Copia de Level 1 ATT Daily & Monthly Plan

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Monthly Plan 1 Daily Plan 1 Monthly Plan 6 Daily Plan 6
How to use this

planner

Unit 1 Page Map *Spark
Weeks 1-2 p. 1 MyDay 1
School Day 2 Day 3 Day 4
*
p. 3 Let’s Listen p. 4 Friendship
Language Skills Walk
p. 8 GoodGlove
2 Hello p. 2 This Is the p. 4 Vocabulary
Pronunciation Lab Morning song
Pre-Math Color Red
p. 3 All Things
Let's Be Creative Red
p. 2 Balance
Motor Skills Walking on a Line
p. 5 My Teacher p. 6 This Is My
Writing p. 4 At School and I Desk p. 7 My Pencil
Weeks 3-4 Day 11 Day 12 Day 13 Day 14
p. 13 What Do p. 14 Classroom
Language Skills You See? p. 2 Listening and p. 10 The More
Match
Pronunciation Lab p. 6 Vocabulary Identifying We Get Together
One
Sounds song Two
Pre-Math
Let's Be Creative p. 9 Two Apples
Motor Skills
p. 15 My
Writing p. 12 Mr. Circle p. 13 Clock p. 14 I Am Happy
Sharpener
Day 5 Day 6 Day 7 Day 8 Day 9
p. 5 What Are p. 6 In My p. 7 Give Hugs p. 8-11 First Day
These?
p. 8 Review Good Classroom! of School
Morning song
p. 5 Vocabulary
* p. 5 I Am a
p. 9 A Little Boy
* p. 6 Find the
p. 5 Stick It With
Water
p. 9 Tom and His
Friday Freebies p. 8 My Crayon Teacher p. 10 Board Work p. 11 My Pencil
Day 15 p. 16 Day 16 a
I Have Day 17 Day
p. 8-11 18Day
First Day 19
Girls
New Friend! p. 3 Listening and of School
p. 10 Review The
Listening & Drama-Cutouts
p. 7 Vocabulary Identifying More We Get
Sounds
p. 11 How Many? Together song p. 12 Up - Down
p. 7 String Art p. 11 Friendship
Quilt
p. 16 My Teacher p. 18 School
Friday Freebies p. 17 My Pencil p. 19 My Ruler
´s Path Objects
Dashboard
* Day 10
p. 12
p. 2 My New
Friend Honey
Bunny
Friday Freebies
Day 20
This Is What I
Have Learned!
Unit 1
Portfolio Unit 1
p. 20 School Time
Daily Unit 1 Lessons 1-20
Day Date Subject Students will be able to Pages Time Lesson Cycle
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily Routine
Language 10
Skills Pre-Activity
-activate and use prior
knowledge 1, 2 30 Activity
My School
-build social skills
Post-Activity
Hello Glove
1 Pronunciation
Lab -sing a song
Pre-Activity
8 25 Activity
-develop social skills
Good Morning Post-Activity
At School 4 20
Cool Down 5
Total mins 90
Daily Routine 10
Language Pre-Activity
Skills Activity
-develop listening skills 3 25
Let's Listen Post-Activity
Pre-Math
2 Skills
-identify the color red
Pre-Activity
This Is the -recall and identify red 2, 3 30
Color Red objects Activity
These Are Red

My Teacher Post-Activity
and I 5 20
Cool Down 5
Total mins 90
Daily Routine 10
Language
Skills Pre-Activity
-develop social skills 4 30
Friendship Activity
3 Walk
Pronunciation
Writing Skills -identify new
Post-Activity
Pre-Activity
Lab vocabulary words Activity
4 25
This Is My -relate pictures to Post-Activity
Vocabulary
Desk vocabulary words 6 20
Cool Down 5
Total mins 90
Daily Routine 10
Motor Skills Warm Up:
(5 min)Skills:
Motor
Balance -develop motor skills 2 25 (10
Walking on a Coolmin)
Down:
Line (5 min)
4
4 Let's Be
Creative -recall the color red Pre-Activity
-develop fine motor 3 30 Activity
skills
All Things Red Post-Activity
My Pencil 7 20
Cool Down 5
Total mins 90
Daily Routine 10
Language
Skills Pre-Activity
-classify animals and
5 30 Activity
food
What Are
Post-Activity
5 These?
Pronunciation
Writing Skills Pre-Activity
Lab
-sing a song 8 25 Activity
Friday
Good Morning Post-Activity
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Activity
Pronunciation
Lab -identify new Activity
5 25
vocabulary words
Vocabulary
Post-Activity
6 Language
Pre-Activity
Skills
-identify objects in the
classroom 6 30 Activity
In My
Classroom!
Post-Activity
My Crayon 8 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills Activity
-develop social skills 7 25
Give Hugs Post-Activity
Skills
Pre-Activity
7 I Am Mr. Circle -identify a circle 4, 5 30 Activity
Tom
I Am and His
a Circle Post-Activity
Teacher 9 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation Pre-Activity
Lab -recall vocabulary
9 25
words
A Little Boy
8
Pronunciation
Lab -recall vocabulary
9 25 Activity
words
A Little
Language Boy Post-Activity
8 Skills
-listen to a story Pre-Activity
-identify characters 8, 11 30 Activity
Storytelling -
and events in the story
First Day of Post-Activity
School
Board Work 10 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Pre-Activity
Skills
-identify circles
6 25 Activity
-identify the color red
Find the
Circles Post-Activity
9 Let's Be
Creative
-identify and name the Pre-Activity
circle shape
5 30 Activity
-develop fine motor
Stick It With
Water skills
Post-Activity
My Pencil 11 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
-identify classroom 12 25
rules Activity
Attention,
Let's
Class!Be Post-Activity
10 Creative -introduce Honey Pre-Activity
Bunny
2 30 Activity
My New -develop fine motor
Friend
Friday Honey skills Post-Activity
Bunny
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new 6 25
vocabulary words Activity
Vocabulary
Post-Activity
11 Language Pre-Activity
Skills
-identify and name
13 30 Activity
school objects
What Do You
See? Post-Activity
11
Mr. Circle 12 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
-identify the number 1 Pre-Activity
I Am Number -develop fine motor 7, 8 30 Activity
One skills
Pronunciation Post-Activity
12 Lab
-listen and identify
Pre-Activity
2 25 Activity
Listening and sounds
Identifying Post-Activity
Sounds
Clock 13 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-build social skills 10 25 Activity
The More We
Get Together Post-Activity
Language
13 Skills
-recall and name
school objects
Pre-Activity
14 30 Activity
-recall vocabulary
Classroom words
Match Post-Activity
I Am Happy 14 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
Pre-Activity
I Am Number -identify the number 2 9, 10 30 Activity
Two
Post-Activity
-recall and identify the
14 Let's Be
Creative number 2 Pre-Activity
-recall the color red 9 20 Activity
Two Apples -develop fine motor
skills Post-Activity
My Sharpener 15 25
Cool Down 5
Total mins 90
Daily
LanguageRoutine 10
Skills -differentiate boys and Pre-Activity
girls
15 30 Activity
Listening and -develop listening and
Speaking - speaking skills Post-Activity
Boys and Girls -develop fine motor
15 Let's Be
Creative skills
Pre-Activity
7 25 Activity
-develop language
String
Friday Art skills Post-Activity
Freebies 20
15
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
7 25 Activity
vocabulary words
Vocabulary Post-Activity
Language
16 Skills Pre-Activity
develop social skills 16 30 Activity
I Have a New
My Teacher´s
Friend! Post-Activity
Path 16 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills -recall numbers 1 and
11 30 Activity
2
How Many?
17 Lab
Pre-Activity
3 25 Activity
Sounds
My Pencil 17 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-sing a song
10 25 Activity
-develop social skills
The More We
Skills
Get Together Post-Activity
18 -recall story facts and
Storytelling - events
Pre-Activity
8-11 30 Activity
First Day of
-role-play a story
School Post-Activity
Drama-
School Objects 18 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills -identify up-down
12 30 Activity
concepts
Up - Down Post-Activity
Let's be
19 Creative -develop social skills Pre-Activity
Friendship skills
Quilt Post-Activity
My Ruler 19 20
Cool Down 5
Total mins 90
Daily Routine 10
School Time 20 20
20 Assessments knowledge of the
55
concepts seen
Cool down 5
Total mins 90
Strategies
Include one of the Sparks videosand Activities
in your daily routine. Choose the MI
most appropriate according to the topic of the class.
school, this is your classroom, this is your table, this is your chair,
and I amTell
Glove.” your himteacher, Miss___,
or her to welcome
wave the to your
hand with the school".
glove whileHave
them open their books on page 1 and color the school.
saying, “Hello, my name is______.” Motivate the other children toGo around VL, Ie
respond, “Hello,
Ask children _______!”
to say as many Pass the glove
classmates' around
names until everyone
as possible.
Ask children how did they greet each other this morning. Explain
listen. Thenthat
to children playthey
trackwill
a second time aand
be learning greet
new songeach child
to sing while
every
shaking hands. Ask them to greet each other while they sing again. VL, M
them and greet him/her, singing the first line of the song while
the otheras
children teamtheysings the second
work. line.finish, praise children and
After they
lead them in cool down exercises. VS, VL
are doing. Next, tell them that they will be doing the same as in
the book.
in place upHave
and them
down.close
When their
youbooks.
clap, they have to stop and be
ready
Have to listen
children to the
open red. next direction.
theirShow
book children
on page the
3. Follow book flashcard
instructions VL, K
Introduce
Have the color
children open their book vocabulary
on pagefor2.example:
Follow book instructions
to
Add complete
along more
with manythe activity.
instructions
different red objects and/or pictures. Have turn
to the activity, sit down,
to complete
Bonus the
Activity
around, etc. activity.
children
Bonus repeat after you, “This is the color red” while pointing at
Activity
You
them. will need:
Play onevideo:
Sparks dropper Redper child,Ask
Poem. redchildren
food coloring
togoing
pointand water.
Have
Dilute children
the food sitcoloring
in a circle.
withHave them
enough take to
water turns
obtain a totofind
watery
reda
but
objects
red in the class.
still object
colorfulfrom the classroom
mixture. and bringing
Show children it back
how to use to the circle.
a dropper to put a
Encourage
small drop of them
theto usemixture
color the sentence, “This
on their is red”
paper. Askwhen
childrenthey to VS, LM
show their finding.
blow as hard as they can on the drop of paint to spread it. Have
them repeat the process several times adding one drop at a time,
and blowing
children on it.work. After they finish, praise children and
as they
Have the children sit in a circle. Play music and choose a child to
walk around to
Ask children therecall
outside of the circle.
classmates' names.StopEncourage
the music,children
have the to
child
say asthat
Start many
by was walking
names
warming around
as they
up for canthe circle
it ishold
remember.
writing as hands with
described the
in the
closest
Teacher's classmate.
Guide Continue
(warm upthe gamemuscles,
writing until everybodywrite inis the
walking
air, K, Ie
Have
Tell
Now
around children
children
that open
they
children
holding book
will
are
hands. learn
all onnew
page
holding 4. Listen
words.
hands, Show
asktothem
track
each 7 say
andtheir
flashcard
to follow
and
and write on the board). Then have children trace the lines
book
ask,
name instructions
"What this?"toIfcomplete
aloud.isEncourage they are activity,
childrenable
to to
name pointing
identify tohave
each
all ofit,their picture
them repeat
classmates.
with
and a finger.
repeating
it aloud Finally,
severalwords
times.andIfguide children
sentences.
not, have them torepeat
Guide complete
children the
to
the word work
answer in
the
after you.
the
Have Writing Skills
flashcards
Self-assessment bar. workbook.
facing down onWalk
the around
board. and
Have monitor
children take VL, VS
children
turns to go astothey
the work. Afterathey
board, take finish,and
flashcard, praise
namechildren
it. and
as you name them: lift your arms up and down, touch your knees,
touch your
children walk ankles,
on thetouch
line, your toes,
placing onestretch
foot inupfront
high.ofStart again.and
the other
trying to lift
keep their balance. K, VL
children their arms up as they inhale, and bring them down as
they exhale.
Have children point to red objects in the classroom. Then show
different
paint andpictures and ask
make prints withchildren, "Is this red?"
them. Encourage children to repeat
the phrase, “This is red” as they work. VS, K
Have children show their work to classmates while saying, "This is
red."
children as they work. After they finish, praise children and
In case they do not have any pets, would they like to have one?
Also ask them
animals whatkinds
do theyfoodlike ?”
to Have
eat at lunchshare
time?
Start byand other
warming up forofwriting as it isthem
described theirin the Ia, VS
responses
Show pictureswithofa different
partner first, and and
animals thenfood.
take Which
turns telling you.their
Teacher's Guide (warm up writing muscles, writeanimal
in theisair,
favorite?
and writeWhich
Ask children theisthey
onhow theirgreet
board). favorite
theirfood?
Then have children
parents, trace
friends, andthe lines in
teachers
with
the a finger. Finally, guide children to complete the work in
Playmorning.
track 11. Do they shake
Encourage hands?
children to Do
singthey giveHave
along. themthem a hug? walk
the
Have Writing
around copies Skills
of a big
and shake workbook.
sun. as
hands Play Walk
song
they areand around and monitor
ask children to color the
singing. VL, K
children
sun as
This assing
they
activity theyserve
will work.
along. youAfter they finish,
as a quick praise
assessment ofchildren
the vocabularyand
lead them in cool down exercises.
that the children already know and understand. Have children sit VS, VL
in a circle. Throw a balloon in the air. The child that catches it
must stand up and get, or point at the object (book, pencil,
crayon, paper, board, chair, table, etc.) that you say. Then have
Show vocabulary
children flashcards.
point at the objects in Saythethepicture
words.saying,
Can they
“This find
is asome of
the objects in their classroom?
________.”
Have
Bonuschildren
Activityopen
- Let’s book
Touchon It!
page 5. Play track 8. Follow book
instructions. Have children point
Gather five objects from your classroom to each (make
picture. Repeat words
emphasis on the
Have
and children
sentences. play
Guide memory
children game.
to Have
answer
vocabulary words: book, pencil, eraser, crayon, paper, two
the sets of flashcards
Self-assessment
etc.) and or
bar. VL, VS
print out pictures that are related to vocabulary
put them in a bag or box. Give the children one object at a time words. Hand a
picture
and have tothem
each pass
child.itThen
around havethethem
circlewalk around
while andabout
you talk find theit. For
matching
example, youpicture.
can say simple sentences such as “This is a book. We
read books.”to
Ask children Place
talkthe objects
about things in they
the center of theat
enjoy doing circle and have
school.
children take turns giving you the object you ask for. Wait and see
if the child chooses the correct object. Repeat the activity until
everyone has had a turn. K, VL
Have some picture flashcards about classroom objects. Have
children choose a flashcard and find the matching object in the
classroom.
children asHavetheythemwork.nameAfter the object.
they finish, praise children and
Have children describe how they greet each other in the mornings.
Ask children if they like to be hugged by their parents, friends, or
teachers.
Trace their arms and have them decorate them. They will be
sending a big hug
Have children opentobook
their on
parents.
page 7. Follow book instructions and VL, Ie
complete activity.
red yarn for each student and put tape around one of the ends to
make it stiff. to
Ask children Have
turnchildren
to pagelace the yarn
5. Follow all instructions
book around the circle.
to
complete activity. VS, VL
red fingerprints all around and inside the circle while saying, “This
is a red circle.”
teacher). Encourage children to name each one and point to the

object/person in the classroom.
VL, M
do they think the boy is going? Listen to track 12. Talk about the
poem. VL, M
Have childrentolisten
Ask children to thetheir
talk about poemfirst
andday
color the picture.
at school. How did they
feel? Were they happy to be back in school?
each picture. Then play track 3. Stop track before turning each
page to discuss what happened, continue listening to the story. VL, VS
Discuss
childrenstory. Talkwork.
as they about their
After favorite part praise
they finish, and why.children and
Thinking
Explain toSkill: children Observe
that they can find circles in many places. Can
Game
Have
they think Zoneof- objects
children Musical
open book Circles
that on
havepage the6.circle
Explain that Show
shape? circlesSparks
are found
Place
in big red
things construction
images and have children us.
many all around paper circles
Givethe
locate exampleson the
circles. byfloor
How showing
manyforming a big
pictures
did they
circle.
and/or
find? (Leave
objects. enough
Then space
have in between
children observeeach circle
the firefor children
truck picture to
stand
and find
Talk onthe
about it).these
While
circles the
in it.music
classroom Have isthem
rules playing,
look
with have
the for the circle
two
children. children
Have step and
stickers
them
from athem
placeturns
take circletoon to an empty
the
model tires. space.of
the actions Stop the music
putting and have
their hand eachear
on their VS, LM
child
to listen carefully, and quietly raising their hand when theythe
tell you if they are standing on a circle or not. Repeat want
Cut
Use
game different
Spark
to speak. image
untilHave size
everyonethemtissue
of bigpaper
a has truck
hadthe
repeat acircles.
tires
turn toHave
to
phrases, recall
answer. children
the circle.
“Listen place
to your Have them all
teacher,”
over
childrenthe look
and “Raise page.
your Have
around
hand,” them spray
thewhile
class and
doingtheidentify
circles
the with During
water.
circles.
actions. Set
Havethethemaside
firstsay,
to dry.
"This is Have
a children
circle." carefully peel off
couple of weeks have children come back to this page to color the paper circles. The colors
one
will
of the happy faces every time you notice that they have reallyto
stay on the paper, leaving fun prints. Encourage children
Have
say thechildren show their
word, “circle” work tothey
classmates. Askonthem to show VS, K
been following orevery
onecolors both time placeOnceone theythe paper.
of of
these rules. have
the circles and the their prints. Have them say, "This is a
completed the page you can have a special celebration. Give them
circle, it is ______ (color)."
achildren
prize oras createtheyawork. After event
celebratory they finish, praise them
to encourage children and
to keep
leadgood
the them work in cool
and down
continue exercises.
following the classroom rules. VS, VL
Consistent reminders of these rules and positive reinforcement
will make a huge difference in your classroom management.
Bonus Activity
Make enough copies of black and white flashcards with the
classroom
of any rules? rules. Give have
Do they the flashcards
rules in theirto the children
homes? to color.
What are some Haveof
children
their rules? sit in a circle and go through these rules with them. Paste
the colored flashcards on a big cardboard and hang it where the
children can see it and them
you can Ia, VL
classroom rules. Write or refer
draw to it whentonecessary.
a picture represent each.
Have the rules for children to see.
Ask children to look at the cover of their book. What is it? Do they
know
and then the color
namethe of the
sky,bunny?
mountains, and grass while saying, “Honey
Bunny is my new friend.” K, VS
is Honey Bunny, she has a red ball. Honey Bunny is my new
friend."
Show vocabulary flashcards. Ask children to take out their eraser

