

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children connect numerals to the quantity they represent.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)

Grouping: Small group

We’re Learning:

1. There’s a number on my card. Hold up fingers to show what my number means.

Cooperate with peers Connect numerals to quantities they represent, verbally count a set of 1–10 objects, recognize that the last number counted is the total, make or draw a set of objects to match a given numeral Use fingers to show number

Connect Numerals to Quantities

2. Give children time to show the correct number of fingers. 3. My number is 7. Everyone repeats the number and counts fingers together. 4. Continue through all the numbers.

Check for Understanding: Observe as children hold up fingers. Do they hold up

the right amount of fingers?

Vocabulary: color, fewer, more, larger, smaller, partner

Support/ELL: Start with up to 5 fingers only. Enrichment: Show a numeral, and have children clap the quantity and say the number. Substitute other actions (e.g., jumping, stepping, etc.).

SOCIAL STUDIES Materials: • A-B-C Touch & Flip Cards (Vol. 1, pp. 82–83) § Picture Card – Tactile Side: X • Flip Crayons • Plain Paper • Pictures or Models of Road Crossing Signs • Letter X Objects

We’re Learning: Follow rules, based on safety Repeat words, say sentences Understand print has meaning Create representations of safety signs

Vocabulary: symbol, crossing, railroad track, crosswalks

Objective: Children recognize that letter X can have meaning as a symbol for crossing. Grouping: Whole group, small group

Identify X in Environmental Print 1. Hold up the X card. Ask children to name the letter. 2. Does anyone remember a word that ends with X? Refresh children’s memories with the objects from the Sound Around Box or Picture Tiles. 3. X is a special letter because it can also be used as a symbol or picture on signs to mean crossing. 4. Show pictures of crossing signs. Ask whether children have seen them and where. 5. Talk about crossings and why the signs are important to keep us safe. 6. Have children draw signs and where they might be found (e.g., crosswalks, train crossing, animal crossing, etc.).

Check for Understanding: Have children observe different crossing signs. Can they  find the X and explain what it means? Support/ELL: X marks the spot. Make an X using Big Lines. Using a Big Line, show the difference between diagonal, vertical and horizontal positions. Enrichment: Think of places that might need a crossing sign. Have children draw pictures of them.

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Unit 5: Week 28: Day 3 Focus: Letter X and Number Review

LANGUAGE & LITERACY

Objective: Children will identify rhyming words.

Materials:

Grouping: Whole group, small group

• Green Eggs and Ham by Dr. Seuss • PreKTT Resources: “Rhyming Riddles”

Recognize Rhyming Words Multisensory Introduction: Sing and move to “Rhyming Riddles.” 1. Introduce X and its sound. 2. Listen to the words fox and box. Say them with me. fox…box. They have the same ending sound. They rhyme. Let’s find other words that rhyme. 3. Read “Green Eggs and Ham.” Focus on words with the /x/ ending sound. 4. Occasionally, say a word that does not rhyme. Does key rhyme with fox? No, key doesn’t rhyme with fox, but fox rhymes with box.

Check for Understanding: Observe as children identify rhymes. Can they tell  which words rhyme and which do not? Support/ELL: Have children point to the pictures in the book that use rhyming words. For example: fox and box.

We’re Learning: Take turns Repeat words, say sentences Say whether or not two spoken words rhyme, say whether or not two spoken words are the same or different, repeat rhyming words spoken by a teacher, understand print has meaning

Vocabulary: rhyme, fox, box, ox, lox

Enrichment: Read a book, poem, or song, and have children pick out the rhyming words.

READINESS & WRITING Objective: Children learn the correct way to write letters by tracing and writing.

Materials:

Grouping: Small group

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture Cards – Tactile Side: X • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Write Name in Title Case, Lowercase Letter Formation Chart

Review Capitals & Write Name Multisensory Introduction: Sing “Sing Your Name.” 1. Review X and its sound. 2. Have children finger trace X card. Say the directions: Big Line slides down, Big Line slides down. 3. Children take turns finger tracing the letter. Say the words with them as they trace. 4. Now, let’s write our name in title case. Use the A Click Away Write Name in Title Case practice page. Demonstrate each letter and wait for the child to imitate you by saying My turn, Your turn.

Check for Understanding: Observe as children write their names. Are they  writing each lowercase letter correctly? Support/ELL: Send home for practice: A Click Away Help me Write My Name in Title Case, Write Name in Title Case practice pages, and A Click Away Lowercase Letter Formation Chart. Enrichment: Have children write their last name.

We’re Learning: Sequence, listen to/follow directions, attend to simple tasks Recognize distinct letter sounds, recognize and name capital letters, position capitals right-side up, Hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step, write letters in name

Vocabulary: letter names, capital, capital letter formation words, name, title case

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children review how to form numbers.

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • 10 Objects to Count • Student App: Touch & Flip Numbers 10

Grouping: Whole group, small group

We’re Learning:

Demonstrate active listening

Match 1:1, verbally count 1–10

Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object

Trace correctly, step by step

Vocabulary: Big Line, Little Line, Big Curve, Little Curve, numbers one through ten

Review Numbers Using Wet-Dry-Try on the Slates 1. Review 1–10. Count 10. 2. Prepare Slate Chalkboards by writing a number of your choice with chalk as a model to trace. 3. Demonstrate number on your own Slate Chalkboard. Say the words for each step. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the number. Dry: Child uses a little piece of paper towel to dry the number. Try: Child uses a Little Chalk Bit to write the number. 5. Repeat with other numbers.

Check for Understanding: Observe as children complete the activity.  Can they complete the steps correctly? Support/ELL: Finger trace the model with a wet index finger. Enrichment: Have children attempt to write the number on a blank slate.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: together/apart • Magnets that Stick Together • Blocks • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: together, apart, away, magnets, something, someone, another, thing, person, block, tower

Objective: Children learn two adjectives, say them in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Together/Apart

to g et h e r

a pa rt

1. Look Say the words with Squawker. ogether means with something T or someone else. Apart means away from another thing or person. 2. Do Have Helper put their hands together, then move them apart. Other children imitate. 3. Say My hands are together. My hands are apart. 4. Talk Squawker says: Magnets can stick together. What else can be together? We can take apart our block tower. What else can be apart? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children move their hands together and apart. Do they use the correct word with the appropriate position? Support/ELL: Demonstrate how to bring Big Curves together to make a circle and then hold apart. Enrichment: Discuss. Machines can help put things together and take them apart. Which machines can put things together? Take things apart?

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Unit 5: Week 28: Day 4 Focus: Letter Xx and Math Review

LANGUAGE & LITERACY

Objective: Children will recognize and name lowercase letters.

Materials:

Grouping: Whole group, small group

• Pre-K Wall Cards • A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) • Long Ribbon for Limbo • PreKTT Resources: “Alphabet Song”

Identify Lowercase Letters Multisensory Introduction: Sing and point to the “Alphabet Song” using Pre-K Wall Cards. 1. Review X and introduce x and its sound.

We’re Learning:

2. Pass out lowercase A-B-C Touch & Flip Cards that look similar to their capital matches: c, o, p, s, v, w, x, z.

Take turns

3. Model with another child how to hold the ribbon for limbo.

Maintain posture/position and mobility

4. Call out letters one by one. If you have the letter X, hold it up. Come do the limbo! Child with x walks under the ribbon. 5. Ask, What letter did the limbo? x.



Recognize and name capital letters

Vocabulary: lowercase x, capital, letter, match, limbo

Check for Understanding: Observe as children play Lowercase Limbo. Do they hold up the correct letter? Do they name the letter correctly? Support/ELL: Introduce only two or three letters at a time. Make sure the children recognize these letters before adding more. Enrichment: Place word cards from Word Time on the floor. Give each child a lowercase letter from the A-B-C Touch & Flip Cards. Have them find words that begin with (or contain) their letters.

READINESS & WRITING Objective: Children learn how to form X.

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT Resources: Wet-Dry-Try X

Learn X Using Wet-Dry-Try on the Slate 1. Review X and its sound. 2. Prepare Slate Chalkboards by writing X with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Big Line slides down, Big Line slides down. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.



Check for Understanding: Observe as children complete the activity. Can they complete the steps correctly? Support/ELL: Squeeze the water from the sponge. Give additional verbal cues. Enrichment: Have children air write X with a piece of chalk.

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We’re Learning: Sequence Recognize distinct letter sounds, recognize and name capital letters Hold a tool with proper grip to write, use helping hand to stabilize object Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step

Vocabulary: Big Line, smiley face, slide, down

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children recognize multiple shapes within a group.

• Mat Man Shapes by Jan Olsen (Vol. 1, p. 13) • Mix & Make Shapes (Vol. 1, pp. 84–85) § Large Circles, Triangles, Rectangles, Squares (4) • Shape Cutouts (oval, star, rhombus, pentagon, hexagon, octagon) • PreKTT Resources: “The Shape Song” • PreKTT Mat Man Books: Mat Man Shapes

Grouping: Whole group, small group

Review Shapes in a Group Multisensory Introduction: Sing and move to the “Shape Song.” 1. Read Mat Man Shapes by Jan Olsen and review shapes. 2. Spread the Mix & Make Shapes and shape printouts on the ground. 3. Play Simon Says. Simon says: Pat an oval/Put a hexagon on your head/Put your knee on a triangle. 4. After they understand the activity, let a child be Simon.

We’re Learning: Listen to/follow directions, attend to simple tasks, cooperate with peers Identify shapes within a group, name common shapes Position an object for use, placement, or release

Vocabulary: circle, triangle, square, rectangle, shape, oval, star, rhombus, pentagon, hexagon, octagon

5. Don’t try to trick the children until they can play without mistakes. Then, give a direction without saying “Simon Says.”

Check for Understanding: Observe as children follow directions. Do they select the  right shapes? Support/ELL: Start with two shapes. Add additional shapes when children consistently recognize the first two. Enrichment: Add three-dimensional shapes to Simon Says for an extra challenge (e.g., cube, pyramid, cylinder).

SOCIAL STUDIES Materials:

Objective: Children will describe or demonstrate the job of a train conductor.

• • • •

Grouping: Whole group, small group

Picture or Video of Train Conductor Small Index Cards Single Manual Hole Punch Hand Counter (if available)

1. Show a picture or video of the train conductor at work. 2. Explain the conductor’s responsibilities (e.g., taking tickets, helping passengers stay safe, etc.).

We’re Learning: Take turns, follows rules Recognize that people have roles and responsibilities, recognize some community workers and describe what they do, take on the role of a community helper Make inferences and draw conclusions based on visual text Participate in dramatic play

Vocabulary: community, conductor, engineer, passenger, ticket

Describe Jobs

3. Have children sit in rows with a center aisle. Pass out an index card to each child. 4. Demonstrate how a conductor would walk through the aisle, punching passengers’ tickets and count them, and calling out station stops. 5. Continue the role-play, taking turns playing the conductor.

Check for Understanding: Observe as children role play. Do they demonstrate  understanding of the conductor’s role? Support/ELL: Show another video or read a book aloud to increase the background knowledge of children around this subject. Enrichment: Expand the train play. Have children create train safety signs and pretend to be trains going on a track.

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Unit 5: Week 28 : Day 5

LANGUAGE & LITERACY

Focus: Letter Xx and Math Review

Objective: Children will recognize rhyming words.

Materials:

Grouping: Whole group, small group

• Pictures and/or Toys of Animals that Rhyme (e.g., fox, ox, goose, moose, cat, rat, dog, frog, baboon, raccoon) • PreKTT Resources: “Animals in the House”

Rhyming with Animals Multisensory Introduction: Sing and move to “Animals in the House.”

We’re Learning:

1. Review Xx and its sound.

Cooperate with peers

2. Do fox and ox rhyme? What sound did you hear at the end?

Say whether or not two spoken words rhyme, say whether or not two spoken words are the same or different, repeat rhyming words

3. Mix up the animals and answers to help children discriminate rhymes. 4. Have children pretend to be the animals.

Check for Understanding: Observe as children identify rhyming words.  Can they tell which words rhyme and which do not?

Explore dramatic play

Support/ELL: Use real pictures or objects to represent the animals.

Vocabulary:

Enrichment: Recreate a nursery rhyme by changing some of the rhyming words (e.g., change “Humpty Dumpty sat on a wall” to “Humpty Dumpty sat on a ball.”)

fox, ox, goose, moose, cat, rat, dog, frog, baboon, raccoon

READINESS & WRITING Materials:

Objective: Children learn to trace letter X. Grouping: Whole group, small group 

Learn X by Tracing, Coloring & Drawing Multisensory Introduction: Review X with Door Tracing.

BIG LINE

• My First School Book p. 63 • Flip Crayons • PreKTT Resources: Smiley Face

+ BIG LINE

X X Y LO P H O N E

We’re Learning:

1. Look and Learn My First School Book X: Review X and its sound. Children point and say the name of each image.

2. Trace and Write X Children finger trace X, step by step. Model X. Children put crayon on the directions: Big Line slides down, Big Line slides down.

My First School Book

. Say the

3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace. Are they able to trace

straight diagonal lines?

Support/ELL: Use two Big Lines to form the X. Hold a Big Line at the bottom and cross the body in a diagonal direction. Enrichment: Play trains. Make a railroad crossing sign.

Recognize distinct letter sounds, recognize and name capital letters Hold a tool with proper grip to write, use helping hand to stabilize objects Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Use art as a form of creative expression

Vocabulary: xylophone, slide, down

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children count and label sets.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83) § Tactile and Counter Cards: 1–5 • Slate Chalkboards (5) (Vol. 1, p. 72) • Wet-Dry-Try Materials (5 sets of each) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Paper Cups (5) • Bottle Caps, Counters, or Blocks

Grouping: Small group

We’re Learning: Manage transitions smoothly, draw a picture to solve a problem Count and label sets, connect numerals to the quantities they represent Write numbers

Label Sets 1. Set up five stations on tables around the room. Each station should have: a slate with a number 1–5, the corresponding 1-2-3 Touch & Flip Tactile and Counter Cards, a cup with corresponding number of bottle caps, and materials for Wet-Dry-Try. 2. Children count the caps to make sure the cup has the correct number. Place caps on the Counter Cards if needed. 3. Have each child trace the number on the Tactile Card. 4. Have each child complete Wet-Dry-Try to practice the numeral. 5. Children rotate to the next station and repeat.



Check for Understanding: Observe as children count the caps, and complete Wet-Dry-Try. Can they count and label the sets? Support/ELL: Have children say the numbers out loud as they count.

Vocabulary:

Enrichment: Have a child sit in a chair facing away from the class. The child claps a number 1–10. The class repeats and counts each clap.

set, count, number

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: tracks/train • Carpet Squares • Picture Book about Trains • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: train, tracks, rails, vehicle

Objective: Children learn two nouns, say them in sentences, and use them in conversation. Grouping: Whole group

Q & A with Nouns: Tracks/Train

t ra i n

trac k s

1. Look Say the words with Squawker. Tracks are the rails on which a train moves. A train is a vehicle that moves on tracks. 2. Do Have Helper lay carpet squares in a loop to act as tracks. Have Helper move around the tracks, making train noises. 3. Say Where is the train? The train is on the tracks. 4. Talk Squawker says: Tracks are for trains to move on. What else can have tracks? (roller coaster) Trains can move people. What else can move people? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss tracks and trains. Are they

able to describe tracks?

Support/ELL: Read a picture book about trains or show a video to build children’s background knowledge. Enrichment: Have children draw trains and tracks. Discuss. How do trains go to different places? Have children draw trains.

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Unit 5: Week 29 At-A-Glance Focus: Letter y and Math Review

Children learn to identify y and the sound through new words and how to form/write capital letter  through hands-on activities with the Stamp and See Screen. Review of numbers and operations is covered in Math. Science, Social Studies, and Oral Language focus on simple and complex machines related to boats.

Day 1 Language & Literacy

Readiness & Writing

Follow rules, listen to/follow directions

Take turns

lend onset and rime into a complete B word, break words into two parts: onset and rime, indicate when a certain sound is spoken or heard

ecognize distinct letter sounds, R recognize and name capital letters, position capitals right-side up

Sequence

Sequence, listen to/follow directions, attend to simple tasks

Demonstrate active listening ecognize distinct letter sounds, R recognize and name capital letters, position capitals right-side up osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving objects

Numbers & Math

Oral Language, Science, or Social Studies

Day 2

osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object, reach across midline to get an object from other side

ecognize distinct letter sounds, R recognize and name capital letters se visual cues to guide reaching for, U grasping, and moving object, position an object for use, placement, or release, reach across midline to get an object from other side Trace correctly, step by step

T ake turns, cooperate with peers, work with others to solve problems

Use manipulatives to find a solution, take turns

Combine sets to learn how many in all by counting, connect numerals to quantities they represent, uses concrete objects, creates pictorial models and shares a verbal word problem for adding 1–5 objects

Take objects away from a set to find out how many are left by counting, make or draw a set of objects to match a given number, recognize that the last number spoken is the total, verbally count a set of 1–10 objects

Position an object for use, placement, or release

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Science Demonstrate active listening bserve, investigate, describe and O discuss position and motion of objects Use both sides of the body

Technology

Sing & Move, Student App

Suggestions for 3-Year-Olds

Place Tag Bags with small objects to count in a discovery area.

Have children count each other as they enter a pretend rowboat.

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns

Take turns, cooperate with peers

Cooperate with peers

Learn words linked to content, repeat words, say sentences, communicate thoughts with words, talk about experiences and observations

ecognize distinct letter sounds, match R capital and lowercase letters

Match capital and lowercase letters

equence, listen to/follow directions, S attend to simple tasks

Listen to/follow directions, attend to simple tasks

ecognize distinct letter sounds, R recognize and name capital letters, position capitals right-side up

ecognize distinct letter sounds, R recognize and name capital letters

old a tool with proper grip to write, H use helping hand to stabilize object T race correctly, step by step, write letters in name

osition an object for use, placement, P or release

evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Move and place body to perform tasks

Sequence ecognize distinct letter sounds, R recognize and name capital letters old a tool with proper grip to write, H use helping hand to stabilize object se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Use art as a form of creative expression

ooperate with peers, work with others C to solve problems, use manipulatives to find a solution

hare a set of objects evenly with two S or three classmates, recognize that the last number spoken is the total, verbally count a set of 1â&#x20AC;&#x201C;20 objects

ivide one whole object into two D equal pieces

Science

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Listen to/follow directions, attend to simple tasks bserve, investigate, describe and discuss O properties and characteristics of common objects, use the senses to explore and sensory language to describe properties of natural and human made materials

Work with others to solve problems, take turns Verbally count a set of 5 objects Position an object for use, placement, or release

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Use fingers to hold/open/close scissors Sing & Move, Student App

Sing & Move, Student App

Look for yellow things in and outside of the classroom.

Set up a water table. Have children explore objects that sink and float.

Read Mat Man On The Go.

ÂŠ 2021 Learning Without Tears

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 5 Lesson Plans

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Unit 5: Week 29: Day 1

LANGUAGE & LITERACY

Focus: Letter  and Math Review

Objective: Children group words into word families.

Materials:

Grouping: Whole group, small group

• Objects or Pictures (yam, picture of a boy, stuffed animal lamb, play food ham, picture of a ram) • Student App: Sound Around Letters 

Divide Onset & Rime 1. Introduce  and its sound. 2. Words can be part of families, just like people. This family’s last name is -am. Show the yam. Say yam. /y/, -am, yam.

3. Show the picture of the boy. This is Sam. Say /s/, -am, yam, /y/, - am. Yam and Sam are in the -m family. Let’s put them together. 4. Are there any other words that belong in the -am family? 5. Practice more onsets with -am, such as /h/, /l/, /r/ and show objects. 6. Repeat steps two through five to build other word families.

Check for Understanding: Observe and listen as say the words. Do children

isolate the rime?

We’re Learning: Follow rules, listen to/follow directions Blend onset and rime into a complete word, break words into two parts: onset and rime, indicate when a certain sound is spoken or heard

Vocabulary: letter , yam, boy, lamb, ham, ram

Support/ELL: Place a Color Tile as you say the onset and another Color Tile next to it as you say the rime. Repeat, touching each Color Tile. Enrichment: Say a word, book. Two children lock arms and say the word. Dropping arms, the first child says /b/ and the second says -ook. Lock arms again, they both say book.

READINESS & WRITING Objective: Children learn how to build and sequence capital letters correctly.

Materials:

Grouping: Whole group, small group

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Capital Letter Card: Letter  (Vol. 1, p. 66) • Mat for Wood Pieces (1 per child) (Vol. 1, p. 67) • PreKTT App: Wood Pieces 

Learn  Using Capitals with the Letter Cards & the Mat for Wood Pieces 1. Review  and its sound. 2. Show letter card. Name the picture and “read” the word. 3. Gather the Wood Pieces. 4. Describe each step as you build the letter: Watch as I build . Little Line to the middle, Big Line slides down. We made . 5. Turn the card over and have children “read” the card with you. 6. Now let’s build  on the Mat. Give each child a Mat to place right-side up. Repeat step four on the Mat using My turn, Your turn.

Check for Understanding: Observe as children build the letter. Are they placing  the pieces correctly? Support/ELL: Gather the correct pieces for each child and prompt child to place the Little Line in the correct direction to begin . Enrichment: Find objects around the room that begin with .

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We’re Learning: Sequence Demonstrate active listening Recognize distinct letter sounds, recognize and name capital letters, position capitals right-side up Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Vocabulary:  words, capital letters, Big Line, Little Line, middle, right-side up, top, bottom, yo-yo, yogurt, yarn

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children combine sets of objects to find out the total by counting.

• Tag Bags (Vol. 1, pp. 88–89) § Blue and Orange • 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)

Grouping: Small group

We’re Learning: Take turns, cooperate with peers, work with others to solve problems Combine sets to learn how many in all by counting, connect numerals to quantities they represent, uses concrete objects, creates pictorial models and shares a verbal word problem for adding 1–10 objects Position an object for use, placement, or release

Combine Sets 1. Invite two children to sit with you, one on each side. Others will watch and count with you.

2. Give the child on your right four blue Tag Bags. Count them aloud as a class and repeat the total. Add the Number Card above them. 3. Give the child on your left three orange Tag Bags. Count them aloud as a class and repeat the total. Add the Number Card above them. 4. How many in all? The first child places Tag Bags in a line, counting aloud. The second child adds Tag Bags to the line, counting on. 5. Place the number card next to the Tag Bags for the total (7). 6. Three and four makes seven in all. Repeat with other numbers.

Check for Understanding: Observe as children count. Can they count how many

Vocabulary:

in all?

counting, how, many, in, all, numbers

Support/ELL: Start with one Tag Bag of each color. Enrichment: Listen to “Rowboat, Rowboat.”

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: row/steer • Pictures/Videos of Boats Moving in Water (oars, rudder, steering wheels) • PreKTT Resources: “Rowboat, Rowboat” and “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: row, steer, rudder, oars, boat, move, vehicle, go, direction, stream

Objective: Children learn two action verbs, say them in sentences, and use them in conversation. Grouping: Whole group

Verbs: Row/Steer Multisensory Introduction: Sing and move to “Rowboat, Rowboat.”

row

ste e r

1. Look Say the words with Squawker. Row means to use two oars to make a boat move. Steer means to make a boat or other vehicle go in a certain direction. 2. Do Show pictures/videos of boats being rowed and steered. Have children pretend to move a hand back and forth like a rudder, or steer with a wheel, or make a rowing motion. 3. Say We row the boat. We steer the boat. 4. Talk Squawker says: The song says we can row down the stream. Where else can you row a boat? You use a rudder to steer a boat. What else can you use to steer? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children pretend to row a boat. Do they understand the different between row and steer? Support/ELL: Have children imitate your rowing motions as they say the word. Enrichment: Discuss. How might you steer other vehicles (e.g., bike = handlebars)?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans

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Unit 5: Week 29: Day 2 Focus: Letter  and Math Review

LANGUAGE & LITERACY

Objective: Children will recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • Dry Erase Marker • Objects/Pictures Beginning with Letter  (yarn, yellow, yak, yo-yo, yacht, yield, yogurt, yolk, yard stick, yard, yawn)

Identify Capital Letters 1. Review  and its sound. 2. Build  with Magnetic Pieces for Capitals on the Sound Around Box. 3. Have a child remove an item from the box. Look, we have yarn. Yarn begins with . 4. Write Yarn on the side of the Sound Around Box. Point to the  in . Yarn begins with . 5. Repeat steps two through four. 6. After all items are listed, ask: How are these things alike? Yes, they all begin with .

Check for Understanding: Observe as children participate. Can they point to  and name the letter? Support/ELL: Repeat the names of the items one at a time as they are removed from the box. Have children repeat after you. Enrichment: Have children hunt around the room for the letter and point it out to you. Talk about the item with the class.

We’re Learning: Take turns Recognize distinct letter sounds, recognize and name capital letters, position capitals right-side up Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object, reach across midline to get an object from other side

Vocabulary: yarn, yellow, yak, yo-yo, yacht, yield, yogurt, yolk, yard stick, yard, yawn

READINESS & WRITING Objective: Children roll lines and curves of dough to build capital letters.

Materials:

Grouping: Small group

• Roll–A–Dough Letters (1 per child) (Vol. 1, p. 68) § Letter Card:  • PreKTT Resources: Video, “Capital  ”

Learn  with Roll–A–Dough Letters 1. Review  and its sound. 2. Give each child a letter card and have dough for all to use. 3. Show children how to roll a Little Line and a Big Line using dough. Show them, step by step, how to place the dough on the letter  card in the tray. Say the directions: Little Line to the middle, Big Line slides down. 4. Remove  letter card from tray. Children build  in empty tray.



Check for Understanding: Observe as children place their cards in the tray. Do

they orient them correctly?

Support/ELL: Help children use flat hands to roll back and forth to form the lines. Enrichment: Use the tray to trace letters in sand, shaving cream, pudding, or finger paint.

Vocabulary: roll, Big Line, Little Line, top, slides down, bottom, smiley face

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials: • Small Healthy Snacks: Fish Crackers, Grapes, etc. • PreKTT Resources: “Dumplin’ Song”

We’re Learning:

Objective: Children take objects away from a set and count to find out how many are left. Grouping: Small group

Take Objects Away Multisensory Introduction: Sing and move to the “Dumplin’ Song.”

Use manipulatives to find a solution, take turns Take objects away from a set to find out how many are left by counting, make or draw a set of objects to match a given number, recognize that the last number spoken is the total, verbally count a set of 10 to 20 objects Position an object for use, placement, or release

1. Pass out twelve crackers to each child. I have twelve crackers. Have children repeat. 2. Have everyone pick up one cracker. Say together: I take away one cracker. Invite children to eat one cracker. 3. How many are left? Have children count their remaining crackers and tell how many are left. Say together: I have eleven crackers left. 4. Repeat, eating and taking away more crackers.

Check for Understanding: Observe as children eat a cracker. Can they identify the

new number?

Support/ELL: Start with five crackers and take away one at a time.

Vocabulary:

Enrichment: Increase the crackers to twenty.

take, away, left

SCIENCE Materials:

Objective: Children will identify what powers some boats.

• Images/Models/Videos of Different Types of Boats (sailboat, ferry, yacht, canoe) • PreKTT Resources: “Rowboat, Rowboat”

Grouping: Whole group, small group

Learn How Boats Move 1. Boats are machines that need power to move. Where do they get their power?

