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

295

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

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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

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Letter Cards_COLOR_3.3.16.indd 3

A LLI GATOR

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A NT

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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

296

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

297

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

300

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 Lit