and their pencil. Point to the corresponding flashcards.
Havechildren
Ask
Divide children toopen
the class intobook
pick asmall on pageword.
vocabulary
groups. 6. Listen
Each Ask
groupto track
themwillto9.make
have Point ato the
a brown VL, VS
pictures
drawing.
Have
bag. itand
Show
Inchildren repeat
there open
will words
theirbedrawing
books
some and
on tosentences.
their
page
objects,13.classmates
some may be and ask them
found in theto
guess what
Thinking
classroom, theRelate
Skill:
while word is. Guide
others may bechildren to answer the
found elsewhere. Have Self-
children
assessment
Have
take thefrom
out bar.
children observe
the bag the pictures.
an object and sayAsk them
if they cantofind
circle only
it in thethe
Ask
oneschildren
that show
classroom. to look around
objects theytheir classroom
can find and name some
in the classroom. of the
Have the
objects.Activity
children
Bonus Point
look forto some objects
the paper andand
the have
eraserchildren
stickersname them.them
and place
on thechildren
Have circles. sit
Have
in athem look
circle. at the
Throw pictures
a small balland point at to
or beanbag thea
objects
child. Askthey
himcanor find
her toin bring
the classroom saying(book,
you an object their pencil,
names.eraser, VS, VL
crayon, paper) from the classroom. Repeat the activity until
everyone has had a turn.
flashcard along with pictures of single objects and have them

repeat afterthem
string. Tell you,they
“Thisare
is the number one.”
all “number one” and explain why they
are special. LM, VL, VS
wiggle-eyes, pom-poms, etc. Allow children to glue whatever they
like
Show onchildren
the number.
a picture of a dog and rain. Ask what sound each
one makes. Encourage children to imitate these sounds.
Play VL, VS
how track
many5sounds
and follow
eachbook
childinstructions to complete
can make. The child thatexercise.
can imitate
the most as
children sounds,
they wins!
work. After they finish, praise children and
Explain to children the importance of having a friendly mood in

the
everyclassroom.
time you Explain
want tothe
setimportance of working
a friendly mood in yourinclassroom.
harmony.
Listen to track 13. children to stand in a circle, hold hands, and VL, MR
Play track and ask
walk around
is this?" Showasdifferent
they singobjects,
along. have children say their names
aloud.
Follow book instructions. Guide children to answer the Self-
assessment bar.objects. Flashcards will be facing down on the VL, VS
made of school
board,
children children
as they have to find
work. thethey
After matching
finish,picture
praiseand name and
children it.
corresponding ice cream scoops on each cone. Have them color

the cones
crayons to match
while sayingtheir
“Thisfavorite flavor. two.” Next, follow book
is the number
instructions. LM, VL
Name the numbers randomly for the child in front of the line to
run
Showand touch the
pictures correct
having two one.
items on each. Have them count and
identify the number 2.
print it on the top of each one of the apples as leaves and/or
stems. Have them VS, K
Have children showsay, “These
their workare two red apples.”
to classmates. Have them count
how many apples they painted and what color
children as they work. After they finish, praise theychildren
are. and
can talk about how they like to play different games, etc. Have
children
repeatinglisten to the conversation
the words, while
“boy” and “girl.” Havelooking at the
children pictures.
say, "She is
Emily," and "He is Tom," while pointing to the pictures. Ia, Ie
Role play the conversation from track 4. Have different pairs of
boys and girlswhat
Ask children come to the
their front color
favorite and act it out.
is. Encourage children to use
their favorite color for their string art.
shapes. Have them share with each other what they see on their
picture. K, VS
Have children
children as theypaste theirAfter
work. Stringthey
Art on the wall
finish, for others
praise childrento and
see.
Show vocabulary flashcards. Have children identify the objects in
their
Listenclassroom.
to track 10. Point to the pictures, repeat the words and
sentences. VL, VS
flashcard and name it. Guide children to answer the Self-
assessment
Ask childrenbar.
to talk about their friends. What are their names? Do
they have any
where everyone friends that
can see it.live
Haveclose
theto their homes?
children look for their friends’
names and pictures on the poster. Ie, VL
Have children open their book on page 16. Follow book
instructions
children as and
theycomplete activity.
Stick on the board flashcards with the numbers 1 and 2. Have

children
unfoldingsay thepapers
their number aloud
and as you
bringing point
you the to each one.
amount of objects
that is written on their paper. LM, VS
complete activity. Guide children to answer the Self-assessment
bar.
Show children a picture of a drum and a phone. Ask what sound
each one makes. Have them imitate the sounds.
Play track VL, VS
sound does6.aFollow bookmake?
car engine instructions to complete
Continue with the the
restactivity.
of the
pictures.
Have children
Play the listen(track
song again to the13),
songencourage
"The Morechildren
We GettoTogether."
sing and
dance along. K, MR
Have children to
Lead children sing the the
recall songcharacters
without music.
in the story. Listen to track 3
and follow the story.
school and repeating some of the story’s phrases, for example, “I
am happy to meet lots of new friends.” VL, VS
Children
children may act out
as they a new
work. story
After using
they the cutouts.
finish, praise children and
head by saying "up", and then putting it down on the ground by

saying "down."
their palms and then move their hands on the paper in an up-
down LM, VS
Have children while
motion open saying,
book on“up
pageand12.
down, upinstructions
Follow and down.”and
complete
Ask childrenactivity.
to recall and say the name or names of some of their
friends. What are use
big quilt. You can some
theofquilt
the games they play
to decorate yourtogether?
classroom. Include
the title: “Friendship Quilt.” Ia, VS
Have children show their "Friendship Quilt." What colors did they
use? Are there
children as theyanywork.
shapesAfter
theythey
recognize?
VS, VL
outcomes expected by filling out the corresponding bubbles in the
marking rubric. VL, VS
Digital
Teacher's Notes Resources
Assessment Refer to Materials @Home
Teacher's Guide
for the suggested
-flashcard
-sheets of paper
Sparks Video:
-droppers
Red Poem
-red food
coloring
-vocabulary
flashcards
-raid paint
-toys
-hair clips
-keys
-sponges
-pictures of
animals
-pictures of
different foods
-copies of a sun
-vocabulary
flashcards
-Kraft paper
Sparks Images:
Circle -Kraft paper
-vocabulary
flashcards
-vocabulary
flashcards
-red
Sparks Images:
construction
Circle
paper
-tissue paper
Sparks Images: -poster-size

Rules paper
-vocabulary
flashcards
-white paper
or dry erase
board
-brown bags
-small objects
paper
-foam
-paper pieces
-sequins
-buttons
-wiggle-eyes
-vocabulary
flashcards
-copies of ice
cream cones
-construction
paper
-glue
-red paint
-string
-shallow
containers
-red paint
-vocabulary
flashcards
-Kraft paper
-butcher paper
-paint
-yarn
-tissue paper
-sequins
-glitter
Weeks 1-2
Language Skills
Day 1
p. 18 A Box Full of
* p.
Day 2
23 My
to Me!Day 3
p.
p. 25
13 It Belongs to *
Day 4
p. 15 I Am Mr.
Pronunciation Lab p. 17 My Family Vocabulary
Pre-Math Things Square
p. 13 Circles and
Let's Be Creative Squares
Motor Skills
p. 22 Trees, Big p. 23 Up and
Writing p. 21 Shapes and Small Down p. 24 One
Weeks 3-4
Language Skills * Day 11
p. 27 Let’s Talk
Day 12 Day 13
p. 28 Two Faces
p. 19 Early in the
Day 14
Pronunciation Lab p. 15 Vocabulary Morning! song p. 20 Big Happy

p.19 Count and Face, Small Happy
Pre-Math Match
Let’s Cook p. 17 Different
Face
Let's Be Creative Faces
Motor Skills
p. 30 Let´s Play p. 32 Big and
Writing p. 29 Let´s Play p. 31 Happy Face
More! Small
Day 5
* Day 6
p. 26 How
Day 7 Day 8
p. 19-22 A Play
Day
Day 9
Many Do You
p. 14 Vocabulary p. 20atListening
the Parkto
p. 17 I Am Words’ Sounds the Jar
Number Three Listening
p. 15 Fun &
Science Project Science Project
Numbers
p. 3 Run
p. 25 This Is My p. 26 Color My p. 28 I Love My
Friday Freebies Home Home p. 27 My Home Home
Day 15 Day 16 Day 17 DayA18
p. 19-22 Play Day 19
p. 11 Listening p. 12 Listening Day at the Park
p. 21 Do- Cutouts
These
*
and Identifying p. 19 Review Early and Identifying Drama
Sounds in the Morning Sounds Words Rhyme? Lot
p. 21 Different
p. 19 What Do p. 21
23 One
How Leaf,
Many
You See? Lots of Leaves
p. 33 Mom and p. 34 Brother and
Friday Freebies p. 35 My Family p. 36 Mr. Square
Dad Sister
Dashboard
Day 10
p. 18 Clap Your
Hands
Science Project
Friday Freebies
Day 20
This Is What I
Have Learned!
Unit 2
Portfolio Unit 2
Friday Freebies
5-Day Daily Lesson Plan U2
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily Routine
Language Skills 10
knowledge Pre-Activity
My Family
-build social skills 17, 18 30 Activity
-identify members of
A Box Full of Post-Activity
their family
Surprises
1 Pronunciation
Lab -identify and describe
Pre-Activity
family members 17 25 Activity
My Family Post-Activity
Shapes 21 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills Pre-Activity

-identify the color
Yellow Things yellow 13,14 30 Activity
So Many Things!
Post-Activity
2 Pre-Activity
Language Skills
-identify and describe
My Family
Trees, Big and Post-Activity

Small 22 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
vocabulary words 13 25
Activity
3 VocabularySkills
Language
-recall family members
Post-Activity
Pre-Activity
Writing Skills -identify and relate Activity
It Belongs to Me! 24, 25 30
objects that belong to Post-Activity
Up and Down each family member 23 20
It Belongs to Me!
Cool Down 5
Total mins 90
Daily Routine
Pre-Math Skills 10
-identify the shape of a Pre-Activity
I Am Mr. Square
square 15, 16 25 Activity
-recall the color yellow
4
-identify the shape of a
square 15, 16 25
-recall the color yellow
This Is a Square Post-Activity
Too! and yellow
4 Let's Be Creative
-identify and Pre-Activity
differentiate circle and 13 30 Activity
Circles and
square shapes
Squares Post-Activity
-develop fine motor
One 24 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor Skills (5 min)Skills:
-develop motor skills 3 25 Motor
Run (10
Coolmin)
5 Let’s Be Creative
Down:
(5 min)
Science Project - Science project 23 30
-describe changes they
Crunchy Leaves 20
Friday Freebies
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
vocabulary words 14 25 Activity
6 Language Skills
-identify and name the
Pre-Activity
How Many Do parts of the face 26 30 Activity
You Have? Post-Activity
This Is My Home 25 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math Skills 10
-identify the number 3 Pre-Activity
-practice counting 17 25 Activity
I Am Number Post-Activity
Let’s Be Creative from 1 to 3
7 Three
Science Project- -describe changes they
see on leaves 24 30
Crunchy Leaves 26 20
Color My Home
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-relate word sounds to
pictures 20 25 Activity
Listening to
Words' Sounds Post-Activity
Language Skills
8 -listen to a story
-identify main
Pre-Activity
Storytelling - A 19-22 30 Activity
characters and events
Play Day at the
in the story Post-Activity
Park
My Home 27 20
8
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
Pre-Activity
-recall counting 1-3
Listening and -develop listening and 18 25 Activity
Speaking - speaking skills
Candies in the Jar Post-Activity
9 -recall counting 1-3
Let's Be Creative -recall red, blue, and Pre-Activity
yellow colors 15 30 Activity
Fun Numbers -develop fine motor
I Love My Home 28 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -sing a song
-develop motor skills 18 20 Activity
10 Clap
Let’s Your Hands
Be Creative
-describe changes they
Post-Activity
Science Project- 25 35
Crunchy Leaves see on leaves 20
Friday Freebies
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
11 Language Skills Pre-Activity

-differentiate feelings 27 30
Let's Talk About Activity
Feelings
Post-Activity
Let´s Play 29 20
Cool Down 5
Total mins 90
Daily Routine 10
-recall counting 1-3
-recall colors 19 25 Activity
Count and Match
12 Let's Be Creative Post-Activity
Let's Cook - -develop motor skills 26 30
A Monster Face 30 20
Let´s Play More!
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab -sing a song Pre-Activity
-develop listening skills 19 25 Activity
Early in the -recall parts of the face
Morning! Post-Activity
13 Language Skills
feelings
Pre-Activity
-recall parts of the face 28 30 Activity
Two Faces
-recall counting 1-3 Post-Activity
Happy Face 31 20
Cool Down 5
Total mins 90
Daily Routine 10
-differentiate between
Big Happy Face, big and small concepts 20 25 Activity
Small Happy Face Post-Activity
14 Let's Be Creative -recall and describe
different feelings
Pre-Activity
Different Faces
Big and Small 32 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
Listening and sounds 11 20 Activity
Sounds
15 Let's Be Creative -recall colors Pre-Activity
What Do You
skills
See? Post-Activity
Friday Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-develop social skills 19 25 Activity
Early in the
Morning! Post-Activity
16 Pronunciation
Lab -identify new
Pre-Activity
Mom and Dad 33 20
Cool Down 5
Total mins 90
Daily Routine 10
17
-recall big and small Pre-Activity
Pre-Math Skills concepts
-recall colors 21 30 Activity
Different Squares
Pronunciation -identify a square Post-Activity
17 Lab
Pre-Activity
Sounds
Brother and Sister 34 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-identify rhyming
words 21 25 Activity
Do These Words
Language
Rhyme? Skills Post-Activity
18 Storytelling - A
-recall story facts and Pre-Activity
events 19-22 30 Activity
Play Day at the -role-play a story
Park Post-Activity
Drama-Cutouts
My Family 35 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math Skills 10
-recall counting Pre-Activity
One and a Lot -differentiate between
"one" and "a lot" 22-23 25 Activity
How Many concepts Post-Activity
Crayons?
19 Let's Be Creative
-recall concepts "one" Pre-Activity
and "a lot" 21 30 Activity
One Leaf, Lots of
-recall colors
Leaves Post-Activity
Mr. Square 36 20
Cool Down 5
Total mins 90
Daily Routine 10
Friday Freebies 20
20 Assessments knowledge of concepts
55
they have seen
Cool Down 5
Total mins 90
videos in your dailyStrategies and Activities
routine, choose the most appropriate MI Teacher's Notes
according to the topic of the class.
brothers or sisters do they have? Have children open book on

page
to the17. Explain what a familybook
______(father).”Follow tree is. Color the picture.
instructions to complete
activity. VL, VS
Have children recall names of their classmates and what
objects
do they belong
have? Do to each.
they have the same eye color as they have?
Are they tall or short?
baby).” Listen to track 23. Encourage children to learn this
poem
Have and share it with their family. MR, VL
Have children
children open
open book
book on
on page
page 14.
17. Follow book instructions
Thinking
and completeSkill: activity.
Classify
monitor children as they
Have children sit in a circle. Show them many work. After they finish,
different praise
yellow
childrenand
objects and thenlead mixthemtheminup cool
in adown
paperexercises.
bag or box with red VS, VL
objects. Put a yellow and a red piece of construction paper on
Have children
the floor. Haveopen booktake
children on page
turns13. comingFollow to book instructions
the front, pulling
to complete
an object from activity.
the bag, and placing it by the same colored
Game
paper. Zone
Then - Scavenger Hunt
Introduce
Give the thehave
children color a
children
yellow.observe
certain amount
the objects
Show children
of time the
(using
on this page
vocabulary
a timer) to
while
flashcardyou name
along with them. many Ask children
different to circle
yellow only
objects the yellow
and/or
find red and/or
objects. Follow yellow
book video: objects
instructions from the classroom.
to complete activity. When the
pictures.
timer goes Playoff,Sparks
the children Yellow
have toPoem.
sit down in a circle and
Bonus Activity
show their “color”
Give children a white objects.
piece This activity reinforces
of construction paper. colorHave them VL, LM
recognition and language skills.
dip a bubble wand or straw into a yellow soapy solution and
Thinking
Bonus Skill:onto
Activity
blow bubbles Describe
- Family CollageTell them to let the bubbles
the paper.
Have
As children bring
burst by themselves withoutcopies
a suggestion make a picture
color of their
touching family
of the them. and paste
original pictures it ontothis
page.
use Have
them them
for other look for
activities. the heart
Have sticker
children and
make place it
a photo next to
Show
the children
picture. Have Sparksthem images:
take Family
turns Members. Have children
collage
identify of
andtheir
name family
each members.
family Have children glue the class
standing
member.
in front of the
and sharing their pictures.
pictures on a tag board and decorate the They should sayedge“This is my
with rickrack.
________(family
Teamwork
Label each board member).” with the child’s Follow book“_______’s
name, instructions to
Family.” VL, Ia
complete
You
Holewillpunch activity.
need: two the mother
holes at the andtop.father
Helpflashcards,
children put two small
a string
boxes,
throughand theseveral
holes and cutout tie itpictures
so you of canwomenhang itand in amen’s
special
clothes
place.
monitor and accessories
children as they (at least one for each child in your
Divide the
class). board into threework. sections After they finish,
(brother, sister, praise
and baby VS, VL
children
brother).
To and
Havelead
play: Place picture
the them
boxes in acool
flashcards
on tabledown
ofonthese exercises.
familyends.
separate members Put a
belongings
flashcard inpreviously
front of each made. box.Ask children
Divide to walk
the class intoaround
two teams. the
classroom, take a flashcard, and place
Have the children form two lines and give each child a picture. it with the
corresponding
When you say, family “go” the member.
first child of each team must run to
Have
the children
table and open
put
they name some objects that histheir
or herbook on yellow
picture
are page
in the 25. Have
orcorrect
that havethem
box alook square at
the
Have
shape?pictures
(depending
children and
on to
open match
whom
book thethat
on family
clothing
page
Start by warming up for writing as it is described in the member
13. item
Listen with
orto their
accessory
track 19 and
belonging
Have
belongs
Invite
follow
Teacher'schildrenby
to).The
children drawing
instructions.
Guideopen
onechild book
by aone
must
Point
(warm line
onto
and
up while
page
run back
come
repeat
writingsaying,
24.
toto Have
the
the
the “This
them
line
board.
words
muscles, belongs
and look
Show
and
write touch tothe
sentences.
in the
athim/her
the
the
brother,”
pictures and“Thismatch belongsthe to
familythe sister,”
member “This
with belongs
their to
belongingthe by VL, VS
next
aGuide
air, teammate
picture
and flashcard.
children
write so that
He/she
to answer
on the he or
the
board). she
must can
drawhaverun
Self-assessment
Then to the
it onchildren table,
boardtrace
bar. and
the restso
the
baby.”
drawing
on.
of Guide
Theclass
the a line
group willchildren
while
that
try to
saying,
finishes
to guess answer
first
what the
“Thisputting
it is.Self-assessment
belongs thetopictures
the mother,” inbar.
the “This
lines
Bonuswith
belongs
correct to athe
Activity
box, isfinger.
– My
father.”
the Finally,
Guideguide
Favorite
winner. Belonging
children children
to answer to complete
the Self- the
work
Have in the
children
assessment bar. Writing
bring Skills
their workbook.
favorite toy fromWalk homearound to shareand it in VS, Ia
monitor
class withchildren
their friends. as they work. After they finish, praise
children and lead them in cool down exercises. VS, VL
analyzing, comparing, and drawing a square. Play Sparks video:

Shapes.
cotton swabs. Have them make a square with the cotton
swabs. VS, LM
VS, LM
turns picking out an item from the box and placing it under the
correct shape. (square, circle, red, and yellow). Ask children
Show flashcards
to name and
sentence point
longer byto each “This
saying, one. is a red/yellow square,” “This
is a red/yellow circle.” VS, LM
Have children show their work by saying, "This is a yellow
square"
monitor children asred
or "This is a circle."
they work. After they finish, praise
Have children warm up by singing and dancing to the “Hokey

Pokey” song.
https://www.youtube.com/watch?v=DkDff87CR9A
When you say, “Ready, go!” again, they have to run back to K, VL
the other
hands. end.
Have them bend over slowly, alternating from the
center
aspects of theside
to one andOn
leaves. then
thetolast
theday
other.
haveRepeat three
children times.
scrunch
the leaves
monitor in their as
children hands
theytowork.
see if they
Aftermake
theyafinish,
sound.praise VL, VS
pictures. Ask who has a brother, sister, or a baby

brother/sister.
and sentences. How Guideold are they?
children to answer the Self-assessment
bar. VL, VS
"Memory Game." Have children match the pictures. When
they find their
Play Sparks match
video: Face have
partsthem
. Askname it. to point to each
children
part
Haveofchildren
their own open face.
book on page 26. Follow book instructions
and complete activity. Ia, VL
to put on their face and paste them. Encourage them to name
each
monitorpartchildren
of the face as astheythey pasteAfter
work. it. they finish, praise
Have children open book
children and lead them in cool down on page 17. Follow book instructions
exercises. VS, VL
Game Zone -activity.
to complete Number Hunt
Fill
Bonusa shoebox
Introduce the with
Activity ricethree.
- Number
number and hide
Sort Showplastic numbers
children or cards with
the vocabulary
the
Tracenumbers
flashcardnumbers
alongone,
1, two,
2,
with and and
3 on
pictures three.
white
of Have
three everyone
sheets sitthem
of paper.
objects. Have in a circle
Give each
and
child
count take
athe turns
sheet ofputting
objects, paper
“One, their
along
two,hands
with sixinsmall
three” the box
and with
pieces
then ofeyes closed
colored
repeat after
and
you,searching
paper or foam.
“This is thefor
Ask a them
number.
number Whenthe
to paste
three.” a child finds
correct a number
amount of he or
she mustpieces
colored showunderit to theor class.
by each They should name it out loud
number. LM, VL
and
On thethen put
last dayit back
have in the box.
children scrunch the leaves in their hands
to see if they make a sound.
monitor children as they work. After they finish, praise VL, VS
spoon, star, etc.).

Stress out the open
Have children "s" sound
bookinoneach
pageword.
20. Listen to track 26 and
encourage children to repeat each word.Have children name VS, VL
Show an object used in the pre-activity.
each, stressing the "s" sound.
point to some of the pictures that are related to some
vocabulary words:
Play track 16. Stop brother, babyturning
track before sister, mother,
each page and
tofather.
discuss
what happened. Continue listening to the story. VL, VS
Discuss
monitorstory. Ask them
children as theywhat theirAfter
work. favorite part
they was.praise
finish,
Listening and Speaking
Candies in the Jar
Listen to the conversation.
Boy: Mom! Can I have a candy?
Mother: How many are there in the jar, Tom?
Boy: One, two, three. There are three candies in the jar, Mom.
Mother: OK, Tom. You can have one.
After listening to the conversation, have children count the

candies inside
Place three the jar
objects onwhile they Have
the desk. color children
them. When
countthey
thefinish
have them
objects count the candies again while saying, “One, two,
aloud.
three. There are three candies in the jar.” Have them color the
number three. Guide children to answer the Self-assessment
bar. LM, VL
Have children show their work to a partner while saying,
"There
up. Askare threeto
children candies in thetojar."
take turns come to the board and place
the flashcards in the correct order.
number and its color as they glue it while saying for example:
“blue one,” “red three,” VS, LM
Have children show their“yellow
work totwo,” etc. Have them say
classmates.
the numbers
monitor and their
children corresponding
as they work. After colors.
they finish, praise
they can do with their hands, like: clap, wiggle fingers, roll
them. Ask them
Encourage to do
children to each
learnactivity while
the words andrepeating the action.
the movements
that they represent so they can sing it by themselves. VL, MR
Encourage
On the last children
day havetochildren
sing andscrunch
dance along.
the leaves in their hands
to see if they
monitor makeasa sound.
children they work. After they finish, praise N, VS
Have children
feeling. Encourageopenchildren
book ontopagemake 27.a Follow
happy,instructions
sad, and angryto
complete
face. activity.
Point
BonusatActivity
the pictures
- Howas Dothey
Yourepeat
Feel? the words and sentences.
Guide
Ask thechildren
children to answer
how the Self-assessment
they feelflashcard.
when friends bar. want VL, VS
Play Sparks
whisper video:
or show a Feelings.
vocabulary Helpdon’t
them to play
act out the
with them,
Thinking
word so that don’t
Skill:theirwant
Relate to share a toy, or when
classmates can guess the word. somebody
makes
Have somefun of them in
feelings school. Reinforce
flashcards previously the importance
made of
on the board
avoiding
Divide
and askthe bullying,
children torespecting
class into others,
smalltogroups.
point the and telling
Children
flashcard themaking
willshows
that be teacher
how they
when
paper their feelings
platetoday.
are feeling get hurt.
faces. They Usetempera
will use every opportunity youeyes,
paint, googly
encounter
and to reinforce
glue. Have childrenrespect
paint theand empathy
paper platebetween
and pastethethe VL, Ia
children.
googly eyes. Have them draw the mouth depending on the
feeling they want to represent. Have children show their work
to classmates
monitor childrenand as
have them
they guessAfter
work. whattheythe finish,
feeling praise
is.
number. Have children represent the number by using their

fingers.
construction paper. Ask them to paste two leaves on the first
tree, LM, VL
Have and threeopen
children on the
booksecond one.19. Follow book instructions
on page
and complete activity.
monster’s eyes. Encourage children to make funny monster
faces andchildren
monitor then to enjoy
as theyeating thisAfter
work. healthy snack!
they finish, praise VS, VL
their hands, and face. As you get their answers, model the
actions
actions as
foryou repeatbrush
example: the words.
your hair, wipe or dry your nose,
rinse your mouth, etc. Next, playEncourage
track 25. them to sing and MR, VL
Have children listen to the song.
dance
sad, oralong.
mad. Everybody else has to guess the feeling that his or
her classmate
name who is the is acting out.
brother and who is the sister and how they
are feeling. VL, Ie
Follow
monitorbook instructions
children as theyand complete
work. After activity on page
they finish, 28.
praise
classmates' pencils. Have pairs of children come to the front

and say, open
children "This is big,on
book thispage
is small."
20. Follow book instructions to
their handprint home to compare its size with the size of the
hands
on the of theiraparents,
board face thatsiblings, etc. a feeling. Encourage
represents
classmates
them observeto guess
how the thecrayon
feeling.marks resist the water and the
colors becomeshowbrighter. VL, VS
Have children their work to classmates. Ask them to talk
about
monitor children asworking
how they felt they work.with crayons andfinish,
After they watercolors.
praise
such as clock, radio, bubbles from a soda, and burning wood.

Ask
see?children
Listen toif track
they can imitatebook
17. Follow the sound each one
instructions andmakes.
complete
activity. VL, VS
Have children imitate the sounds of the pictures they did not
circle.
Place vocabulary flashcards of colors on the board. Point to a
flashcard
encouragingandtheaskuse
children
of theto name it.frame, “I see a/an
sentence
________.” K, VS
Children will show their work to classmates. What do they see?
Compare with their
monitor children asown.
theyDo they look
work. Afteralike?
they finish, praise
Ask children to recall things they do to get ready to come to

school.
more early morning actions for example: brush your hair, wipe
or drymimic
your it.
nose, rinseseveral
your mouth, VL, MR
turn Do this times. etc.
The team that does not
make a mistake, wins.
Children will review and point to parts of their face. Play
"Simon Says."
them. Play Say,
track 22."Simon
FollowSays,
booktouch your eyes,"
instructions. Guideetc.
children
to answer the Self-assessment bar. VL, VS
previous weeks. Put the flashcards facing down on a table in
the center
monitor of the room.
children Askwork.
as they a childAfter
to choose one andpraise
they finish, name it.
Ask children to point and name each. Next, play Sparks video:
Opposites.
from big to small. Show their work to the class by pointing to
each square VL, VS
pictures and and saying
repeat afterthe color.
you. Follow book instructions to
complete activity.
splashing. Ask children if they can imitate the sound each one
makes.
see? Listen to track 18. Follow book instructions and complete
activity. VL, VS
coming to the front, and make the sound assigned to him/her.
Ask classmates
monitor to guess
children as theywhat makes
work. thatthey
After sound.
finish, praise
Review with children what a rhyming word is. Give some

examples.
the matching Askrhyming
childrenwordif they can think
(fan-can) andof come
any rhyming words.
to the front.
Tell them to repeat the rhyming words. VS, VL
(Put hands together, facing palm to palm, under one side of
your facefrom
pictures and the
tilt it.)
story. Point to each and ask: Who is this?
What's
brother”his/her
and “He name? Listenthe
is behind to big
track 16 and
tree!” follow
“I look forstory.
my sister”
and “She is behind the small tree.” VL, VS
it out as you read. Invite five other children and have them act
out their children
monitor favorite part of the
as they story After
work. using they
cutouts.
finish, praise
plastic eggs. Have children tell which has one and which one
has
worka with
lot. a partner. They should point at the corresponding
pictures while saying, “one” and “achildren
lot.” turn to page 23 and VS, LM
"one" and "a lot" of crayons. Have
follow book instructions.
Have children recall concepts "one" and "a lot" by using their
own school objects.
them paint the leaf again and use it to make several prints on
the right side of the page while saying, “a lot of leaves.” N, VS
Have children
monitor show
children astheir
theywork to classmates.
work. After they finish, praise
VS, VL
their work, and evaluating the learning outcomes expected by
filling out the corresponding bubbles in the marking rubric. VL, VS
Digital
Assessment Resources
Refer to Materials @Home
Teacher's Guide
for the suggested
-flashcards
-yellow objects
-red objects
Sparks Video:
Yellow Poem -paper bag
-construction
paper
Spark Images:
Family Members
-vocabulary
flashcards
-family members
flashcards
-cutout pictures
-two boxes
-craft sticks
Sparks Video: -yellow and red
foam squares
Shapes
-construction
Sparks Video:
Shapes
-construction
paper
-sponges
-red and yellow
paint
-vocabulary
flashcards
-construction
Sparks Video:
paper
Face Parts -glue
-shoebox
-rice
-plastic numbers
objects:
-soil
-soap
-spoon
-star
-flashcards
-red, yellow, and
blue construction
paper
-vocabulary
flashcards
-feelings flashcards
-tempera paint
Sparks Video:
-googly eyes
Feelings
-paper plates
-glue
-heart cut outs

-different size
pencils
-construction
paper
-flashcards
-vocabulary
flashcards
-flashcards
-construction
Sparks Video: paper squares
Opposites -glue
-white
construction pape
-two baskets
-plastic eggs
-blocks
-crayons
-small toys
-sheets of paper
Weeks 1-2 Day 1 Day 2
Wonderful Body p. 35 Who Lives in * Day 3 Day 4
*
Language Skills p. 36 Where
p. 28 Dance Your Your House?
Pronunciation Lab Fingers
Pre-Math
p. 24 Blue p. 24 Vocabulary
* p. 26 I Am Mr.
p. 27 I Can Make
Let's Be Creative ap.Pattern
4 Jump on Two
Motor Skills Feet
p. 40 Red Balloon,
Writing p. 37 Over the Sky p. 38 Blue Sky p. 39 My Balloon
Yellow Balloon
p. 40 This Is My… p. 41 Arm, Hand,
Language Skills p. 22 Listening p.
and28Finger
Review
Pronunciation Lab p. 26 Vocabulary and Identifying Dance Your
Sounds Fingers p. 31 What Color
Pre-Math p. 30 Patterns!
Comes Next?
Let's Be Creative p. 33 A Caterpillar
Motor Skills p. 48 Happy
p. 45 This Is My p. 47 This Is My
Writing p. 46 My Eyes Grandma and
Left Hand Right Hand Grandpa
* Day 5
p. 37 Parts of p. 38
Face
Day 6
Missing
Day 7
p. 25 Vocabulary p. 29 Move to the

Day 8
p. 31-34
Grandmother’s
p. 31 Listening to
Idea
Day 9
Beat
p. 27 Big and Words’ Sounds Great Number!
Small Shapes p. 31
29 Counting
I Like to Is
p. 29 Family Tree
Fun!
p. 41 Blue All p. 42 Big and
*
Friday Freebies p. 43 Happy Face p. 44 Sad Face
Around Small
Day 15 Day 16 Day 17 Day 18 p. Day 19 My
44 Hold
p. 42 My p. 43 Legs, Feet, Grandmother’s
Wonderful Legs and Toes p. 23 Listening p. 32 Do These Hand
Idea
p. 27 Vocabulary and Identifying
Sounds Words Rhyme?
p. 32 In and Out
p. 35 Legs, Feet, p. 37 My Hands
and Toes
p. 50 Happy p. 52 Number
Friday Freebies p. 49 Let´s Jump p. 51 One, Two
Match Two
Dashboard
Day 10
p. 39 Head, Face,
p.
and30Neck
Johnny
Works With One
Hammer
Friday Freebies
Day 20
This Is What I
Have Learned!
Unit 3
Portfolio Unit 3
Friday Freebies
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily Routine 10
Language
Skills Pre-Activity
My Wonderful knowledge 29, 30 30 Activity
Body -develop social skills
Post-Activity
Who Has It?
1 Pronunciation -build social skills
Pre-Activity
Lab -develop fine motor
skills 28 25
Dance Your -identify parts of the Activity
Fingers body Post-Activity
Over the Sky 37 20
Cool Down 5
Total mins 90
Daily Routine 10
Language
Skills Pre-Activity
-identify and name
Who Lives in
Your House? Post-Activity
Pre-Math -review the color red
Skills -identify the color blue Pre-Activity
24 15 Activity
2 Blue
-develop language
Pre-Math
Skills -recall and identify Pre-Activity
colors red, yellow, and 25 20 Activity
What Color blue
Are These? Post-Activity
Blue Sky 38 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
Language
3 Skills
Pre-Activity
Where We
Come From Post-Activity
My Balloon 39 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
-develop motor skills 4 20 (10
Jump on Two Coolmin)
Down:
Feet
Pre-Math (5 min)
Skills Pre-Activity
-identify the shape of a Activity
26 15
4 I Am Mr.
triangle
Post-Activity
Let's Be
Triangle -recall colors
Creative -identify triangles and Pre-Activity
patterns 27 20 Activity
I Can Make a -develop fine motor
Red Balloon, skills
Pattern Post-Activity
Yellow Balloon 40 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills -identify and name Activity
parts of the body 37 25
Parts of Me
Post-Activity
5 Let's Be
-recall family members Pre-Activity
Creative
-develop fine motor 29 30
skills
Family Tree Activity
Friday Post-Activity
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new Activity
Language
6 Skills -recall and name parts
Pre-Activity
of the face 38 30 Activity
Missing
Blue All Face! Post-Activity
Around 41 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-recall big and small
concepts 27 30 Activity
Big and Small
Shapes Post-Activity
Pronunciation
7 Lab Pre-Activity
-review body parts 29 25 Activity
Move to the
7
-review body parts 29 25
Move toSkills
Writing the
Beat Post-Activity
Big and Small 42 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-relate sounds to
pictures 31 25 Activity
Listening to
Language
Skills -identify main Pre-Activity
8 characters and events
Storytelling - in the story 31-34 30 Activity
Grandmother'
Writing Skills -listen to a story
s Idea Post-Activity
Happy Face 43 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
Pre-Activity
What a Great -identify the number 4 28, 29 25 Activity
Number!
Post-Activity
Let's Be
9 Creative -recall counting 1-4 Pre-Activity
Counting Is skills
Fun! Post-Activity
Sad Face 44 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
-recall counting 1-5 30 25
Johnny Works Activity
With One
Hammer Post-Activity
10 Language
Pre-Activity
Skills
-identify and locate
parts of the body 39 30
Head, Face, Activity
and Neck Post-Activity
Friday
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
Vocabulary
11
Pronunciation
Lab -identify new
11 Language
Skills -recall parts of the
Pre-Activity
body 40 30 Activity
This Is My ...
This Is My Left Post-Activity
Hand 45 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills -identify different
patterns 30 30 Activity
Patterns!
12 Lab
Pre-Activity
Sounds
My Eyes 46 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
lab Pre-Activity
-recall parts of the
body 28 20 Activity
Dance Your
Fingers Post-Activity
Language
-identify body parts 41 35 Activity
Arm, Hand,
This Is My
and Finger Post-Activity
Right Hand 47 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills -identify and create Pre-Activity
new patterns 31 25 Activity
What Color
Comes Next? Post-Activity
14 Let's Be
Creative
-identify colors
-differentiate patterns
Pre-Activity
A
Grandma and skills
Caterpillar Post-Activity
Grandpa 48 20
Cool Down 5
Total mins 90
Daily Routine 10
Language
Skills Pre-Activity
-identify activities they
can do with their legs 42 25 Activity
My Wonderful
Legs Post-Activity
15
Let's Be
15 Creative -identify body parts Pre-Activity
Legs, Feet, and skills
Friday
Toes Post-Activity
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation -identify new Pre-Activity
Lab vocabulary words
-recall parts of the 27 25 Activity
Vocabulary body Post-Activity
Language
16 Skills
-recall parts of the
Pre-Activity
body 43 30 Activity
Legs, Feet, and
Toes Post-Activity
Let´s Jump 49 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills -identify "in" and "out"
concepts 32 35 Activity
In and Out
17 Lab
Pre-Activity
Sounds
Happy Match 50 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-identify rhyming
Do These words 32 25 Activity
Words
Skills Post-Activity
Rhyme?
18 -recall characters and
Storytelling - events in the story
Pre-Activity
Grandmother' 31-34 30 Activity
-role-play a story
s Ideas Post-Activity
Drama-
One, Two 51 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills -identify the
importance of crossing Pre-Activity
Listening and a street with an adult 44 25 Activity
Speaking - -develop listening and
Hold My speaking skills Post-Activity
19 Let's Be
Creative
-recall the importance
of washing their hands
Pre-Activity
-develop fine motor 37 30
My Hands skills
19 Let's Be
Creative
-recall the importance
of washing their hands
My Hands skills Post-Activity
Number Two 52 20
Cool Down 5
Total mins 90
Daily 10
Friday Routine
Freebies 20
55
concepts seen
Cool Down 5
Total mins 90
Have children turn to page 30. What do they see? Where are the
children? What is the teacher holding in her hands? Have the
children
your dailysitroutine. Strategies
in a circle. Give the
Choose and
onemost Activities
of the children a small
appropriate object
according to the MI
such as a crayon,
topic of the class. an eraser, a piece of paper, etc. This child must
secretly pass the object behind his/her back, giving it to the next
child. The children have to keep passing the object to one
another behind their backs, until you ask, “Who has
Encourage them to Everyone
the___________?” name as many pointsbody parts
to the childaswho
theythey
can. think
Ask
children
has to color
the object the saying,
while boy on “He
pageor29.
she has it.” This child shows
his/her empty hands or the object in them. Then the object goes
around the circle one more time. VL, Ie
Ask children to name each of the secret objects they passed
around in the
Say a part of theactivity.
body and children will point to it on their own
bodies. Ask some
Have children open children
book ontopage
be the
29.leader and name
Play track 39 anda body
have
part, ask for the rest of the class to point to it.
them listen to the song as you do all the movements. Play track
once more and ask children to sing and make their fingers dance MR, VL
all
Havearound.
children sing the song and this time everybody will dance
along withasyou.
children they work. After they finish, praise children and
Ask children to name their family members. Do they have a baby