We’re Learning:

2. Sing “Rowboat, Rowboat.”

Observe, investigate, describe ad discuss position and motion of objects

3. Show the picture, model, or video of a rowboat. What makes this boat move through the water? Guide children to talk about the oars and action of rowing.

Use both sides of the body

4. Repeat with each type of boat.

Demonstrate active listening

Check for Understanding: Observe as children show different boats. Do they

understand the differences?

Vocabulary: paddles, oars, sail, machine, power, move, water

Support/ELL: Show videos of each of the boats moving to build children’s knowledge. Act out the motions of rowing and paddling with children. Enrichment: Build paper plate sailboats with coffee stirrer masts, and index card sails. Use a small piece of clay to mount the mast on the boat. Try sailing the boats in a water table or tub.

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Unit 5: Week 29: Day 3 Focus: Letter  and Math Review

LANGUAGE & LITERACY

Objective: Children learn new words.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Dry Erase Marker • Objects/Pictures Beginning with Letter  (yo-yo, yarn, yellow, yak)

Learn New Words 1. Review  and its sound. 2. Gather items or pictures of things that begin with . Put them in the Sound Around Box. 3. Who wants to explore the treasure chest? Show us what you found. What is it? Have child name the item or allow the class to answer. Offer help as needed. 4. Have you ever seen this before? What can you tell me about it? Encourage children to share their experiences and describe what they see. 5. Write the word in capital letters on the side of the Sound Around Box. 6. Repeat steps three through five until all items are explored.



Check for Understanding: Observe as children talk about the items.Do they

understand what the words mean?

We’re Learning: Take turns Learn words linked to content, repeat words, say sentences, communicate thoughts with words, talk about experiences and observations

Vocabulary: yellow, yo-yo, yarn, yardstick, yard, yak, yawn, yolk, yacht

Support/ELL: Preview pictures ad objects to help children understand the words. Say each word, and have the children repeat. Enrichment: Place pictures or objects that begin with  in the Sound Around Box. Have children find and say a sentence.

READINESS & WRITING Objective: Children learn the correct way to write letters by tracing and writing.

Materials:

Grouping: Small group

1. Review  and its sound.

• A-B-C Touch & Flip Cards (Vol. 1, p. 70) § Picture Cards – Tactile Side:  • Flip Crayons • PreKTT Resources: “Sing Your Name” • PreKTT Resources: Write Name in Title Case, Lowercase Letter Formation Chart

2. Have children finger trace  card. Say the directions: Little Line to the middle, Big Line slides down.

We’re Learning:

Review Capitals & Write Name Multisensory Introduction: Sing “Sing Your Name.”

3. Now, let’s write our name in title case. Use the A Click Away Write Name in Title Case practice page. Demonstrate each letter one at a time and wait for the child to imitate you by saying My turn, Your turn.

Check for Understanding: Observe as children write their names. Are they

writing each letter correctly?

Support/ELL: Send home for practice: A Click Away Help me Write My Name in Title Case, Write Name in Title Case practice pages, and A Click Away Lowercase Letter Formation Chart. Enrichment: As children are ready, show them how to write their last name.

Sequence, listen to/follow directions, attend to simple tasks Recognize distinct letter sounds, recognize and name capital letters, position capitals right-side up, Hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step, write letters in name

Vocabulary: letter names, Little Line, Big Line, name, title case

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Theme: Machines

NUMBERS & MATH Materials:

Objective: Children share a set of objects evenly with two or three classmates.

• Tag Bag (Vol. 1, pp. 88–89) § Even Numbers: 10–20 • Buttons (or other small objects)

Grouping: Pairs

We’re Learning:

Cooperate with peers, work with others to solve problems, use manipulatives to find a solution Share a set of objects evenly with two or three classmates, recognize that the last number spoken is the total, verbally count a set of 20 objects

Share a Set Evenly 1. Prepare Tag Bags even numbers from 10–20 with an even number of buttons in the pocket. 2. There is something in this Tag Bag for us to share. Open it. What did you find? 3. Share the buttons with your friend. Here’s a good way to share: one for you, one for me, until they are gone. 4. How many did you get? Have both children count. Do you have the same number? That’s sharing. 5. Repeat, using even numbers of buttons up to 20.

Vocabulary: same, share, buttons, friend, many, number

Check for Understanding: Observe as children share. Are they able to count the  buttons correctly? Support/ELL: Begin with four buttons. Emphasize that each person gets the same number. Move on to eight buttons. Enrichment: Increase the group size to three children sharing 9 or 12 buttons or four children sharing 12 or 16 buttons.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: calm/rough • Tub/Bucket of Water • Toy Boat • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: calm, rough, water, peaceful, bumpy, moving, music, swim

Objective: Children learn two adjectives, say them in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Calm/Rough

ca l m

ro ug h

1. Look Say the words with Squawker. alm means peaceful, not C excited or moving around a lot. Rough means bumpy or moving up and down a lot. 2. Do Have Helper place the boat in the calm water. Have Helper stir up the water to make it rough. 3. Say The water is calm. The water is rough. 4. Talk Squawker says: Soft music can make us feel calm. What else makes you feel calm? It is not safe to swim or go out in boats when the water is too rough. What can make the water rough? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children complete the activity. Do they say  the right words for the action? Support/ELL: Show a video of a boat in rough seas and calm seas. Enrichment: Discuss. Some words mean the same as other words. When describing water, calm can mean the same as smooth. When talking about a ride, rough can mean the same as bumpy.

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Unit 5: Week 29: Day 4

LANGUAGE & LITERACY

Focus: Letter y and Math Review

Objective: Children recognize and match capital and lowercase letters.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) § Magnetic Pieces for Capitals • A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) § Lowercase Cards: y (and others previously learned) • Student App: Sound Around Letters 

Match Capital & Lowercase Letters 1. Review  and introduce y and its sound. 2. Make capital  with Magnetic Pieces for Capitals on the side of the Sound Around Box.

ABC_Touch-Flip_CardsCapsLow.indd 50

3. Place two A-B-C Touch & Flip Cards into the Sound Around Box. Use lowercase y and another lowercase letter. 4. Who can reach in the box and help us find lowercase y? 5. Have a child reach in the box and hold up both cards. 6. Ask the class to choose the lowercase letter that matches the capital . Repeat with other letters.

Check for Understanding: Observe as children make matches. Do they choose

the correct match?

Support/ELL: Introduce only two to three letters at a time.

9/12/18 1:01 PM

We’re Learning: Take turns, cooperate with peers Recognize distinct letter sounds, match capital and lowercase letters Position an object for use, placement, or release

Vocabulary: lowercase y, capital, lowercase, match

Enrichment: Have children say  words. Write on the Sound Around Box.

READINESS & WRITING Objective: Children learn how to form .

Materials:

Grouping: Small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • Student App: Wet-Dry-Try 

Learn  Using Wet-Dry-Try on the Slate Multisensory Introduction: Sing “Sing Your Name.” 1. Review  and its sound.

We’re Learning:

2. Prepare Slate Chalkboards by writing  with chalk as a model to trace.

Listen to/follow directions, attend to simple tasks

3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Little Line to the middle, Big Line slides down.

Recognize distinct letter sounds, recognize and name capital letters

Develop correct pinch grasp, hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Check for Understanding: Observe as children complete the activity. Can they  complete the steps correctly?

Vocabulary:

Support/ELL: Squeeze the water from the sponge. Give additional verbal cues.

Big Line, Little Line, smiley face, slides down

Enrichment: Have children air write  with a piece of chalk.

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Theme: Machines

NUMBERS & MATH Materials:

Objective: Children divide one whole object into two equal pieces.

• The Gingerbread Man by Catherine McCafferty • Flip Crayons • Scissors or Knife • PreKTT Resources: Half & Half, or Real Gingerbread Cookies

Grouping: Pairs

We’re Learning: Cooperate with peers, work with others to solve problems, use manipulatives to find a solution Divide one whole object into two equal pieces

22sid side e ss

Divide a Whole into Two Halves

Symmetry Symmetry means means 2 sides 2 sides the same. the same. Fold and Fold cut andacut paper a paper gingerbread gingerbread boy. boy.

1. Read “The Gingerbread Man.”

Use aUse paper a paper bag. bag. Both Both sides sides are the aresame! the same!

2. Give each child a gingerbread man cookie or cutout. If you are using the cutout, have children color. 3. Pretend you and a friend caught the gingerbread man. You want to share him. How can we cut him so you can share him equally? © 2011 Get © 2011 Set forGet School Set for School

4. Use a knife or scissors to show children how to cut the gingerbread man in half. Cut from head to toe so the pieces are symmetrical. IKMN-I Know IKMN-I MyKnow Numbers_booklet My Numbers_booklet 2.indd 12 2.indd 12

10/20/1010/20/10 3:55 PM3:55 PM

Check for Understanding: Observe as children cut their cookies/cutouts in half.

Do they cut from head to toe? Vocabulary: half, middle, whole, share, equally

Support/ELL: Show a whole orange and emphasize whole. Cut the orange in half and emphasize half. Hold them together and say whole. Enrichment: Try different ways of dividing in half with paper folding.

SCIENCE Materials:

Objective: Children build and explore boats.

• Images/Models/Videos of Different Types of Boats (sailboat, ferry, yacht, canoe) • Milk Cartons with Tops Cut Off (1 per child) • Popsicle Sticks • Paper Sails (cut from construction paper) • Glue • Water Table or Large Container Filled with Water

Grouping: Whole group, small group

We’re Learning:

3. Pass out a popsicle stick and milk carton to each child.

Listen to/follow directions, attend to simple tasks Observe, investigate, describe and discuss properties and characteristics of common objects, use the senses to explore and sensory language to describe properties of natural and human made materials Use fingers to hold/open/close scissors

Vocabulary:

Explore Boats 1. Today we’re going to make boats! Review the different types of boats discussed on Tuesday and their different characteristics. 2. Give each child a paper sail to decorate. 4. Assist children as needed. Glue the sail to the popsicle stick then the popsicle stick to the milk carton. 5. Once glue has dried, let children take turns floating their boats on the water. Have children describe what kind of boat they made and how they decorated it.

Check for Understanding: Observe as children describe their boats. Can they

name what type of boat it is?

Support/ELL: Read aloud a book about boats, such as My Blue Boat by Chris L. Demarest before the activity. Enrichment: Give children more than one milk carton to make their boats taller or longer.

boats, types of boats

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Unit 5: Week 29: Day 5

LANGUAGE & LITERACY

Focus: Letter y and Math Review

Objective: Children match letters, capital to capital, and capital to lowercase.

Materials:

Grouping: Whole group, small group

• A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45)

Match Capital & Lowercase Letters

We’re Learning:

1. Review y and its sound.

Cooperate with peers

2. Give each child one A-B-C Touch & Flip Card. Half of the children should get a capital letter and the other half should get the matching lowercase letter. Be sure to include .

Match capital and lowercase letters Move and place body to perform tasks

3. Find your matching letter friend. Sit down together. 4. Where are the  letter friends? Stand up and show your cards.

Vocabulary:

5. Have the children say the letters. This is capital . This is lowercase y.

match, capital, lowercase, letters, letter friend

6. Repeat for other letters.

Check for Understanding: Observe as children find their match. Can they match  capital letters to lowercase letters? Support/ELL: Use fewer A-B-C Touch & Flip Cards. Prompt children to check both sides of their cards. Enrichment: Place Line It Up Letter Cards around the room. Hand out A-B-C Touch & Flip Cards (lowercase side). Have children stand next to their matching letter.

READINESS & WRITING Materials:

Objective: Children learn to trace letter . Grouping: Whole group, small group 

Learn  by Tracing, Coloring & Drawing Multisensory Introduction: Review  with Door Tracing.

LITTLE LINE

• My First School Book p. 64 • Flip Crayons • PreKTT Resources: Smiley Face

+ BIG LINE

Y YA R N

We’re Learning:

1. Look and Learn My First School Book : Review  and its sound. Children point and say the name of each image.

Sequence 64

My First School Book

2. Trace and Write  Children finger trace , step by step. Model . Children put crayon on the . Say the directions: Little Line to the middle, Big Line slides down. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace. Do they stop when the first

stroke touches the big line?

Support/ELL: Demonstrate diagonals in the air prior to tracing. Enrichment: Cut little and big pieces of yarn. Dip in glue to make  on a card.

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Recognize distinct letter sounds, recognize and name capital letters Hold a tool with proper grip to write, use helping hand to stabilize object Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively Use art as a form of creative expression

Vocabulary: yarn, yellow, yak

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children turn and flip shapes to build a puzzle.

• 4 Squares More Squares (Vol. 1, pp. 86–87) § Big and Little Pieces § 2" x 3" Pattern Boards (1 per pair)

Grouping: Pairs

We’re Learning: Work with others to solve problems, Take turns Verbally count a set of 10 objects Position an object for use, placement, or release

Move Shapes to Match 1. Let’s build a puzzle. Place a 2" by 3" Pattern Board in front of each pair with the puzzle side up. Assign one partner to Little Pieces and one to Big Pieces. 2. Ask one child to put the Little Pieces on the board. Look at your board. The shapes are outlined. Place the Little Pieces where they go. 3. Look at the space that is left. Which Big Piece will fit on your puzzle? Have the other partner choose a shape and try it on the board. 4. Have children tell you about their puzzle. How did you move (slide, turn, flip) your Big Piece to make it fit? How many Little Pieces did you use? Big Pieces. 5. Give each pair a new board. Have partners switch roles.

Vocabulary:

Check for Understanding: Observe as children build the puzzle. Can they choose  the piece that will fit?

fit, slide, turn, flip

Support/ELL: Practice puzzle moves on the carpet before the activity. Demonstrate slide, turn (sit and spin), and flip (roll over). Have children join you! Enrichment: Scatter the big shapes on the carpet and have children stack the shapes that match.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: boat/lake • Toy Boat • Tub of Water • Picture of Boat on a Lake • Picture of a Lake (Topical/Aerial View) • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Grouping: Whole group

Q & A with Nouns: Boat/Lake

boat

lake

1. Look Say the words with Squawker. A boat floats in water and can carry people. A lake is a body of water that has land all around it. 2. Do Have Helper float the boat in the tub/ bucket. Have Helper show the picture of the lake. 3. Say Where is the boat? The boat is on the lake. 4. Talk Squawker says: Some boats use paddles or oars. Others have motors. What kinds of boats have you seen? Lakes can be near mountains or rivers. Where have you seen a lake? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss boats. Can they identify

how boats move?

Support/ELL: Read a picture book about boats or show a video. Vocabulary: boat, lake, water, float, paddles, oars

Enrichment: Discuss. Lakes can be small or large. The five largest lakes in the United States are called The Great Lakes.

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Unit 5: Week 30 At-A-Glance

Focus: Letter Zz, Alphabet Review, and Math Review Children review letters A–Z and learn to identify Zz and the sound through learning new words and how to form/write capital letter Z through hands-on activities. A review of geometry is covered in Math. Science, Social Studies, and Oral Language focus on simple and complex machines related to building a house.

Day 1 Language & Literacy

Follow rules, listen to/follow directions L earn words linked to content, communicate thoughts with words, talk about experiences and observations

Day 2 Listen to/follow directions, attend to simple tasks ecognize distinct letter sounds, R recognize and name capital letters Develop correct grip

Readiness & Writing

Listen to/follow directions, attend to simple tasks ecognize distinct letter sounds, R recognize and name capital letters evelop correct pinch grasp, hold a tool D with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Numbers & Math

Take turns

Take turns, listen to/follow directions

Identify position or location using in and out

ount in any order, identify/ describe C position or location using before/after, top/bottom, left/right

Move and place body to perform tasks

Oral Language, Science, or Social Studies

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Position an object for use, placement, or release

Social Studies Take turns Design and build a variety of homes and shelters oordinate a sequence of movements to C perform tasks

Technology

Sing & Move, Student App

Suggestions for 3-Year-Olds

Sing the “Wood Piece Pokey” to practice in and out.

Set up a building block center for children to build structures.

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 Listen to/follow directions, attend to simple tasks, demonstrate active listening ecognize distinct letter sounds, R recognize and name capital letters

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns

Listen to/follow directions

ecognize distinct letter sounds, R recognize and name capital letters, recognize and name lowercase letters

Recognize and name capital letters old a tool with proper grip to write, H use helping hand to stabilize object se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, write correctly, step by step

se fingers to hold/open/close scissors, U use helping hand to stabilize object Use art as a form of creative expression Listen to/follow directions

Listen to/follow directions

old a tool with proper grip to write, H use helping hand to stabilize object

Recognize and name capital letters

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step

T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

Take turns, listen to/follow directions, draw a picture to solve a problem I dentify position or location using top, middle, and bottom osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object Oral Language

Use art as a form of creative expression

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step, write correctly, step by step

Take turns

I dentify position or location using left and right

ort objects by shape, identify objects S or pictures as the same or different, verbally count a set of 1–20 objects, match shapes of same size, shape, and orientation

se visual cues to guide reaching for, U grasping, and moving object

Position an object for use, placement, or release Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

old a tool with proper grip to write, H use helping hand to stabilize object

Demonstrate active listening Observe, investigate, describe and discuss properties and characteristics of common objects, use the senses to explore and sensory language to describe properties of natural and human made materials

Oral Language T ake turns, remain engaged, listen to/ follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

oordinate a sequence of movements to C perform tasks, show control of tasks that require small-muscle strength and control Sing & Move, Student App

Sing & Move, Student App

Use Wood Pieces to help children learn horizontal and vertical positions.

Sing the “Hello Song” to reinforce the right hand, while practicing social skills.

Draw a house for children. Discuss the different shapes (e.g., a triangle for a roof).

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Unit 5: Week 30: Day 1 Focus: Letter Z and Math Review

LANGUAGE & LITERACY

Objective: Children learn new words.

Materials:

Grouping: Whole group, small group

1. Introduce Z and its sound.

• Sound Around Box (Vol. 1, pp. 48–49) • Objects/Pictures Beginning with Letter Z (zebra, zipper, zucchini, zero, zoo) • Dry Erase Marker • Student App: Sound Around Letters Z

2. Gather items or pictures of things that begin with Z. Put them in the Sound Around Box.

We’re Learning:

Learn New Words

3. Who wants to explore the treasure chest? Show us what you found. What is it? Have child name the item or allow the class to answer. Offer help as needed. 4. Have you ever seen this before? What can you tell me about it? Encourage children to share their experiences and describe what they see.

Follow rules, listen to/follow directions Learn words linked to content, communicate thoughts with words, talk about experiences and observations

5. Write the word in capital letters on the side of the Sound Around Box.

Vocabulary:

6. Repeat steps three through five until all items are explored.

letter Z, zebra, zipper, zero, zoo, zucchini

Check for Understanding: Observe as children talk about the items. Do they  understand what the words mean? Support/ELL: Preview pictures and props to help children understand the words. Enrichment: Place pictures in the Sound Around Box. Children fish out pictures and say a sentence about it.

READINESS & WRITING Objective: Children learn how to form Z.

Materials:

Grouping: Whole group, small group

• Slate Chalkboard (1 per child) (Vol. 1, p. 72) § Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces

Learn Z Using Wet-Dry-Try on the Slate 1. Review Z and its sound. 2. Prepare Slate Chalkboards by writing Z with chalk as a model to trace. 3. Demonstrate letter on your own Slate Chalkboard. Say the words for each step. Little Line across the top, Slide down, Little Line across the bottom. 4. Teacher models and children participate: Wet: Child uses a Little Sponge Cube to trace the letter. Dry: Child uses a little piece of paper towel to dry the letter. Try: Child uses a Little Chalk Bit to write the letter.

Check for Understanding: Observe as children complete the activity. Can they

complete the steps correctly?

Support/ELL: Use hands-over-hand assistance when needed. Enrichment: Have children air write Z with a piece of chalk.

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Vocabulary: capital Z, Little Line, top, bottom, slide down

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children describe position using in and out.

• Wood Pieces Set for Capital Letters (Vol. 1, pp. 61–63) • Tag Bags (1 or more of each color) (Vol. 1, pp. 88–89) • Hula Hoop • PreKTT Resources: “Wood Piece Pokey”

Grouping: Small group

Review In & Out Multisensory Introduction: Sing and move Wood Pieces to “Wood Piece Pokey.” 1. Will we toss our Tag Bags in or out? Let’s see!

We’re Learning: Take turns

2. Place Tag Bags inside the hula hoop on the floor. Take one Tag Bag.

Identify position or location using in and out

3. Take five big steps out from the circle. Show which direction is out.

Move and place body to perform tasks

4. Have children toss by color. Who has red? Take one big step in. Toss and shout, IN or OUT?

Vocabulary:

5. Repeat for other colors.

in, out, color names

Check for Understanding: Observe as children toss the Tag Bags. Do they shout  the correct word to describe in or out? Support/ELL: Begin with placing the green Tag Bag in the hoop and the yellow Tag Bag out of the hoop. Discuss in and out. Enrichment: Have children count Tag Bags in and out of hula hoop to get total.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: lift/lay • Empty Box • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Grouping: Whole group

Verbs: Lift/Lay

lift

lay

1. Look Say the words with Squawker. Lift means to pick something up. Lay means to put something down. 2. Do Have Helper lift a box off the floor. Have children pretend to lift a box off the floor. Have Helper lay box in the middle of the circle. Children imitate. 3. Say We lift the box up. We lay the box down. 4. Talk Squawker says: It may take two people to lift heavy things. What can you lift? You lay tools down when you finish work. What else can you lay down? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children discuss lift and lay. Do they complete the actions appropriately?

Vocabulary: lift, lay, cranes, box, pick, up, put, down, heavy, work

Objective: Children learn two action verbs, say them in sentences, and use them in conversation.

Support/ELL: Have several objects for children to lift and lay. Enrichment: Discuss. Cranes are types of machines that lift things.

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Unit 5: Week 30: Day 2

LANGUAGE & LITERACY

Focus: Letter Z and Math Review

Objective: Children are able to identify capital letters.

Materials:

Grouping: Whole group, small group

• Cup (1 per child) • Alphabet Cereal

Identify Letter Z 1. Review Z and its sound.

We’re Learning:

2. Give each child a cup with alphabet cereal in it. 3. Have children dump the cereal on the table and search for letter Z. 4. Identify words that begin with Z and have children say them in a sentence (zigzag, zoo, zebra, zucchini, zero).

Listen to/follow directions, attend to simple tasks

Recognize distinct letter sounds, recognize and name capital letters

Develop correct pinch grasp

5. Repeat with other letters in their cup.

Check for Understanding: Observe as children identify letters. Are they able to name the letters?

Vocabulary: zigzag, zoo, zebra, zucchini, zero

Support/ELL: Give children less letter cereal to sort. Enrichment: Have children glue alphabet cereal onto paper and draw pictures.

READINESS & WRITING Materials:

Objective: Children learn to trace letter Z. Grouping: Whole group, small group

Learn Z by Tracing, Coloring & Drawing Multisensory Introduction: Review Z with Door Tracing. 1. Look and Learn My First School Book Z: Review Z and its sound. Children point and say the name of each image.

LITTLE LINE

+ BIG LINE

• My First School Book p. 65 • Flip Crayons • PreKTT Resources: Smiley Face

+ LITTLE LINE

Z ZEBRA

We’re Learning:

My First School Book

2. Trace and Write Z Children finger trace Z step by step. Model Z. Children put crayon on the . Say the directions: Little Line across the top, Slide down, Little Line across the bottom. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.



Check for Understanding: Observe as children trace Z. Do they stop to change direction? This will give them sharp corners? Support/ELL: Practice Z with Wet-Dry-Try on the Slate Chalkboard. Enrichment: Z is for zero. Children hold two Wood Pieces Big Curves, bring together to make a zero and say zero.

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Sequence

Recognize distinct letter sounds, recognize and name capital letters

Hold a tool with proper grip to write, use helping hand to stabilize object

Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Use art as a form of creative expression

Vocabulary: zebra, across, top, slide, down, bottom

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children describe position and count in any order.

• Tag Bags (Vol. 1, pp. 88–89) § 1 Tag Bag of each color § 1 Color Tag of each color

Grouping: Small group

Describe Position & Count in Any Order 1. Have you ever seen a rainbow? Tell me about it.

We’re Learning: Take turns, listen to/follow directions Count in any order, identify/describe position or location using before/after, top/bottom, left/right Position an object for use, placement, or release

2. Give six children each a Tag Bag of a different color. Let’s put the Tag Bags in rainbow order. Who has red? We will start here. 3. Who has orange? Stand after red. Continue with other colors. 4. Let’s count the Tag Bags from the top (top-to-bottom). Let’s count them again from the bottom (bottom to top). Is it the same amount? Yes! 5. Repeat with left to right and right to left to show the amount does not change.

Vocabulary:

Check for Understanding: Observe as children arrange Tag Bags. Do they  understand the concept of before and after?

before, after, rainbow, order, colors, count, top, bottom, left, right, same, amount

Support/ELL: Practice with 3 colored cubes: red, orange, and yellow. Discuss before and after with cubes. Enrichment: Have children shake up and dump cubes or counters to count several times to show the amount does not change.

SOCIAL STUDIES Materials:

Objective: Children design and build a school.

• Large Blank Paper to Draw a Floor Plan • Blocks • Marker

Grouping: Small group

Build a School 1. Review the meaning of lift and lay. 2. When workers build a school, they lift and lay bricks. Bricks are what make the walls of our school.

We’re Learning: Take turns Design and build a variety of homes and shelters Coordinate a sequence of movements to perform tasks

3. Hold up a block. We are going to build our own school! First, let’s plan what it will look like. 4. Discuss the essential parts of a school (classrooms, library, cafeteria, etc.). Draw a floor plan as children describe. 5. Now, let’s lay blocks to build the walls. Have children take turns “laying” blocks to build the walls of the school on top of the floor plan. 6. After building the school, encourage discussion.

Vocabulary: lift, lay, build, bricks, school

Check for Understanding: Listen as children discuss the school. Can they identify

different rooms?

Support/ELL: Demonstrate lift and lay with blocks and have children imitate. Enrichment: Give children toy people or animals to play with inside the school once it is built.

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Unit 5: Week 30: Day 3 Focus: Letter Zz and Math Review

LANGUAGE & LITERACY

Objective: Children search for Zz letters in magazines.

Materials:

Grouping: Whole group, small group

• • • • •

Find Zz Letters 1. Review Z and introduce z and its sound.

Blank Letter Books Magazines Scissors Letter Stickers Letter Stamps

2. Children find Zz in magazines and newspapers. 3. Children cut out the letters and paste into a letter book. 4. Children can add letter stickers and stamps to the pages. 5. Children can add to the book with other letters. 6. At the end of the year, send the book home for children to practice over the summer. NOTE: This book also teaches that a letter can look different many ways and still be the same letter.

Check for Understanding: Observe as children cut out letters. Are they cutting  out the correct letter? Support/ELL: Talk to children about each item before they cut pictures to help them check their work. Enrichment: Have children point to a picture that begins with Z and say a sentence about it.

We’re Learning: Listen to/follow directions, attend to simple tasks, demonstrate active listening Recognize distinct letter sounds, recognize and name capital letters, recognize and name lowercase letters Use fingers to hold/open/close scissors, use helping hand to stabilize object Use art as a form of creative expression

Vocabulary: find, capital, lowercase, letter, z words

READINESS & WRITING Objective: Children recognize and write capital letters.

Materials:

Grouping: Whole group, small group, 1:1

• My First School Book pp. 66–67 • Flip Crayons

Review Writing Capital Letters 1. Look and Learn The alphabet has letters at the beginning, middle and end. Choose a letter at random. Read that letter then ask the class to identify the next two letters. Repeat. 2. Trace and Color Demonstrate first, then have children trace the letters in the first row: A B C D E F G H 3. Repeat with remaining rows.

Check for Understanding: Observe as children complete the activity.Can they easily name letters out of ABC order?

We’re Learning: Listen to/follow directions, use correct top-to-bottom, left-to-right directionality Recognize distinct letter sounds, recognize and name capital letters Hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Support/ELL: Only point to a few letters at a time. Start with letters in a child’s name.

Vocabulary:

Enrichment: Let pairs of children play point and name. One child points, and the other child names.

alphabet, beginning, middle, end

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Theme: Machines

NUMBERS & MATH Materials:

Objective: Children review position or location using top, middle, bottom.

• 4 Squares More Squares (Vol. 1, pp. 86–87) § Little Pieces: Red, Yellow, and Green • PreKTT Resources: Traffic Light

Grouping: Small group

We’re Learning: Take turns, listen to/follow directions Identify position or location using top, middle, and bottom, use language associated with the passing of time Position an object for use, placement, or release, demonstrates coordination and balance in isolation

Review Top, Middle & Bottom 1. Let’s review top, middle, and bottom and build a traffic light. Build a cube tower. Green is at the bottom. Yellow is in the middle. Red is at the top. 2. Give each child red, yellow, and green Little Pieces. Let’s build a traffic light. Put the red at the top. Continue with the middle and bottom. 3. Now, let’s play a game called Red Light, Green Light. When I hold up the green cube/ box you can dance, wiggle, or jump in place. Then, when I hold up the red cube/block, you have to stop/ freeze and wait until I hold up the green cube/ box again. 4. Let’s go! Hold up the green cube/block. Increase the wait time by a few seconds each time.

Vocabulary: top, middle, bottom, tower, above, below, over, under

Check for Understanding: Observe as children respond to your directions.  Are they able to follow directions? Support/ELL: Place objects and/or people to show child different prepositions. Enrichment: Color the

A Click Away Traffic Light handout.

ORAL LANGUAGE Materials: • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: vertical/horizontal A Log or Stick PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: vertical, horizontal, flat, straight, across, arms, wings, airplane

Objective: Children will learn two adjectives, say them in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Vertical/Horizontal

v e rti ca l

horizontal

1. Look Say the words with Squawker. Vertical means straight up and down. Horizontal means flat across. 2. Do Have Helper hold the log vertical. Have Helper place the log horizontal. 3. Say The log is vertical. The log is horizontal. 4. Talk Squawker says: A tall, straight building is vertical. What else can be vertical? The wings on an airplane are horizontal. What else can be horizontal? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss vertical and horizontal.  Do children accurately identify these words? Support/ELL: Give each child a Big Line to demonstrate vertical/horizontal. Have children hold their arms straight up to show vertical and extend out to the sides for horizontal. Enrichment: Discuss. The Space Shuttle is vertical before takeoff. In outer space it is horizontal.

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Unit 5: Week 30: Day 4

Focus: Letter Zz, Alphabet Review, and Math Review

LANGUAGE & LITERACY

Objective: Children identify capital and lowercase letters.

Materials:

Grouping: Whole group, small group, 1:1

• My First School Book pp. 74–75

Identify Letters 1. Review Zz and its sound. 2. Find capital Z and lowercase z. Do they look alike? Find capital A and lowercase a. Do they look alike? Repeat with other letters. 3. Duck starts with d. What sound does d make? Repeat with other letters.

We’re Learning: Take turns Recognize distinct letter sounds, recognize and name capital letters, recognize and name lowercase letters

4. Find V. What comes after V? What comes before? Repeat with other letters.

Vocabulary:

Check for Understanding: Observe as children answer questions. Are they able  to answer correctly?

look, sound, after, before

Support/ELL: Begin with letters in child’s name. Enrichment: See if children can identify when the letter is the first letter of their name.

READINESS & WRITING Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• My First School Book pp. 68–72 • Flip Crayons

Trace & Write Capital Letters 1. Look and Learn Let’s point and say the names of our capitals. Point and say letters A–F. 2. Trace and Write Let’s trace and write capitals in gray blocks! Let’s write A. Demonstrate: Finger trace A, pick up the crayon, trace A, and write A. Children repeat the steps for A. Continue for B, C, D, E, and F. 3. Repeat step two for letters on the next pages.

Check for Understanding: Observe as children trace and write the capitals. Do  they recognize the letter when complete? Support/ELL: Model the strokes using My turn, Your turn for difficult letters. Enrichment: Have children say the sound for each letter.

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We’re Learning: Listen to/follow directions Recognize and name capital letters Hold a tool with proper grip to write, use helping hand to stabilize object Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, write correctly, step by step

Vocabulary: alphabet, writing, point, say, letters, practicing

Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children describe position using left and right.

• Use One or None: Lotion, Rubber Stamp, Water, Sticker • PreKTT Resources: “Hello Song”

Grouping: Whole group, small group

Demonstrate Left & Right Multisensory Introduction: Sing and move to the “Hello Song.”

We’re Learning:

1. Shake hands with each child. Smile and make eye contact. Hello.

Take turns Identify position or location using left and right Use visual cues to guide reaching for, grasping, and moving object

Vocabulary:

2. Have children raise their right hand. This is your right hand. I’m going to do something fun to your right hand. Do one or more of the following: Rub right hand, dip child’s right fingertips in water, put sticker on child’s right hand. 3. Tell children to raise their right hand and repeat after you. This is my right hand. “This is my right hand.” I shake hands with my right hand. “I shake hands with my right hand.”



Check for Understanding: Watch children during the song. Do they automatically put out their right hand when you approach to shake hands?

left, right, hand, shake

Support/ELL: Give children a stimulus that is agreeable to them. Enrichment: After understanding of right hand, ask children about left hand.

SCIENCE Materials:

Objective: Children investigate and create a simple pulley.

• Image or Video of Person Riding a Zipline • Rope • Heavy Object (sack of flour, gallon of water)

Grouping: Small group

We’re Learning:

Get a Lift 1. A zipline is a fun ride that uses a rope and pulley to take people from one spot to another. 2. Show children image or video of a person riding a zipline.

Demonstrate active listening

3. A pulley is a machine that helps make work easier.

Observe, investigate, describe and discuss properties and characteristics of common objects, use the senses to explore and sensory language to describe properties of natural and human made materials

4. We are going to see if a pulley makes it easier to lift this bag of flour. Tie the rope around the heavy object. Have children take turns trying to lift it as high as they can off the ground.

Coordinate a sequence of movements to perform tasks, show control of tasks that require small-muscle strength and control

Vocabulary: zipline, rope, pulley, work, lift, easier

5. The flour is a lot of work to lift. Let’s see if a pulley can make it easier! 6. Run the rope over a door handle or the back of a chair. Have children take turns pulling the rope down to lift the object. Discuss how much easier it is to lift the flour using the pulley.



Check for Understanding: Listen as children discuss the experiment. Can they describe how the pulley makes it easier? Support/ELL: Preview the lesson by showing children how a flagpole works using a pulley, either a real one or in a video. Enrichment: Run the rope over the slide of a railing over an open staircase and have children reel in the bag of flour.

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Unit 5: Week 30: Day 5

Focus: Alphabet Review and Math Review

LANGUAGE & LITERACY

Objective: Children recognize and name capital letters.

Materials:

Grouping: Whole group, small group

• My First Lowercase Book pp. 4–5 • Little Pencils • PreKTT Resources: “Crayon Song”

Identify, Trace & Write Capital Letters Multisensory Introduction: Introduce use of a pencil by singing the “Crayon Song.” As you sing, substitute “crayon” for “pencil.” 1. Look and Learn You can write capitals with a crayon, now let’s write with a pencil in gray blocks. Instead of a smiley or arrow, we begin on the dot! Point and say letters A–N. 2. Trace and Write Let’s write A. Demonstrate: finger trace A, pick up the pencil, trace A, write A. Children repeat the steps for A. Continue for B, C, D, E, F, G. 3. Repeat step two for letters H, I, J, K, L, M, N on the next page.

Check for Understanding: Observe as children trace letters. Do they recognize

the letter when complete?

Vocabulary: capital letters, review, trace, write

Support/ELL: Model the strokes using My turn, Your turn for difficult letters. Enrichment: Create extra practice using A+Worksheet Maker.

READINESS & WRITING Objective: Children can recognize capital letters.

Materials:

Grouping: Whole group, small group, 1:1

• My First Lowercase Book pp. 6–7 • Pencils for Little Hands • PreKTT Resources: “Where Do You Start Your Letters?”

Identify, Trace & Write Capital Letters Multisensory Introduction: Sing and move to “Where Do You Start Your Letters?” 1. Look and Learn We just practiced writing the first half of the alphabet. Let’s point and say the name of the capital letters we will write next. 2. Trace and Write Now, let’s practice writing the last half of the alphabet with our Little Pencils. Demonstrate: finger trace O, pick up the pencil, trace O, write O. Children repeat the steps for O. Continue for P, Q, R, S, T. 3. Repeat step three for letters U, V, W, X, , Z on the next page.

Check for Understanding: Observe as children write the letters. Do they begin

Vocabulary:

Support/ELL: Model the strokes using My turn, Your turn for difficult letters.

alphabet, writing, point, say, letters, practicing

each at the top?

Enrichment: Allow children to complete the steps without your demonstration as they are able.

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Get Set for School Pre-K Teacher’s Guide: Unit 5 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Machines

NUMBERS & MATH Materials:

Objective: Children sort shapes by sides and corners.

• Mix & Make Shapes (Vol. 1, pp. 84–85) • Dry Erase Board and Marker • PreKTT Resources: “My Teacher Draws”

Grouping: Small group

Sort Shapes Multisensory Introduction: Demonstrate drawing while singing “My Teacher Draws.”

We’re Learning: Take turns Sort objects by shape, identify objects or pictures as the same or different, verbally count a set of 1–20 objects, match shapes of same size, shape, and orientation, verbally count 1–30 Position an object for use, placement, or release

Vocabulary:

1. Today we are going to sort shapes. Spread the shapes on the floor in the middle of the group. Ask one child to pick a shape. 2. You picked a great shape, Angie! It has straight sides and corners. Point to the sides and corners as you name them. 3. Let’s see if we can find more shapes like Angie’s. 4. Good job! Let’s see how many shapes are in Angie’s pile. (count). There are 4 shapes with straight sides and corners. 5. Have another child pick a shape. Repeat the activity sorting shapes.

corner, side, straight, check, match, round

Check for Understanding: Observe as children sort shapes. Are they able to

sort correctly?

Support/ELL: Begin by having children repeat what you say in order to understand the shapes characteristics. Enrichment: Ask children to think of another way to sort objects or shapes.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: house/building • Large Dry Erase Board or Easel with Paper • Marker (for teacher) • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

b u il ding

1. Look Say the words with Squawker. house A house is a place to live. A building has walls and a roof. 2. Do Assist Helper to draw a house (square with a triangle roof). Assist Helper to draw a tall building (rectangle positioned vertically). 3. Say What is a house? A house is a building. 4. Talk Squawker says: A house has bedrooms. What other rooms are in a house? A school is a building. What other buildings do you know? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Are they

able to identify buildings?

Support/ELL: Show children pictures of buildings and houses to explain differences.

Vocabulary: house, building, triangle, square, roof, walls, rooms, bedroom

Q & A with Nouns: House/Building

Enrichment: Discuss. The Burj Khalifa is the tallest building in the world located in Dubai. Have children find Dubai on a globe and show a picture of Burj Dubai.

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Sample Version of: Get Set For School Pre-K Teacher's Guide

Lesson Plans: Unit 6

Sample Version of: Get Set for School Pre-K Teacher's Guide

Unit 6: Week 31 At-A-Glance Focus: Letters c o s v w and Number Review

Children review lowercase letters and their sounds and learn how to write lowercase letters through hands-on activities. A review of numbers 1–5 and math concepts are covered in Math. Science, Social Studies, and Oral Language focus on ocean animals.

Day 1 Language & Literacy

Listen to/follow directions

se correct top-to-bottom, left-to-right U directionality, recognize and name capital and lowercase letters

ecognize and name lowercase letters, R identify rhyming words, produce words that rhyme with a given word

Demonstrate active listening, ask and respond to questions

Position an object for use, placement, or release, use helping hand to stabilize object

Notice and attach meaning to visual information

Readiness & Writing

Listen to/follow directions se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize object

Numbers & Math

Use art as a form of creative expression

ecognize and name lowercase and R capital letters, recognize distinct letter sounds Hold a tool with proper grip to write

Trace correctly, step by step

T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

T ake turns, listen to/follow directions, remain engaged, use a manipulative to find a solution

Take turns, use a manipulative to find a solution

Explore transformations: slides, flips and turns, match shapes, sort by color and shape Position an object for use, placement, or release

Oral Language, Science, or Social Studies

Day 2

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, demonstrate R understanding of word meaning

I dentify and describe shapes, verbally count a set of 1–10 objects, verbally count 1–20 Position an object for use, placement, or release Science Cooperate with peers Use same hand to hold tool, use helping hand to stabilize object bserve, investigate, describe and O discuss characteristics of organisms, compare similarities and differences of animals

Technology

Sing & Move, Student App

Suggestions for 3-Year-Olds

Create art with water colors about animals.

Discuss and color pictures of animal habitats.

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Day 4

Listen to/follow directions, attend to simple tasks, demonstrate active listening

ecognize and name capital and R lowercase letters, identify the beginning sound in a spoken word

rite scribbles to represent words, W understand there is a way to write that conveys meaning, share drawings with others

L earn words linked to content, use new vocabulary, engage in conversation

Social Studies

Creative Arts

Physical Development

Day 5 Take turns, cooperate with peers atch capital and lowercase letters, M identify beginning sound in spoken word osition an object for use, placement, or P release, isolate finger to trace

Recognize important signs in our world old a tool with proper grip to write, H use helping hand to stabilize objects

ecognize and name letters, recognize R distinct letter sounds Hold a tool with proper grip to write T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

Listen to/follow directions, attend to simple tasks

Use ordinal numbers

ecognize and name written numerals, R verbally count a set of 1â&#x20AC;&#x201C;10 objects, connect numerals to the quantities they represent

Maintain posture/position and mobility

Position an object for use, placement, or release Oral Language

Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, demonstrate R understanding of word meaning

Cooperate with peers Use words to label and describe people, places, and things, show understanding by responding appropriately, use new words linked to content being taught Observe, investigate, describe and discuss characteristics of organisms, compare similarities and differences of animals

ecognize and name lowercase and R capital letters, recognize distinct letter sounds Hold a tool with proper grip to write T race correctly, step by step, develop fill-in coloring skills, color and draw creatively se correct top-to-bottom, left-to-right U directionality, demonstrate active listening Hold a tool with proper grip to write se helping hand to stabilize paper, U trace correctly, step by step, write numerals Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Sing & Move, Student App

Discover animal toys in a sensory bin.

Have children color animal stick puppets.

Have children engage in animal walks.

ÂŠ 2021 Learning Without Tears

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Unit 6: Week 31: Day 1

LANGUAGE & LITERACY

Focus: Letter L and Number 1

Materials: Materials:

Objective: Children identify lowercase letters and compare to capitals. Objective: Children recognize letters, words, and sentences by observing their different characteristics. Grouping: Whole class, small group

• • • •

Grouping: group, Cc small group Identify &Whole Compare Oo Ss Vv Ww 1. Prepare one Letters, side of blackboard magnetic Distinguish Words with & Sentences

Capital Hand and write C O S V W with 1. Introduce L andother its sound. chalk. Prepare side with magnetic Small Hand and magnetic letters co s vletter, w. one 2. Prepare scrolls using letter L: one word, and and one sentence. Roll and place scrolls in the basket. 2. Look Learn

Magnetic Lowercase & Blackboard Set Small Basket (Vol. 1, pp. 76–77) Marker  Magnetic Hands: Capital and Small Scroll Rolls Letters: c, o, s, v, w  Magnetic (A Click  Chalk Away)

We’re Learning We’re Learning:

take turns with peers Recognize and name lowercase letters Listen to/follow directions Demonstrate active listening, ask and Distinguish respond to questions between a written sentence, word, and letter Notice and attach meaning to visual Move and place an object information

Have Capital letters are all the same size.it.Lowercase be different sizes: 3. a child choose a scroll and unroll As the childletters unrollscan his scroll, ask, Is it a small, tall, letters c, o, s, v, w are small. letter? … orora descending. word? … or Lowercase a sentence? 3. Hand Activity 4. Place scrolls on the floor or hang them up to Show children be compared. how to move their hands to indicate capital C O S V W and lowercase c o s v w. Checkand forSay Understanding: Observe as children open additional scrolls and sort 4. Name them letters,What words,sound and sentences. Do they identify each Askinto children: does c make? (Repeat with o, correctly? s, v, w).



Vocabulary: Vocabulary capital, lowercase, letter, match, hand activity letter, word, sentence, scroll

Support/ELL: Use A-B-C Touch & Flip Cards and Word Time Word Cards. Mix the cards Check forchildren Understanding: Observe as children sayinthe sound.pile. together. Have sort Letter Cards in one pile and name Word and Cards another Do they recognize these letters as the same as their capital partners? Enrichment: Children point to words around the classroom or school. Say the letters of Support/ELL: PromptSay children withinthe sound before asking the name of the letter. each word together. the word a sentence.



Enrichment: Have children place other magnetic letters on blackboard.

READINESS & WRITING Objective: Children develop correct habits for writing on double lines.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands  Magnetic Letters  Chalk • My First Lowercase Book p. 9 • Pencils for Little Hands

Trace on Double Lines

Getting Ready for Lowercase Letters Some are small. Some are tall. Some go below the line.

1. Use the Magnetic Lowercase & Blackboard Set and Hand Activity to introduce small, tall, and descending placement for lowercase letters. 2. Look and Learn My First Lowercase Book: Point to the small hand. Some letters are small. Children finger trace the Little Lines. © 2020 Learning Without Tears

My First Lowercase Book

3. See and Trace My First Lowercase Book: Demonstrate small lines. Children trace the small lines with pencil. 4. Repeat steps two and three with tall and descending lines.

Check for Understanding: Observe as children trace strokes. Did they start and  end the strokes correctly? Support/ELL: Review on the Magnetic Lowercase & Blackboard Set. Enrichment: Ask children to name some lowercase letters that are small.

382

We’re Learning: Listen to/follow directions Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize object Trace correctly, step by step

Vocabulary: double lines, hand activity, placement, small, tall, descending

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials: • 4 Squares More Squares (Vol. 1, pp. 86–87)  Big Pieces

Objective: Children match and stack their Big Pieces by moving them in different ways. Grouping: Whole group, small group

Match & Stack Big Pieces

We’re Learning: Take turns, listen to/follow directions, remain engaged, use a manipulative to find a solution Explore transformations: slides, flips and turns, match shapes, sort by color and shape Position an object for use, placement, or release

1. Give out Big Pieces, one per child. I am giving each of you one Big Piece. 2. Let’s make jam sandwiches with our shapes. Find a friend with the same color. The Big Pieces are bread. Pretend to spread jam on the bread. Place one piece of bread on the table. Put the top on the sandwich. Move it so the corners match. Children have to slide, turn, or flip shapes. 3. Have children take turns showing how they moved their shape to match.

Vocabulary:

4. Children trade pieces. Repeat the activity.

1, same, corners, match, slide, turn, flip

Check for Understanding: Observe as children as they match shapes. Are they

able to make a match?

Support/ELL: Review slides, turns, and flips with children. Enrichment: Have all pieces available for free play.

ORAL LANGUAGE Materials: • • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: dive/surface Clear Tub of Water Toy Whale Picture/Video of a Whale PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Grouping: Whole group

Verbs: Dive/Surface

div e

s u rfa c e

1. Look Say the words with Squawker: Dive means to go down headfirst into water. Surface means to come to the top of water 2. Do Have Helper make the whale dive into the tub of water and then make it surface. Have children imitate diving and coming to surface. 3. Say Whales dive. Whales surface. 4. Talk Squawker says: Aquatic animals dive. What animals do you know that dive? Some aquatic animals surface to get air. When you swim, how do you get air? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children say the words. Do they repeat  the sentences?

Vocabulary: dive, surface, whales, water, animals, air, swim

Objective: Children learn two action verbs, say them in sentences, and use them in conversation.

Support/ELL: Have children look at a picture of a whale and say a sentence about it. Enrichment: Discuss. Whales make sounds and it can sound like singing. What is your favorite song?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

383

Unit 6: Week 31: Day 2

LANGUAGE & LITERACY

Focus: Letter c and Review 2

Objective: Children produce words that rhyme with a given word.

Materials:

Grouping: Whole class, small group

• The Fat Cat Sat on the Mat by Nurit Karlin • Easel/Dry Erase Board and Markers • Art Supplies  Plain Paper, Flip Crayons, Glue, Tissue Paper • Student App: Sound Around Letters c

Rhyming Words 1. Review c and its sound. Cat begins with c. Let’s read a book and listen for words that rhyme with cat. Remember, rhyming words have the same ending sound.

We’re Learning:

2. Read The Fat Cat Sat on the Mat by Nurit Karlin. 3. Now, let’s listen again and see if we can fill in the words that rhyme with cat.

Listen to/follow directions

4. Omit rhyming words and help children fill in the missing rhyming word on each page of the story.

Recognize and name letters, recognize distinct letter sounds

5. Make a class list of the words that rhyme with cat and have children create art from the story.

Hold a tool with proper grip to write, trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Check for Understanding: Observe as children fill in the rhyming words. Do they

provide a rhyming word?

Use art as a form of creative expression

Vocabulary:

Support/ELL: Point out rhyming words and pictures on the pages and have children repeat after you. Enrichment: Using the rhyming words from the class list, have children help you create a silly class poem.

rhyme, cat, fat, sat, mat, listen, ending, sound, same

READINESS & WRITING Objective: Children develop correct habits for writing lowercase c.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: c  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 10 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try c

Learn Lowercase c by Tracing & Copying Multisensory Introduction: Learn lowercase c by tracing and copying. Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Cc.

Cc Magic c

c. Copy c.

Trace

C a\c c c •

Trace

C c.

C aats •

1. Wet-Dry-Try Demonstrate the number of cs for the number of children in your group. Pass the blackboard for each child to complete Wet-Dry-Try. 10

•

c limb.

c •

•

My First Lowercase Book

2. Trace, Write, and Read Cc My First Lowercase Book: Finger trace Cc. Name image. Children trace and copy c with pencil. Say directions: Magic c. Read sentence aloud. Children trace Cc with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they  start the letters correctly? Support/ELL: Practice capital Cc on the Blackboard before copying and tracing c. Enrichment: Show pictures of cats. Discuss fun facts about cats.

384

We’re Learning: Recognize and name letters, recognize distinct letter sounds Hold a tool with proper grip to write Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: cat, small, lowercase, capital

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children identify and describe shapes.

• Mix & Make Shapes (Vol. 1, pp. 84–85) • PreKTT Resources: “Shape Song”

Grouping: Whole group, small group

Describe Shapes We’re Learning: Take turns, use a manipulative to find a solution Identify and describe shapes, verbally count up to a set of 1–20 objects Position an object for use, placement, or release

Vocabulary: 2, circle, square, rectangle, triangle, small, medium, large

Multisensory Introduction: Sing and move to the “Shape Song.” 1. Give children a medium or large rectangle, square, triangle and circle from Mix & Make Shapes. 2. Place the other shapes randomly on the table. 3. We can make one shape out of two shapes. Show children how to find two small rectangles to make a large rectangle. 4. Tell children to find the shapes/pieces to cover each of their larger shapes. 5. Children describe what they did and count the pieces.

Check for Understanding: Observe as children build shapes. Can they find the  correct pieces? Support/ELL: Start with just one shape. Enrichment: Have children find and name things that are shapes (e.g., circles, wheel, clock, etc.).

SCIENCE Materials:

Objective: Children explore how animals breathe.

• Flip Crayons • Image of a Whale with Blowhole • Coloring Page of Snorkel Mask (1 per child)

Grouping: Whole group

We’re Learning: Cooperate with peers Use same hand to hold tool, use helping hand to stabilize object Observe, investigate, describe and discuss characteristics of organisms, compare similarities and differences of animals

Vocabulary: dive, surface, whales, breathe, air, blowhole, snorkel, same, different

Explore How Animals Breathe

1. Review the meaning of dive and surface. 2. We know that whales’ surface for air, then dive back down into the water. Let’s learn about how whales breathe when they surface for air. 3. Show image of a whale. Look at the hole on top of the whale’s head. It’s called a blowhole. Discuss how whales inhale and exhale air through the blowhole. Have children practice inhaling and exhaling through their mouths and make connections. 4. Show children a snorkel mask coloring page. Humans use this mask called a snorkel to breathe underwater. How is this the same as a blowhole? How is it different? 5. Give each child a page to color

Check for Understanding: Listen as children discuss blowholes and snorkel masks.  Can they identify similarities and differences? Support/ELL: Help children cut out their snorkel masks and pretend to be diving in the water then surfacing for air. Enrichment: Discuss why fish don’t have blowholes or surface for air (they breathe through gills).

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

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Unit 6: Week 31: Day 3

LANGUAGE & LITERACY

Focus: Letter o and Review 3

Objective: Children find letter o in magazines.

Materials:

Grouping: Whole class, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects/Pictures Beginning with Letter o: Octopus, Owl, Orange, Opal, Oval, etc. • Student App: Sound Around Letters o

Find Letter o 1. Review o and its sound. 2. Point to the Sound Around Box and say: Let’s pretend this is an underwater treasure chest. Let’s explore and see what we find.

We’re Learning: Listen to/follow directions, attend to simple tasks, demonstrate active listening

3. Gather items or pictures to show new vocabulary with o words. Place in the Sound Around Box. 4. Children take turns and take an item from the box. Have child name item or allow the class to answer.

Recognize and name lowercase letters, recognize distinct letter sounds Learn words linked to content, use new vocabulary, engage in conversation

5. Have you seen this before? What can you tell me about it? 6. Write the word on the side of the Sound Around Box. Repeat with each child.

Vocabulary:

Check for Understanding: Observe as children look through the magazines. Do  they find and identify the letter o?

o objects/pictures, explore, underwater, treasure, chest, pretend

Support/ELL: Help children locate the first couple of letters. Enrichment: Add a page for the letters of the child’s name.

READINESS & WRITING Objective: Children develop correct habits for writing lowercase o.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: o  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 11 • Pencils for Little Hands, Flip Crayons • PreKTT App: Letter & Number Formations o

Learn Lowercase o by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Oo.

Oo Magic c

keep on going

o. Copy o.

O a\ o o o

Trace

•

Trace

•

stop

•

O o.

O a is f or 1. Wet-Dry-Try Demonstrate the number of os for the number of children in your group. Pass the blackboard for each child to complete Wet-Dry-Try. •

•

o •

•

owl. •

My First Lowercase Book

2. Trace and Write o My First Lowercase Book: Finger trace Oo. Name image. Children trace and copy o with pencil. Say directions: Magic c, Keep going, Stop. Read sentence aloud. Children trace Oo with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Support/ELL: Finger trace the magnetic letter before copying and tracing o.

Vocabulary: owl, capital, lowercase, keep going, stop

Enrichment: Show pictures of owls. Discuss fun facts about owls.