brother
tree, foror sister?
each Domember
family they like to play withusing
them?
Play Sparks video: Blue Poem.they name,
Around their pointer
the classroom paste
finger.
pictures
Review that
with have a talk
children blue color their
theabout object
red. Ask(balloon,
each fish,
child toraindrop,
lookWho
for red VS, Ia
stick. Have children family stick puppets.
bird,
objectsbow,
are they? fromLego, ball, the
around tennis shoes, sweater,
classroom. Have them socks,
showtoothpaste,
what they
etc.). Have
brought. Askchildren
the restwalk around
of the class:the classred?
Is this andTell
choose a picture
children that
that
they has
will alearn
blueaobject. Ask children to show their picture by
new color.
saying, LM, VS
pictures"This is color
and point blue."
out the ones that are blue. Follow book
Ask them to name each. What activity.
colors would they use for each
picture?
Follow book instructions to complete activity. Have children
show their work VL, VS
each other abouttothings
classmates
they seesaying
withthe
thecolor of eachpaper
cellophane object.
over
their eyes.
Show vocabulary words flashcards. Ask children if they recognize

and can name
to point at the some of them.
pictures as they repeat the words and sentences.
Guide children to answer the Self-assessment bar. words from VL, VS
have them say the vocabulary word. Use vocabulary
previous units.
Show family pictures. Ask children to name each. Encourage
children to say the names
many?” Have children open ofbook
their on
family
pagemembers.
36. Follow book
instructions to complete activity. VS, Ia
members of their family. Print the names on the bottom of the
rocks using
children asathey
permanent
work. marker.
After they finish, praise children and
ankles, touch your toes, then stretch your arms up high again.
Start
Have again.
children jump in place on two feet several times, trying to
jump higher K, Ia
their arms upevery time.
as they inhale, and slowly bring them down as they
exhale.
squares and tell you what differences they see between the two
Have children open book on page 26. Follow book instructions to
shapes.
complete activity.
triangles. Each time they make a triangle have them count the VS, LM
sides
turns coming to the isfront
and say, "This a triangle."
to draw the corresponding colored-
shape.
they have learned so far. Have children repeat the color’s name
as welltriangles
as the shape’s name as they build the pattern. VS, LM
small for them to create their pattern. Have them show
their work to the rest of the class.
arms, hands, fingers, legs, foot, feet, and toes. Point to, and
name
versioneach one, asking
of musical chairschildren to point
that teaches to their
body partsown
and body part.
promotes
physical
Have activity. book on page 29. Explain that a family tree
Have children
children open
open their book on page 37. Have them circle the VS, VL
shows
Talk partsrelationships
the
bodyabout the importance
as you between
say them. ofAs
havingtheaare
they members
family. of children
Ask
completing a family. Have
what
the activity
children
special stamp
activity a
do fingerprint
they enjoy
play Sparks video: Wonder Child. on the
doing tree
with representing
their mother, each one
father, of
their family
brother, members.
sister, Have them
grandmother, start on theHave
or grandfather. top of the tree
vocabulary
stamping
flashcardsathatfingerprint for each
are related to theone of their
family four grandparents,
members and ask
then their
children parents,
name each.themselves, and adding the brothers and
sisters they have too. Have children take turns coming to the VS, Ia
front to share their family tree and repeating the sentence, “My
family is thechildren
Encourage best under the sun!”
to present their family tree to the rest of the
class. Guide them to say, "My family
children as they work. After they finish, is the best under
praise the sun!"
children and
Have children
flashcards open book
on the on page
board. Ask 25. Listenifto
children track
they 36, pointany
recognize to
the pictures,
of the pictures.repeat words them
Encourage and sentences.
to say theGuide children to
word aloud.
answer
words on the Self-assessment
a sheet of paper orbar.
the dry erase board. Have them VS, VL
show their drawings and ask classmates
Review parts of the face. Say a part of the toface
guess.
and ask children
to point to it.
them onto their paper plate face. Have them show their faces to
classmates naming VS, VL
Have children openeach
bookpart.
on page 38. Follow book instructions to
complete activity.
Review concepts big and small. Have children show objects that
are
the big and “magically’
objects small. Encourage thembytolooking
get bigger identifyattheir
themcolor.
through a
magnifying glass. VS, LM
the corresponding paper bag. Then have them take the Legos out
and
childcompare
to come each
to thebyfront
telling
andwhich
pointistobig and which
a body is small.
part and have the
rest of their classmates call out the name of the body
Have children open book on page 29. Play track 40 and have part.
them follow your movements. MR, K
Start by warming up for writing as it is described in the
Teacher's Guide (warm up writing muscles, write in the air,
and write on the board). Then have children trace the lines
with a finger. Finally, guide children to complete the work in MR, K
Play track again
the Writing andworkbook.
Skills have children
Walkmake the movements
around and monitoron their
own.
Have some objects that begin with the "a" sound (arm, art,
arrow, and alarm).
Have children openStress
book onoutpage
the "a"
31.sound
Listen in
toeach
trackword.
42. Listen
and repeat each word. VL, VS
Show objects used in the pre-activity. Have children name each,
Have children
stressing look to
the letter "a"the pictures in the story. What pictures do
sound.
Start by on
they see warming
page 33?upEncourage
for writingthem
as it to
is say
described
the name in of
thethe
Teacher's
parts of theGuide
face of(warm up writing muscles, write in the air,
the bunny.
Play
and track
write 31.
on Stop track before
the board). Thenturning each page
have children to discuss
trace the lines
what happened. Continue listening to the story. VL, VS
with a finger. Finally, guide children to complete the work in
the Writing
Discuss story.Skills workbook.
Talk about Walk around
their favorite andand
vegetable monitor
fruit.
children open book on page 28. Follow book instructions to

Play track activity.
complete 41 and ask children to listen before imitating your
the corresponding
movements. timeschildren
Then have on eachsitone,
in anaming them,
circle, play counting
track, and
them,
have tracing
them them
follow thewith their
movements.finger, etc.
Model the following VL, LM
Have children turn to page 29. Follow book instructions to
movements
Place
completenumber forflashcards
children to
activity. oncopy as they
the board say mixed
(1-4) every number
up. Havein the
song:
children take turns coming to the front to place the numbers in
One
the - Hammering
correct order. action with one hand.
correct amount
Two - Hammering of action
fingerprints inside
with two each circle. Have them
hands.
count out loud the amount of fingerprints inside each circle. K, LM
Three - Hammering
place four beads on action withcleaner.
each pipe two handsHaveand
eachstomping
group with
count
one
theirfoot.
beads, mentioning the color.
Four
lead -them
Hammering
in cool action
down with two hands and stomping with
exercises. VS, VL
both feet.
Five - Hammering action with two hands, stomping with both
feet, and nodding with head.
When the song says, “Then he goes to sleep” put both hands
under your tilting
Ask children head
to open with
book oneyes
pageclosed.
30. What do they see? What
Bonus Activity
is the boy doing? What does he have in his hand?
Have children practice rote-counting aloud from one to five while
pointing at the corresponding number and then counting objects VL, MR
like
Playcrayons,
track 41 and/or
and asksmall toysto
children such
makeas blocks.
movements by
themselves.
Play "Simon
Divide Says"
the class with
into children
small teams.toThey
review
willparts
traceofeach
the other's
body.
silhouette on butcher's paper. Say some body parts, children will VS, VL
color
them.them.
Then name the body parts in different order asking
children
children to
ascircle
theythem
work.asAfter
you say so.finish, praise children and
they
are. Have children show their own neck, arm, hand, and finger as
you
eachmention them.
picture as they repeat the words and sentences. Guide
children to answer the Self-assessment bar. VL, VS
VL, VS
is a good opportunity for children to review past vocabulary
words.
Ask children to point to a body part. Ask them what can they do
with
to thethat body part.
children. They will place markers ( beans, coins, etc.) on
the called image if it is parts’
on their card.after you while pointing at VS, VL
them repeat the body names
the pictures.
children Follow
as they bookAfter
work. instructions to complete
they finish, praise activity.
children and
Explain what a pattern is. Show some picture patterns and ask
them to identify
pattern. each. walk around to observe other's patterns.
Have children
Have them guess what object comes VS, LM
Ask children to open book on page 30.next.
Follow book instructions
to complete activity.
lawnmower, hammer, and a car honking. Ask children if they can
imitate
Listen tothe sound
track 33. each one
Follow makes.
book instructions and complete
activity. VL, VS
circle.
point to their own body. Continue with this activity until all body
parts have been mentioned.
Play MR, VL
teamtrack
takes39. Have
turns tochildren singteam
dance. The and dance along.better will be
that dances
the
theirwinner.
arms, hands, and wiggle their fingers. Then ask them to
name somefinger.
hand, and body Then
parts.follow book instructions and complete
activity. VL, VS
of the body part on each clothespin. Then have children match
the pins with
children the corresponding
as they bodyfinish,
work. After they part. praise children and
Draw different color patterns on the board. Encourage children

to say what
coming color
to the feltcomes
board next.
to reproduce one pattern at a time.
Encourage children to name the shapes and colors as they work. LM, VS
complete activity.
Have children
concept wear
by giving theirseveral
them straw necklace and
yellow and compare
blue circles them.
and asking
them to make an AB (yellow-blue) pattern with them. VS, LM
each circle naming its color. Give children two yellow circles and
two blue as
children circles.
theyFollow
work. book
Afterinstructions
they finish,topraise
complete activity.
children and
(walking, jumping, playing soccer, etc.). Ask children what part of

the
takebody
themthey are using
outside to do that
to practice activity.
all these movements and to feel
their legs at work. VL, K
pictures and relate them to the activities they can do with their
legs. Follow book instructions to complete activity.
Have children recall activities they do with their legs, feet, and
toes. Canit they
to color countithow
and show many toespointing
to classmates they have?
and counting their
toes. VL, VS
blue paint. Have them say, “My toes are red,” “My feet are
yellow,”
children “My legs work.
as they are blue.”
After they finish, praise children and
Ask children to point to a body part as they are being said by you.
Begin slowly and
they recognize speed
any it up.Listen to track 38 and point at the
of them?
pictures as they repeat the words and sentences. VL, VS
Show flashcards. Ask children to name each. Include some of the
vocabulary words seen so far.
Have
restartchildren playlike
the music, "Simon Says"hopping,
walking, pointingskipping,
to parts or
of running.
the body.You
can also have them go backward, or walk on their tiptoes. VL, VS, K
complete
children as activity.
they work. After they finish, praise children and
place their hands inside the pockets and then out of their
pockets.
Gather many different objects and have children put them in and
out of(hula
a boxhoop).
while saying the words, “in” or LM, VS
circle Next, instruct children to “out” asballs
put the they out
work.
of
the hoop.
piano, bell, xylophone, and unwrapping a present. Ask children if
they
Listencan
to imitate
track 34.the sound
Follow eachinstructions
book one makes.and complete
activity. VL, VS
circle.
Review with children what a rhyming word is. Give some

examples. Ask children
cards and have childrenifmatch
they can
thethink of any
pictures thatrhyming
rhyme. words.
(can-fan,
map-nap, hot-pot, VL, VS
Have children opensit-hit,
book on rug-hug, hop-top)
page 32. Listen to track 43. Follow
book
Have instructions
children opentotheir
complete
book activity.
on page 31 and ask the names of
the
say, “Grandmother, this bunny is and
characters. Listen to track 31 follow
yummy! Canstory.
we have another
one, please?” VL, VS
Use the cutouts again, but this time have children change the
dialogue.
road twice, to make sure there are no vehicles approaching

before they cross.
conversation. Have them act it out holding hands and pretending
to cross a street together. K, VS
make a drawing of themselves while crossing the street with
their parents.
Ask children why it is important to wash their hands. When
should they wash their hands?
VS, Ie
different-colored scrunched tissue paper to decorate them.
When done have them say,were
“I have twoDid
hands.” VS, Ie
they felt when their hands dirty. they enjoy the
sensation of having their hands dirty?
VS, VL
evaluating the learning outcomes expected by filling out the
corresponding bubbles in the marking rubric. VL, VS
Digital
Teacher's Guide
for the suggested
-classroom
objects
-craft sticks
-white
construction
paper
Sparks Video: -red objects

Blue Poem -pictures with
blue objects
-blue cellophane
paper
-vocabulary
flashcards
-medium sized
rocks
Sparks Images:
Families -tempera paint
-thin brushes
-wiggly eyes
Sparks Video:
-shaving cream
Shapes
paper
-different-
colored cereal
loops
-different-
Sparks Video: -body parts

Wonder Child pictures
-flashcards
-paint
-vocabulary
flashcards
-sheets of paper
-dry erase board
-magazines
-paper plates
-Legos
-paper colored
bags
-magnifying glass
-flashcard
-painter's tape
-red, yellow,
blue, and green
pipe cleaners
-beads
-butcher's paper
-vocabulary
flashcards
-sheets of paper
-dry erase board
-vocabulary
flashcards
-sheets of paper
-dry erase board
-body parts cards
-clothespins
-straws
-yarn
-black, red,
yellow, and blue
felt
-blue and yellow
circles
-red, yellow, and
blue paint
-vocabulary
flashcards
-Hula-Hoop
-balls
-printed pictures
-sheets of paper
Sparks Image:
or dry erase
Child and adult
board
-glue
-different-
colored tissue
paper
-glue
-different-
colored tissue
paper
Weeks 1-2
Language Skills
Bedroom
*
Day 1 Day 2
p. 7 My Toys * Day 3
p. 8 In My
Day 4
Pronunciation Lab p. 2p.Clothespins

8 The p. 4 Vocabulary
Pre-Math p. 3 I Can Trace
Let's Be Creative p. 3 Car Tracks
Motor Skills p. 2 Skip
p. 56 Number
Writing p. 53 The Moon p. 54 Full Moon p. 55 My Dolls Three
p. 12 In My Closet p. 13 Lots of
Language Skills p. 2 Listening and p.
Clothes
9 My Little Blue
Pronunciation Lab p. 6 Vocabulary
Pre-Math
Identifying
p. 6 Old and New! Balloon Review
Sounds
Listening &
Speaking
* p. 7 Is It Old or
p. 9 Let’s Make a
Let's Be Creative Skirt
Motor Skills
Writing p. 61 My T-Shirt p. 62 A Skirt p. 63 Blue Jeans p. 64 My Sock
p. 9 Mixed Up p. 10 More Toys p. 3-6 Pat’s
Toys
p. 8 The Alphabet p. 5 Vocabulary p. 9 My Little Blue Messy Room to
p. 11 Listening
song Review Balloon Words’ Sounds
p. 4 My Robot p. 5 Five Blocks
p. 5 Exploring
Number Five
p. 57 Old Shoes,
Friday Freebies New Shoes p. 58 Flying Kites p. 59 Nice Clothes p. 60 Mr. Triangle
* Day 15
p. 14 What Do
Day 16
Clothes
p. 7 Vocabulary *
Day 17 p. 3-6Day
p. 3 Listening and Messy
p. 8 What
Identifying
p.
Drama
Room
18
Pat’s
12 Do- Cutouts
These
Day 19
Sounds Words Rhyme? p. 10 Counting