386

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children connect number to ordinal name.

• Tag Bags (Vol. 1, pp. 88–89)  Numbers 1, 2, and 3

Grouping Whole group, small group

We’re Learning:

Recognize Ordinal Numbers

Listen to/follow directions, attend to simple tasks Use ordinal numbers Maintain posture/position and mobility

Vocabulary: 3, first, second, third

1. Distribute Tag Bags with numbers 1, 2, or 3 to children and count to 3 together. 2. Have children line up by color and number according to the song. Tune: “She’ll Be Coming ‘Round the Mountain” If your bag says number 1, then you are first. If your bag says number 1, then you are first. If your bag says number 1, if your bag says number 1, If your bag says number 1, then you are first. 3. Repeat with numbers 2 and 3. NOTE: The complete lyrics of the song are located in the Tag Bags Activity Booklet.

Check for Understanding  Observe as children line up. Do they recognize when it’s their turn? Support/ELL: Verbally prompt children when it’s their turn. Enrichment: Extend beyond 3 Tag Bags.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: huge/tiny • Picture of an Elephant • Picture of an Ant • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Huge/Tiny

huge

ti ny

1. Look Say the words with Squawker: Huge means very large. Tiny means very small.

2. Do Have Helper show an elephant. Have children pretend to hug an elephant. Have Helper show an ant. Have children pretend to pick up an ant. 3. Say

Elephants are huge. Ants are tiny.

4. Talk Squawker says: Whales are huge water animal. What other aquatic animals are huge? Some fish are tiny. What other aquatic animals are tiny? Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children use tiny and huge to describe things. Do they understand the words are opposites?

Vocabulary: huge, tiny, elephant, ant, water, animals, whales, fish

Support/ELL: Have children look at pictures of elephants and ants and say a sentence about them. Enrichment: Discuss. Giant Redwoods are so huge that people dug tunnels through them. Have you seen them?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

387

Unit 6: Week 31: Day 4

LANGUAGE & LITERACY

Focus: Letter s and Review 4

Objective: Children use scribbles, pictures, and letters to communicate an idea.

Materials:

Grouping: Whole group, small group

• Flip Crayons • Paper • PreKTT Resources: Sign Makers • Student App: Sound Around Letters s

Share Ideas 1. Review s and its sound. 2. Discuss the signs around us. Share sample signs.

We’re Learning: Take turns, cooperate with peers

3. Show me a sign with pictures. Find a sign with letters. 4. Let’s make a sign to show people how to wash their hands. You can use pictures, shapes, letters, or words.

Write scribbles to represent words, understand there is a way to write that conveys meaning, share drawings with others

5. Help children with their signs. Encourage children to share their work.

Recognize important signs in our world

6. Post signs near a sink.

Hold a tool with proper grip to write, use helping hand to stabilize objects

Check for Understanding: Observe as children communicate. Do they use

pictures, scribbles, or letters?

Vocabulary:

Support/ELL: Visit the sink. Explain the concepts through doing. Water, soap, rub, rinse, dry.

sign, hands, water, soap, rub, rinse, dry

Enrichment: Let children guess blank signs by the shapes and colors.

READINESS & WRITING Objective: Children develop correct habits for writing lowercase s.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: s  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 12 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try s

Learn Lowercase s by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Ss.

Ss little Magic c

little Magic c

turn down

s. Copy s.

Trace

S a\ s s s •

Trace

•

S s.

S aeals •

1. Wet-Dry-Try Demonstrate the number of ss for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. 12

•

curve around

•

s •

•

swim. •

My First Lowercase Book

2. Trace, Write, and Read Ss My First Lowercase Book: Finger trace Ss. Name image. Children trace and copy s with pencil. Say directions: Little Magic c, Turn down, Curve around. Read sentence aloud. Children trace Ss with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they start the letters correctly? Support/ELL: Put up chairs and have children walk the curves to practice changing direction such as when we write s. Enrichment: Show pictures of seals swimming. Discuss other animals that swim.

388

We’re Learning: Listen to/follow directions ecognize and name letters, recognize R distinct letter sounds Use art as a form of creative expression Hold a tool with proper grip to write Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: seals, swim, capital, lowercase

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children count a set of objects.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Counter Cards: 1–5  Animal Cards: 1–5

Grouping: Small group

We’re Learning: Listen to/follow directions, attend to simple tasks

Count a Set of Objects 1. Let’s count squares. Hold up a Counter Card. I see 4 squares. How many do you see? Count with me. Point to the square as you count aloud. Repeat with 1, 2, 3, and 4.

2. Place cards in order. Show the number side of an Animal Card. Point to the card with four squares. Place number 4 below the four squares.

Recognize and name written numerals, verbally count a set of 1–10 objects, connect numerals to the quantities they represent

3. Let’s check to see if 4 is the right number. Flip the Counter Card. Do the numbers match? Repeat with 1, 2, 3, and 4.

Position an object for use, placement, or release

4. When all of the cards have been placed, name the numbers together. One, two, three, four.

Check for Understanding: Observe as children count. Do they count correctly? 

Vocabulary:

Support/ELL: Slowly prompt as needed.

4, number, count, order

Enrichment: Mix the cards and have children match Animal Card numbers with the correct Counter Cards.

SCIENCE Materials:

Objective: Children compare the size of different animals.

• Toy Animals of Various Sizes • Pictures of a Blue Whale, Krill, Elephant, Bear, Giraffe, Bees, Hummingbirds, Bird, Mouse

Grouping: Whole group

We’re Learning: Observe, investigate, describe, and discuss the characteristics of organisms, compare similarities and differences of animals Use words to label and describe people, places, and things, show understanding by responding appropriately, use new words linked to content being taught

Vocabulary: tiny, huge, same as, bigger than, smaller than, whale, krill, elephant, giraffe, bees, mouse

Compare Sizes of Animals 1. Review the meaning of tiny and huge. 2. Would you describe a whale as tiny or huge? “Huge.” Right! The blue whale is the biggest animal on Earth, even bigger than a car! They live in the ocean. Discuss other animals that can be bigger than a car from farms or a zoo (elephant, giraffe, brown bear). 3. Whales may be huge, but they eat an animal that is TINY! It’s called krill. They look like small shrimp and are even smaller than your finger. Discuss other animals that can be smaller than a finger (bees, hummingbirds, some fish). 4. Can you think of an animal that’s about the same size of your hand? (bird, mouse). Discuss. Repeat with other body parts. Encourage children to use: same as, bigger, or smaller.

Check for Understanding: Observe as children compare the size of body parts  and animals. Can they use same, smaller than, or bigger than to describe size? Support/ELL: Preview the lesson by reading a book about animals of different sizes. Enrichment: Take children on a walk outside to compare huge and tiny objects in nature.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

389

Unit 6: Week 31: Day 5

LANGUAGE & LITERACY

Focus: Letters v and w and Review 5

Objective: Children recognize capital and lowercase letters Cc, Oo, Ss, Vv, and Ww. Grouping: Whole group, small group, 1:1

Match Capital & Lowercase Letters

Materials: • A-B-C Touch & Flip Cards (Vol. 1, p. 44–45)  Cc, Oo, Ss, Vv, Ww • PreKITT Resources:“Inside, Outside”

We’re Learning:

Multisensory Introduction: Sing and move to “Inside, Outside.”

Take turns, cooperate with peers

1. Review v and w and their sounds. 2. Use the A-B-C Touch & Flip Cards to match capital W and lowercase w. Continue with letters of Cc, Oo, Ss, and Vv. 3. Trace the capital letter and review sounds of each pair.

Match capital and lowercase letters, identify beginning sound in spoken word Position an object for use, placement, or release, isolate finger to trace

4. Flip the letter card to show the lowercase letter, leaving the Animal Card capital next to it.

Vocabulary:

Check for Understanding: Observe as children recognize letters. Are they able  to distinguish capitals v. lowercase letters?

capitals, lowercase, letters, match, flip, check

Support/ELL: Show children how to make vs with two fingers and put both hands together at the top to form w. Enrichment: Have children think of words that begin with c, o, s, v and w.

READINESS & WRITING Objective: Children develop correct habits for writing lowercase v and w.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: v, w  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book pp. 13–14 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations v, w

Learn Lowercase v & w by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Vv and Ww. 1. Wet-Dry-Try Demonstrate the number of vs and ws for the number of children in your group. Pass the blackboard for each child to complete Wet-Dry-Try.

Vv slide down

v. Copy v.

av v V

Trace •

•

V v.

•

V a is

Trace

•

Ww v v v slide up

•

v an.

for

•

slide down and up

Trace

w. Copy w. •

Trace

•

slide down and up

My First Lowercase Book

W awww W ao rm s •

•

W w.

My First Lowercase Book

•

w •

w iggl e. •

2. Trace, Write, and Read VV and Ww My First Lowercase Book: Finger trace Vv. Name image. Children trace and copy v with pencil. (Repeat with Ww). Read sentence aloud. Children trace Vv with pencil. (Repeat with Ww) 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Support/ELL: Review capital V and W with Wet-Dry-Try on the Slate Chalkboard. Enrichment: Share other forms of transportation (bicycles, trains, airplanes, etc.).

390

We’re Learning: Recognize and name letters, recognize distinct letter sounds Use art as a form of creative expression Hold a tool with proper grip to write Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: van, worms, small, tall

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children name, trace, and write numbers 1–5.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Cards 1–5 • PreKITT Resources: Number Review • Pencils for Little Hands

Grouping: Whole group, Small group

We’re Learning: Demonstrate active listening Verbally count 1–5 Hold a tool with proper grip to write, use helping hand to stabilize paper Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, write numerals

Vocabulary: five, number, trace, numbers 1–5

Review & Write Numbers 1–5 Multisensory Introduction: Rote count to 5 and then take turns naming, trouching, and tracing 5 using the 1-2-3 Touch & Flip Cards.

1. Demonstrate Numerals 1–5 Demonstrate each number. 1 - Big Line down 2 - Big Curve, Little Line across 3 - Little Curve, Little Curve 4 - Little Line down, Little Line across, Big Line down 5 - Little Line down, Little Curve, Little Line across the top.

2. Trace and Write Numerals 1–5 Children trace and then copy each number.

Check for Understanding: Observe as children write each number. Do they write  it correctly? Support/ELL: Encourage “rainbow tracing,” going over the numbers with different colored pencils for extra practice. Enrichment: Play “Name the Number Fast!” See how quickly children can name the number.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: whale/ocean • Picture of a Whale • Picture of the Ocean • PreKTT Resources: “Letters Together Make Words” • Globe

Grouping: Whole group

1. Look Say the words with Squawker: A whale is a huge water animal. An ocean is a huge area of water. 2. Do

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: whale, ocean, animal, water, whale, salt, animals

Q & A with Nouns: Whale/Ocean

whal e

ocean

ave Helper show the pictures of the whale and ocean. H Have Helper point to the ocean areas on the globe.

3. Say Where does a whale live? A whale lives in the ocean. 4. Talk Squawker says: A whale breathes air through its blowhole. How do animals breathe? Ocean water has salt in it. What else is in an ocean? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Do they  respond appropriately? Support/ELL: On a globe or map, show children the difference between water and land masses. Enrichment: Discuss. Think of other bodies of water besides oceans (lake, pond). Have you ever visited these bodies of water?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

391

Unit 6: Week 32 At-A-Glance Focus: Letters t a d g and Number Review

Children review lowercase letters and their sounds and learn how to write lowercase letters through hands-on activities. A review of numbers 6â&#x20AC;&#x201C;10 and math concepts are covered in Math. Science, Social Studies, and Oral Language focus on grassland animals.

Day 1 Language & Literacy

Day 2

Listen to/follow directions

se correct top-to-bottom, left-to-right U directionality, recognize and name lowercase letters

ecognize and name lowercase letters, R listen to sounds and name objects that make that sound, indicate when a certain sound is spoken or heard

Demonstrate active listening, ask and respond to questions

Repeat words, say sentences

Notice and attach meaning to visual information

Readiness & Writing

ecognize and name lowercase and R capital letters, recognize distinct letter sounds

ecognize and name capital and R lowercase letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Use art as a form of creative expression

T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step

Numbers & Math

emonstrate active listening, listen to/ D follow directions, take turns Combine sets to learn how many in all by counting, observe and sort osition an object for use, placement, or P release, use fingers to open and close fasteners

Oral Language, Science, or Social Studies

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Listen to/follow directions, attend to simple tasks, use manipulatives to find a solution Recognize and name written numerals, verbally count a set of 10 objects, connect numerals to the quantities they represent Position an object for use, placement, or release Science Participate positively in group activities Observe, investigate, describe and discuss characteristics of organisms, compare similarities and differences of animals se same hand to hold tool, use helping U hand to stabilize object

Technology

Songs

Suggestions for 3-Year-Olds

Children sort land and sea animals.

Discuss and color pictures of animals.

392

Get Set for School Pre-K Teacherâ&#x20AC;&#x2122;s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

ÂŠ 2021 Learning Without Tears

Theme: Animals Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Take turns, cooperate with peers

Listen to/follow directions

Take turns, listen to/follow directions

ecognize distinct letter sounds, R categorize topics from informational text by commonality, describe a topic after listening to informational text, make comparisons based on information in informational texts

se correct top-to-bottom, left-to-right U directionality, recognize and name lowercase letters

ecognize and name lowercase letters, R recognize distinct letter sounds

Sort objects by function or kind

Listen to/follow directions, attend to simple tasks ecognize that totals are not affected R by order or arrangement, verbally count a set of 10 objects, connect numerals to quantities they represent aintain posture/position and mobility, M use fingers to open and close fasteners Oral Language

emonstrate active listening, ask and D respond to questions otice and attach meaning to visual N information se correct top-to-bottom, left-to-right U directionality, recognize and name lowercase and capital letters, recognize distinct letter sounds Hold a tool with proper grip to write T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

ecognize and name lowercase and R capital letters, recognize distinct letter sounds Use art as a form of creative expression Hold a tool with proper grip to write Trace correctly, step by step

T ake turns, listen to/follow directions, remain engaged, cooperate/problem solve with peers

Demonstrate active listening

uplicate and create patterns, verbally D count 1–10

old a tool with proper grip to write, H use helping hand to stabilize paper

osition an object for use, placement, P or release

se correct top-to-bottom, left-to-right U directionality, trace correctly, step by step

Science

Take turns, remain engaged, listen to/follow directions

Move and place body to perform tasks

Participate positively in group activities Observe, investigate, describe and discuss the relationship of organisms to their environment: describe animals’ needs for food, water, air and shelter

Verbally count 1–10

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning bserve, investigate, describe and O discuss the relationship of organisms to their environment

Songs

Discover animal toys in a sensory bin.

Have children make a pattern with two objects.

Children make imprints with animals in play dough.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

393

Unit 6: Week 32: Day 1

LANGUAGE & LITERACY

Focus: Letter t and Review 6

Objective: Children identify lowercase letters and compare to capitals.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Capital and Tall  Magnetic Letters: t  Chalk • Student App: Sound Around Letters t

Identify & Compare Tt 1. Prepare the Magnetic Lowercase & Blackboard Set with the magnetic capital hand and write T with chalk. Place magnetic tall hand and t.

We’re Learning:

2. Look and Learn Capital letters are all the same size. Lowercase letters can be different sizes: small, tall, or descending. Lowercase t is a tall lowercase letter. 3. Hand Activity Show children how to move their hands to indicate capital T and lowercase t. 4. Name and Say Ask children: What sound does t make? What starts with letter t?



Check for Understanding: Observe as children name and say the sound. Do they recognize this letter as the same as its capital?

Listen to/follow directions

Use correct top-to-bottom, left-to-right directionality, recognize and name lowercase letters

Demonstrate active listening, ask and respond to questions

Notice and attach meaning to visual information

Vocabulary:

Support/ELL: Prompt children with the sound, before asking the name of the letter.

capital, lowercase, hand activity

Enrichment: Create a t word using the magnetic letters (e.g., top, ten, the).

READINESS & WRITING Materials:

Objective: Children develop correct habits for writing lowercase t. Grouping: Whole group, small group

Learn Lowercase t by Tracing & Copying

Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Tt.

T at t t



Start at the top!

down bump Trace

t. Copy t.

Trace

T t.

•

T aops 1. Wet-Dry-Try Demonstrate the number of ss for the number of children in your group. Pass the blackboard for each child to complete Wet-Dry-Try. •

cross

•

t •

•

t •

twirl. •

My First Lowercase Book

2. Trace, Write, and Read Tt My First Lowercase Book: Finger trace Tt. Name image. Children trace and copy t with pencil. Say directions: Down, Bump, Cross. Read sentence aloud. Children trace Tt with pencil.

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Tall  Magnetic Letters: t  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 15 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try t

We’re Learning:

3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Recognize and name letters, recognize distinct letter sounds

Use art as a form of creative expression

Check for Understanding: Observe as children trace and copy letters. Did they

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

start the letters correctly?

Support/ELL: Make a T with two hands and then lower the top. Lowercase t is crossed lower. Enrichment: Show and discuss how to spin a top.

Vocabulary: tops, twirl, capital, lowercase

394

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children sort and classify by attributes (fasteners).

• Tag Bags (Vol. 1, pp. 88–89)  Numbers 1–6

Grouping: Whole group, Small group

Sort by Fastener We’re Learning: Demonstrate active listening, listen to/follow directions, take turns Combine sets to learn how many in all by counting, observe and sort Position an object for use, placement, or release, use fingers to open and close fasteners

1. Count 6 Tag Bags with the group then place them in a mixed pile. Help children group colors together as they make rows by fastener as they sing the song. Tune: “Muffin Man” Oh, can you find a button bag, A button bag, a button bag? Can you find a button bag And lay it in a row? 2. Repeat the verse with the following: What colors are the button bags?

Vocabulary:

3. After verse, have children count the bags and open fasteners. Repeat for each fastener group. NOTE: The complete lyrics of the song are located in the Tag Bags Activity Booklet.

6, row, how many, in all

Check for Understanding: Observe as children as they count. Are they able to count

each group?

Support/ELL: Have children observe others before it’s their turn. Enrichment: Increase the amount of Tag Bags used.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: pounce/leap • Tape (Masking/Painters) • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: pounce, leap, jump, catch

Objective: Children learn two action verbs, say them in sentences, and use them in conversation. Grouping: Whole group

Verbs: Pounce/Leap

pounce

l eap

1. Look Say the words with Squawker: Pounce means to jump quickly to catch something. Leap means to jump forward. 2. Do Have children line up on the masking tape line. Have children pounce forward to catch something. Have children leap over masking tape on floor. 3. Say We pounce. We leap. 4. Talk Squawker says: Animals pounce to surprise. Why do animals need to surprise? You can leap to get over a puddle. When else could you leap over? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children act out the action words. Do they  understand the meaning of the words? Support/ELL: Show pictures/videos of cats as they leap and pounce. Enrichment: Discuss. House cats are related to leopards and tigers. How are they different?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

395

Unit 6: Week 32: Day 2

LANGUAGE & LITERACY

Focus: Letter a and Review 7

Objective: To be able to hear individual sounds.

Materials:

Grouping: Small group

• PreKTT Resources: “Apples & Bananas” • Student App: Sound Around Letters a

Hear & Say Sounds We’re Learning:

Multisensory Introduction: Sing and move to “Apples and Bananas.” 1. Review a and its sound.

Listen to/follow directions

2. Have children sing song several times.

Recognize and name lowercase letters, listen to sounds and name objects that make that sound, indicate when a certain sound is spoken or heard

3. Ask children what sound they hear over and over in each verse. 4. Have children think of words beginning with a and say them in sentences.

Check for Understanding: Observe as children listen and sing the words to the song. Are they able to tell the repeated sound they hear? Support/ELL: Have children close their eyes and make a familiar sound. Ask children what the sound was? (dog barking, cat meowing) Enrichment: Make a pictograph of which the class likes more either alligators or alpacas.

Repeat words, say sentences

Vocabulary: apples, bananas, sound, a words

READINESS & WRITING Objective: Children develop correct habits for writing lowercase a.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: a  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 16 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations a

Learn Lowercase a by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Aa.



Aa 3

Magic c

Trace

a. Copy a.

Trace

A a.

bump

up like a

A aa a a •

•

back down bump

•

a •

•

a •

A a is for apple. 1. Wet-Dry-Try Demonstrate the number of ss for the number of children in your group. Pass the blackboard for each child to complete Wet-Dry-Try. •

•

My First Lowercase Book

2. Trace, Write, and Read Aa My First Lowercase Book: Finger trace Aa. Name image. Children trace and copy a with pencil. Magic c, Up like a helicopter, Bump, Back down, Bump. Read sentence aloud. Children trace Aa with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.



Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Support/ELL: Finger trace the magnetic letter several times first before writing. Enrichment: Have children sample different types of apples. Discuss their favorite.

396

Vocabulary: apple, leaf, capital, lowercase

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children match numerals with objects.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Cards: 1–10  Counter Cards (Number Side): 1–10

Grouping: Small group

We’re Learning: Listen to/follow directions, attend to simple tasks, use manipulatives to find a solution Recognize and name written numerals, verbally count a set of 10 objects, connect numerals to the quantities they represent Position an object for use, placement, or release

Match Numerals with Objects 1. Place the Animal Card with seven hedgehogs on the table. Give each child a Counter Card (number-side up). Point to the Animal Card. 2. Let’s play a matching game. This card shows seven hedgehogs. Who has the number 7? We can check. Flip the Animal Card. Do the numbers match? 3. Continue with the remaining cards.

Check for Understanding: Observe as children count. Do they identify the correct

number?

Support/ELL: Have children match the animals to the Number Cards first as a group. Enrichment: Mix the cards and have children match Animal Card numbers with the correct Counter Cards.

Vocabulary: 7, number, count, order, match

SCIENCE Materials:

Objective: Children connect animals to what they eat.

• Paper • Flip Crayons • Pictures of Animals and What They Eat (real grass, hay, etc.)

Grouping: Whole group, small group

We’re Learning: Participate positively in group activities Observe, investigate, describe and discuss characteristics of organisms, compare similarities and differences of animals Use same hand to hold tool, use helping hand to stabilize object

Connect Animals to What They Eat 1. What are some of your favorite foods? What do you usually eat for dinner? Listen for responses. 2. Animals eat either plants, other animals, or both plants and animals. 3. A tiger only eats other animals. Have children name other animals that only eat meat from other animals (lions, foxes, spiders). 4. An elephant only eats plants. Have children name other animals that only eat plants (deer, horse, rabbit). 5. A bear eats both plants and animals. Have children name other animals that eat both plants and animals (raccoons, rats, chimpanzees). 6. Pass out paper and crayons. Have children draw something they like to eat.

Vocabulary: food, eat, plants, animals, tiger, elephant, bear



Check for Understanding: Listen as children name animals. Can they identify animals that eat just plants or animals? Support/ELL: Have children sort stickers of animals based on whether they eat plants, animals, or both. Enrichment: Discuss vocabulary words omnivore, herbivore, and carnivore.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

397

Unit 6: Week 32: Day 3

LANGUAGE & LITERACY

Focus: Letter d and Review 8

Objective: Children categorize information by topic.

Materials:

Grouping: Whole group, small group

• How Do Dinosaurs Eat Their Food? by Jane Yolen • Plastic Dinosaurs • Pictures of Types of Diet (plant, meat) (1 of Each):  Plants, Meat • Student App: Sound Around Letters d

Sort Information 1. Review d and its sound. 2. Read How Do Dinosaurs Eat Their Food? by Jane Yolen. 3. What did the book tell us dinosaurs eat? Re-read pages about their diet if children need assistance.

We’re Learning:

4. Have children put dinosaurs in groups by what they eat (meat-eating in one group and plant-eating in another).

Recognize distinct letter sounds, categorize topics from informational text by commonality, describe a topic after listening to informational text, make comparisons based on information in informational texts

Sort objects by function or kind

5. How do we know which dinosaurs eat meat and which ones eat plants? Dinosaurs with sharp teeth eat meat. Dinosaurs with flat teeth eat plants. 6. Have children take turns placing each dinosaur in correct group.



Check for Understanding: Observe as children group dinosaurs. Are they able to

describe the different types of dinosaurs?

Vocabulary:

Support/ELL: Have children sort farm animals from dinosaurs. Enrichment: Discuss. Dinosaurs that ate meat are called carnivores. Dinosaurs that ate plants are called herbivores.

dinosaur, meat, plant, book, sharp, flat, teeth

READINESS & WRITING Objective: Children develop correct habits for writing lowercase d. Grouping: Whole group, small group

 2

Learn Lowercase d by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Dd.

is for 1. Wet-Dry-Try Demonstrate the number of ds for the number of children in your group.

Magic c

Trace

d. Copy d.

Trace

D d.

•

pple.

up like a

ad d d D

•

D aogs

•

up higher

•

back down bump

d •

•

dig. •

My First Lowercase Book

2. Trace, Write, and Read Dd My First Lowercase Book: Finger trace Dd. Name image. Children trace and copy d with pencil. Magic c, Up like a helicopter, Up higher, Back down, Bump. Read sentence aloud. Children trace Dd with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they start the letters correctly?

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Tall  Magnetic Letters: d  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 17 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try d

We’re Learning:

Recognize and name letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step

Vocabulary: dog, bump, up, higher, down

Support/ELL: Have children practice d by tracing over letter c and turning it into d! Enrichment: Discuss why dogs dig. Children share items that need to have a hole dug (fence posts, flower bulbs, etc).

398

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children count and compare dot totals.

• Tag Bags (Vol. 1, pp. 88–89)  Numbers 1–8

Grouping: Whole group, small group

Count & Compare Dots We’re Learning: Listen to/follow directions, attend to simple tasks, Recognize that totals are not affected by order or arrangement, verbally count a set of 10 objects, connect numerals to quantities they represent Maintain posture/position and mobility, use fingers to open and close fasteners

1. Distribute Tag Bags up to 8 to children. Keep the number 8 bag for yourself. 2. Have children open their Tag Bags, count the dots and identify their number. Tune: “Jingle Bells” Open bags. Open bags. Point and count with me. My bag has 1-2-3 dots. How many do you see?

Vocabulary:

Repeat above verse, but add the following as the last sentence: Who has the same as me? Who has more dots than me? Who has fewer dots than me?

8, same, more fewer

NOTE: The complete lyrics of the song are located in the Tag Bags Activity Booklet.

Check for Understanding: Observe as children count. Do they identify the total?

Support/ELL: Prompt children when it is their turn. Enrichment: Extend beyond 8 Tag Bags.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: wild/tame • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: wild, tame, animal, nature, comfortably, safely, people, lions, dogs

Objective: Children learn two adjectives, say them in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Wild/Tame

wi ld

ta m e

1. Look Say the words with Squawker: Wild describes an animal living in nature. Tame describes an animal that lives comfortably and safely with people. 2. Do Have children pretend to be wild lions roaming the classroom for food. Have children pretend to be tame dogs sitting, begging, or rolling over. 3. Say Lions are wild. Dogs are tame. 4. Talk Squawker says: A wild lion needs to hunt for food. What other wild animals hunt for food? A dog likes to do tricks. What other tame animals can do tricks? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between wild and tame? Support/ELL: Begin by discussing all animals that are tame. Enrichment: Discuss. Some wild animals live in groups. An animal group can be called a pack, a herd, or a litter.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

399

Unit 6: Week 32: Day 4 Focus: Letter g and Review 9

LANGUAGE & LITERACY

Objective: Children identify lowercase letters and compare to capitals.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Capital, Descending  Magnetic Letters: g  Chalk

Identify & Compare Gg 1. Prepare the Magnetic Lowercase & Blackboard Set with the magnetic capital hand and write G with chalk. Place magnetic descending hand and g. 2. Look and Learn Capital letters are all the same size. Lowercase letters can be different sizes: small, tall, or descending. Lowercase g is a descending letter. 3. Hand Activity Show children how to move their hands to indicate capital G and lowercase g. 4. Name and Say Ask children: What sound does g make? What starts with letter g?