Does Zero Mean?
Toys
p. 11 Tall Socks,
p. 2 My T-Shirt
Short Socks
p. 67 Bunny
Friday Freebies p. 65 I Can Jump! p. 66 Let’s Jump p.68 Little Worm
Rabbit
Dashboard
Day 10
p. 11 Where Is My
Kite?
p. 10 My Kite
p. 7 Colorful Kite
Friday Freebies
Day 20
This Is What I
Have Learned!
Unit 4
Portfolio Unit 4
Friday Freebies
5-Day Daily Lesson Plan U4 the switching
-activate
process and
Day Date promote will
Subject Students play be
andable to Pages Time Lesson Cycle
learning
All Daily Routine
-stimulate brain
n/a 10
functions and enhance Total mins 10
social skills
Daily
Skills Routine -reinforce concepts 10
Pre-Activity
Things in My -identify clothes and
1, 2 30 Activity
Bedroom toys
Post-Activity
Clothespin
1 Pronunciation
Lab
Pre-Activity
-review the alphabet 8 25 Activity
The Alphabet Post-Activity
The Moon 53 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
Lab vocabulary words 4 25 Activity
-identify toys
2 Language
Skills
Pre-Activity
-describe a favorite toy 7 30 Activity
My Toys Post-Activity
Full Moon 54 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
-review colors Pre-Activity
Tops Are Fun! -review shapes, circle, 2, 3 30 Activity
square, and triangle
ILanguage
Can Trace Post-Activity
-review toys 8 25 Activity
In My
Bedroom Post-Activity
My Dolls 55 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
(5 min)
Motor Skills
-develop motor skills 2 25 Motor Skills:
Skip (10
Coolmin)
Down:
(5 min)
4
4 Let's Be
-review colors Pre-Activity
Creative
skills
Car Tracks Post-Activity
Number Three 56 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab Activity
-review the alphabet 8 25
The Alphabet Post-Activity
Language
5 Skills
Pre-Activity
-identify toys 9 30 Activity
Mixed
Friday Up Toys Post-Activity
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
Lab vocabulary words 5 25 Activity
-identify clothes
6 Language
Skills -identify and classify
Pre-Activity
10 30 Activity
toys
More Toys
Old Shoes, Post-Activity
New Shoes 57 20
Cool Down 5
Total mins 90
Daily Routine 10
-review colors and
4 30 Activity
shapes
My Robot Post-Activity
Pronunciation
7 Lab Pre-Activity
-repeat a rhyme 9 25 Activity
My Little Blue
Balloon Post-Activity
Flying Kites 58 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-identify the "T" sound 11 25 Activity
Listening to
Language
8 Skills -listen to a story
-identify main
Pre-Activity
3-6 30 Activity
Storytelling - characters and events
in the story
-identify main
3-6 30
Storytelling - characters and events
Writing Skills in the story
Pat's Messy Post-Activity
Room 59 20
Nice Clothes
Cool Down 5
Total mins 90
Daily Routine 10
Skills -review numbers 1-5 Activity
5 25
-review colors
Five Blocks Post-Activity
Let's Be -select color objects
9 Creative -group objects by Pre-Activity
colors 5 30 Activity
Exploring -develop fine motor
Writing
NumberSkills
Five skills Post-Activity
Mr. Triangle 60 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
My Kite Post-Activity
Language
Skills Pre-Activity
-identify different toys 11 20 Activity
10 Where Is My
Post-Activity
Kite?
Let's Be -describe an object by Pre-Activity
Creative its colors
7 20 Activity
-develop fine motor
Colorful
Friday Kite skills Post-Activity
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab vocabulary words 6 25
-recognize the concept Activity
Vocabulary of new and old Post-Activity
11 Language
Skills
Pre-Activity
-describe their clothing 12 30 Activity
In My Closet Post-Activity
My T-Shirt 61 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math 10
Skills -select old and new Pre-Activity
objects
6 30
-develop listening and
speaking skills
12
-select old and new
objects
6 30 Activity
Speaking - Old speaking skills
and New!
12 Lab
Pre-Activity
2 25 Activity
Sounds
A Skirt 62 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
My Little Blue
Balloon Post-Activity
13 Language
Skills -identify and describe
Pre-Activity
13 30 Activity
clothing
Lots of Clothes Post-Activity
Blue Jeans 63 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-compare new and old
7 25 Activity
clothes
Is It Old or
New? Post-Activity
Let's Be
14 Creative -select colors Pre-Activity
Let's Make a skills
Skirt Post-Activity
My Sock 64 20
Cool Down 5
Total mins 90
Daily Routine 10
Language
Skills Pre-Activity
-compare boys and
14 25 Activity
girls clothing
What Do You
Wear? Post-Activity
15 Let's Be
Creative
-review colors and
shapes
Pre-Activity
2 30 Activity
-develop fine motor
My T-Shirt
Friday skills Post-Activity
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
7 25 Activity
-recognize the
Vocabulary concepts tall and short
16
Pronunciation -identify new
Lab vocabulary words 7 25
-recognize the
Vocabulary concepts tall and short Post-Activity
Skills
16 Pre-Activity
Missing -review clothing 15,16 30 Activity
Clothes
Post-Activity
I Can Jump! 65 20
Cool Down 5
Total mins 90
Daily Routine
Skills 10
Pre-Activity
What Does -define the concept
8, 9 30 Activity
Zero Mean? zero
Matching
17 Lab
Pre-Activity
3 25 Activity
Sounds
Let’s Jump 66 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-review rhyming words 12 20 Activity
Do These
Words
Rhyme?
18 -recall story facts and
Storytelling - events
Pre-Activity
3-6 35 Activity
Pat's Messy
To role-play a story
Room Post-Activity
Drama-
Bunny Rabbit 67 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
-count from 1 to 5 10 25 Activity
Counting Toys Post-Activity
Let's Be
19 Creative -identify long and short Pre-Activity
Tall Socks, skills
Short Socks Post-Activity
Little Worm 68 20
Cool Down 5
Total mins 90
Daily 10
Friday Routine
Freebies 20
20 Assessment knowledge of the
55
concepts seen
Cool Down 5
Total mins 90
are you?" Ask for a reply. They must answer, "Good morning, I'm fine and
you?"
Roll call. They must answer, "Here!"
Say or sing the days of the week.
Say the date while pointing to your calendar. Say, "Today is Monday,
January 12." Ask children to repeat the date after you.
Ask about the weather. Stick next to the date a symbol for either sunny,
cloudy, rainy, etc.
Use daily routine to review concepts seen during the unit. Use the Spark
Images or Video as many times as necessary to review these concepts.
Also add to the routine the songs, poems,
Strategies and rhymes. During the first
and Activities MI
week a Motor Skills activity is presented, you can use it in a shorter
version during the daily routine all through the month.
example, a teddy bear. When the child takes it out, ask children, "Is this a
teddy bear?" Continue
Have children open bookuntil
on all
pagethe1.children
Follow have
book come to taketoout
instructions a toy.
complete
activity. VL, Ia
basket. He or she hangs it on the line or rack as you ask, “What did you
get?”
Show The child flashcards
alphabet names theoneclothing item.
by one. Say each letter, encourage children
to repeat after you. Do this several times.
children that when they listen to the letter they have, they must stand up
and VL , K
Giveshow it. Haveachildren
the children exchange
large piece of Krafttheir flashcards.
paper and haveDo it several
them stamptimes.
it
with letter sponges. Encourage them to name each letter
Walk around and monitor children as they work. After they finish, as they work.
praise children and lead them in cool down exercises. VS, VL
child come to the front and take it from inside the bag without looking.
Do this several
instructions times withactivity.
to complete different children
Guide eachtotime.
children answer the Self-
assessment bar. VS, VL
children to cover their eyes. Take away one toy. Ask them to uncover
their eyesthat
The child and guesses
guess which onesgoes
correctly you took
to theaway.
frontDo
to this several
choose times.
his/her
favorite toy. Repeat
Have children activity
open their bookseveral times.
their favorite toy, where and/or when they like to play with it, who gave
it to them,
Walk etc.and monitor children as they work. After they finish,
around
open their book on page 2. Follow book instructions to complete activity.

Have them children
Encourage relate each color the
to name to the top
face while
and bodysaying
partsits
asname.
they add them to
their monster. VS, LM
have children sit in a circle. Empty the bags one by one to make sure all
the colored-squares are in the corresponding bag.
Have children
Play Sparks openToys.
Video: theirHave
bookschildren
on pagetalk
8. Follow book
about the instruction
toys they see.to
children play the game by touching the objects with their eyes closed and
guessing what and
Walk around theymonitor
are. children as they work. After they finish,
name them: lift your arms up and down, touch your knees, touch your
ankles, touchtoyour
to the right, the toes, andforward,
left, skip finally stretch up high. Start
and backward. Haveagain.
them practice
these movements while listening to the song: “Skip to My Lou.”
K, VL
https://www.youtube.com/watch?v=tO2oG5d5_rM
to touch their toes. Then have children lift their arms up as they inhale
and bring them down as they exhale.
Have children show you the color crayon you ask for to review colors.
Say,
they "Show
switch the
carsred crayon!
with Show
a friend thatme the blue
is using crayon!"
a different etc.by asking,
color
“Can I have the (color), please?” K, VS
Have
Walk children
around show their activity
and monitor to the
children asrest
theyofwork.
the class.
After they finish,
Play track 53. Encourage children to sing along several times.

Bonus Activity
Give the children
a child a smalla piece of large
bean bag. Askpaper andtohave
him/her them
throw it onstamp it with
the letter you
letter sponges.
call. Do Encourage
this several themevery
times until to name
one each letter
has had an opportunity to play.
as theywith.
starts work.Play track 53 again. Each time they listen to their letter they VL, K
must stand up,
Review toys using show their letter,
flashcards. Showand name
each oneit.and ask, "Is this a doll?",
etc.
Then ask them to relate the two correct halves, matching them together
by drawing VS, LM
Hide severalatoys
line while
around repeating the toys’
the classroom. names:
Make smalldoll, ball,Ask
teams. andeach
bicycle.
team
Walk to look for
around a specific
and monitortoy. The team
children that finds
as they work.their toythey
After first,finish,
wins!
Show children the vocabulary flashcards, one by one. Have them repeat
the
Haveword afteropen
children you several times.
their book on page 5. Follow book instructions to
complete activity. Guide children to answer VL, K
eyes. Take away one. Have them open their the
eyesSelf-assessment
and guess whatbar.
flashcard
Repeat the is exercise
missing. until you have mentioned all the balls you handed
out.
classify the toys that are the same by tracing a line to connect them.
Have children pointthe
at basket
each ball VS, VL
getting a toy from andwhile saying,
matching it “This is a placing
by color, ball.” it on the
same
Walk color
around square.
and monitor children as they work. After they finish,
Game Zone - Shapes Hopscotch

Cut many easily recognizable shapes such as: red circle, yellow square,
and blue triangle. Tape the shapes on the floor. Encourage children to
circle.
hop fromAt the
onesame
shapetime they must
to another, thensaystand
aloud,on"Aone.
red Choose
circle." Continue
a child to call
with
out different
the body
robot’s combinations.
colorsparts
or shapes for and
carefully the other children
then color them to according
find and jump on.color-
to the You
can
shapealso have
code childrenGuide
provided. jump across
childrenthe
toshapes
answerfollowing simple directions
the Self-assessment bar. VS, VL
such as: “Jump to the front,” “Jump back,” etc.
for example, 10 seconds. Have children show their balloons. Whoever has
the
the biggest balloon
rhyme. First, linewins.
by line. Then the complete rhyme. Do this several
times. VL, M
and pass a balloon to each other over the string. First, start with one
balloon. Then add
Walk around andmore,
monitor onechildren
at a time,asfor greater
they work.challenge andfinish,
After they fun.
"ttttttten." Look for more words with the "T" sound. Have children repeat
the
Havesound several
children opentimes.
their book on page 11. Play track 56. Have them
listen VL, M
some that don't. Say thepointing
and repeat, while to the
word aloud. images.
They must clap if it starts with the
"T" sound.
Show children the images of Pat's Messy Room. Ask if their room looks
like
pagePat's. Ask,
4. Ask "Is your
again, room
"What messy
do you or clean?"
see?" Turn to page 5, "Is the room
clean?" Finally, turn to page 6. "Is her room different?" VS, VL
Start by warming up for writing as it is described in the Teacher's
Play
Guidetrack 46. Tell
(warm up them tomuscles,
writing "read " along.
writePause
in thetrack
air, to
andturn page.
write on the
Complete
board). Then have children trace the lines with a finger. Finally,does
the reading of the story. Ask different questions: "Where VS, VL
Pat want
guide to go? to
children What does she
complete thehave
workto in
do? How
the does Skills
Writing Pat feel? Who
workbook.
cleans her room?
Walk around and monitor children as they work. After they finish,
Game Zone - Let’s Play Counting

You will need: Half of an egg carton per child, beans, and a permanent
marker. Have children write the numbers 0 to 5 on each compartment
four
insidebythewriting the numbers
egg carton. on the board,
Give children 15 beans andeach.
by having
Explain children
that theyname
Have
them
need children
aloud. open
to put thepiece
On a separate their
correspondingbook
of paper, haveon page
amount 5. Cut
of beans
children a number
traceinaround five out
each compartment. of
their hand and
construction
Let
thenthem
count know paper
their that for eachdo
if they
fingers. child. Make
it right, it big
they willenough
have notobeans
fit on left.
this Allow
page.
Put tape on the backseveral
ofcolor
eachtimes
number and have children stick LM, VS
Hand outto
children five different
practice buttonsuntilto each
they child.
master Have themit count
the relationship carefully
their
to the page.
buttons
between alleachGive
together.children
number Thenandtempera
they mustpaint
its quantity.count in how
different
manycolors. Haveof
they have children
each
paint
color.around the number
For example, two red with outward
buttons, twopaintbrush strokesone
yellow buttons, while
bluesaying,
“This
Start
button.isbythe numberup
warming five.”
for Allow
writingtheasartwork to dry. On
it is described in the
thefollowing
Teacher's day,
carefully
Guide (warm remove upthe cutout
writing to revealwrite
muscles, the colorful number
in the air, 5 silhouettes
and write on the
Make
and havesmall teams.
children Have
draw children
five dots putthe
inside their
the buttons
number. together. Encourage K, VS
board). Then have children trace lines with a finger. Finally,
them to group their buttons by colors. Have them count five of each
guide children
color. They may to complete
say, "I have fivetheredwork in the Writing Skills workbook.
buttons."
Have children open their book on page 10. Ask children to identify what
Pat
Playistrack
doing. 55.Ask
Haveif they havelisten
children ever flown a kite.
first. Then ask them to repeat each
line. Have them repeat all the rhyme together. VL, M
Encourage children to say the rhyme. First, have the boys say it, then the
girls.
Show children different toys. Encourage them to name each toy. When
done,
pictureask forchildren to point to
a few moments. theirthem
Have favorite
name one.
the toys they see. Ask them
to find the kite and have them color it with their favorite VS, VL
classroom and then have them look for it. Whoever finds colors.
it must state
what the toy is by saying, “This is a _____________.”
front and take out without looking inside, the toy you mention. Do this
several
tail and times
have themuntil most of thedifferent-colored
glue small children have participated.
triangles of tissue paper
on it while saying, “This is my kite.” K, VS
Encourage children to present their kite to the rest of the class, they may
say,
Walk"This is myand
around kite."monitor children as they work. After they finish,
Show children several objects, one old and one new. Each time you show
them, say, "This
Have children is old,
open thisbook
their is new."
complete VS, VL
Have children look in their school to
activity. Guide children baganswer
for new theand
Self-assessment bar.
old things. Encourage
them to say,
Designate "Thissock
a “silly pencil is old,
day.” thischildren
Have pencil iscome
new."to school wearing silly,
colorful socks. Read the book Fox in Socks by Dr.
the classroom. Take pictures or a video of the children Seuss.wearing silly socks.
Use VS, Ie
Havethem as conversation
children open their bookstarters on the
on page 12.following day. instruction to
Follow book
complete
Walk aroundactivity.
notice the difference between the two. For example: used and new
pencils, crayons, notebooks, toys, etc.
VS, VL
to place the stickers next to the opposite objects: the new car next to the
old teddy bear and the old sock next to the new shoes. VS, VL
Reinforce old and
Have children opennew concepts
their book onbypage
showing
2. Askdifferent
childrenobjects.
to identify each
picture. Ask them to make the sounds they think each one makes.
Play VL, M
Havetrack 47. Follow
children one bybook instructions
one, make to complete
the sounds activity.that did not
of the images
come
Walk up in theand
around track. The rest
monitor of the class
children maywork.
as they guess what
After they
theyare.
finish,
Hand out blue balloons. Encourage children to blow up their balloon.

Help
track them
54. Have by tying them
children up. to it several times. Encourage children to
listen
sing VL, M
Haveit.children sing the song without the track. When done, have them
say,
ask "This
childrenis a blue balloon."
to pick one clothing item. Have them say, "This is
a_____.
name / These
it. Have are ________."
children point at the same item and repeat after you.
Then have children complete
Use the same clothing items and the activity.
have children classify all the
shirts,
Walk around and monitor children asetc.
tennis shoes, shorts, T-shirts, they work. After they finish,
one old and one new. Ask children to decide which ones go in the
corresponding bags.doll is old,” “This doll is new.” Follow book instructions
while saying, “This
to complete activity. VS, VL
new. Encourage the use of the following sentence frames: “This is old,“
“This is new.”
the front and be the leader. He/she should say, "Show me
your______crayon."
or blue. Have them print etc. both
Do this several
hands times
upside withunder
down different
the children.
bow to
make a skirt while saying, “This is a (red, yellow, or blue) skirt.” K, VS
Encourage children to show the rest of the class their skirts, while saying,
"This
Walk isaround
a (red, and
yellow, or blue)
monitor skirt." as they work. After they finish,
children
Show Spark Images.