We’re Learning: Listen to/follow directions Use correct top-to-bottom, left-to-right directionality, recognize and name lowercase letters Demonstrate active listening, ask and respond to questions Notice and attach meaning to visual information

Check for Understanding: Observe as children name and say the sound. Do they recognize this letter as the same as its capital?

Vocabulary:

Support/ELL: Prompt children with the sound, before asking the name of the letter.

capital, lowercase, letter, match, hand activity

Enrichment: Create a word using magnetic letters that start with g (e.g., gap, got, goat).

READINESS & WRITING Objective: Children develop correct habits for writing lowercase g.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Descending  Magnetic Letters: g  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 18 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations g

Learn Lowercase g by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Gg. 1. Wet-Dry-Try Demonstrate the number of gs for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. 2. Trace, Write, and Read Gg My First Lowercase Book: Finger trace Gg. Name image. Children trace and copy g with pencil. Say directions: Magic c, up like a helicopter, bump, back down, turn. Read sentence aloud. Children trace Gg with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.



Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Support/ELL: Model starting g with c. Focus on the descending part! This is the first letter that goes below the line. Enrichment: Read Aesop’s Fable The Fox and the Goat. Talk about the message of the fable and its importance.

400

Vocabulary: goat, capital, lowercase

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials: • 4 Squares More Squares (Vol. 1, pp. 86–87)  3 x 3 Boards  Little Pieces

Objective: Children use Little Pieces to copy and create patterns on their Pattern Boards. Grouping: Small group

Copy & Create Patterns 1. Have Little Pieces of all colors on the table for children to use. Create a checkerboard pattern with the group.

We’re Learning: Take turns, listen to/follow directions, remain engaged, cooperate/problem solve with peers Duplicate and create patterns, verbally count 1–10 Position an object for use, placement, or release

2. How can you use Little Pieces to make this pattern? Begin by using a plain side 3 x 3 pattern board as a group. Children copy the checkerboard, taking turns. Start at the top left corner. Continue with middle and bottom rows, working from left to right. 3. Let’s “read” the pattern. Starting at the top, read the colors in row from left to right. Then count to 9. 4. Distribute Pattern Boards. Have children create their own checkerboard patterns.

Vocabulary: 9, corner, top, bottom, middle, left, right

Check for Understanding: Observe as children copy the pattern. Are they able to

create the correct pattern?

Support/ELL: Begin by creating a pattern on the 2 x 3 board. Enrichment: Have children extend patterns off their boards.

SCIENCE Materials: • Pictures or Stuffed Animals of 3–5 Animals that Live in the Ocean (fish, whale, shark, octopus, etc.) • Pictures or Stuffed Animals of 3–5 Animals that Live in the Forest (bear, fox, raccoon, deer, etc.) • T-Chart Labeled “Land” and “Water”

We’re Learning: Participate positively in group activities Observe, investigate, describe and discuss characteristics of organisms, describe animals’ needs for food, water, air and shelter

Objective: Children identify and discuss animals that live in the water and animals that live on land. Grouping: Whole group, small group

Match Animals to Habitat 1. After reviewing wild and tame, say: We know that wild animals do not live in homes with people. Do you know some places where wild animals live? Prompt children to name animal habitats (a nest in a tree, a hole underground, etc.). 2. Wild animals can live on land or in the water. Some animals make their homes on land, like a bird in a tree. Other animals make their homes in the water, like a fish in a river. 3. Give each child a picture of or stuffed animal and keep one for yourself. Display the T-chart.

Vocabulary:

4. Hold up your animal. I have a picture of a whale. A whale lives in the water. Write whale under “Water” on the T-chart. Repeat with other animals and add to chart.

wild, tame, land, water, fish, bird, animals, homes, river

Check for Understanding: Listen as children describe their animals. Can they name whether they live on land or water? Support/ELL: Name and discuss each animal before passing them out to children. Enrichment: Play a game where you describe habitats and children hold up an animal to match.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

401

Unit 6: Week 32: Day 5

LANGUAGE & LITERACY

Focus: Letters t, a, d, g and Review 10 Objective: Children identify lowercase letters.

Materials:

Grouping: Small group, 1:1

• Construction Paper • Marker (for teacher)

Recognize Lowercase Letters We’re Learning:

1. Review t, a, d, and g and their sounds. 2. Write t, a, d and g on pieces of construction paper.

9/12/18 1:01 PM sCapsLow.indd

ABC_Touch-Flip_Card

ABC_Touch-Flip_CardsCapsLow.indd 2

Take turns, listen to/follow directions

9/12/18 1:01 PM ABC_Touch-Flip_CardsCapsLow.indd 8

9/12/18 1:01 PM

ABC_Touch-Fl

ip_CardsCapsL

ow.indd 14 9/12/18 1:01 PM

3. Create a letter path to something fun (e.g. centers, playground, snack time, etc.).

Recognize and name lowercase letters, recognize distinct letter sounds

4. Children name each letter to move along the path.

Move and place body to perform tasks



Check for Understanding: Observe as children move along the path. Are

children naming the letters correctly?

Vocabulary:

Support/ELL: Begin with only two different letters to place along the path.

lowercase letters, path

Enrichment: Create a letter path with capital and lowercase letters.

READINESS & WRITING Objective: Children develop correct habits for writing c, o, a, d and g.

Materials:

Grouping: Whole group, Small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands  Magnetic Letters: c, o, a, d, g  Chalk • My First Lowercase Book p. 19 • Pencils for Little Hands • PreKTT App: Letter & Number Formations c, o, a, d, g

Review c, o, a, d, & g by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review placement of the Magic c Letters: c, o, a, d and g. g g g

agic c Letters Change c into o,

a, d,

and g.

Magic c

c and keep going to make o, a, d, or g.

o a d g

Trace

•

1. Trace and Write c, o, a, d, g My First Lowercase Book: Say the directions as children trace with pencil: c: Magic c o: Magic c, Keep going, Stop a: Magic c, Up like a helicopter, Bump, Back down, Bump d: Magic c, Up like a helicopter, Up higher, Back down, Bump g: Magic c, Up like a helicopter, Bump, Back down, Turn

•

c c c c •

•

o a d g •

•

c c c c •

•

o a d g •

•

My First Lowercase Book

Check for Understanding: Observe as children write their letters. Did they start Magic c Letters with a c?

We’re Learning: Listen to/follow directions Recognize and name lowercase and capital letters, recognize distinct letter sounds Hold a tool with proper grip to write Trace correctly, step by step

Support/ELL: Use Wet-Dry-Try on the Magnetic Lowercase & Blackboard Set activity to practice letter formations.

Vocabulary:

Enrichment: Children say words that begin with a Magic c Letter.

helicopter, lowercase letters, bump, turn

402

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children name, trace, and write numbers 6–10.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Cards 6–10 • PreKTT Resources: Number Review • Pencils for Little Hands

Grouping: Whole group, small group

We’re Learning:

1. Write Numerals 1–10 Demonstrate each number: 6 – Big Line Down, Turn and curl up 7 – Little Line across the top, Big Line slides down 8 – Begin with S, Up to the top 9 – Little Curve around, Big Line down 10 – Big Line down, Big Curve, Keep going, Stop.

Demonstrate active listening Verbally count 1–10

Hold a tool with proper grip to write, use helping hand to stabilize paper

Use correct top-to-bottom, left-to-right directionality, trace correctly, step by step, write numerals up to 10

Vocabulary: number, trace, numbers 6–10

2. Trace and Write Numerals 1–5 Children trace and then copy each number.

Check for Understanding: Observe as children write each number. Do they write

it correctly?

Support/ELL: Encourage “rainbow tracing,” going over the numbers with different colored pencils for extra practice. Enrichment: Play “Name the Number Fast!” See how quickly children can name the number.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: lion/grassland • Picture of a Lion • Picture of a Grassland • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning:

2. Do Have Helper show the pictures of the lion and grassland. Have children roam the classroom roaring like a lion in the grassland.

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Observe, investigate, describe and discuss the relationship of organisms to their environment

Vocabulary: lion, grassland, short, tall, cat, large, live, pounce, leap, spring, wildflowers

Q & A with Nouns: Lion/Grassland

lion

g rassland

1. Look Say the words with Squawker: A lion is a large wild cat. A grassland is a place where there is short or tall grass.

3. Say

Where does a lion live? A lion lives in the grassland.

4. Talk Squawker says: A lion can pounce and leap. What else can a lion do? In spring, the grassland is full of wildflowers. What color flowers could you see in a grassland? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Can

they roar like lions?

Support/ELL: Show pictures/videos of lions, or other animals in grassland areas. Enrichment: Discuss. Lions are one of many animals that lives in the grasslands in Africa. What other types of animals live in grasslands? (e.g., zebras, elephants, etc.)

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

403

Unit 6: Week 33 At-A-Glance

Focus: Letters u, i, e, l, and k and Numbers 11–13 Children review lowercase letters and their sounds and learn how to write lowercase letters through hands-on activities. Introduction and application to numbers 11–13 while reviewing math concepts are covered in Math. Science, Social Studies, and Oral Language focus on amphibians and reptiles.

Day 1 Language & Literacy

Take turns ecognize and name lowercase letters, R recognize distinct letter sounds Learn words linked to content, use new vocabulary, engage in conversation

Day 2 ecognize and name capital letters, R recognize distinct letter sounds se words to describe, talk about U experiences/observations, communicate thoughts with words Learn through senses nderstand there is a way to write that U conveys meaning

Readiness & Writing

Numbers & Math

ecognize and name capital and R lowercase letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Take turns, use manipulatives to find a solution

Cooperate with peers

ecognize and name numbers, sort by R color, compare size Talk about experiences/observations, speak in complete sentences T race correctly, step by step, use helping hand to stabilize object

Oral Language, Science, or Social Studies

Oral Language

Recognize and name written numerals, count sets of objects, connect numerals to the quantities they represent, order numbers Position an object for use, placement, or release

Science

Take turns, remain engaged, listen to/follow directions

Act out problem to find a solution, take turns

Understand print has meaning

Describe color, size, and shape of organisms, compares differences and similarities of animals

epeat words, say sentences, R demonstrate understanding of word meaning

Maintain posture, position and mobility

Technology

Songs

Suggestions for 3-Year-Olds

Children engage in animal walks around classroom.

Sort animals into groups: those that can fly v. those that walk/run.

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Listen to/follow directions

Cooperate with peers, take turns

se correct top-to-bottom, left-to-right U directionality, recognize and name lowercase letters

ecognize and name lowercase letters, R recognize distinct letter sounds

Demonstrate active listening, remain engaged ecognize and name capital letters, R recognize distinct letter sounds, say whether a sound is environmental or speech sound, name objects that make certain sounds, indicate when a certain sound is spoken or heard

emonstrate active listening, ask and D respond to questions

ictate labels for objects, understand D there is a way to write that conveys meaning

Notice and attach meaning to visual information

Use new words linked to content being taught

ecognize and name capital and R lowercase letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

ooperate with peers, use manipulatives C to find a solution

ooperate with other children, take C turns with peers, work with others to solve problems

Take turns, remain engaged, guess/ check answer, repeat until correct

Sort objects by function or kind, verbally count 1–15 se fingers to open/close fasteners, U position an object for use, placement, or release, trace correctly, step by step

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

erbally count a set of 1–15 objects, V match 1:1 osition an object for use, placement, P or release

Compare using long and short, verbally count a set of 1–15 objects, match 1:1 osition an object for use, placement, P or release, use visual cues to guide reaching for, grasping, and moving object Oral Language

Science Listen to/follow directions Compare using heavy and light I nvestigate and discuss the mass of a variety of items

Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Songs

Have animal crackers for snack time.

Describe and compare animals that are heavy and light.

Children engage in completing animal puzzles.

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

405

Unit 6: Week 33: Day 1

LANGUAGE & LITERACY

Focus: Letter u and Introduce 11

Objective: Children learn new words.

Materials:

Grouping: Whole class, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects/Pictures Beginning with Letter u: Umbrella, Uniform, Utensil, Unicorn, Umpire • Student App: Sound Around Letters u

Learn New Words 1. Review u and its sound. 2. Point to the Sound Around Box and say: Let’s pretend this is an underwater treasure chest. Let’s explore and see what we find. 3. Gather items or pictures to show new vocabulary with u words. 4. Children take turns and take item from box. Have child name item or allow the class to answer. 5. Have you seen this before? What can you tell me about it?

We’re Learning: Take turns Recognize and name lowercase letters, recognize distinct letter sounds Learn words linked to content, use new vocabulary, engage in conversation

6. Write the word on the side of the Sound Around Box. Repeat with each child.

Vocabulary:

Check for Understanding: Observe as children talk about the items. Do they

umbrella, uniform, utensil, unicorn, umpire

understand what the words mean?

Support/ELL: Talk to children about each item as you place in the Sound Around Box. Enrichment: Place pictures of people, places, or things in the Sound Around Box. Have children take a picture and say a sentence about it.

READINESS & WRITING Objective: Children develop correct habits for writing lowercase u.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: u  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 20 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try u

Learn Lowercase u by Tracing & Copying 1. Wet-Dry-Try Demonstrate the number of us for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try.

bump

down, travel, up

Trace

back down bump

u. Copy u.

U au u u

•

Trace •

U u.

U a

•

for

My First Lowercase Book

up.

•

2. Trace, Write, and Read Uu My First Lowercase Book: Finger trace Uu. Name image. Children trace and copy u with pencil. Say directions: Down, Travel up, Bump, Back down, Bump. Read sentence aloud. Children trace Uu with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.



Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Support/ELL: Model that last part of lowercase u. That is what make the u different from U. Enrichment: Model last part of u to show difference from U.

406

Vocabulary: up, down, back, bump

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children sort objects.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Tactile Card: 11 • Big and Small Solid Color Objects in Basket (11) (buttons, blocks, Tag Bags, markers, crayons, counters, etc.) • Trays for Sorting (2)

Grouping: Small group

Sort by Characteristics Multisensory Introduction: Rote count to 11 and then take turns with naming, touching, and tracing 11 using 1-2-3 Touch & Flip Cards. 1. Let’s count 11 objects then sort them into groups.

We’re Learning:

Take turns, use manipulatives to find a solution

Recognize and name numbers, sort by color, compare size

Talk about experiences/observations, speak in complete sentences

Trace correctly, step by step, use helping hand to stabilize object

2. Take something from the basket.

3. What is it? Is it blue? Children put blue objects onto one tray. Other objects can be placed on the other tray. 4. Return objects to basket. Repeat activity with other characteristics (size, fastener, pattern, shape, function).

Check for Understanding: Observe as children count. Can they count to 11?

Support/ELL: Use Little Pieces from 4 Squares More Squares. Children can sort them into two groups: green and not green. Enrichment: Help children sort objects using other descriptive words.

Vocabulary: 11, blue, basket, sort, objects, trays, colors

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: slither/jump • PreKTT Resources: “Letters Together Make Words”

We’re Learning:

Take turns, remain engaged, listen to/follow directions

Understand print has meaning

Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: slither, slide, ground, jump, spring, air, snake, move, around, hopscotch, games

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

slit h e r

Verbs: Slither/Jump

jump

1. Look Say the words with Squawker: Slither means to slide on the ground. Jump means to spring into the air. 2. Do Have children slither on the ground like a snake. Have children squat and then jump into the air. 3. Say We slither. We jump. 4. Talk Squawker says: A snake will slither to move around. When could you slither around? We jump in hopscotch. In what other games do you jump? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as the class says the words. Do they repeat  the sentences? Support/ELL: Have children jump over a pencil and discuss jumping. Enrichment: Discuss. People ride horses that jump over gates in equestrian competitions, in horse shows, and in the Olympic Games.

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

407

Unit 6: Week 33: Day 2

LANGUAGE & LITERACY

Focus: Letter i and Review 11

Objective: Children use words to describe an object or a person’s traits.

Materials:

Grouping: Whole group, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects/Pictures Beginning with Letter i: Ice Cream, Ice Cubes, Icing • Textured Materials (silk, corduroy, cotton) • Student App: Sound Around Letters i

Use Words that Describe 1. Review i and its sound. 2. Our fingers and eyes tell us about things. When we use these, we are using our senses. When I call you, tell me if you want to touch or look at something in the Sound Around Box. 3. Select a child and ask: Touch or look? 4. Have child either reach in or pull out item for child to look at.

We’re Learning: Recognize and name capital letters, recognize distinct letter sounds Use words to describe, talk about experiences/observations, communicate thoughts with words

5. What is it? What does it feel (look) like? 6. Write child’s descriptive words on the side of the box.

Learn through senses

7. Repeat with different children. Point and read written words on side of box.

Check for Understanding: Observe as children describe objects. Are they using  descriptive vocabulary they learned? Support/ELL: Help children compare two objects using descriptive words.

Understand there is a way to write that conveys meaning

Vocabulary: describe, feel, touch, look, ice cream, igloo, insect

Enrichment: Repeat activity using items that a child can taste or smell.

READINESS & WRITING Materials:

Objective: Children develop correct habits for writing lowercase i. Grouping: Whole group, small group

Ii 



Learn Lowercase i by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of i.

Dots for you!

dot

down bump Trace i. Copy i.

ai i i I •

•

Trace

•

I i.

•

I a is for

i •

•

i •

igloo. •

My First Lowercase Book

2. Trace, Write, and Read i My First Lowercase Book: Finger trace i. Name image. Read sentence aloud. Children trace i with pencil. Say directions: Down, Bump, Dot 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they  start the letters correctly?

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: i  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 21 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter and Number Formations i

Support/ELL: In English, this letter name makes the same sound as eye. Make a connection for children by sharing that the dot looks like an eye.

Vocabulary:

Enrichment: Share images of different igloos and homes/dwellings.

igloo, down, bump, dot

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children differentiate between number symbols and pictures.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Cards: 1–11 • Toy Animals (11)

Grouping: Whole group, small group

We’re Learning:

Identify Picture or Number

Cooperate with peers

2. Let’s sort pictures and numbers.

Recognize and name written numerals, count sets of objects, connect numerals to the quantities they represent, order numbers

3. Hold up the 11 Animal Card. This is a picture of eleven animals. They are mice. Flip the card. This is the number 11. Flip the other cards to show the animal side. Model how to turn the cards right-side up.

Position an object for use, placement, or release

4. Now, let’s name the animals.

Vocabulary:

5. Have children flip the cards to the number side. Then, have them say the numbers in order.

11, count, sort, number, picture, animal, mice

them correctly?

Check for Understanding: Observe as children count the animals. Do they count

Support/ELL: Have children sit next to you for prompting when needed. Enrichment: Have children pat their lap and rote count to 20.

SCIENCE Materials:

Objective: Children describe how lizards move.

• Picture of an Iguana • Duct Tape or Chalk

Grouping: Whole group

Move Like an Iguana We’re Learning:

1. Review the meaning of jump.

Act out problem to find a solution, take turns

2. Show children image of an iguana. Iguanas have four legs that help them jump and crawl. They don’t slither like a snake because they have legs.

Describe color, size, and shape of organisms, compares differences and similarities of animals

Maintain posture, position, and mobility

3. What other animals jump (frogs, kangaroos, etc.)? Why might a lizard need to jump instead of crawl? Prompt children to discuss avoiding a predator, jumping from trees, etc.

Vocabulary: iguana, jump, crawl, legs, animals, slither, snake

4. Place two pieces of duct tape (use chalk if outdoors) on the floor about two feet apart. Have children take turns jumping from one piece to the other.

Check for Understanding: Listen as children describe other animals. Can they  name animals that jump? Support/ELL: Make connections to jumping (children jump rope, jump to play hop scotch, etc.). Enrichment: Create different lengths to jump with tape or chalk for children to try.

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

409

Unit 6: Week 33: Day 3

LANGUAGE & LITERACY

Focus: Letter e and Introduce 12

Objective: Children identify lowercase letters and compare to capitals.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: e  Chalk • Student App: Sound Around Letters e

Identify & Compare Ee 1. Prepare the Magnetic Lowercase & Blackboard Set with the magnetic Capital Hand and write E with chalk. Place magnetic Small Hand and e. 2. Look and Learn Capital letters are all the same size. Lowercase letters can be different sizes: small, tall, or descending. Lowercase e is a small lowercase letter. It bumps between the lines. 3. Hand Activity Show children how to move their hands to indicate capital E and lowercase e. 4. Name and Say Ask children: What sound does e make? What starts with letter e?

We’re Learning: Listen to/follow directions Use correct top-to-bottom, left-to-right directionality, recognize and name lowercase letters Demonstrate active listening, ask and respond to questions

Check for Understanding: Observe as children name and say the sound. Do they  recognize this letter as the same as its capital?

Notice and attach meaning to visual information

Support/ELL: Prompt children with the sound, before asking the name of the letter.

Vocabulary:

Enrichment: Have children take turns placing the Magnetic Letter in the double lines along with the small magnetic hand.

capital, lowercase, letter, match, hand activity

READINESS & WRITING Objective: Children develop correct habits for writing lowercase e.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: e  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 22 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try e

Learn Lowercase e by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and the Hand Activity to review the size of Ee. 1. Wet-Dry-Try Demonstrate the number of es for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try.



Ee 3



start

little line

Trace

e. Copy e.

Trace

E e.

up and around

ae e e E

•

E al e phants

•

stop

•

My First Lowercase Book

•

eat.

•

2. Trace, Write, and Read Ee My First Lowercase Book: Finger trace Ee. Name image. Children trace and copy e with pencil. Say directions: Start, Little Line, Up and around, Stop. Read sentence aloud. Children trace Ee with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.



Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

We’re Learning: Listen to/follow directions, attend to simple tasks Recognize and name letters, recognize distinct letter sounds Hold a tool with proper grip to write Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Support/ELL: Have children practice es with the Wet-Dry-Try activity. Enrichment: Discuss where elephants live and find on a map.

Vocabulary: elephant, capital, lowercase

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children sort objects by function, numeral, and color.

• Tag Bags (12 with multiple fasteners) • 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Card – Tactile Side: 12

Grouping: Whole class

We’re Learning: Cooperate with peers, use manipulatives to find a solution Sort objects by function or kind, verbally count 1–15 Use fingers to open/close fasteners, position an object for use, placement, or release, trace correctly, step by step

Vocabulary: twelve, Tag Bag, fastener, sort, friend, together

Sort by Function Multisensory Introduction: Rote count to 12 and then take turns naming, touching, and tracing 12 using 1-2-3 Touch & Flip Cards. 1. Lay out the Tag Bags and have children count with you as you point to each one. Hand out the Tag Bags evenly to each child. We are going to sort the 12 Tag Bags by the kind of fastener.

2. Have children open and close their first Tag Bag. 3. Find a friend who has your fastener. When you find your friend, sit down together. 4. Continue activity by going through all the Tag Bags and then sort one or more by numeral and/or color.

Check for Understanding: Observe as children sort into groups. Do they sort  themselves into like groups? Support/ELL: Begin with just two types of fasteners: button and Velcro. Enrichment: Use pictures of animals found on land and water, have children sort them into two groups.

ORAL LANGUAGE Materials: • • • • • •

Squawker (Vol. 1, pp. 46–47) Word Cards: moist/slippery Wet Sponge Plastic Place Mat Pictures of Salamander and Eel PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: moist, slippery, wet, slide, sponge, mat, salamander, eel

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Moist/Slippery

moi st

s li p p e r y

1. Look Say the words with Squawker: Moist means to be a little wet. Slippery means feeling like something can slide. 2. Do Have children feel a moist sponge. Sprinkle water on the place mat. Have children move their fingers quickly across the wet mat. 3. Say The dog’s nose is moist. The fish is slippery. 4. Talk Squawker says: A salamander has moist skin. What other animal can be moist? An eel has slippery skin. What other animal can be slippery? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children talk. Do they understand the  difference between moist and slippery? Support/ELL: Show children pictures of different animals to discuss moist and slippery. Enrichment: Discuss. A salamander lives near moist soil or under logs to keep from drying out. Have you ever seen a salamander?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

411

Unit 6: Week 33: Day 4

LANGUAGE & LITERACY

Focus: Letter l and Review 12

Objective: Children learn that print can be used to label things.

Materials:

Grouping: Whole group, small group

• Blank Index Cards • Marker (for Teacher) • Student App: Sound Around Letters l

Label Objects 1. Review l and its sound. Label begins with l.

We’re Learning:

2. When you label something, you write its name on it. Today, we’ll label our Class Library/Book Center. What is this? Point to the bookshelf. Write “bookshelf” on an index card as children observe. Continue with other parts of the Book Center/Class Library.

Cooperate with peers, take turns Recognize and name lowercase letters, recognize distinct letter sounds

3. Select label helpers. Read the word on the label. Class repeats.

Dictate labels for objects, understand there is a way to write that conveys meaning

4. Ask child to place label beside the part of the Book Center/Class Library. 5. Repeat until all parts are labeled.

Check for Understanding: Observe as children say and place the label. Do they  understand where the labels go? Support/ELL: Play Simon Says. Add illustrations to the labels. Then, hold up label to a part of the Book Center/Class Library for children to point to.

Use new words linked to content being taught

Vocabulary: labels, bookshelf, books, shelf, carpet

Enrichment: Show pictures of animals and have children label body parts (e.g., lion: mane, tail, legs, etc.).

READINESS & WRITING Objective: Children develop correct habits for writing lowercase l.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Tall  Magnetic Letters: l  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 23 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations l

Learn Lowercase l by Tracing & Copying 1. Wet-Dry-Try Demonstrate the number of ls for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try.

Start at the top!

down bump Trace l. Copy l.

L al l l

•

Trace

•

L l.

•

L a is for

•

l •

•

l •

l eaf. •

My First Lowercase Book

2. Trace, Write, and Read Ll My First Lowercase Book: Finger trace Ll. Name image. Children trace and copy l with pencil. Say directions: Down, Bump. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Support/ELL: Remember to use the Magnetic Lowercase & Blackboard Set for additional practice. Enrichment: Bring in different types of leaves for children to explore. Find similarities and differences.

412

Vocabulary: leaf, letter, down, bump

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children count a set of objects.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Counter Cards: 8–12  Animal Cards: 8–12

Grouping: Small Group

We’re Learning: Cooperate with other children, take turns with peers, work with others to solve problems Verbally count a set of 15 objects, match 1:1 Position an object for use, placement, or release

Count a Set 1. Let’s count squares. Hold up a Counter Card. I see 8 squares. How many do you see? Count with me. Point to the square as you count aloud. 2. Hold up the next Counter Card. I see 9 squares. Count with me. 1, 2, 3.... Repeat with 10, 11, and 12. Place cards in order. © 2020 Learning Without Tears

3. Show the number side of an Animal Card. This is 8. Point to the card with eight squares. Place number 8 below the eight squares. 4. Let’s check to see if 8 is the right number. Flip the Counter Card. Do the numbers match? Repeat with the other cards. 5. When all of the cards have been placed, name the numbers together. 8, 9, 10, 11, 12.