Ask children to openAsk children
their book on topage
identify
14. what
Followclothes they wear. to
book instructions
complete VS, VL
Have themactivity.
point atGuide childrenwhile
the pictures to answer
saying,the Self-assessment
“Girls bar.
wear dresses,” “Boys
wear pants.”
they have seen: red, yellow, blue. Have them identify each one by saying
aloud,
ask them"This
to is my red
draw. Youcrayon,"
can say,etc.
for example, “Draw a red circle. Draw two
yellow squares. Draw a blue triangle,” etc. Have them finish coloring it. VL, VS
Have children share their T-shirt with their friends by saying, “This is my
T-shirt.”
up on tip-toes, hands stretched up. Then say, "short." They must squat
down. Do this open
Have children several times.
their book on page 7. Follow book instructions to
complete activity. Guide children to answer the Self-assessment bar. VS, VL
VS, VL
Ask a child to come to the front and lead the pre-activity, "Tall and
short."
saying, “a pair of shoes,” and “a pair of socks.”
Follow
puttingbook instructions
the cards to complete
face down activity.
and having children take turns finding the
pairs. VL, VS
mouth, and the clothes they are wearing on the outline of the child so
that
Walkit around
looks like them.
instructions to complete the page. Guide children to answer the Self-

assessment.
until you have no objects . left. Ask the children how many objects are
left. LM, VS
HaveWait for their
children turnanswer
to pageand then write
9. Follow bookthe number zero
instructions on the board.
to complete
activity.
Have children open their book on page 3. Ask children to identify each
picture. Ask them
Have children toto
listen make
trackthe
48.sounds
Followthey
bookthink each onetomakes.
instructions complete
activity. VL, VS
Have children one by one, make the sounds of the images that did not
come
Walk up in theand
around track. The rest
monitor of the class
children maywork.
as they guess what
After they
theyare.
finish,
Hen and ten, but not doll and skirt. So which sound the same then?
Doll
Haveand skirt?open
children Hen and
theirten?
book on page 12. Play track 57. Follow book
instructions to complete activity. VL, M
each other first and says the rhyming words correctly wins. You can give
children stickers
Have children or points
open toward
their book a reward
on page of your
3. Play trackchoice.
46. Ask children to
listen
Pat looking for her shoe. They should walk around whileturn
carefully to the story. Pause track each time they the “Where
asking, page.
is my shoe?” and upon finding it they should say, “Here is my shoe!” VL, VS
Have
Walk children
around role-play the story.
Have children count their fingers on one hand. Ask them to count the
fingers of theiropen
Have children friend. They
book onshould say,Follow
page 10. "I have fiveinstructions
book fingers." to
complete activity. VS, LM
make groups of 3, 4, and 5 blocks. They should say, "I have three blocks."
etc.
Have children look at their socks. Ask them, "Do you have long socks?", or
"Do you
have havesay,
children short socks?"
“Long socks” and “Short socks” while pointing at the
corresponding pair of socks. VS, K
Have children show their activity to the rest of the class while saying:
"Long socks, short
Walk around andsocks."
monitor children as they work. After they finish,
VS, VL
learning outcomes expected by filling out the corresponding bubbles in
the marking rubric. VL, VS
SparksDigital
Videos:
Teacher's Guide
for suggested
Sparks Videos.
transparent bag
-small toys
-small boy
-basket
-cardboard
Sparks Video:
-Kraft paper
ABC Movie
-vocabulary
flashcards
-non-
transparent bag
-small toys
-different toys
different colors:
red, yellow,
blue
-circles,
squares, and
triangles in
-old toys
Sparks Video:
-hot glue
Toys
-cardboard
-red, yellow,
and blue paint
-shallow
-alphabet
Sparks Video:
ABC Movie flashcards
-bean bag
-toys
-vocabulary
flashcards
-vocabulary
flashcards
-toys
-different size
and color balls
-crayons
-cutouts of
different shapes
-blue balloons
-string
-white paper
-half of an egg
carton per child
-beans
-marker
-different color
buttons:
red, yellow, and
blue
-toys
-toys
-non-
transparent bag
-string or yarn
-glue
-tissue paper
-vocabulary
flashcards
-old and new

objects
-old and new
objects
-blue balloons
-different
clothing items:
T-shirts, tennis
shoes, shorts,
etc.
-old and new

Sparks Images: clothes
Old and new
-old and new
objects
bags
-crayons
Sparks Images:
Clothes
-markers
-crayons
-vocabulary
flashcards
-vocabulary
flashcards
Sparks Image: -toys

Toy box -blocks
-blocks
-watercolors
-brushes
Weeks 1-2
Senses!
Day 1
* Day 2 Day 3
p. 24 I Smell With
Day 4
*
Language Skills p. 19 If You Are p. 23 I See
My Nose
Pronunciation Lab Happy and You
Pre-Math Know It song
p. 15 Vocabulary p. 11 Are
p. 13 A Friendly These Green?
* p. 13 I Am Mr.
Let's Be Creative Monster!
Motor Skills p. 3 Hop Forward
*
p. 69 Apples in a p. 70 Fruit in the p. 72 Number
Writing Basket Basket p. 71 Numbers Four
Weeks 3-4 Day 11 Day 12 p. Day
29 Healthy
13 Day 14
Senses Food
Language Skills Listening & p. 13 Listening p. 19 If You Are
Pre-Math *
and Identifying Happy and You
p. 17 Near and Know It Review p. 18 An Apple
Sounds
Tree
p. 17 Magic
Let's Be Creative Lemon Paint
Motor Skills
p. 77 Near and p. 79 Delicious p. 80 Mr.
Writing p. 78 Green Paint
Far Fruits Rectangle
p. 25 I Touch With p. 26 I Hear With p. 19-22 Tony’s
My Hands My Ears Curious Nose to
p. 16 Vocabulary p. 20 Look at the p. 21 Listening
Apple
p. 14 Rectangles Words’ Sounds Peaches
Everywhere! p. 15 Count and
Science Project 16 Groups of
Smell
p. 73 Green p. 75 Yellow
Friday Freebies Grapes p. 74 Green Pear Banana p. 76 Juicy Orange
Day 15 Day 16 Day 17 DayTony’s
p. 19–22 18 Day 19
p. 31 Nature’s p. 32 Delicious
p. 14 Listening Curious Nose
Sweets Fruit p. 22 Do- Cutouts
Drama These
Sounds Words Rhyme? p. 20 Nose and
p. 19 More Fruits
Eyes
p. 21 Painting
p. 19 Fruit Prints
With M&M’s
Friday Freebies p. 81 My Mouth p. 82 My Nose p. 83 My Ears p. 84 My Eyes

Dashboard
Day 10
p. 27 It Is Tasty!
Let’s Cook
Friday Freebies
Day 20
This Is What I
Have Learned!
Unit 5
Portfolio Unit 5
Friday Freebies
-activate the switching
process and
Day Date Subject promote will
Students play be
learning
All Daily Routine
-stimulate brain
n/a 10
social skills
Daily Routine -reinforce concepts 10
Language Skills
Pre-Activity
-describe physical
I Have Five Senses! 17, 18 30 Activity
features
I Spy Post-Activity
1 Pronunciation Lab Pre-Activity
If You're Happy
and You Know It Post-Activity
Apples in a Basket 69 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation Lab Pre-Activity
-identify new 15 15
Vocabulary
Post-Activity
Language Skills Pre-Activity
-identify the five
23 20 Activity
2 I See With My Eyes senses
Post-Activity
Let's Be Creative -review shapes and Pre-Activity
colors
13 20 Activity
A Friendly -develop fine motor
Monster! skills Post-Activity
Fruit in the Basket 70 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
Pre-Activity
Are These Green? -recognize green food 11, 12 30 Activity
Green Food! Post-Activity
3 Language Skills
-identify the sense of
Pre-Activity
24 25 Activity
I Smell With My smell
Nose Post-Activity
Numbers 71 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor Skills (5 min)
-develop motor skills 3 25
Hop Forward
4
Motor Skills Motor Skills:
Hop Forward Coolmin)
Down:
(5 min)
4 Pre-Math Skills -identify a rectangle Pre-Activity
-describe the rectangle 13 30 Activity
I Am Mr. Rectangle shape Post-Activity
Number Four 72 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify the sense of
25 25 Activity
I Touch With My touch
5 Hands
Science Project - textures
Post-Activity
23 30
Surprising -develop fine motor
Friday Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
16 25 Activity
vocabulary words
Language Skills
6 -identify different
Pre-Activity
I Hear With My sounds 26 30 Activity
Ears Post-Activity
Green Grapes 73 20
Cool Down 5
Total mins 90
Daily Routine 10
-recognize the
rectangle shape in 14 30 Activity
Rectangles
objects
Everywhere! Post-Activity
Look at the
Writing Apple
Green Pear 74 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify the "i" sound Activity
21 25
Listening to in words
Language Skills
-identify main
Pre-Activity
Storytelling - 19-22 30
Tony's Curious
in the story
Nose
Language Skills
-identify main
Storytelling - 19-22 30 Activity
Tony's Curious
Writing in the story
Nose Skills Post-Activity
Yellow Banana 75 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math Skills 10
Pre-Activity
Let's Count
-count up to six 15, 16 25 Activity
Peaches
Post-Activity
Groups of Six
9 Let's Be Creative -count up to six Pre-Activity
Count and Smell skills
Post-Activity
Juicy Orange 76 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify things they
27 25 Activity
It Is Tasty! can taste
-identify the process of
Post-Activity
Let's Cook - 24 30
cooking pop-corn
What's Popping?
Friday Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new Pre-Activity
Pronunciation Lab vocabulary words
17 25 Activity
-recognize fruits, their
Vocabulary
smell, and their texture Post-Activity
Pre-Activity
Language Skills Activity
11 -identify the five
senses
Listening and 28 30
Speaking - My Five
speaking skills
Senses
Post-Activity
Near and Far 77 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify near and far 17 30 Activity
Near and Far
12
Pre-Math Skills
-identify near and far 17 30
Near and Far
Post-Activity
12 Pronunciation Lab
Pre-Activity
13 25 Activity
Identifying Sounds Post-Activity
Green Paint 78 20
Cool Down 5
Total mins 90
Daily Routine 10
If You're Happy
and You Know
Language SkillsIt Post-Activity
13 Healthy Food
Pre-Activity
-select healthy food 29, 30 30 Activity
My Favorite Food Post-Activity
Is...
Delicious Fruits 79 20
Cool Down 5
Total mins 90
Daily Routine 10
-review the concepts
18 25 Activity
near and far
An Apple Tree
Post-Activity
-distinguish pleasant or
unpleasant scents
Pre-Activity
17 30 Activity
-develop fine motor
Magic Lemon Paint skills
Post-Activity
Mr. Rectangle 80 20
Cool Down 5
Total mins 90
Daily Routine 10
Language Skills -identity fruits Pre-Activity
-describe likes and 31 25 Activity
Nature's Sweets dislikes
Post-Activity
-describe fruits by their
color
Pre-Activity
Let’s Cook - -develop fine motor 19 30 Activity
Fruit Prints
Friday Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
18 25 Activity
vocabulary words
Vocabulary
Post-Activity
16
16 Language Skills -identify fruits and
Pre-Activity
32 30 Activity
their color
Delicious Fruit
Post-Activity
My Mouth 81 20
Cool Down 5
Total mins 90
Daily Routine 10
-recognize their
19 30 Activity
favorite fruit
More Fruits
Post-Activity
Pre-Activity
14 25 Activity
My Nose 82 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify rhyming
22 25 Activity
Do These Words words
Rhyme?
Language Skills Post-Activity
18 Storytelling -
events 19-22 30 Activity
Tony's Curious -role-play a story
Nose Post-Activity
Drama-Cutouts
My Ears 83 20
Cool Down 5
Total mins 90
Daily Routine 10
-classify same and
20 25 Activity
different objects
Nose and Eyes
Post-Activity
-review the five senses Pre-Activity
Painting With
skills
M&M's Post-Activity
My Eyes 84 20
Cool Down 5
Total mins 90
Daily Routine 10
Friday Freebies 20
55
concepts seen
Cool Down 5
Total mins 90
morning, I'm fine and you?"
Call roll. They must answer, "Here!"
Say the date while pointing to your calendar. Say, "Today is
Monday, January 12." Ask children to repeat the date after you.
Ask about the weather. Stick next to the date a symbol for either
sunny, cloudy, rainy, etc.
Use daily routine to review concepts seen during the unit. Use the
Spark Images or Video as many times as necessary to review these
concepts. Also add to the routine the songs, poems, and rhymes.
During the first weekStrategies
a Motor Skills
andactivity is presented, you can
Activities MI
use it in a shorter version during the daily routine all through the
unit.

instructions
blonde girl, atocurly-haired
complete activity.
boy,” etc. Children have to look around
and guess who is the child that youone
are will
thinking about. VL, Ie
Have children stand by pairs. Each present their partner by
saying, "He is my friend. He has brown eyes."
Ask children what they see. Say, "The children are singing a song,
we
makearehappy
goingfaces.
to learn
Askthe
whosame
cansong."
make the happiest face. Model
and say, "Clap you hands, stomp your feet, and nod your head." VL, M
Play track 69. Sing and do the actions. Play track 69 again.
Encourage
children aschildren
they work.to sing along
After while
they doingpraise
finish, the actions.
children and
them smell the pear. Ask them, "Does it smell good? Yes! Pears are
delicious!"
book instructions to complete activity. Guide children to answer
the Self-assessment VL, VS
children to draw onebar.of the vocabulary words. Have them show
the rest of the class what they drew.
Play Sparks video: Senses and Pronouns. Have them talk about
Tell children
things to open
they can see ortheir book on page 23. Follow book
touch.
instructions to complete activity. Ia, VS
Children have to be very attentive in order to be able to identify
and
timesname the objects
in different order.correctly.
Invite a child to lead the same activity.
He/she should
this friendly say, "Show
monster’s me your
body?” Theyeyes,
shouldshow me your
answer, “It islegs." etc.
a green
rectangle!” LM, VL
Encourage children to present their monster to the rest of the
class, pointing
children outwork.
as they its head, eyes,
After nose,
they arms,
finish, and legs.
praise children and
the classroom. You can have the children observe how the colors
of the leaves
“What change
color did in theTake
you get?” nextpictures
week. of the children while doing
this activity VS, N
will go underand
thedisplay them section
green circle in the classroom.
on the chart, a yellow banana
will
lemon, is it a strong scent? What aboutetc.
go under the yellow circle section, a perfume? Do they think
the ball has a scent, can they smell it?
Follow Ia, N
childrenbook instructions
while to complete
doing this activity activity.
in order to register their facial
expressions
children as they work. After they finish,scents.
and reactions to the different praise children and
with your body by bending down at your waist, first to one side,
then to the other side. Start again.
K, VL
Thinking Skill: Describe
Have children
forward openback
and come theirtobook
theiron pageEncourage
spot. 13. Have them count
children theto
to try
sides
hop on Mr.every
farther Rectangle.
time. Have them
Repeat trace
several along the long and short
times. K, VL
alternate
lines with touching their
their finger feet.counting
while Finally have children
the sides and inhale and the
then saying
exhale
words, several
and two“long” times.
and “short”
are short. accordingly.
Play Sparks Follow Help
video: Shapes. bookchildren
instructions to
identify
complete activity. Have them describe the rectangle by saying,
the rectangle.
“This rectangle
pictures on the is green.” day as a review by asking, “What shape
following LM, VS
does _________
children as theyhave?”
Children must listen to the directions and follow them as fast as

they can.not touch, such as a cloud in the sky. Give them more
see but
examples and open
then let them share their25.
ideas. Ia, VS
Have children their book on page Follow book
instructions to complete activity.
have children put the objects together in categories such as soft,
rough, hard,
children poky,work.
as they fluffy, etc.
After they finish, praise children and K, N
Play "Simon Says" with children using the instruction, Touch! Say,
"Touch the chair,
Have children open
closetouch
their
or the
book
cover table, touch16.
on page
their eyes. your
Ring head,"
Play
six timesetc.
track 66. Follow
a bell. Knock
book
on theinstructions to complete
door six times. activity.sounds
Make different Guide counting
children toupanswer
to six. VL, VS
the Self-assessment
Choose bar. and make the sound. Ask children say
one of the objects
what
Have the object
children is. their book on page 26. Follow book
open
instructions to complete Ia, N
everybody has had a turn.activity.
Encourage children to choose different
objects than the ones their
children as they work. After friends
theyhave already
finish, praise putchildren
in the box.
and
places or objects around them, like in doors, windows, books,

notebook,
the differentto shapes.
name a Follow
few. book instructions to complete activity.
Guide children to answer the Self-assessment bar. look for the VS, LM
bringing
Start by them
warmingto you.
up Gofor outside
writing and
as ithave children
is described in the
shapes
Teacher'slearned
apples are. Guide so far
Tell them in the
that
(warm upobjects
the applesthey
writing grow see
onaround
muscles, trees, them.
writebut
in sometimes
the air,
they
and fall toonthe ground.
suggests. Play it again. Encourage children to repeat as theylines
write the board). Then have children trace the listen
with
whileadoing
finger.theFinally,
actions.guide children to complete the work in VL, Ie
the Writing Skills workbook. Walk around and monitor
By pairs, have
children children
as they work.repeat
Afterthe
theyrhyme doing
finish, the children
praise actions. and
showing first the "i" card and then the "iguana" card. Do the same
with
Havethe igloo open
children and the restbook
their of the
onwords.
page 21. Play track 71. Follow
Ask children to
book instructions. draw on a piece of paper or the dry erase board VS, VL
one of the words on this page. Encourage them to show their
Bring realtofruits
drawing andof
the rest sweets. Have children smell them. Tell them
the class.
that fruits are good for them, that sweets are delicious, but they
shouldn't eat too many because they could make them sick.
VL, VS
Start by warming up for writing as it is described in the
Have children
Teacher's open(warm
Guide their book on page
up writing 19. Tell them
muscles, write to
in look at all
the air,
the pictures
and write oninthe
theboard).
story and ask, have
Then "Whatchildren
is Tony smelling?
trace theHow lines
Play VL, VS
with track
does aTony 61.
feelHave
finger. afterchildren
eating
Finally, listen
all
guide to thetostory.
the sweets?"
children Pausethe
complete thework
trackinto
turn the page. Repeat the story. Ask children, "What did Tony
the Writing
smell? WhatSkills
did heworkbook.
eat? How doesWalkhearound
feel?" and monitor
children make the corresponding amount of balls for each one of

the
she numbers.
has to name the number. You can also have children take turns
trying to to
knock LM, VS
children colordown the numbers
the grape with theyou call out.
number that comes up every
time. Keep playing until all the numbers have been called.
Hand out to each child several cotton balls or pom-poms. Ask them
to
stems countas six. Tell children
flowers they will work with Have
six cotton ballssmell
only.
If possible, make while
popcorn counting
with the them aloud.
children (Use anchildren
electric LM, N
the
the “flowers”
popcornrest of theand
maker or say,
classa and “These
microwave sixoven).
say, "One, flowers smell
two,First, good.”
have
three... sixchildren
flowers,touch
they
and
smell observe
nice!" the uncooked kernels. If you can’t cook the popcorn
children as they ask
in the classroom, work. Afterifthey
children theyfinish,
have madepraise children
popcorn and
at home
and heard it pop. Have pre-popped corn ready for the children to
observe and touch. If you make the popcorn with the children, ask
them to be very quiet in order to be able to hear the sound of the
kernels starting to pop. Then, in both cases have children smell the
popped
Ask, “Can corn.
you Finally,
taste a have
dress?" children
“Can you seasontastethe popcorn
cake?” Have with
them tell
different
you some flavors
things before
they canthey
andtaste
cannot it. taste.
Have
• Salt children
and butter open their book on page 27. Follow book
instructions
•children
Cinnamon to
andcomplete
sugar activity. Ia, N
smell them first and then taste them. Have children share
•with
Grated
eachparmesan cheese
other if they like oranges or not.
• Garlic salt
•children
Paprikaas andthey
salt work. After they finish, praise children and VS, N
by saying, "I can chew with my teeth." Take a big bite, have
children imitate you.
book instructions to complete activity. Guide children to answer
the Self-assessment bar.to present their drawings to the rest of the VS, VL
board. Encourage them
class.
flashcards one at a time. Have children name each sense as a
group
framesand then
given takeconversation.
in the turns saying something related
Guide children to it. the
to answer
Bonus Activity
To expand and reinforce this theme, have children watch the Ia, N
video: “My Five Senses” by Aliki:
https://www.youtube.com/watch?v=YT4nK7bQSmU
and point to the part of their body that helps them with each
sense as they
children are mentioned.
as they work. After they finish, praise children and
at the corresponding picture while repeating after you, "The dog is