Vocabulary: numbers, squares, count, card, match

Check for Understanding: Observe as children count the squares. Are they  counting correctly? Support/ELL: Practice with lower numbers first and continue up. Enrichment: Have children find number of objects with random selected number card.

SCIENCE Materials:

Objective: Children compare heavy and light animals.

• Flip Crayons • Paper

Grouping: Whole group

Compare Heavy & Light Animals We’re Learning:

1. Review heavy and light.

Listen to/follow directions Compare using heavy and light Investigate and discuss the mass of a variety of items

Vocabulary: heavy, heavier than, light, lighter than

2. Some animals are heavy, and some are light. An elephant is very heavy. Can you name animals that are lighter than an elephant? Prompt children to respond by saying “A .... is lighter than an elephant.” 3. A mouse is very light. Can you name animals that are heavier than a mouse? Prompt children to respond by saying “A .... is heavier than a mouse.” 4. Pass out paper and crayons. Have children draw one heavy and one light animal. 5. Have children share their drawings and describe each animal as heavy or light.

Check for Understanding: Listen as children compare using “heavier than” and  “lighter than.” Can they use them correctly in a sentence? Support/ELL: Preview activity by discussing why children could pick up a mouse but not an elephant. Enrichment: Discuss how much an elephant eats in one day compared to a mouse.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

413

Unit 6: Week 33: Day 5

LANGUAGE & LITERACY

Focus: Letter k and Introduce 13

Materials:

Objective: Children distinguish between a variety of environmental and speech sounds.

• PreKTT Resources: “Hurry Burry” • Student App: Sound Around Letters k

Grouping: Whole group, small group

Identify the Sound

We’re Learning:

1. Review k and its sound.

Demonstrate active listening, remain engaged

2. Close your eyes and listen to “Hurry Burry.”

Recognize and name capital letters, recognize distinct letter sounds, say whether a sound is an environmental or a speech sound, name objects that make certain sounds, indicate when a certain sound is spoken or heard

3. Pause song as needed. 4. What sounds did you hear? What made those sounds? 5. Play “Hurry Burry” again to see if children hear new sounds. 6. Repeat beginning sound with k animal words.

Check for Understanding: Observe as children listen and sing the sounds and  words. Are they able to tell the difference between words and sounds?

Vocabulary:

Support/ELL: Make a familiar sound and ask what it is (e.g., bark: dog).

sounds, kangaroo, kitten, koala

Enrichment: Clap syllables of animal words and have children delete a syllable (kang-a-roo, kang-a-___).

READINESS & WRITING Materials:

Objective: Children develop correct habits for writing lowercase k. Grouping: Whole group, small group



Learn Lowercase k by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Kk.



down bump Trace

k. Copy k.

Trace

K k.

kick!

K ak k k

•

slide away

•

K aangaroos

•

1. Wet-Dry-Try Demonstrate the number of ks for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. 24

My First Lowercase Book

•

kick .

•

2. Trace, Write, and Read Kk My First Lowercase Book: Finger trace Kk. Name image. Children trace and copy k with pencil. Say directions: Down, Bump, Kick, Slide away. Read sentence aloud. Children trace Kk with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Support/ELL: Demonstrate K and k. Point out that the “kick” starts lower for k. Enrichment: Review correct formations of u, i, e and l.

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Tall  Magnetic Letters: k  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 24 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try k

Vocabulary: kangaroo, bump, kick, slide, away

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children compare length using long and short.

• 1-2-3 Touch & Flip Cards (Vol. 1, 82–83)  Animal Card – Tactile Side: 13 • Wood Pieces (13 Big Lines, 13 Little Lines)

Grouping: Small group

We’re Learning: Take turns, remain engaged, guess/ check answer, repeat until correct Compare using long and short, verbally count a set of 1–15 objects, match 1:1 Position an object for use, placement, or release, use visual cues to guide reaching for, grasping, and moving object

Compare Length Using Long & Short Multisensory Introduction: Rote count to 13 then have children take turns naming, touching, and tracing 13 using the 1-2-3 Touch & Flip Cards. 1. Count 13 Big and Little Lines. Place a Big Line next to a Little Line from the Wood Pieces. Line up the ends. The Big Line is long. The Little Line is short. 2. Let each child choose a Big or Little Line. Let’s stretch tall like a Big Line. 3. Put children in pairs. Have partners compare Lines. If your Line is longer, raise it in the air! 4. If your Line is shorter, raise it in the air! 5. Help children find new partners. Repeat activity.

Vocabulary: thirteen, long, longer, short, shorter

Check for Understanding: Observe as children compare their Lines. Do they  compare the Big and Little Lines by placing them side by side? Support/ELL: If children have difficulty lining up the Big and Little Lines to compare, give them a block to put at the end. Enrichment: Have children make and compare lines with Tag Bags. Which is shorter? Longer?

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: frog/pond • Plastic Frog • Lily Pad Cutout • Container of Water • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

frog

pond

1. Look Say the words with Squawker: A frog is a water animal that can jump and swim. A pond is small body of water. 2. Do

We’re Learning:

Have Helper jump the frog into the water and then onto a lily pad.

3. Say Where does a frog live? A frog lives in a pond.

Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary:

4. Talk Squawker says: A frog has a long tongue to catch flies. What else do you know about a frog? A pond has land all around it. What do you think could be in a pond? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions. Can  they discuss where a frog lives? Support/ELL: Show pictures of frogs in ponds.

frog, pond, live, water, animal, jump, swim, tongue, catches, flies

Q & A with Nouns: Frog/Pond

Enrichment: Discuss. Frogs don’t drink water but it goes into their skin like lotion goes into yours.

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Unit 6: Week 34 At-A-Glance

Focus: Letters y, j, p, r, and n and Math Review Children review lowercase letters and sounds through finding words in sentences and learn how to write lowercase letters through hands-on activities. An introduction to and application of numbers 13–15 through learned math concepts are covered in Math. Science, Social Studies, and Oral Language focus on various birds and habitats.

Day 1 Language & Literacy

Listen to/follow directions

Demonstrate active listening, take turns

se correct top-to-bottom, left-to-right U directionality, recognize and name lowercase letters

hoose topics and generate ideas about C which to write, recognize and name lowercase letters, recognize distinct letter sounds

emonstrate active listening, ask and D respond to questions otice and attach meaning to visual N information

Readiness & Writing

Numbers & Math

Day 2

ictate labels for pictures, share D drawings and writing with other L earn words linked to content, communicate thoughts with words, share opinions and ideas,

ecognize and name capital and R lowercase letters, recognize distinct letter sounds

Use art as a form of creative expression

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

L isten to/follow direction, cooperate/ problem solve with peers

Take turns, listen to/follow directions

I dentify and describe shapes, describe position and location, sort by color, sort objects by shape

ompare using heavy and light, verbally C count 1-15 Trace step by step correctly

osition and an object for use, P placement, or release Use art as form of creative expression

Oral Language, Science, or Social Studies

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Social Studies Take turns, listen to/follow directions onnect life to events, time, and C routines, sequence events in time, use language associated with the passing of time Sequence life events

Technology

Songs

Suggestions for 3-Year-Olds

Have children find animals in books.

Count animals in children’s books.

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3 emonstrate active listening, attend to D simple tasks ecognize and name lowercase letters, R recognize distinct letter sounds, identify parts of stories that are real and not real, listen to gain and share information

Mathematics

Science

Social Studies

Day 4 ecognize that stories and events can be R documented in print, pictures and play, identify the beginning, middle, end of a story, order events in a story, re-enact a story or event se new words linked to content being U taught, communicate thoughts with words

Creative Arts

Physical Development

Day 5 Demonstrate active listening, take turns ecognize and name lowercase letters, R say whether a sound is an environmental or a speech sound, listen to sounds and name objects that make that sound, indicate when a certain sound is spoken or heard, recognize distinct letter sounds

se correct top-to-bottom, left-to-right U directionality, recognize and name lowercase letters

ecognize and name capital and R lowercase letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Work with others to solve problems

Cooperate with peers, take turns

Listen to/follow directions

ecognize that the last number spoken R is the total, combine sets to learn how many in all by counting, verbally count a set of 1–15 objects, connect numerals to quantities

ompare capacity of two containers, C sort objects by size

rder numbers, count backward, O verbally count 1–15

osition an object for use, placement, or P release, verbally count 1–15

Move and place body to perform tasks

Repeat words

Oral Language

Science

T ake turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Listen to/follow directions, take turns bserve, investigate, describe and O discuss the characteristics of organisms to their environment, compare differences and similarities of animals

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Songs

Children sort animals by land and water.

Compare and describe different animal eggs.

Children engage in animal walks.

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Unit 6: Week 34: Day 1

LANGUAGE & LITERACY

Focus: Letter y and Introduce 13

Objective: Children learn new words.

Materials:

Grouping: Whole class, small group

• Sound Around Box (Vol. 1, pp. 48–49) • Objects/Pictures Beginning with Letter u: Umbrella, Uniform, Utensil, Unicorn, Umpire • Student App: Sound Around Letters u

Learn New Words 1. Review u and its sound. 2. Point to the Sound Around Box and say: Let’s pretend this is an underwater treasure chest. Let’s explore and see what we find.

We’re Learning: Listen to/follow directions

3. Gather items or pictures to show new vocabulary with u words. Place in Sound Around Box.

Use correct top-to-bottom, left-to-right directionality, recognize and name lowercase letters

4. Children take turns and take item from box. Have child name item or allow the class to answer.

Demonstrate active listening, ask and respond to questions

5. Have you seen this before? What can you tell me about it?

Notice and attach meaning to visual information

6. Write the word on the side of the Sound Around Box. Repeat with each child.

Check for Understanding: Observe as children talk about the items. Do they

understand what the words mean?

Vocabulary:

Support/ELL: Talk to children about each item as you place in the Sound Around Box.

umbrella, uniform, utensil, unicorn, umpire

Enrichment: Place pictures of people, places, or things in the Sound Around Box. Have children take a picture and say a sentence about it.

READINESS & WRITING Materials:

Objective: Children develop correct habits for writing lowercase y. Grouping: Whole group, small group



Yy 

Learn Lowercase y by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of y.



slide down

Trace

y. Copy y.

Trace

Y y.

ay y y Y

•

slide down

•

Y a is for yo- yo.

•

1. Wet-Dry-Try Demonstrate the number of ys for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try.

•

My First Lowercase Book

2. Trace, Write, and Read y Children trace and copy y with pencil. Say directions: Slide down, slide down. Read sentence aloud. Children trace y with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they start the letters correctly? Support/ELL: Model that last part of lowercase y. That is what make the y different from . Enrichment: Use toy cars to make y-turns. Letter y goes down the street, make a y-turn and goes up the street.

418

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: y  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 25 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations y

Vocabulary: yo-yo, descending, slide, down

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children sort objects.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Tactile Card: 13 • 13 Big & Small Solid Color Objects in a basket (buttons, blocks, Tag Bags, markers, crayons, counters, etc.) (1 of each) • Trays for Sorting (2)

Grouping: Small group

Sort by Characteristics Multisensory Introduction: Rote count to 13 and then take turns naming, touching, and tracing 13 using the 1-2-3 Touch & Flip Cards. 1. Let’s count 13 objects then sort them into groups. 2. Take something from the basket.

We’re Learning: Take turns, use manipulatives to find a solution Recognize and name numbers, sort by color, compare size Talk about experiences/observations, speak in complete sentences Trace correctly, step by step, use helping hand to stabilize objects

Check for Understanding: Observe as children count. Can they count to 13?

Support/ELL: Use Little Pieces from 4 Squares More Squares. Children can sort them into two groups: green and not green. Enrichment: Help children sort objects using other descriptive words.

Vocabulary: 13, blue, basket, sort, objects, trays, colors

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: perch/paddle • Swimming Flippers • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary:

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Perch/Paddle

pe rch

padd l e

1. Look Say the words with Squawker: Perch means to land on a resting place. Paddle means to move by pushing water.

2. Do Have children fly around the room with Squawker and then perch on their chairs. Have Helper use swim flippers on his/her hands to paddle. Children imitate. 3. Say Some birds perch. Some birds paddle. 4. Talk Squawker says: A bird can perch on a tree branch. Where else can a bird perch? Ducks paddle their feet to move in water. What other animals paddle? Closing: Sing “Letters Together Make Words.”

perch, paddle, swimming flippers, fly, move

Check for Understanding: Observe as children perch and paddle. Are they  moving accurately? Support/ELL: Show pictures of other animals that paddle. Enrichment: Discuss. Name other birds that perch or paddle.

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Unit 6: Week 34: Day 2

LANGUAGE & LITERACY

Focus: Letter j and Introduce 14

Objective: Children think of a topic and write about it.

Materials:

Grouping: Whole group, Small group

• • • • • •

Make a Topic Choice Multisensory Introduction: Sing and move (fly, grow, swim, swing) to “That Would Be Me!” 1. Review j and its sound.

Flip Crayons Paper Easel or Dry Erase Board, Marker Various Clothes and Props for Dramatic Play PreKTT Resources: “That Would Be Me!” Student App: Sound Around Letters j

We’re Learning:

2. Ask children what kind of job they want when they grow up (e.g., judge, jeweler, juggler, jet pilot, jockey, etc.).

Choose topics and generate ideas about which to write, recognize and name lowercase letters

3. Write ideas on easel or dry erase board. 4. Have children draw what they want to be. Write what they say they want to be on their paper.

Check for Understanding: Observe as children draw what they want to be when  they grow up. Can they explain their choices and why they made them? Support/ELL: Read books or show pictures about different jobs such as Mat Man Hats. Enrichment: Have children engage in dramatic play with different job choices.

Dictate labels for pictures, share drawings and writing with other Learn words linked to content, communicate thoughts with words, share opinions and ideas

Vocabulary: judge, jeweler, juggler, jockey, job

READINESS & WRITING Materials:

Objective: Children develop correct habits for writing lowercase j. Grouping: Whole group, small group

Jj 



Learn Lowercase j by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of j.

dot

Dots for you!

down Trace j. Copy j.

J aj j j •

•

Trace

•

J j.

•

turn

•

j •

J a is for jeans. 1. Wet-Dry-Try Demonstrate the number of js for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. •

•

My First Lowercase Book

2.Trace, Write, and Read j My First Lowercase Book: Finger trace j. Name image. Children trace and copy j with pencil. Say directions: Down, Turn, Dot. Read sentence aloud. Children trace j with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they start the letters correctly? Support/ELL: Demonstrate j on the Magnetic Lowercase & Blackboard Set. Emphasize the descending part. Enrichment: Have children sort jellybeans by color. Make a class bar graph.

420

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Descending  Magnetic Letter: j  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 26 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try j

Vocabulary: jeans, lowercase, capital, descending, dot

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children compare weight using heavy and light.

• 1-2-3 Touch & Flip cards (Vol. 1, pp. 82–83)  Animal Cards: 1–14 • Tag Bags (Vol. 1, pp. 88–89) • Clear Containers (2 per pair) • Pairs of Heavy and Light Items (make sure paired items are about the same size)

Grouping: Whole group, pairs

We’re Learning: Take turns, listen to/follow directions

Compare Weight Using Heavy & Light Multisensory Introduction: Rote count to 14 and then have children take turns naming, touching, and tracing of 14 using the 1-2-3 Touch & Flip Cards. 1. We are going to hold things to learn about weight. Place two containers on the table. In one container count and place 14 Tag Bags. Leave the other container empty.

Compare using heavy/light, verbally count 1–15

2. This container is light. Pass around the empty container. This container is heavy. Pass around the container with Tag Bags.

Trace correctly, step by step

3. Have pairs of children repeat with different objects.



Check for Understanding: Observe as children describe objects. Do they appropriately use the words “heavy” and “light?”

Vocabulary: 14, heavy, light, weight

Support/ELL: Have children preview the objects before the activity by touching and playing with them. Enrichment: Help children understand that objects of the same size are not necessarily the same weight (e.g., marshmallows and lug nuts).

SOCIAL STUDIES Materials: • Photograph from Home of Child as a Baby (1 per child) • Photograph from Home of Teacher as a Baby

Objective: Children connect life events by comparing themselves to their baby pictures. Grouping: Whole group

Compare Baby Pictures 1. Have children bring their baby picture to the group.

We’re Learning: Take turns, listen to/follow directions Connect life to events, time, and routines, sequence events in time, use language associated with the passing of time Sequence life events

2. We are going to show how we’ve grown! (Little, Medium, Big). 3. When you were born, you were very little. Now, you have grown a lot! You will still grow a lot more. 4. Show children your baby picture. Model describing how you’ve grown and changed. Then I was small, now I am big. Then I could only cry, now I can talk. 5. Have children take turns sharing their pictures.

Vocabulary: grow, born, little, small, big, talk

Check for Understanding: Observe as children share their pictures. Can they  identify ways that they are different now? Support/ELL: Preview the activity by discussing what babies are like (only drink milk, cry, can’t walk, etc.). Enrichment: Have children draw what they think they will look like when they are grown up.

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Unit 6: Week 34: Day 3

LANGUAGE & LITERACY

Focus: Letter p and Review 14

Objective: Children differentiate between real and make-believe.

Materials:

Grouping: Whole group, Small group

1. Review p and its sound. Pretend starts with p.

• Informational Picture Book (with photographs) about Pigs • The Three Little Pigs, Books All Year (Vol. 1, pp. 102–105) • Student App: Sound Around Letters p

2. Let’s look at two books. Can you tell which is about real things and which are pretend?

We’re Learning:

Distinguish Real from Make-Believe

3. Show pictures from an informational book. Do these pictures look real or pretend? Tell me some information you learned from this book. What did you learn? 4. Read and show pictures from The Three Little Pigs. Do real pigs wear clothes? Can real pigs talk? This story is pretend. 5. Show other pictures from The Three Little Pigs. Ask children to point out things that real pigs could not do that the pretend pigs in the story do. 6. Repeat with other books.

Demonstrate active listening, attend to simple tasks Recognize and name lowercase letters, recognize distinct letter sounds, identify parts of stories that are real and not real, listen to gain and share information

Vocabulary:



Check for Understanding: Observe as children listen to the stories. Are they able to identify the difference between real and make-believe?

real, pretend, pictures, books, pigs, clothes, information, learned

Support/ELL: Use other books to show real v. make-believe. Enrichment: Make a T-chart showing characteristics of real and make-believe pigs in the story.

READINESS & WRITING Materials:

Objective: Children develop correct habits for writing lowercase p. Grouping: Whole group, small group

 2

Learn Lowercase p by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Pp.

p. Copy p.

Trace

P p.

P ap p p •

•

P au pp i es 1. Wet-Dry-Try Demonstrate the number of ps for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. •

•

around bump

swim up and over

dive down Trace

•

p •

•

p •

play. •

My First Lowercase Book

2. Trace, Write, and Read Pp My First Lowercase Book: Finger trace Pp. Name image. Children trace and copy p with pencil. Say directions: Dive down, Swim up and over, Around bump. Read sentence aloud. Children trace Pp with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page. Read sentence aloud. Children trace Pp with pencil.

Check for Understanding: Observe as children trace and copy letters. Did they  start the letters correctly? Support/ELL: Demonstrate the dive down and swim up stroke with your body first. Enrichment: Have children write P and p on lines and compare placement

422

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Descending  Magnetic Letter: p  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 27 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations p

Vocabulary: puppies, play, dive, swim, bump

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children combine sets of objects to find the total.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Counters Cards  Animal Cards – Tactile Side

Grouping: Small group

We’re Learning: Work with others to solve problems Recognize that the last number spoken is the total, combine sets to learn how many in all by counting, verbally count 1–15 objects, connect numerals to quantities

Combine Sets 1. Review 14 through rote counting and then combine sets to make 14.

2. Show the 10 and 4 Counter Cards (squares side).

3. How many orange squares are here? (10) How many red squares are here? (4) How many squares are there in all? (14) There are 14 squares in all. That’s the total. Show the tactile side of the 14 Animal Card. 4. Repeat with other Counter Cards pairs that total 14 then other previously learned numbers.

Check for Understanding: Observe as children count the squares. Do they count  each set correctly?

Repeat words

Vocabulary:

Support/ELL: If children have difficulty with higher numbers, have them combine sets using lower numbers.

14, count, squares, total

Enrichment: Have children rote count to 30.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: clawed/webbed • Wood Pieces  Big Lines (1 per child) • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary:

Objective: Children learn two adjectives, say them in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Clawed/Webbed

clawed

webbed

1. Look Say the words with Squawker: Clawed means having sharp nails on fingers or toes. Webbed means having connected skin between fingers or toes. 2. Do Have each child wrap their fingers around a Big Line from the Wood Pieces as if they are clawed. Have children squeeze the webbed skin between their thumb and index finger. 3. Say Some birds have clawed feet. Some birds have webbed feet. 4. Talk Squawker says: Some birds have clawed feet. What other animals have clawed feet? Webbed feet help animals swim. What other animals have webbed feet? Closing: Sing “Letters Together Make Words.”

birds, clawed, webbed, sharp, nails, fingers, toes, connected, skin, animals, water



Check for Understanding: Observe as children hold the Big Line. Are they accurately demonstrating clawed and webbed? Support/ELL: Encourage children to talk about experiences with clawed and webbed animals. Enrichment: Discuss. Animal claws are sharp. How does an animal use its claws?

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423

Unit 6: Week 34: Day 4

LANGUAGE & LITERACY

Focus: Letter r and Number 15

Materials:

Objective: Children retell a story using classroom play materials. ™

• Line It Up (Vol. 1, pp. 50–51)  Story Cards: Ready for Robins • Stuffed Toy Bird • Items to Make a Bird Nest • Student App: Sound Around Letters r • PreKTT Resources: “Leaves and Branches, Trunk and Roots”

™

Grouping: Pairs

Represent Events in a Story Multisensory Introduction: Sing “Leaves and Branches, Trunk and Roots.” 1. Introduce r and its sound. A robin is a type of bird and starts with r. 2. Read “Ready for Robins.”

Ready for Robins Story

Cards.indd 1 12/4/17 3:41 PM

3. Share the blocks, baskets, or other play materials. Can you make a home for the birds?

We’re Learning:

4. Invite each child to play with one of the parent birds. What could the parents say to each other? What will they do next? 5. Have children add eggs, other birds, etc. to continue the story. 6. Encourage children to play out the story.

Check for Understanding: Observe as children act out a story. Are they telling  the story with words, play or both?

Recognize that stories and events can be documented in print, pictures and play, identify the beginning, middle, end of a story, order events in a story, re-enact a story or event Use new words linked to content being taught, communicate thoughts with words

Support/ELL: Use another toy bird to ask questions and encourage participation.

Vocabulary:

Enrichment: Add unexpected character to the robin’s nest (e.g., Squawker, squirrel, etc.).

chick, fact, hatch, next, predict, robin

READINESS & WRITING Materials:

Objective: Children develop correct habits for writing lowercase r. Grouping: Whole group, small group

 2

Learn Lowercase r by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Rr.

RE D

dive down

Trace

swim up and over

r. Copy r.

ar r r R

•

Trace •

R r.

R a

1. Wet-Dry-Try Demonstrate the number of rs for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. 28

•

for •

•

red.

•

My First Lowercase Book

2. Trace, Write, and Read Rr My First Lowercase Book: Finger trace Rr. Name image. Children trace and copy r with pencil. Say directions: Dive down, Swim up and over. Read sentence aloud. Children trace Rr with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Support/ELL: Practice dive down and swim up strokes using Wet-Dry-Try. Enrichment: Have children draw their favorite red item and color using red crayons.

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letter: r  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 28 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try r

Vocabulary: red, dive, down, swim, up, over

424

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children compare the capacity of containers.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Cards: 1–15 • Measuring Cups (1 cup and ¼ cup) • Grapes or Object of Similar Size • Containers of Different Sizes

Grouping: Pairs

We’re Learning:

1. Place the measuring cups on the table. Today we will fill some measuring cups. Let’s figure out which ones hold more and which ones hold less.

Cooperate with peers, take turns Compare capacity, sort objects by size Position an object for use, placement, or release, verbally count 1–15

Vocabulary: 15, fill, containers, cup, dump, fit, holds less, holds more

Compare Capacity Using More & Less Multisensory Introduction: Rote count to 15 and then have children take turns naming, touching, and tracing 15 using the 1-2-3 Touch & Flip Cards.

2. Count and place 15 grapes in the 1 cup measuring cup. Do the grapes fit? Yes, 1 cup holds 15 grapes. 3. Dump the grapes into the ¼ cup. Do the grapes fit? No! The ¼ cup holds less than the 1 cup. 4. Repeat activity with other objects (e.g., dried lima beans, marshmallows, prunes, etc.) and containers.

Check for Understanding: Observe as children choose and fill containers. Can  they tell which hold more or less? Support/ELL: Use containers that are very different in size to begin. Enrichment: Compare a tall, narrow container with a short, wide container.

SCIENCE Materials:

Objective: Children match animals and their body parts.

• Images of Animals: Duck, Mole, Whale, Monkey • Images of Body Parts from Animals: Webbed Foot (Duck), Claws (Mole), Fin (Whale), Hand (Monkey) • Pocket Chart

Grouping: Small group

We’re Learning: Listen to/follow directions, take turns Observe, investigate, describe and discuss the characteristics of organisms to their environment, compare differences and similarities of animals

Vocabulary: animals, body parts, match

Match Animals to Body Parts 1. We have legs so we can run! What else can we do with our legs (kick, swim, jump)? 2. Animals have different body parts that let them do different things. Let’s see if we can match each animal with its body part. 3. Place images of animals on the pocket chart. Give each child a body part image. 4. Point to the first animal on the pocket chart. This is a whale. What do whales do (swim, eat krill, surface for air)? 5. Show us your picture if you think you have a body part that would help a whale swim. Repeat with remaining animals.

Check for Understanding: Observe as children discuss each animal. Can they

describe its characteristics?

Support/ELL: Have children pretend to be each animal before discussing its characteristics. Enrichment: Have children discuss images of animals with different body parts such as hooves or wings.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

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Unit 6: Week 34: Day 5

LANGUAGE & LITERACY

Focus: Letters y, j, p, r, n, and Review 15 Objective: Children distinguish between a variety of environmental and speech sounds.

Materials:

Grouping: Whole group, small group

• PreKTT Resources: “Hurry Burry” • Student App: Sound Around Letters n

Identify the Sound We’re Learning:

1. Review n and its sound. 2. Children close their eyes and listen to “Hurry Burry.”

Demonstrate active listening, take turns

3. Pause song and ask: What sounds did you hear? What made those sounds?

Recognize and name lowercase letters, say whether a sound is an environmental or a speech sound, listen to sounds and name objects that make that sound, indicate when a certain sound is spoken or heard, recognize distinct letter sounds

4. Play “Hurry Burry” again to see if children hear new sounds. 5. Repeat beginning sound with n animal names (narwhal, newt, nightingale, nurse shark). Have children make animal sounds when applicable.



Check for Understanding: Observe as children listen and sing the sounds and words. Are they able to tell the difference between words and sounds?

Vocabulary:

Support/ELL: Make a familiar sound and ask what it is (e.g., bark: dog). Enrichment: Have children close eyes and other children make sounds. Guess the sounds.

narwhal, newt, nightingale, nurse shark

READINESS & WRITING Objective: Children develop correct habits for writing lowercase n.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letter: n  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 29 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations n

Learn Lowercase n by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Nn.



Nn dive down

Trace

swim up and over

n. Copy n.

an n n N

•

Trace

•

N n.

•

down

•

N a is for n et.

•

My First Lowercase Book

2. Trace, Write, and Read Nn My First Lowercase Book: Finger trace Nn. Name image. Children trace and copy n with pencil. Say directions: Dive down, Swim up and over, Down. Read sentence aloud. Children trace Nn with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they start

the letters correctly? Support/ELL: Practice air writing Nn first.

Vocabulary:

Enrichment: Review the correct formation of letters y, j, p, r, and n.

net, dive, down, small

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children count forward and backward 1 to 15.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Counter Cards: 1–15

Grouping: Whole group

Count Forward & Backward 1. Let’s put numbers in order and count.

We’re Learning: Listen to/follow directions Order numbers, count backward, verbally count 1–15 Move and place body to perform tasks

2. Give each child a Counter Card. Keep number 1 for yourself. Have children look at the number side. I have 1. Place the card in front of you. What comes after 1? 3. Who has 2? Have the child place it next to 1. Continue to 15.

Vocabulary:

4. Now, let’s count together. Point to each number as you count.

15, in order, count, backward

5. We can count backward. Let’s all count. Point to each number as you count.

6. Have children stand and walk forward and backward as they count 15 steps aloud.

Check for Understanding: Listen as children say which number comes next.  Can children say the correct number? Support/ELL: Verbally count together to 15 to help children see what number comes next. Enrichment: Under each card, have children place the correct number of counters.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: parrot/rainforest • Spray Bottle with Water • Globe • PreKTT Resources: “Letters Together Make Words"

Grouping: Whole group

We’re Learning:

2. Do Have Helper spray water mist in the air while children fly around like parrots.

Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: parrot, rainforest, bird, repeat, people, say, hot, wet, place, plants, nuts, seeds, fruit

Q & A with Nouns: Parrot/Rainforest

p a r rot

r a in fo r e s t

1. Look Say the words with Squawker: A parrot is a kind of bird that can repeat what people say. The rainforest is a hot and wet place with many plants. 3. Say Where does a parrot live? A parrot lives in the rainforest. 4. Talk Squawker says: A parrot eats nuts, seeds, or fruit. How does a parrot eat its food? Snakes live in the rainforest. What other animals live in the rainforest? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children ask and answer questions.  Can they identify where a parrot lives? Support/ELL: Show children where the Amazon is located on a globe. Enrichment: Discuss. The Amazon runs through the country of Brazil. What language is spoken in Brazil? (Portuguese.)

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

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Unit 6: Week 35 At-A-Glance

Focus: Letters m, h, b, Letter Review, and Math Review Children review lowercase letters and learn how to form/write lowercase letters through hands-on activities. An introduction to and application of numbers 16–18 with a review of math concepts are covered in Math. Science, Social Studies, and Oral Language focus on characteristics of animals.

Day of the Week Language & Literacy

Day 1 Listen to/follow directions se correct top-to-bottom, left-to-right U directionality, recognize and name lowercase letters Demonstrate active listening, ask and respond to questions otice and attach meaning to visual N information

Readiness & Writing

Numbers & Math

Take turns, work with others to solve problem ecognize distinct sounds, recognize R that stories and events can be documented in print, pictures, and play se new words linked to content being U taught, share opinions and ideas Participate in imaginary and dramatic play

ecognize and name capital and R lowercase letters, recognize distinct letter sounds

Hold a tool with proper grip to write

T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

L isten to/follow directions, use manipulatives to find a solution

Listen to/follow directions, attend to simple tasks, take turns

Use uniform objects (nonstandard units) to measure, verbally count a set of 1–20 objects

Recognize and name written numerals, verbally count a set of 1–20 objects, connect numerals to the quantities they represent

Position an object for use, placement, or release

Oral Language, Science, or Social Studies

Day 2

Oral Language Take turns, remain engaged, listen to/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Position an object for use, placement, or release Science Take turns escribe life cycle of organisms, match D baby animals to parent animals using vocabulary

Technology

Songs

Suggestions for 3-Year-Olds

Children act out animal stories.

Discuss and match animals and their babies.

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals Language/ Communication

Approaches to Learning/SocialEmotional Learning

Emergent Literacy

Emergent Writing

Day 3 emonstrate active listening, remain D engaged, listen to/follow directions ecognize and name lowercase letters, R recognize distinct letter sounds, order the events in story, listen to learn what happened in a story, enjoy books and reading activities

Mathematics

Science

Social Studies

Day 4 Demonstrate active listening ecognize and name lowercase letters, R say whether a sound is environmental or speech sound, listen to sounds and name objects that make that sound, indicate when a certain sound is spoken or heard, recognize distinct letter sounds

Creative Arts

Physical Development

Day 5 Take turns, demonstrate active listening, listen to/follow directions Recognize and name letters in own name Isolate index finger to point

emonstrate active listening by D attending to stories and instruction, talk about experiences/observations, retell story ecognize and name capital and R lowercase letters, recognize distinct letter sounds

ecognize and name capital and R lowercase letters, recognize distinct letter sounds

Hold a tool with proper grip to write

T race correctly, step by step, develop fill-in coloring skills, color and draw creatively

ttend to simple tasks, take turns, A cooperate with peers

L isten to/follow directions, attend to simple tasks, use manipulatives to find a solution

Use manipulatives to find a solution, take turns

Represent data using concrete objects in a simple graph, verbally count a set of 1–20 objects, compare using more and fewer, compare using long and short Position an object for use, placement, or release Oral Language

ecognize and name written numerals, R verbally count a set of 1–20 objects, connect numerals to the quantities they represent osition an object for use, placement, P or release Science

Take turns, remain engaged, listen to/follow directions

Listen to/follow directions

Represent data using pictures in a simple graph, verbally count a set of 1–30 objects, compare using more and fewer, compare using long and short Position an object for use, placement, or release Oral Language Take turns, remain engaged, listen to/follow directions

Understand print has meaning

ompare differences and similarities C of animals

Understand print has meaning

epeat words, say sentences, R demonstrate understanding of word meaning

Represent data using pictures in a simple graph, compare using long and short

epeat words, say sentences, R demonstrate understanding of word meaning

Compare using more and less Songs

Songs

Children make paper bag animals.

Children make a graph of favorite class pet.

Children stamp animal tracks.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

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Unit 6: Week 35: Day 1

LANGUAGE & LITERACY

Focus: Letter m and Introduce 16

Objective: Children will identify lowercase letters and compare to capitals.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Capital, Small  Magnetic Letters: m  Chalk • Student App: Sound Around Letters m

Children Identify & Compare m 1. Prepare the Magnetic Lowercase & Blackboard Set with the magnetic Capital Hand and write  with chalk. Place magnetic Small Hand and m.

We’re Learning:

2. Look and Learn Capital letters are all the same size. Lowercase letters can be different sizes: small, tall, or descending. Lowercase m is a small lowercase letter. 3. Hand Activity Show children how to move their hands to indicate capital  and lowercase m. 4. Name and Say Ask children: What sound does m make? What starts with letter m?



Check for Understanding: Observe as children name and say the sound. Do they recognize the lowercase letter has the same sound as the capital partner? Support/ELL: Prompt children with the sound before asking the name of the letter.

Listen to/follow directions

Use correct top-to-bottom, left-to-right directionality, recognize and name lowercase letters

Demonstrate active listening, ask and respond to questions

Notice and attach meaning to visual information

Vocabulary: capital, lowercase, letter, hand activity, small

Enrichment: Have children take turns placing the Magnetic Hands and letters on the double lines.

READINESS & WRITING Objective: Children develop correct habits for writing lowercase m.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letter: m  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 30 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try m



Learn Lowercase m by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of m.

start with n

Trace

swim up and over

m. Copy m.

M a mm m

•

Trace

M m.

•

down

•

M a is for moon. 1. Wet-Dry-Try Demonstrate the number of ms for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. 2. Trace, Write, and Read m Children trace and copy m with pencil. Say directions: Start with n, Swim up and over, Down. Read sentence aloud. Children trace m with pencil. •

•

My First Lowercase Book

We’re Learning:

Recognize and name letters, recognize distinct letter sounds



Hold a tool with proper grip to write

Support/ELL: Highlight the dive down stroke of the m and help children retrace as they swim up.

Vocabulary:

3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Enrichment: Have children rainbow write m with colored pencils.

430

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

moon, swim, up, over, down

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children use non-standard units to measure.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Card – Tactile side: 16 • Tag Bags (Vol. 1, pp. 88–89)  Numbers: 1–16

Grouping: Whole group, small group

We’re Learning:

1. Choose a classroom object to measure. Have children place Tag Bags in a row next to the object. After measuring, sing the below song: Tune: “I Saw Three Ships” To know how long a bookcase is, We measure it. We measure it. To know how long a bookcase is, We lay our bags right beside it.

Listen to/follow directions, use manipulatives to find a solution Use uniform objects (nonstandard units) to measure, verbally count a set of 1–20 objects Position an object for use, placement, or release

Use Nonstandard Units to Measure Multisensory Introduction: Rote count to 16 and then take turns naming, touching, and tracing 16 using the 1-2-3 Touch & Flip Cards.

2. Repeat with other objects/people. NOTE: The complete lyrics of the song are located in the Tag Bags Activity Booklet.

Check for Understanding: Observe as children measure. Do they line them

Vocabulary: 16, long, beside, row, between, length

up correctly?

Support/ELL: Help children count the total. Enrichment: Use other nonstandard items to measure (e.g., Little Pieces from 4 Squares More Squares).

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: move/count • Toy Animals • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Move/Count

mov e

cou nt

1. Look Say the words with Squawker: You move by passing to another place. You count by finding the total number.

2. Do Have children move toy animals into groups. Count the number of toy animals in each group. 3. Say We move toy animals. We count toy animals. 4. Talk Squawker says: We move toys. What else can we move? We count the toys in a group. What else can we count? Closing: Sing “Letters Together Make Words.”

Vocabulary: move, count, pass, total, place, finding, total, number, toy, animals

Check for Understanding: Observe as children discuss move and count. Do they

understand the words?

Support/ELL: Provide visual prompts to children and assist with physical prompts as needed. Enrichment: Discuss. Sometimes people move to different locations. It can be exciting to learn about a new setting. Has your family ever moved locations?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

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Unit 6: Week 35: Day 2

LANGUAGE & LITERACY

Focus: Letter h and Number 16

Objective: Children tell a story through dramatic play.

Materials:

Grouping: Small group

1. Review h and its sound. Hat begins with h.

• Mat Man Hats by Jan Olsen • Hats/Props for Various Professions (hard hat or tools for builders) • PreKTT Mat Man Books: Mat Man Hats • Student App: Sound Around Letters h

2. We are going to act out a story. Read Mat Man Hats by Jan Olsen. Share favorite jobs from the book.

We’re Learning:

Retell through Play

3. Introduce a few hats from different jobs. Let children try them on.

Take turns, work with others to solve problem

4. Next, help children decide on a storyline and select roles. If they are builders, they might build a tree house.

Use new words linked to content being taught, share opinions and ideas

Participate in imaginary and dramatic play

5. Talk about what each person will do before beginning to play. Ask questions to help them decide what to do next. 6. After play ends, talk about what happened. Repeat this play scenario over a few days.



Check for Understanding: Observe as children tell the story through dramatic

Vocabulary: builder, hammer, astronaut, firefighter

play. Do they understand the storyline?

Support/ELL: Select a story or nursery rhyme that is very familiar. Have children re-enact story. Enrichment: Write a class story then retell the story through dramatic play.

READINESS & WRITING Objective: Children develop correct habits for writing lowercase h.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Tall  Magnetic Letters: h  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 31 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations h

Learn Lowercase h by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Hh.



Hh 3

dive down

Trace

h. Copy h.

Trace

H h.

swim up and over

ah h h H

•

ae H

•

1. Wet-Dry-Try Demonstrate the number of hs for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try.

•

down

•

hops. •

h •

My First Lowercase Book

2. Trace, Write, and Read Hh My First Lowercase Book: Finger trace Hh. Name image. Children trace and copy h with pencil. Say directions: Dive down, Swim up and over, Down. Read sentence aloud. Children trace Hh with pencil.

We’re Learning:

3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Recognize and name letters, recognize distinct letter sounds

Use art as a form of creative expression

Check for Understanding: Observe as children trace and copy letters. Did they

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

start the letters correctly?

Support/ELL: Pretend to climb up a ladder to a high diving board. Diver letter h starts high. Enrichment: Have children write numbers in boxes for hopscotch.

432

Vocabulary: he, hops, dive, down

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children count a set of objects.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Cards: 1–16  Counter Cards: 1–16

Grouping: Small group

We’re Learning: Listen to/follow directions, attend to simple tasks, take turns Recognize and name written numerals, verbally count a set of 1–20 objects, connect numerals to the quantities they represent Position an object for use, placement, or release

Count a Set of Objects 1. Give each child an Animal Card, but tell them to position it so they see the number. 2. Hold up a Counter Card. (16.) 3. Let’s count squares. Who has a card with 16?

4. Place the 16 Animal Card below the Counter Card. Let’s check to see if 16 is the right number. Flip the Counter Card. Do the numbers match? 5. Repeat with the other cards.

Check for Understanding: Observe as children count. Can they count the total?

Support/ELL: Have children match the animals to the number cards first as a group.

Enrichment: Mix the cards and have children match Animal Card numbers with the correct Counter Cards.

Vocabulary: 16, count, order, match

SCIENCE Materials:

Objective: Children match parents to their offspring and describe their similarities.

• Are You My Mother? by P.D. Eastman • Separate Images of Animal Parent and Baby (lion/cub, dog/puppy, cow/calf, etc.). • Pocket Chart

Grouping: Small group

Match Animal Parents to Their Offspring 1. Read aloud Are You My Mother? by P.D. Eastman. 2. Do you think all animal babies look like their parents? Let’s look at some pictures and see if we can match the parent to its baby.

We’re Learning: Take turns Describe life cycle of organisms, match baby animals to parent animals using correct terms and vocabulary

3. Display each parent animal picture on the pocket chart. 4. Pass out baby animal pictures to children. Point to the first parent animal. This is a lion parent. Show us your picture if you think you have the lion parent’s baby. 5. As a group, discuss their similarities (fur, claws, round ears, etc.).

Vocabulary:

6. Repeat with each animal.

parent, baby, animal, match, like

Check for Understanding: Observe as children identify their baby animal’s parent.  Can they make a correct match? Support/ELL: Preview activity by discussing how children look like their parents. Enrichment: Show children pictures of animals that look different as parents and babies (caterpillar and butterfly) and discuss.

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

433

Unit 6: Week 35: Day 3

LANGUAGE & LITERACY

Focus: Letter b and Introduce 17

Objective: Children retell a story with pictures.

Materials:

Grouping: Whole group, small group

• Goldilocks and the Three Bears (Vol. 1, p. 97–101) • Student App: Sound Around Letters b

Goldilocks and the

Retell a Story

T hree Bears

1. Review b and its sound.

We’re Learning:

2. First, I’ll read a story. Then, I’ll say it in my own words. Listen carefully in case I need your help. 3. Read Goldilocks and the Three Bears. 4. Now, I’m going to tell you the story again with reading the words. Listen. If I say something wrong, raise your hand!

Demonstrate active listening, remain engaged, listen to/follow directions

Recognize and name lowercase letters, recognize distinct letter sounds, order the events in story, listen to learn what happened in a story, enjoy books and reading activities

Demonstrate active listening by attending to stories and instruction, talk about experiences/observations, retell story

5. As you retell the story, change the characters or setting. 6. Every time children catch you, say: You caught me! What really happens next? Encourage children to show the picture from the book.

Check for Understanding: Observe as children retell the story. Can they retell

it accurately?

Support/ELL: Use “Isabel’s Birthday” story cards from Line It Up. Point to different parts of the story.

Vocabulary: bears, three, words from book

Enrichment: Read a different story and have children retell it through dramatic play.

READINESS & WRITING Objective: Children develop correct habits for writing lowercase b.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Tall  Magnetic Letters: b  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 32 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try b

 2

Learn Lowercase b by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Bb.

dive down

Trace

b. Copy b.

Trace

B b.

swim up and over

B ab b b

•

B au bb les

•

1. Wet-Dry-Try Demonstrate the number of bs for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. 32

•

around bump

b •

•

b urst. •

My First Lowercase Book

2. Trace, Write, and Read Bb My First Lowercase Book: Finger trace Bb. Name image. Children trace and copy b with pencil. Say directions: Dive down, Swim up and over, Around bump. Read sentence aloud. Children trace Bb with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe children trace and copy letters. Did they start

We’re Learning:

Recognize and name letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

the letters correctly?

Support/ELL: Start b with a letter h and then turn h into b. Letter b starts high like letter h. Enrichment: Have children pop bubbles using only a thumb, and pointer finger.

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Vocabulary: bubbles, burst, dive, down, swim

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children place objects in a simple graph to answer questions.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Card – Tactile side: 17 • Pictures of a Bear, Bird, and Beaver • Three-Row Horizontal Graph labeled with a Bear, Bird, and Beaver • Bear, Bird, and Beaver Stickers or Clip Art

Grouping: Whole class

We’re Learning:

2. Show children a picture of a bear, bird and beaver. Talk about what they notice (size, color) and what they like about each. Have children choose their favorite.

Attend to simple tasks, take turns, cooperate with peers Represent data using concrete objects in a simple graph, verbally count a set of 1–20 objects, compare using more and fewer, compare using long and short Position an object for use, placement, or release

Graph with Objects Multisensory Introduction: Rote count to 17 and then take turns naming, touching, and tracing 17 using the 1-2-3 Touch & Flip Cards. 1. What is the class favorite? Bear, bird or beaver?

3. It’s time to make a graph. A graph will show us which animal our class likes best. Children place their animal (stickers or clip art) in three horizontal rows. Compare the rows using: more, fewest, longest, shortest. 4. Have children find which animal their class liked best. Which row is longest? The longest row shows the favorite animal.

Check for Understanding: Observe as children place their animal on the graph.  Can they tell which is the class favorite? Support/ELL: Use three colors from Little Pieces from 4 Squares More Squares. Have children make rows and discuss which is longest.

Vocabulary: 17, compare, fewest, longest, more, shortest, bear, bird, beaver

Enrichment: Add four or five rows to the class graph.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: more/less • Counter Bears • PreKTT Resources: “Letters Together Make Words”

Vocabulary: more, less, opposites, animals, group

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: More/Less

mo r e

less

1. Look Say the words with Squawker: More and less are opposites. They describe how much we have. 2. Do Have Helper pass out the counter bears. Give more bears to one group. Give less to another group. 3. Say We have more. We have less. 4. Talk Squawker says: Some groups have more animals that live together. What other groups of animals live together? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss more and less. Do children  accurately identify these words? Support/ELL: Use few objects to group into two different groups. Enrichment: Compare different manipulative buckets and discuss which has more or less.

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Unit 6: Week 35: Day 4

LANGUAGE & LITERACY

Focus: Letter p, r, n, m, h, and b and Review 17

Materials:

Objective: Children distinguish between a variety of environmental and speech sounds.

• PreKTT Resources: “Hurry Burry”

Grouping: Whole group, small group

We’re Learning:

Identify the Sound 1. Review p, r, n, m, h, and b and their sounds. 2. Close your eyes and listen to “Hurry Burry.”

Demonstrate active listening

3. Pause song as needed. 4. What sounds did you hear? What made those sounds? 5. Play “Hurry Burry” again to see if children hear new sounds. 6. Say words and those sounds that begin with p, r, n, m, h, and b (pig, rooster, nightingale, mice, hawk, and bear).

Vocabulary:

Check for Understanding: Observe as children listen and sing the sounds and words. Are they able to tell the difference between words and sounds?

pig, rooster, nightingale, mice, hawk, bear

Support/ELL: Use children’s names for support of the sounds of p, r, n, m, h, and b. Enrichment: Have children clap when they hear the beginning of a word with a given letter p, r, n, m, h, and b.

READINESS & WRITING Objective: Children develop correct habits for writing p, r, n, m, h, and b.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands  Magnetic Letters: p, r, n, h, b  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 33 • Pencils for Little Hands • PreKTT App: Letter & Number Formations p, r, n, m, h, b

Review p, r, n, m, h, & b by Tracing & Copying

p r n m h b

Diver Letters

p r n m h b

Start on the dot. Trace each letter. •

1. Trace and Write p, r, n, m, h, b My First Lowercase Book: Say the directions as children trace with pencil: p: Dive Down, Swim Up and Over, Around Bump r: Dive Down, Swim Up and Over n: Dive Down, Swim Up and Over, Down m: Start With n, Swim Up and Over, Down h: Dive Down, Swim Up and Over, Down b: Dive Down, Swim Up and Over, Around, Bump 2. Trace and Write p, r, n, m, h, b My First Lowercase Book: Children trace p, r, n, m, h, and b with pencil. •

•

p r n m h b •

•

p r n m h b •

•

My First Lowercase Book

Check for Understanding: Observe as children trace and copy letters. Did they start each letter with a stroke that dives down? Support/ELL: Use Wet-Dry-Try first to review. Enrichment: Have children find Diver Letters in the classroom.

We’re Learning:

Recognize and name letters, recognize distinct letter sounds

Use art as a form of creative expression

Hold a tool with proper grip to write Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: dive, down, swim, up, over, down

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children match numerals with objects.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Cards: 1–17  Counter Cards – Number Side: 1–17

Grouping: Small group

We’re Learning: Listen to/follow directions, attend to simple tasks, use manipulatives to find a solution Recognize and name written numerals, verbally count a set of 1–20 objects, connect numerals to the quantities they represent Position an object for use, placement, or release

Match Numerals with Objects 1. Place the Animal Card with 17 birds on the table. Give each child a Counter Card (number-side up). Point to the Animal Card. 2. Let’s play a matching game. This card shows seventeen birds. Who has the number 17? We can check. Flip the Animal Card. Do the numbers match? 3. Continue with the remaining cards.

Check for Understanding: Observe as children match. Do they identify the correct number?

Support/ELL: Have children match the animals to the number cards first as a group. Enrichment: Mix the cards and have children match Animal Card numbers with the correct Counter Cards.

Vocabulary: seventeen, count, order, match

SCIENCE Materials: • Pictures of Birds: Stork, Heron, Finch, Cardinal, Penguin, Pigeon • T-Chart Labeled “Short Legs” and “Long Legs”

We’re Learning: Listen to/follow directions Compare differences and similarities of animals Represent data using pictures in a simple graph, compare using long and short

Vocabulary: feathers, wings, long, short, more, less

Objective: Children sort, count, and compare birds by their characteristics to display in a chart. Grouping: Small group

Sort, Count & Compare Birds 1. Some birds have long legs, and some birds have short legs. Let’s sort the birds by long or short legs. Show children images of one long-legged bird and one short-legged bird, side by side. Discuss. 2. Give each child a bird image. Look at your bird. Does it have long or short legs? 3. Have children take turns sorting their birds on the T-chart. 4. Have children count aloud with you how many birds are in the “long legs” column and how many are in the “short legs” column. 5. Compare using more and less.

Check for Understanding: Observe as children sort. Can they identify differences  between long and short-legged birds? Support/ELL: Show children images of a giraffe and a hippo to compare long and short legs. Enrichment: Count how many more short legged and how many less long legged birds are in each column of the T-chart.

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Unit 6: Week 35: Day 5

LANGUAGE & LITERACY

Focus: Name Writing and Introduce 18 Objective: Children recognize their own names and their friends’ names.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Capital, Small  Magnetic Letters • PreKTT Resources: Name Cards • PreKTT Resources: “I’m Happy to See You”

Recognize Names Multisensory Introduction: Review name placement using Magnetic Lowercase & Blackboard Set. 1. Prepare

A Click Away Name Cards with children’s names.

2. Sing “I’m Happy to See You.” The child whose name is being sung should stand. As you sing, hold up the Name Card with the child’s name on it.

We’re Learning:

Take turns, demonstrate active listening, listen to/follow directions

Recognize and name letters in own name

4. Have children identify each letter in their own name.

Isolate index finger to point

Check for Understanding: Observe as children identify letters. Can they identify  the letters in their own name?

Vocabulary:

3. After singing, read the child’s name. Libba, L-i-b-b-a, Libba. Have class repeat after you.

Support/ELL: Prompt children by saying the sound of the letter before they have to name the letters in their name.

name, capital and lowercase letters, first, last

Enrichment: Have children name the letters in their friends’ names.

READINESS & WRITING Objective: Children develop correct writing habits for writing their name.

Materials:

Grouping: 1:1

1. As the child watches, write child’s name in title case, with chalk on the Magnetic Lowercase & Blackboard Set.

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • PreKTT Resources: Write Name in Title Case, Lowercase Letter Formation Chart

2. Instruct child to trace each letter with wet sponge and then dry the letter with a small crumpled up paper towel.

We’re Learning:

Write Name using Wet-Dry-Try

3. Child continues until all letters are traced with wet and dry. 4. Finally, have child trace/write their entire name with chalk.



Check for Understanding: Observe grip. Is the child holding the sponge and

chalk correctly?

Support/ELL: Add additional tracing opportunities. Use wet finger to trace letters. Enrichment: Have children write their name independently on the Blackboard or use the A Click Away Write Name in Title Case practice pages.

438

Recognize and name letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step

Vocabulary: name

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children make and analyze a pictograph.

• 1-2-3 Touch & Flip Cards

Grouping: Whole class

 Animal Card: 18 (Vol. 1, pp. 82–83) • Three-Row Horizontal Graph Labeled with a Dog, Cat, and Fish • Dog, Cat, Fish Stickers, or Clip Art

We’re Learning: Use manipulatives to find a solution, take turns Represent data using pictures in a simple graph, verbally count 1–30 objects, compare using more and fewer, compare using long and short Position an object for use, placement, or release

Vocabulary: eighteen, dog, fish, cat, fewer, longer, more, row, shorter

Review Pictographs Multisensory Introduction: Rote count to 18 and then take turns naming, touching, and tracing 18 using the 1-2-3 Touch & Flip Cards. 1. Which pet is the class favorite? Dog, cat, or fish? 2. Children take a sticker to show their choice. 3. Let’s make a graph to see the class favorite. Children take turns placing stickers on graph. 4. Have children compare the length of rows to find the class favorite. Rows are organized. Which row is longest? Which row has the most? Which has the least? The rows help us see the favorite pet.

Check for Understanding: Observe as children place stickers in the correct row.  Can they identify the class favorite? Support/ELL: Use 1-2-3 Touch & Flip Animal Cards to practice counting. Which has more? Enrichment: Give more than three choices for the pictograph.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: two/number • Toy Animals/Counter Bears • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: two, number, object, count, things, bears, hand, counter

Q & A with Nouns: Two/Number

two

1. Look Say the words with Squawker: Two is a number. A number is an object used to count things. 2. Do

Have the Helper give two animals to each child.

3. Say What is two? Two is a number. 4. Talk Squawker says: I am holding counter bears in each hand. How many do I have? Two counter bears. This is more than one. Closing: Sing “Letters Together Make Words.”



Check for Understanding: Observe as children ask and answer questions. Can they answer the questions correctly? Support/ELL: Have children find the numeral 2 in the classroom. Enrichment: Discuss. A pair means something comes in a set of two. What items come in pairs? (e.g., shoes, gloves, socks, etc.)

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Unit 6: Week 36 At-A-Glance Focus: Letters f, q , x, and z and Math Review

Children review lowercase letters and their sounds and learn how to write lowercase letters through hands-on activities. An introduction to and application of numbers 18–20 with a review of math concepts are covered in Math. Science, Social Studies, and Oral Language focus on the basic needs of animals.