near
after the
you,baby,"
“Tony"The dogthe
is near is far from“Tony
table,” the baby."
is far from the table.”
Follow book instructions to complete activity. VS, VL
VS, VL
plate.” Have children take turns placing objects near and far,
according tothe
child repeat yoursound.
directions.
Continue with different sounds, like
sneezing, yawning, etc.
Ask children to open their book on page 13. Play track 63. Follow
book VL, VS
Inviteinstructions to complete
children to make activity.
the sounds of the rest of the images. Say,
"What
children as they work. After they etc.
sound does the cow make?", finish, praise children and
that are not the happy one. Ask a child to come to the front to
point to the
Play track 69.happy face. children to do all the actions as they sing
Encourage
the song. VL, M
happy face. Have them share their drawing by saying, "I am
happy."
pictures and compare them in order to decide which ones show
healthier
results to food. Follow
find out book
which instructions
ones to complete
are the most and least activity.
popular
(Refer to the digital Teacher's Guide to see the picture). VL, VS
you run faster,” etc. Guide children to answer the Self-assessment
bar.
from you. Say, "_____ is near me, but _____is far from me."
Continue mentioning
Have children children
open their bookthat are near
on page and farbook
18. Follow from you.
instructions VS, VL
beam!” and to theycomplete
have to activity.
jump far from the beam. Repeat several
times with different actions.
Have children watch as you prepare the paint for this activity. Ask
them if they
children like howthe
to connect it smells.
lemon slices by painting a line with the
magic N, VL
Have children show theira activity.
lemon paint with thin brush.
Encourage them to say, "I like
how
children as they work. After theyit finish,
it smells," or "I don't like how smells."praise children and
Talk about the importance of fruits in their daily diets. Ask children
what
Have fruits they
children eat their
open daily,book
whaton fruits
pagethey
31.like.
Follow book
instructions to complete activity. VL, N
eating habits and to motivate children to eat them more often
than
Showcandies.
children the fruits they will be working with. Ask, "What is
this?" Children
for example, should
“This is a answer, "It's“This
red apple,” an apple," etc.
is a blue pear,” “This is a
green orange,” etc. N, VL
Have children share their pictures with the rest of the class. They
may say, "This
children is awork.
as they red apple.",
After etc.
they finish, praise children and
Show children vocabulary flashcards of the different fruits. Ask,

"What is this? Do you
book instructions like to eat
to complete grapes?",
activity. etc.children to answer
Guide
the VS, VL
HaveSelf-assessment bar. favorite fruit. Invite them to present their
children draw their
favorite to their classmates.
Show children picture flashcards of different fruits. Ask, "What is
this? What
colors. Havecolor is it?"match
children Review several
each fruits.
fruit to its shape and then color it
with the correct color. VS, VL
Ask children to express what their favorite fruits are. They should
say, "I likeas
children bananas,
they work.pears,After
and they
grapes."
desk. Have them cover their eyes. Take one away. Ask, "What fruit
is missing?"
observe the Do this several
pictures. times.
Ask them to color the fruit that is different
from the others in each row. VS, LM
will come to the front to choose his/her favorite fruit. Do this
several timesdifferent
a car. Invite or until children
everyonetohas participated.
come to the front to make their
sounds.
Have children open their book on page 14.what
The rest of the class has to guess Playittrack
is. 64. Follow
book instructions to complete activity. VL, VS
Have children make the sounds of the pictures that did not come
up on theas
children track.
they work. After they finish, praise children and
Show children the pictures on page 22. Have children identify

them. Ask, "What
Ask children is this?"
to open Have on
their book children sayPlay
page 22. aloud, "It 72.
track is ink," etc.
Follow
book VL, M
Have instructions.
children draw the two words that rhyme on a piece of paper
or
Show the
on dry erase
children board. of the story and ask."What did Tony
the pictures
smell? What did
Have children he eat?
open theirHow
bookdoes he feel?"
on page 19. Play track 61. Pause
track to turn page. Listen to the complete story. like _________,” “I VL, VS
use the following sentence frames: “This smells
like this smell,”
children and
as they “I don’t
work. likethey
After this smell.”
pencils, blocks, etc. Have the children point to the objects while
saying,
the parts“This is different,”
of the face on this“These
page are the same.”
by following book instructions.
Complete VS, LM
times. Thethe activity.
children that find the object first may earn points
towards a prize.
Ask children Thishave
if they game can bewith
painted played outdoors
their orthem
food. Tell indoors.
that
today is a special day because they are going to paint
to each other, comment, and express their opinions during the with candy.
“paint” preparation process. LM, N
Have children
children as they share theirAfter
work. work they
with their classmates.
VS, VL
outcomes expected by filling out the corresponding bubbles in the
marking rubric. VL, VS
SparksDigital
videos:
Teacher's Guide
for the suggested
Sparks videos.
-a pear
-white paper or
dry erase board
Sparks Video:
-vocabulary
Senses and
Pronouns flashcards
-crayons
-paint
Sparks Video: -Kraft paper
Green Poem -construction
paper
-pictures of
different foods
-opaque
containers
-different foods
-different foam
Sparks Video:
shapes
Shapes
-tray or box
-different-
textured objects
-paper bag
-different-
textured objects
-vocabulary
flashcards
-tin box
-different objects:
keys, crayons,
rocks, etc.
-classroom
objects
-white paper or
dry erase board
-fruits
-sweets
-fruits
-sweets
-Styrofoam cup
-marker
-sock
-big die
-cotton balls or
pom-poms
-spray bottles
-inexpensive
perfume
-an orange
-electric popcorn
maker or
microwave oven
-uncooked
kernels
-vocabulary
flashcards
-different fruits
-white paper or
dry erase board
-five senses
flashcards
Sparks Images:
Near and Far
Sparks Images:
Near and Far
-white paper or
dry erase board
Sparks Image:
Healthy Food
-lemon juice
-green and yellow
tempera paint
-green and/or
yellow glitter
-different fruits
-different fruits
-shallow
containers
-different-colored
tempera paint
-vocabulary
flashcards of
fruits
-white paper
-vocabulary
flashcards of
fruits
-real or toy fruits
-white paper or
dry erase board
-aromatic herbs
-flowers
-vinegar
-coffee grounds
-different fruits
-candy
-crayons
-pencils
-blocks
-small cups
-M&M's
-thin brushes
Weeks 1-2 NeedsDay 1 Day 2 Day 3 Day 4
p. 39 Pets Make p. 40 My Pet and
Language Skills Sounds! Me
p. 29
34 The
PlushPet
*
Pronunciation Lab Shop Pets’ p. 25 Vocabulary
poem
Pre-Math p. 23 Many
p. 22 A Colorful
Let's Be Creative p. 27 Sponge Fun
Motor Skills p. 4 Gallop
Writing p. 85 My Fish p. 86 My Friends p. 87 I Love Dogs p. 88 Pet Family
Weeks 3-4
Language Skills * Day 11
p. 44 Pets’
Day 12
p. 23 Listening
Day 13
p. 45 Vegetable
p. 31 Yummy
Match
Day 14
Pronunciation Lab p. 27 Vocabulary and Identifying Vegetables!

p. 27 Let’s Count Review
Sounds p. 28 How Many
Pre-Math Some Vegetables Vegetables?
p. 31 Broccoli
Let's Be Creative Brushes!
Motor Skills
p. 93 My Puppy Is p. 94 My Favorite p. 95 Happy
Writing p. 96 Sand Castle
Hungry Pet Mousy Turtle
Day 5 * Day
p. 41 A 6Pet Day 7 Day 8
p. 35-38 My Dog
Day 9
Needs … Mattie
p. 26 Vocabulary p. 30 The Bunny p. 33 Listening to
p. 24 Objects and Pokey song Words’ Sounds p. 26 How Many
Shapes p. 25 Seven Cats Pets?
p. 25 Shape Art p. 29 Surprise Cats
p. 89 My Pet’s p. 90 My Favorite
Friday Freebies Home Pet: Goldie p. 91 Five Pets p. 92 Number Five
Day 15 Day 16 Day 17 DayMy18Dog Day 19
p. 46 Vegetable Vegetables p. 35-38
*
p. 24 Listening Mattie
Basket p. 34 Do These
*
p.
p. 48
28 Sort These
Vocabulary and Identifying Drama - Cutouts
Words Rhyme? p. 30 Long Fish,
Sounds
p. 29 Long and
p. 33 Corn Is Short Fish! and
p. 35 Long
Good! Short Lines
p. 97 I Love p. 98 I Love p. 99 I Love p. 100 I Love
Friday Freebies Vegetables: Vegetables: Juicy Vegetables:
Vegetables Crunchy Carrot Tomato Yummy Broccoli
Dashboard
* Day 10
p. 31
43 Yummy
A Happy
Vegetables! poem
Friday Freebies
Day 20
This is What I
Have Learned!
Unit 6
Portfolio Unit 6
Friday Freebies
5-Day Daily Lesson Plan U6 the switching
-activate
process and
Day Date promote will
Subject Students play be
learning
All Daily Routine
-stimulate brain
n/a 10
social skills
Daily
Skills Routine -reinforce concepts 10
Pre-Activity
My Pet's
-identify pets 33, 34 30 Activity
Needs
Post-Activity
Plush Pets'
1 Pronunciation
Lab
Pre-Activity
-repeat the poem 29 25 Activity
The Pet Shop Post-Activity
My Fish 85 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Activity
Language Activity
Skills
-identify pets sounds 39 20
2 Pets Make
Sounds!
Post-Activity
Let's Be -identify animals and Pre-Activity
Creative colors
27 20 Activity
-develop fine motor
Sponge Fun skills Post-Activity
My Friends 86 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math 10
Skills Pre-Activity
-review colors 21, 22 30 Activity
Color Match
Post-Activity
Language
A Colorful Dog
3 Skills
-describe their favorite
Pre-Activity
40 25 Activity
pet
My Pet and
Me Post-Activity
I Love Dogs 87 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
Gallop Coolmin)
Down:
(5 min)
4 Pre-Math
Skills
Pre-Activity
-classify shapes 23 30 Activity
Many Shapes Post-Activity
Pet Family 88 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-relate shapes to
24 25 Activity
objects
Objects and
5 Let's Be
Creative
-review shapes Pre-Activity
skills
Shape
Friday Art Post-Activity
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
26 25 Activity
vocabulary words
Vocabulary
Language Post-Activity
Skills
6 -recognize what pets
Pre-Activity
41, 42 30 Activity
A Pet Needs ... need
My Pet’s Post-Activity
A Lost Fish!
Home 89 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
-identify the number 7 25 30 Activity
Seven Cats Post-Activity
Pronunciation
7 Lab Pre-Activity
Writing Skills -sing a song 30 25 Activity
The Bunny
Pokey Song Post-Activity
My Favorite
Pet: Goldie 90 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-recognize the "p"
33 25 Activity
sound
Listening to
Language
8 Skills
-listen to a story
-identify main
Pre-Activity
35-38 30 Activity
Storytelling
Writing -
Skills in the story Post-Activity
My Dog Mattie
Five Pets 91 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-count to seven 26 25 Activity
How Many
Pets? Post-Activity
9 Let's Be
Creative
-make a symmetrical
pattern
Pre-Activity
29 30 Activity
-develop fine motor
Writing
SurpriseSkills
Cats skills Post-Activity
Number Five 92 20
Cool Down 5
Total mins 90
Daily Routine
Lab 10
Pre-Activity
Yummy -select their favorite
Vegetables vegetables 31, 32 25 Activity
Post-Activity
My Favorite
10 Language
Skills
Pre-Activity
Writing Skills -describe pets' needs 43 30 Activity
A Happy Pet Post-Activity
Friday
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
27 25 Activity
vocabulary words
11 Language
Skills -relate pets and their
Pre-Activity
Writing Skills homes 44 30 Activity
Pets' Home Post-Activity
My Puppy Is
Hungry 93 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math 10
Skills Pre-Activity
-count up to seven 27 30 Activity
Let's Count
Some
Vegetables
12 Lab
Pre-Activity
23 25 Activity
Identifying
My Favorite Post-Activity
Sounds
Pet Mousy 94 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-repeat the poem 31 25 Activity
Yummy
Vegetables Post-Activity
Language
(Review)
-describe vegetables 45 30 Activity
Vegetable
Writing Skills
Match Post-Activity
Happy Turtle 95 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-count out to 7 28 25 Activity
How Many
Vegetables? Post-Activity
Let's Be
14 Creative
-describe the color of
vegetables
Pre-Activity
Broccoli Skills skills
Writing
Brushes! Post-Activity
Sand Castle 96 20
Cool Down 5
Total mins 90
Daily Routine 10
Language
Skills Pre-Activity
-recognize vegetables 46 25 Activity
Vegetable
Basket Post-Activity
15 Let's Be
Creative
-describe vegetables Pre-Activity
Writing Skills -develop fine motor 33 30 Activity
skills
Corn is Good! Post-Activity
Friday
Freebies 20
15
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
28 25 Activity
vocabulary words
Skills
16 -identify vegetables Pre-Activity
More
Writing Skills -classify fruits and 47, 48 30 Activity
Vegetables vegetables
Post-Activity
I Love
Vegetables 97 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math 10
Skills Pre-Activity
-recognize long and
29 30 Activity
Long and short objects
Short
Vegetables
17 Lab
Pre-Activity
24 25 Activity
Identifying
Crunchy Post-Activity
Sounds
Carrot 98 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-identify rhyming
34 25 Activity
Do These words
Words Post-Activity
Skills
Rhyme?
18 Writing Skills -recall story facts and
Pre-Activity
Storytelling - events 35-38 30 Activity
IMy Dog Mattie -role-play a story
Love Post-Activity
Drama-
Vegetables:
Juicy Tomato 99 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
-listen to a Pre-Activity
conversation
Listening and 30 25 Activity
Speaking -
speaking skills Post-Activity
Long
Let's Fish,
Be
Writing Skills
19 Creative -identify long and short Pre-Activity
I Love -develop fine motor 35 30 Activity
Long and
Vegetables: skills
Short Lines Post-Activity
Yummy
Broccoli 100 20
19
Cool Down 5
Total mins 90
Daily 10
Friday Routine
Freebies 20
20 Assessments
55
Cool Down 5
Total mins 90
Roll call. They must answer, "Here!"
Say the date while pointing to your calendar. Say, "Today is
Monday, January 12." Ask children to repeat the date after
you.
Ask about the weather. Stick next to the date a symbol for
either, sunny, cloudy, rainy, etc.
Use daily routine to review concepts seen during the unit. Use
the Sparks Videos as many times as necessary to review these
concepts. Also add to the routine the songs, poems and
rhymes. During theStrategies
first week and
a Motor Skills activity is
Activities MI Teacher's Notes
presented, you can use it in a shorter version during the daily
routine throughout the unit.
open their book on page 33. Follow book instructions to

complete
animals canactivity
live in our home? What animals can't live in our
home?" VL, Ia
Take pictures of the children with their pet. You may use it to
decorate the bulletin
exercise several times,board or wall.
children should repeat and do actions
after you.
poem. Do this several times. Follow book instructions to
complete activity. VL, Ia
their favorite pet. Ask them to share it with the rest of the
class.
monitor children as they work. After they finish, praise
sound or movements of a pet. The rest of the class has to

guess
Followwhat
bookanimal it is. Do
instructions tothis severalactivity.
complete times. Guide children
to answer the point
Self-assessment bar. pet on this page. Have VS, VL
Have children to their favorite
Have
them asay,
set"A
of _____
pets flashcards. Ask children
is my favorite pet." to stand up. Show
them a card. They will make the sound or the movement the
Ask children to open their book on page 39. Follow book
pet makes.
instructions
Bonus Activityto complete activity.
- Our Favorite Pets Graph
Download and print the following graph (or make your own): VS, VL
https://docs.google.com/a/amcoonline.net/file/d/0B9g0ngXuNMieVE9HS1lTTWNPZ2c/edit
having a pet is a great responsibility and that each one of these
pets requires
children a different
to identify each type
one. of care.ones are pets, which are
Which
not.
stamp it on the paper while naming the animal and the color of
paint VS, K
to thethey
rest are using.
of the class by saying, "This is a cat, it's a pet. This is
amonitor
lion, this is not a as
children pet."
tomato is red,” “The turtle is green,” “The bird is blue,” and

“The
have banana
childrenissityellow.”
in a circle to name, examine, and talk about
the objects found. VS, LM
the color they pinned on the dog. At the end you’ll have a very
colorful
to form adog
pairtoor
decorate
a group.theYouclassroom!
can use this strategy to create
small
show groups or partners
their drawing whenever
and describe necessary.
their pet. Ask questions to
help children express their ideas. Ia, VL
Have children show their drawing to the rest of the class while
saying
monitorwhy it is his/her
children favorite
as they work.pet.
After they finish, praise
touch knee, touch ankle, touch toe, and stretch up high. Start
again.
Ask children to open their book on page 23.
Have children
Thinking Skill: gallop around, pretending to be whinnying
Classify K, VL
horses.
like trying
Have to touch
children workthe ceiling
on this as they
page. Haveinhale. Then at
them point bring them
each
down
shape as
Play Sparksthey
while exhale.
saying
Video: its name.
Shapes andThen
More askShapes.
children to observe
Have childrenthe
color
namecodeeachand
shapecolor thesee.
they shapes accordingly. Have children
classify
the other. If you want to makethe
the shapes by circling it arectangles.
little bit harder, have LM, VS
children walk backward or sideways
monitor children as they work. After on the
theylines.
finish, praise
is shaped like a rectangle.” Show them a book while saying,