Day of the Week Language & Literacy

Day 1

Day 2

Demonstrate active listening

Cooperate with peers

ecognize and name lowercase letters, R recognize distinct letter sounds, describe connections between stories, learn about a topic, explain how a story connects to personal experience

atch all capital and lowercase letters, M recognize distinct letter sounds Move and place body to perform tasks

Share opinions and ideas

Readiness & Writing

Numbers & Math

ecognize and name letters, recognize R distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Work with others to solve problems

Cooperate with peers

Recognize that the last number spoken is the total, combine sets to learn how many in all by counting, verbally count a set of 1–20 objects

Sort objects that are the same and different into groups and use language to describe similarities and differences, recognize that the last number spoken is the total, recognize shapes, can be same even if sizes differ

Repeat words

T alk about experiences/observations, use words to describe

Oral Language, Science, or Social Studies

Oral Language

Science

Take turns, remain engaged, listen to/follow directions

L isten to/follow directions, attend to simple tasks, cooperate with peers

Understand print has meaning

Sort objects by function or kind

epeat words, say sentences, R demonstrate understanding of word meaning

escribe color, size, and shape D of organisms

Technology

Songs

Suggestions for 3-Year-Olds

Children play I Spy with animals.

Children engage in sensory bin with animals.

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals Approaches to Learning/SocialEmotional Learning

Language/ Communication

Emergent Literacy

Emergent Writing

Day 3

Mathematics

Science

Social Studies

Day 4

Creative Arts

Physical Development

Day 5

Listen to/follow directions

Take turns, demonstrate active listening

Demonstrate active listening

se correct top-to-bottom, left-to-right U directionality, recognize and name lowercase letters

ecognize and name capital and R lowercase letters, break words into syllables, count the number of syllables in a word, blend syllables into a complete word, indicate when a certain sound is spoken or heard

se correct top-to-bottom, left-to-right U directionality, recognize and name letters in own first and last name, point to and name capital letters

Demonstrate active listening, ask and respond to questions Notice and attach meaning to visual information

Repeat words, say sentences

otice and attach meaning to visual N information, isolate finger to trace, use fingers to hold cards

ecognize and name letters, recognize R distinct letter sounds

Listen to/follow directions, attend to simple tasks

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

ecognize and name letters, recognize R distinct letter sounds se same hand to hold tool, hold a tool U with proper grip to write, use helping hand to stabilize papers Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Cooperate with peers

Work with others to solve problems

T ake objects away from a set to find out how many are left by counting, recognize that the last number spoken is the total, verbally count 1–20

Verbally count a set of 1–10 objects, match 1:1, verbally count 1–20

I dentify numerals, verbally count a set of 20 objects, match 1:1, verbally count 1–31, verbally count 1–20

se new words linked to content U being taught

Oral Language

Show understanding by responding appropriately Create representations of places

Science

Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Take turns Identify basic needs of animals, describe animal need for food, water, air and shelter Sort objects by function or kind

Use new words linked to content being taught

Oral Language Take turns, remain engaged, l isten/follow directions Understand print has meaning epeat words, say sentences, R demonstrate understanding of word meaning

Songs

Children stamp animal foot tracks.

Children make sock animal puppets.

Children color different animals.

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Unit 6: Week 36: Day 1

LANGUAGE & LITERACY

Focus: Letter f and Review 18

Objective: Children make connections between stories.

Materials:

Grouping: Whole class, small group

• The Rainbow Fish by Marcus Pfister, Books All Year (Vol. 1, pp. 102–105) • It’s Mine! by Leo Lionni, Books All Year (Vol. 1, pp. 102–105) • PreKTT Resources: “Dolphins Swim” • Student App: Sound Around Letters f

Make Connections between Stories Multisensory Introduction: Sing and move to “Dolphins Swim.” 1. Review f and its sound. 2. Listen to these two stories and think about how they are similar or alike.

We’re Learning:

3. Read The Rainbow Fish and read It’s Mine!. What did Rainbow Fish find out? 4. What did the three frogs find out in It’s Mine!

Demonstrate active listening

5. How were these two stories like each other? (The characters learned to share.)

Recognize and name lowercase letters, recognize distinct letter sounds, describe connections between stories, learn about a topic, explain how a story connects to personal experience

Share opinions and ideas

6. Have children say sentences with animal words that begin with f to their friends in the class. (fox, ferret, fish, falcon, fly, flounder, flying squirrel, french bulldog).



Check for Understanding: Listen to children’s responses to your questions about how the stories are similar. Are they able to make connections between the two stories? Support/ELL: Show two stories with same characters (Goldilocks and the Three Bears and Brown Bear, Brown Bear, What Do You See?). Enrichment: Read a story and have children draw another character. Discuss what they do that is the as the other character.

Vocabulary: fox, ferret, fish, falcon, fly, flounder

READINESS & WRITING Materials:

Objective: Children develop correct habits for writing lowercase f. Grouping: Whole group, small group



Learn Lowercase f by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Ff.

cross

down bump Trace

f. Copy f.

af f f F

•

Trace

•

F f.

•

F alags 1. Wet-Dry-Try Demonstrate the number of fs for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. •

•

f ly.

•

My First Lowercase Book

2. Trace, Write, and Read Ff My First Lowercase Book: Finger trace Ff. Name image. Children trace and copy f with pencil. Say directions: Up, Down, Bump, Cross. Read sentence aloud. Children trace Ff with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they

start the letters correctly?

Support/ELL: Model this letter. Left-handed children may cross f from right to left. Enrichment: Have children place the magnetic lowercase letters fly on Blackboard.

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• Magnetic Lowercase & Blackboard Set (Vol. 1, p. 76–77)  Magnetic Hands: Tall  Magnetic Letters: f  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 34 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try f

We're Learning:

Recognize and name letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: flag, fly, cross

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children combine sets of objects to find the total.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Counters Cards  Animal Cards – Tactile Side

Grouping: Small group

We’re Learning: Work with others to solve problems Recognize that the last number spoken is the total, combine sets to learn how many in all by counting, verbally count a set of 1–20 objects Repeat words

Combine Sets 1. Review 18 through rote counting and then combine sets to make 18. 2. Choose two Counter Cards with the same color squares. 3. How many orange squares are here? (10) How many orange squares are here? (8) How many squares are there in all? (There are 18 squares in all.) That’s the total. Show the tactile side of the 18 Animal Card. 4. Repeat with other Counter Cards that total 18 then other previously learned numbers.

Check for Understanding: Observe as children count the squares. Do they count

Vocabulary: 18, count, orange, squares, total

each set correctly?

Support/ELL: If children have difficulty with higher numbers, have them combine sets using lower numbers. Enrichment: Have children rote count to 30.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, p. 46–47) • Word Cards: find/sort • Toy Animals: Land and Sea • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Vocabulary: find, sort, animals, things, locating, objects, classroom

Objective: Children learn two action verbs, say the words in sentences, and use them in conversation. Grouping: Whole group

Verbs: Find/Sort

fi nd

s o rt

1. Look Say the words with Squawker: You find things by locating objects. You sort by arranging things. 2. Do Have children find toy animals in the classroom. Have children sort them into two groups of land animals and aquatic animals. 3. Say We find animals. We sort animals. 4. Talk Squawker says: We find animals. What else can we find in the classroom? We sort animals. What else can we sort? Closing: Sing “Letters Together Make Words.”

Check for Understanding: Observe as children discuss find and sort. Do they  understand the words? Support/ELL: Provide visual prompts to children and assist as needed. Enrichment: Discuss. What things in our classroom can we find and sort?

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Unit 6: Week 36: Day 2

LANGUAGE & LITERACY

Focus: Letter q and Introduce 19

Objective: Children match letters, capital to capital, and capital to lowercase.

Materials:

Grouping: Whole group, small group

• A-B-C Touch & Flip Cards (Vol. 1, pp. 44–45) • Student App: Sound Around Letters q

Match Capital & Lowercase Letters 1. Review q and its sound.

We’re Learning:

2. Some of you have a capital letter. Some of you have a lowercase letter. Find your matching letter friend.

Cooperate with peers

Match all capital and lowercase letters, recognize distinct letter sounds

4. Find your matching letter friend. Sit down together. Where are Q letter friends? Stand and hold up your cards.

Move and place body to perform tasks

5. Have all the children say the letters. This is capital Q and this is lowercase q.

Vocabulary:

6. Say words that begin with q (e.g., quick, quiet, queen.).

match, capital, lowercase, quick, quiet, queen

3. Give each child one A-B-C Touch & Flip Card. Give half the children capitals and the other half lowercase.

ABC_Touch-Flip_CardsCapsLow.indd

9/12/18 1:01 PM

ABC_Touch-Flip_CardsC

apsLow.indd

34 9/12/18 1:01 PM

7. Repeat for other letters.

Check for Understanding: Observe as children find their match. Can they match

capital letters to lowercase letters?

Support/ELL: Use fewer A-B-C Touch & Flip Cards. Enrichment: Have children match Line It Up Letter Cards with lowercase A-B-C Touch & Flip Cards.

READINESS & WRITING Objective: Children develop correct habits for writing lowercase q.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Descending  Magnetic Letters: q  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 35 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations q



Qq 2

Learn Lowercase q by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Qq.

Trace

bump

up like a

Magic c

•

Trace

back down

q. Copy q.

Q aq q q •

•

Q q.

•

q •

U-turn

•

q •

Q a is for quilt. •

•

My First Lowercase Book

2. Trace, Write, and Read Qq My First Lowercase Book: Finger trace Qq. Name image. Children trace and copy q with pencil. Say directions: Magic c, Up like a helicopter, Bump, Back down, U turn. Read sentence aloud. Children trace Qq with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.



Check for Understanding: Observe as children trace and copy letters. Did they

We’re Learning:

Recognize and name letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

start the letters correctly?

Support/ELL: Letter q has a U-turn. At the bottom of q, make a U-turn (like writing letter u).

Vocabulary:

Enrichment: Make a class quilt. Children color patterns on paper, use a hole punch around edges, and tie pages together.

quilt, helicopter, bump, down

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Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children compare and sort objects by size and color.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Card – Tactile Side: 19 • Coins  19 coins of 3 Different Sizes & Colors (e.g., pennies, nickels, quarters) • Paper Plates (3)

Grouping: Small group

Sort Objects Multisensory Introduction: Rote count to 19 and then have children take turns naming, touching, and tracing 19 using the 1-2-3 Touch & Flip Cards. 1. Place coins on the table. I have 19 coins of different sizes. Hold up each one, say the name, and have children repeat.

We’re Learning: Cooperate with peers Sort objects that are the same and different into groups and uses language to describe similarities and differences, recognize that the last number spoken is the total, recognize shapes, can be same even if sizes differ Talk about experiences/observations, use words to describe

2. Invite each child to pick a coin. Is your coin bigger or smaller than my coin? Are the coins the same shape? 3. Let’s sort the coins by size onto three plates. Place one of each coin on a plate. Have children sort them. 4. Have children describe how pennies are similar and different from the other coins.

Check for Understanding: Observe as children sort the coins. Do they sort  them correctly?

Vocabulary:

Support/ELL: If children have difficulty sorting three types of coins, start with pennies and quarters.

nineteen, coin, compare, sort, size, color, bigger, smaller, pennies, nickels, quarters

Enrichment: Have children count the coins on a plate and find the 1-2-3 Touch & Flip Number Card to match the total.

SOCIAL STUDIES Materials:

Objective: Children find and sort animals.

• Pictures of Animals or Stuffed Animals (1 per child) • Large Scale Map Representing Habitat • PreKTT Resources: “Animals in the House”

Grouping: Whole group, small group

We’re Learning:

1. After hiding animals around the classroom, review the meaning of find and sort.

Listen to/follow directions, attend to simple tasks, cooperate with peers Sort objects by function or kind Describe jobs people do, explore geography tools Describe color, size, and shape of organisms

Find & Sort Animals Multisensory Introduction: Sing and move to “Animals in the House.” 2. We’re going to pretend we are zookeepers and play a game called Animals on the Loose. Let’s find the animals loose in our “zoo” so we can take care of them!{ 3. Have each child sit in a circle after finding one animal. 4. Now, let’s sort our animals. If you have an animal that lives ______, put it in the center of the circle. Count how many animals do versus how many do not live ______. Place animals on a large scale map of where they live.

Vocabulary:

5. Return the animals to the zookeepers. and repeat with other habitats and hoe to care for the animals.

find, sort, animals, zookeeper, care, habitat, map

Check for Understanding: Observe as students sort animals. Can they identify if  their animal has the named characteristic? Support/ELL: Preview the activity by reading a book about what zookeepers do. Enrichment: Have children share ideas for other ways to care for the animals.

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445

Unit 6: Week 36: Day 3

LANGUAGE & LITERACY

Focus: Letter x and Review 19

Objective: Children identify lowercase letters and compare to capitals.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Capital, Small  Magnetic Letters: x  Chalk • Student App: Sound Around Letters x

Identify & Compare Xx 1. Prepare the Magnetic Lowercase & Blackboard Set with the magnetic capital hand and write X with chalk. Place magnetic small hand and x. 2. Look and Learn Lowercase x is formed the same as its capital partner, only smaller. 3. Hand Activity Show children how to move their hands to indicate capital X and lowercase x.

We’re Learning: Listen to/follow directions

4. Name and Say Ask children: What sound does x make? What starts with letter x? What words include the x sound?

 recognize the lowercase letter has the same sound as the capital partner?

Check for Understanding: Observe as children name and say the sound. Do they

Use correct top-to-bottom, left-to-right directionality, recognize and name lowercase letters Demonstrate active listening, ask and respond to questions Notice and attach meaning to visual information

Support/ELL: Prompt children with the sound before asking the name of the letter.

Vocabulary:

Enrichment: Have children take turns placing the magnetic hands and letters on the double lines.

capital, lowercase, letter, hand activity, small

READINESS & WRITING Materials:

Objective: Children develop correct habits for writing lowercase x. Grouping: Whole group, small group



Xx 

Learn x by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Xx.



slide down

Trace

x. Copy x.

Trace

X x.

ax x x X

•

slide down

•

X a is for x- ray.

•

1. Wet-Dry-Try Demonstrate the number of xs for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. 36

•

My First Lowercase Book

2. Trace, Write, and Read Xx My First Lowercase Book: Finger trace Xx. Name image. Children trace and copy x with pencil. Say directions: Slide down, Slide down. Read sentence aloud. Children trace Xx with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page

Check for Understanding: Observe as children trace and copy letters. Did they

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: x  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 36 • Pencils for Little Hands • Flip Crayons • PreKTT App: Wet-Dry-Try x

We're Learning: Recognize and name letters, recognize distinct letter sounds Hold a tool with proper grip to write Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

start the letters correctly?

Support/ELL: Finger trace the magnetic x before writing the letter. Enrichment: Share images of an x-ray fish or an x-ray to help make a connection.

446

Vocabulary: xylophone

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children take objects away from a set and count to find out how many.

• Pennies  4 groups of 19 pennies • Jar or Piggy Bank

Grouping: Small group in Pairs

Take Away 1. Pass out 19 pennies to each pair. I have 19 pennies. Have children repeat.

We’re Learning: Cooperate with peers Take objects away from a set to find out how many are left by counting, recognize that the last number spoken is the total, verbally count 1–31 Use new words linked to content being taught

2. Each penny equals one cent. Have one child in each pair pick up one penny. Say together: I take away one penny. Invite the other child from each pair to put the penny in a jar or piggy bank. 3. How many are left? Have children count together their remaining pennies and say how many are left. Say together: I have 18 pennies left. 4. Repeat, first taking away another penny to leave 17, and then continue until there are zero. How many do we have left? Zero, that’s right!

Check for Understanding: Observe as children count the pennies. Do they count

Vocabulary: 19, penny, take, away, left

them correctly?

Support/ELL: If children have difficulty taking away from 19 pennies, start with a lower number of pennies. Enrichment: Have children clap their hands and rote count to 31.

ORAL LANGUAGE Materials: • Squawker (Vol. 1, pp. 46–47) • Word Cards: solid/striped • Pictures of Striped Animals (zebra) • Pictures of Solid Animals (horse) • PreKTT Resources: “Letters Together Make Words”

We’re Learning: Take turns, remain engaged, listen to/follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Objective: Children learn two adjectives, say the words in sentences, and use them in conversation. Grouping: Whole group

Adjectives: Solid/Striped

solid

striped

1. Look Say the words with Squawker: Solid means completely filled. Striped means having bands. 2. Do Have Helper show pictures of solid (horse) and striped (zebra) animals. Have children sort them into two groups of solid and stripes. 3. Say This animal is solid. This animal is striped. 4. Talk Squawker says: Some animals are solid such as a horse. What other animals are solid? Some animals are striped such as a zebra. What other animals are striped? Closing: Sing “Letters Together Make Words.”



Vocabulary: striped, solid, horse, zebra

Check for Understanding: Observe as children discuss striped and solid. Do children accurately identify these words? Support/ELL: Help children identify striped and solid on their clothing or objects around the classroom. Enrichment: Discuss. Zebras are members of the horse family. How are they similar to horses?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

447

Unit 6: Week 36: Day 4

LANGUAGE & LITERACY

Focus: Letter Z and Introduce 20

Objective: Children clap and count the syllables in a word.

Materials:

Grouping: Whole group, small group

• Tray • Pictures/Objects Beginning with Letter z: Zero, Zebra, Zigzag, Zipper • PreKTT Resources: “Syllable Sound-Off”

Recognize Syllables Multisensory Introduction: Sing and move to “Syllable Sound-Off.” 1. Review z and its sound.

We’re Learning:

2. Show children a tray filled with familiar objects. 3. Each child picks an object and says its name. Have some objects that start with z (zero, zebra, zigzag, zipper).

Take turns, demonstrate active listening

Recognize and name capital and lowercase letters, break words into syllables, count the number of syllables in a word, blend syllables into a complete word, indicate when a certain sound is spoken or heard

Repeat words, say sentences

4. Clap out the number of syllables in the word. 5. Sort objects by number of syllables.



Check for Understanding: Observe as children say and clap the syllables. Do they count the number of syllables accurately? Support/ELL: Begin with one syllable objects and move up to three syllable objects.

Vocabulary:

Enrichment: Give two words to clap syllables. Put counter down when children clap.

syllable, clap, count, zero, zebra, zigzag, zipper

READINESS & WRITING Objective: Children develop correct habits for writing lowercase z.

Materials:

Grouping: Whole group, small group

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Magnetic Hands: Small  Magnetic Letters: z  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 37 • Pencils for Little Hands • Flip Crayons • PreKTT App: Letter & Number Formations z

Learn Lowercase z by Tracing & Copying Multisensory Introduction: Use the Magnetic Lowercase & Blackboard Set and Hand Activity to review the size of Zz.

Zz go across

Trace

slide down

go across

z. Copy z.

az z z Z

•

Z z.

•

aippers z ig z ag. Z 1. Wet-Dry-Try Demonstrate the number of zs for the number of children in your group. Pass the Blackboard for each child to complete Wet-Dry-Try. Trace

•

My First Lowercase Book

2. Trace, Write, and Read Zz My First Lowercase Book: Finger trace Zz. Name image. Children trace and copy z with pencil. Say directions: Go across, Slide down, Go across. Read sentence aloud. Children trace Zz with pencil. Read sentence aloud. Children trace Zz with pencil. 3. Color and Draw Children color the picture and add detail. Encourage creative drawing on page.

Check for Understanding: Observe as children trace and copy letters. Did they  start the letters correctly? Support/ELL: Finger trace magnetic z before writing the letter. Enrichment: Have children place the magnetic lowercase letters zipper on Blackboard.

448

We’re Learning:

Recognize and name letters, recognize distinct letter sounds

Hold a tool with proper grip to write

Trace correctly, step by step, develop fill-in coloring skills, color and draw creatively

Vocabulary: zippers, zig-zag

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children count, build, and compare objects.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Animal Card – Tactile Side: 20 • Building Blocks (20 per pair)

Grouping: Small group in Pairs

We’re Learning: Work with others to solve problems Verbally count a set of 1–20 objects, match 1:1, verbally count 1–30 Show understanding by responding appropriately Create representations of places

Build Tall Towers Multisensory Introduction: Rote count to 20 and then have children take turns naming, touching, and tracing 20 using the 1-2-3 Touch & Flip Cards. 1. Count 20 building blocks together. Let’s work together and build tall towers with the blocks.

2. Have pairs of children make towers. Invite them to describe their towers and count the number of blocks and say the total. 3. Now, show me what creation you all can make with 20 blocks. Allow children to build their own creations in pairs.

Check for Understanding: Observe as children count the blocks. Do they count

Vocabulary: 20, build, blocks, count, work, together, tall, tower, creation

them correctly?

Support/ELL: If children have difficulty building with 20 blocks, split the amount of blocks between the pair. Enrichment: Have children stomp their feet and rote count to 31.

SCIENCE Materials:

Objective: Children identify the basic needs of animals.

• Images of: Pet Food, Veterinarian, Dog House, Bowl of Water, and Pet Toy • Pocket Chart with Labels: Food, Water, Care, and Exercise

Grouping: Small group

Identify Basic Needs of Animals

Take turns, listen to/follow directions

1. Just like wild animals, pets have basic things they need to live. Wild animals can get food, water, and air on their own, but pets need our help.

Identify basic needs of animals, describe animals need for food, water, air, and shelter

2. Give each child an image. Point to the first label on the pocket chart. Pets need food. What foods do different pets eat? (dog food, treats, cat food, etc.).

We’re Learning:

Sort objects by kind or function

Vocabulary:

3. Look at your picture. Who has a picture that shows pet food? Have the child with the correct image place it on the pocket chart under the label “Food.” 4. Repeat with remaining labels.

pet, wild, live, food, water, eat, air, picture

Check for Understanding: Observe as children identify images. Can they match  the picture to the animals’ need? Support/ELL: Begin the activity by discussing pets children have at home and how they take care of them. Enrichment: Discuss ways to keep pets safe (fence, collar with tags, etc.).

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

449

Unit 6: Week 36: Day 5

LANGUAGE & LITERACY

Focus: Review Write Name and Review 20

Materials:

Objective: Children recognize letters in their name and practice positioning letters in correct sequence.

• Tag Bags (Vol. 1, pp. 88–89) • PreKTT Resources: Letter Tags (prepare prior to activity for each child) • PreKTT Resources: Name Cards (prepare prior to activity for each child)

Grouping: Small group

Identify Letters in Name 1. Prepare a Tag Bag for each of the children containing the Letter Tags of their names in title case.

A Click Away

We’re Learning:

2. Inside the Tag Bags are special Letter Tags. We will build our names with our Letter Tags. They are the letters in your name.

Demonstrate active listening

3. Give children the Tag Bags with the letters of their names in the pocket. 4. Give children

A Click Away Name Cards with their names printed on them.

5. Children remove the Name Cards.

Letter Tags and build their names following the model on their

Check for Understanding: Observe as children match their tags to the  Cards. Are they able to build their names?

Name

Use correct top-to-bottom, left-to-right directionality recognize and name letters in own first and last name, point to and name capital letters Notice and attach meaning to visual information, isolate finger to trace, use fingers to hold cards

Vocabulary:

Support/ELL: Help children open Tag Bags and help them say the letters and build their names.

children’s names, tag, pocket, letters

Enrichment: Repeat activity using each child’s last name.

READINESS & WRITING Objective: Children develop correct writing habits for writing their name.

Materials:

Grouping: Small group, 1:1

• Magnetic Lowercase & Blackboard Set (Vol. 1, pp. 76–77)  Little Chalk Bits, Little Sponge Cubes, Cups of Water, Paper Towel Pieces • My First Lowercase Book p. 38 • Pencils for Little Hands

Help e Write y Name in Title Case Adult demonstrates.

Review Writing Name by Tracing & Copying Multisensory Introduction: Wet-Dry-Try Name Writing on the Magnetic Lowercase & Blackboard Set. 1. My First Lowercase Book: Demonstrate writing child’s name in title case. In the gray block, write the first letter (capital) of their name as they watch.

a Child imitates.

a Adult demonstrates.

a Child imitates.

a 38

My First Lowercase Book

2. Continue to write the lowercase letters of the child’s name, saying the step-by-step formations for each letter. 3. Child imitates writing their name on the double lines below the model. NOTE: Go to the A+ Worksheet Maker to print additional worksheets to practice name writing.

Check for Understanding: Observe as children write their name. Did they start their letters correctly? Support/ELL: Add tracing opportunities by having a child trace each letter with their finger. Enrichment: Have children participate in Wet-Dry-Try activity with their last name.

450

We’re Learning: Listen to/follow directions, take turns, cooperate with peers Recognize and name capital letters, recognize distinct letter sounds Use same hand to hold tool, hold a tool with proper grip to write, use helping hand to stabilize objects Trace correctly, step by step

Vocabulary: name, gray block, lines

Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans Sample Version of: Get Set For School Pre-K Teacher's Guide

Theme: Animals

NUMBERS & MATH Materials:

Objective: Children count forwards and backwards 1–20.

• 1-2-3 Touch & Flip Cards (Vol. 1, pp. 82–83)  Counter Cards: 1–20 • Small Toy Animals (20)

Grouping: Small group

We’re Learning:

2. Now, let’s put numbers in order and count. Give each child a Counter Card. Keep number 1 for yourself.

Work with others to solve problems Identify numerals, verbally count 1–30 objects, match 1:1, verbally count 1–20 Use new words linked to content being taught

Count Forward & Backward

1. Let’s count 20 animals. Have children count with you.

3. Have children look at the number side. I have 1. Place the card in front of you. What comes after 1? Who has 2? Have the child place it next to 1. Continue to 5.

4. Now, let’s count together. Point to each number as you count. 5. We can also count backward. Let’s count together. Point to each number you count. 6. Continue activity in increments of 5 up to 20.

Vocabulary: 20, count, together, backward

Check for Understanding: Observe as children count backward. Do they count

backward correctly?

Support/ELL: If children have difficulty counting backward in groups of 5, try doing it in groups of 2. Enrichment: Have children do a silly dance and rote count to 31.

ORAL LANGUAGE Materials:

Objective: Children learn two nouns while asking and answering questions.

• Squawker (Vol. 1, pp. 46–47) • Word Cards: red/color • Crayons (red plus other colors) • PreKTT Resources: “Letters Together Make Words”

Grouping: Whole group

We’re Learning: Take turns, remain engaged, listen to/ follow directions Understand print has meaning Repeat words, say sentences, demonstrate understanding of word meaning

Q & A with Nouns: Red/Color 1. Look Say the words with Squawker: Red is a color. I have red crayons.

red

co l o r

2. Do Have Helper show the different colors of crayons. Give a small group red crayons and everyone else a different color. 3. Say

What is red? Red is a color.

4. Talk Squawker says: Red is a type of color. What other colors are there? Cardinals are red. What other things are red? Closing: Sing “Letters Together Make Words.”

Vocabulary:

Check for Understanding: Observe as children ask and answer questions. Are  they able to identify other colors?

red, color, crayons, cardinal

Support/ELL: Give children one color and when they answer accurately add more colors. Enrichment: Discuss. An apple is a fruit that could be red. What other fruits do you like to eat?

Sample Version of: Get Set for School Pre-K Teacher's Guide Get Set for School Pre-K Teacher’s Guide: Unit 6 Lesson Plans

451

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