“This bookactivity.
complete is shaped like children
Guide a rectangle,” etc. the Self-
to answer
assessment LM, VS
"Show me, abar. rectangle!" They must point to it and say, "My
book
should answer "This isetc.
is a rectangle.", green," while holding a pencil, a crayon,
etc.
and color them with crayons while saying, “This is a circle,
square, triangle, or rectangle.” VS, LM
When dry, have children present to the rest of the class their
"Shape
monitorArt."
children as they work. After they finish, praise
Tell them to uncover their eyes. Ask, "What's missing?" Repeat

several
Play
Follow times.
animal
book charades. Asktoa complete
instructions child to come to the
activity. frontchildren
Guide and
make the movements
to answer or soundsbar.
the Self-assessment of any pet. The rest of the VS, VL
class hasatoline.
drawing guess whatbook
Follow animal it is. Repeat
instructions several times.
to complete page
activity.
add a collar to their puppy by gluing their favorite color strip of
paper and a ongolden VS, LM
the animals play sequin
dough orin the
claycenter.
to see their footprints. Ask
the children to identify each animal
monitor children as they work. After by its footprint.
they finish, praise
must look for the correct order in the row. Count aloud to have
them see if they
Ask children are in
to open the book
their correct
onorder.
page 25. Follow book
instructions to complete activity. LM, VL
until
Startsomeone
by warming findsupthefor
ball or eraser.
writing as it Hide it again and
is described in the
continue
Teacher's until
Make bunnyGuide everybody
rabbit's has
ears out
(warm had a turn
of brown
up writing to guess.
construction
muscles, writepaper.
in the
Have
air, children
and write wear
on them
the to
board). start singing
Then have the song.
children
follow your lead. Encourage them to sing the song as you do trace the
Make
lines two teams.
with
the actions. Have
a finger. Bunnyguide
Finally, Pokeychildren
dance-off! Ask one team
to complete the VL, K
to
worksinginand
thedance,
Writing then theworkbook.
Skills other team.Walk
Decide whichand
around team did
it better!
say, "ppppen." Do this with the four words. Do it several
times.
instructions to complete activity. VS, VL
this
Startword begin
by warming withupp?"
forDo this with
writing as itother words andin the
is described
compare
Teacher's with
and continue the
Guide "p"
asking sound.
questions
(warm based on
up writing the images,
muscles, writesointhey
the
get
air, the
and idea of
write the
on story.
Have children open their book on page 35 and tell them tothe
the board). Then have children trace
lines
"read with a finger.
along." Finally,
Pause track guide
to turn thechildren to complete
page. Play track again.the VS, VL
Ask
workagain what
in the happened
Writing Skillsinworkbook.
each part of the story.
Walk around Ask as
and
many
monitorquestions
childrenasasyou canwork.
they to see if theythey
After understood the story.
finish, praise
in order. Ask a child to come to the front and put them in the
correct
Ask children order.toDoopenthistheir
several
book times.
on page 26. Follow book
instructions to complete activity. LM, VS
in
Start the bybottle. Play until
warming up foreverybody
writing as hasithad a turn to in the
is described
participate.
green, and yellow.
Teacher's Guide (warmAsk children one bymuscles,
up writing one to touchwriteain green
the
Bonus
On
object,
air, the
andActivity
following
a - Pet
different
write on day, Turtle
child
the when
a blue
board). the paint
object,
Then has
etc.
have dried, have
children children
trace the
paint
You will spread
need: from one cat to the other, creating a symmetrical
draw
lines two
with eyes,
a a nose,
finger. a mouth,
Finally, guide and whiskers
children to on each
complete cat with
the VS, LM
•design.
aworkA styrofoam,
black marker paper,
or crayon or cardboard
while saying,bowl
“These are two cats.”
•Next, in the Writing
Construction paper Skills
in two workbook.
different Walk of around and
monitor askchildren
children to go
as theyto the
work. front toshades
After describe
they
green
theirpraise
finish, cats.
• Previously cut out head, tail, and turtle legs
children
• Yarn and lead them in cool down exercises. VS, VL
• Marker
• Hole puncher
• Scissors
• Glue
video:
• TapeYummy Vegetables and have children name some of the
vegetables.
Have children
Play track again.ripHave
the construction
them repeatpaper the poeminto small
as thesquares.
track is
Have them
playing. paste the pieces of the two shades of green paper M, VL
Have
on thechildren
Start by warming
outside turn
of the to page
upupside 32.
for writing
downFollow
as itbook
bowl instructions
istodescribed
create to
theinturtle
the
complete
shell.
and about
Teacher's activity.
Punchhow a hole
Guide they inneed
the bowl
(warm certain
up andactivities
writing thread the
muscles, yarn
to live a so
writelongthey
in andcan
the
pull
happy
air, their pet
life. Showturtle
on around.
Sparks
the Turn
image:
board). the
Pets'
Then bowl
Needs. around
instructions to complete activity. Guide children to answerthe
and write have children and help
trace the
the
children
lines attach
with a finger.
Self-assessment the head, tail, and legs to the bowl’s
bar.Finally, guide children to complete the edge using VS, N
tape
workor inglue. Have children
the Writing draw two dots
Skills workbook. Walk on around
the turtle’s
andhead
for eyes.
Bonus Activity - Let’s Talk About Pets

Use the vocabulary flashcards and/or mount several pets’
pictures on cardboard cards. Have children sit in a circle and
you mention.
spread the cardsHave him
out, point
face down andonsay
the the word
floor. aloud.
Have Do the
children
same
take with
turns several
choosing children.
a card, looking at it, showing
instructions to complete activities. Guide children to answer it to the class,
and
the then answering
Self-assessment one of the following questions:
bar. their drawings to their classmates by VS, VL
to
Start
• What the front
bywouldand
warming it present
be up
likefor
to writing
have this asanimal
it is described
as a pet? in the
saying,
•does Do you
Teacher's "This
the dog is
think a
live?
Guide rabbit,"
it would
(warm etc.
In thisbe a good
house!"
up pet?
Show
writing Why?
childrenwrite
muscles, the dogin the
•house.
air,What
and would
Ask
write you
different
on do
the with this
combinations
board). pet?
Then of pets
have and
Play Sparks video: Prepositions. Have children talk about the homes.
children trace the
•lines
petWhere would
withsee
they youvideo.
a finger.
in this keep your
Finally, pet? children to complete the
guide VS, VL
Make
work in your
theown
Writingquestions
Skillsaccording
workbook. to Walk
your class’
around knowledge
and
and level of comprehension.
Hand outmany
say how number flashcards.
there are. TheyTell the children
should say, "Wethat
havehave
5 reda
number
pom-poms, to come
6 to
green the front.
pom-poms, Tell
7 them
blue to form
pom-poms." a line
instructions to complete activity. Guide children to answer the from left
to right in the correct
Self-assessment bar. number sequence. Once formed in the LM, VL
correct order, ask them to say their number. They should
count
that offrom
a car.one to seven
Invite in order.
different children to come to the front to
make their sounds. The rest
Have children open their book on of thepage
class23.
hasPlay
to guess
track what
76. it is.
Follow book instructions to complete VL, VS
Have children make the sounds of theactivity.
pictures that did not
come up on the track.
separate the fruits and vegetables. When done, ask them to

take
secondoneverse.
of thePlay
pictures
track and
again.sayHave
the vegetable's
them repeatname.the poem as
Teamwork
the track is -playing.
Name the Vegetable M, VL
Have
Set upchildren
Start by warming
a table go toup
with thefor
five front
or and say,
writing as it"My
six different favorite
plasticvegetable
is described
real or in the is
________."
vegetables.
same questions,
Teacher's Divide
Guidebut children
showing
(warm into four teams.
each card.
up writing Have children
This willwrite
muscles, makeinthem take
the
turns
be
air, holding
sure their
and write
Ask children each
answers
toon
open vegetable
were
thetheir up
right.
board).
bookThen while
on page saying
have its name.
45.children
Follow book Place
trace the
the
linesvegetables
with a to
instructions in a bag.
finger.
complete Have
Finally, children
guide
activity. take turns
children putting their
to complete the VS, VL
hand
work inin the
thebag, touching
Writing Skillsa workbook.
vegetable, andWalk naming
around it before
and
they pull children
monitor it out of the bag towork.
as they show After
it to their
theyclassmates.
finish, praise
wrong. Call out numbers from 1 to 7 in random order. You can

say, "one, five,
Ask children to three, six, two,
open their bookseven,
on page etc."
28. Follow book
instructions to complete activity. VS, LM
times, etc.warming
Start by The game upcontinues
for writinguntil
as everyone has had
it is described in athe
chance to
Teacher's toss
"What colorGuide the beanbag.
is a carrot,
(warmwhatup color is amuscles,
writing tomato, what
writecolor
in theis
broccoli?"
air, and write ongreen
different-shaded the board).
paint andThen
usehave
them children trace
to paint all overthe
lines with a finger. Finally, guide children to complete the
this page. N, VS
Have
work children share their
in the Writing Skillsactivity with their
workbook. Walkclassmates
around and by
saying, "Broccoli is green."
Tell the children that when they see a vegetable they have
shout, VEGETABLE!
instructions VS, VL
the
Startground, as acomplete
to
by warming plant,
up for
activity.
underground,
writing as itetc. Then have them
is described in the
draw their
Teacher's favorite
it around soGuide
they can ones on
touch,
(warm a separate
upsmell, and
writing piece of paper.
see what
muscles, it looks
write like.
in the
Tell
air, them
and they
write are
on going
the to work
board). on
Then a corn
have of their
children own.
trace
balls or white scrunched tissue paper balls on it as kernels and the
lines with a finger. Finally, guide children
then paint them yellow while saying, “Corn is good!” to complete the VS, N
Have
work children presentSkills
in the Writing theirworkbook.
activity to the
Walkrestaround
of the class,
and
saying, "Corn is good!"
Page 48 Bonus Activity – Outside/Inside Vegetables
Get ready in advance by choosing a variety of vegetables,
taking pictures of them, printing them out, and making cards
children
with them repeat the two
(at least wordorseveral times.
three per childAskin children to stand
your classroom).
up if
Bring they
the see
real a vegetable,
vegetables toand
thesit if they
classroom do not.
and
Follow book instructions to complete activity. Guide children allow children
to
to examine
answer them.
the you Then cut
Self-assessment the vegetables
bar. in half and have VS, VL
to draw
Start
childrenbywhat
warming
observe mention:
how up each a broccoli,
for writing aistomato,
as itlooks
vegetable on thesomething
described in the
inside.
long,
Bring and
Allow to
Teacher's something
children
class different
Guide short
to choose
(warm in each
two
plastic
up or space.
three
vegetables.
writing vegetables’
Show write
muscles, cards
them one
in each.
by
the
Have
one.
air, children
Have write paste
children
on thethe
name pictures
each
board). on a
vegetable
Then large
have andpiece
Tell children to open their book on page 48. Follow book the
and its of
color.
children trace
construction
lines with a to
instructions paper.
finger. Then have
Finally,
complete themchildren
guide
activity. find theto real half
complete the VS, N
vegetables that match the ones they
work in the Writing Skills workbook. Walk around glued on, and stamp
and
them with paint next to each corresponding vegetable picture.
Show Sparks Image: Short and Long. Say, "This pencil is long,"
"This
carrotpencil is short,"
is short. whileispointing
This carrot at the
long,” “This pencils.
potato is short,” and
“This potato is long.” VS, VL
they must give them to you while saying, "This is short or this
is long."
that of a car. Invite different children to come to the front to
make their sounds.
Have children open The
theirrest
bookof on
thepage
class24.
hasPlay
to guess
track what
77. it is.
Follow book instructions to complete VL, VS
Have children make the sounds of theactivity.
pictures that did not
come up on the track.
them, "Do pig and carrot sound alike? Do pig and bird sound
alike? Do pigto
Ask children and wigtheir
open sound alike?"
book on page 34. Play track 86.
Follow book instructions to complete activity.Have them VL, M
children
Start by to draw theuptwo
warming forwords
writingthat
as rhyme.
it is described in the
present
Teacher's their
Ask children drawing
to
Guide open
(warmby saying,
their books
up "Pig and
on page
writing wig rhyme."
35. Play
muscles, track
write in75.
the
Pause
air, andtrack to
write turn
on page.
the Listen
board). to
Then the complete
have story.
children
the dialogues and situations to see what they come up with. trace the
Hand
lines out
Make with sheets of
sure aeverybody paper
finger. Finally,or the
guide
gets a turn dry erase
tochildren board.
be Mattie. Ask children
to complete the VL, K
to draw
work in their favoriteSkills
the Writing character of the story.
workbook. Walk Have them
around andshow
their drawings and say why they like that character.
Have the children observe the fish. Ask them to color the long
fish
“Thisred
fishand the short
is long,” “Thisfish yellow.
fish is short.” Then have children color
the fish according to the conversation. VS, VL
Have
Start children
by warming presentup their activity,
for writing aswhile saying, "This
it is described in fish
the is
short,
Teacher'sthis
Children must fish
Guideis long."
shout out, "green,
(warm blue,"
up writing etc. Ask write
muscles, them into the
think
what
air, two
and colors
write onthey
the like best.
board). Then have children
color for the long lines and the other for the short ones while trace the
lines with a finger. Finally, guide children
repeating the pattern, “long, short,” “long, short.” to complete the K, VS
Have
work children show their
in the Writing Skillsactivity while Walk
workbook. saying,around
"The long
andline is
green, the short line is yellow."
VS, VL
their work, and evaluating the learning outcomes expected by
filling out the corresponding bubbles in the marking rubric. VL, VS
SparksDigital
videos:
Teacher's Guide
for the suggested
Sparks videos.
-stuffed animal
-sheets of
paper or dry
erase board
-vocabulary
flashcards
-graph
shaped
sponges
-different-
colored paint
-colored
pieces of
paper
-kraft paper
-tape
Sparks Video:
Shapes and
More Shapes
-construction
paper
-tape
-paint
-brushes
-vocabulary
flashcards
-brushes
-black crayon
Sparks Video:
-tissue paper
Pet Shop
-golden
sequins
flashcards 1-7
-small eraser
or ball
-Styrofoam
cups
-brown
construction
paper
-cardboard
-acrylic paint
-pipe cleaners
-permanent
marker
-red, yellow,
blue, and
green paint
-black marker
or crayon
Sparks Video:
-vegetables
Yummy
flashcards
Vegetables
construction
paper
Spark Image:
-yarn
Pets' Needs
-marker
-hole puncher
-vocabulary
flashcards
-sheets of
paper
flashcards
Sparks Video: -pets' homes
Prepositions flashcards,
made by
flashcards
-three
different-
colored small
-fruits and
vegetables
pictures
-real or plastic
vegetables
-broccoli
florets
-different-
shaded green
paint
-vegetables
flashcards
-green paint
-yellow paint
-cotton balls or
white tissue
paper balls
-vocabulary
flashcards
-sheets of
paper divided
vegetables
in four spaces
-different
vegetable
cards
-real
Sparks Image: -classroom

Long and short objects
-sheets of
paper or dry
erase board
-dry erase
board or
sheets of
paper
Sparks Video:
Opposites
-food coloring
or tempera
paint
-small jars
-droppers
Weeks 1-2 Farm Day 1 Day 2 Day 3 Day 4
p. 7 What Do You p. 8 Who Lives in
Language Skills p. 8 Old See in the Farm? the Farm?
*
p. 2 MovingHad
Pronunciation Lab McDonald Farm
a p. 9 This Little
Pre-Math Farm song p. 2 This Is the p. 3 Orange at the
Farm
Let's Be Creative p. 3 A Little Chick
Motor Skills p. 101 My
p. 102 Farm p. 104 Number
Writing Favorite p. 103 The Farm Six
*
Animals
Weeks 3-4 Farm Animals
Day 11 Day 12 Day 13 Day 14
p. 13
Language Skills p. 12 Warm Sun p. 2 Listening and p. 13 Listening to
Sometimes I See
Pronunciation Lab p. 6 Vocabulary Identifying
Pre-Math
Let's Be Creative
*
Sounds
p. 7 Eight, 8
Words’ Sounds
p. 9 Farming
p. 2 Eight Eggs
Motor Skills
p. 109 Clouds p. 111 Duck’s
Writing p. 110 In and Out p. 112 Happy Cow
Over the Farm Feet
Day 5
p. 9 Where Do
They Live?
* Day 6
p. 10 Farm
p. 5 Vocabulary *
Day 7
p. 410I Am
Sheep
Day 8
p. 3 - 6 Alan’s Happy
Days p. 12 Listening to
TheMr.
Day 9
p. Words’ Sounds p. 6 I Am Number

Oval Eight
p. 5 A Happy
Sheep
p. 2 Roll a Ball
*
p. 105 Henny the p. 106 How Many p. 107 Hungry Farm p. 108 Ducky the
Friday Freebies Hen Eggs? Animals Duck
Day 15 p. Day
14 I See
16 … I Day 17 p. 3 - 6 Day 18 Happy
Alan’s Day 19
Don’t See ... p. 3 Listening and Sheep
Review p. 14 Do- Cutouts
Drama These
p. 7 Vocabulary Identifying Bottom
Sounds Words Rhyme?
p. 10 Sun or Rain?
p. 9 Rise an p. 11
12 Make
Who IsIton
Shine! Rain!
p. 115 Henny the
Friday Freebies p. 113 Oval p. 114 Two Ovals p. 116 Mr. Oval
Hen and Her Eggs
Dashboard
Day 10
p. 11 What a Nice
p. 8 Old
Family!
McDonald Had a
Farm song Review
p. 7 Ovals All
Around
Friday Freebies
Day 20
This Is What I
Have Learned!
Unit 7
Portfolio Unit 7
Friday Freebies
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily Routine
Language Skills 10
-identify farm animals Pre-Activity
A Trip to the Farm
and the sound they 1, 2 30 Activity
make
Moving Farm Post-Activity
Animals
1 Pronunciation Lab -identify farm animals
and the sounds they
Pre-Activity
8 25 Activity
Old McDonald Had make
aMy
Farm song Farm -sing a song
Favorite Post-Activity
Animals 101 20
Cool Down 5
Total mins 90
Daily Routine Lab
Pronunciation 10
-identify vocabulary Pre-Activity
Vocabulary words 4, 9 25 Activity
-say a rhyme
This Little Piggy Post-Activity
finger playSkills
2 Language Pre-Activity
-identify farm animals 7 30 Activity
What Do You See
in the Farm? Post-Activity
Farm Animals 102 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify the color
2 25 Activity
This Is the Color orange
Orange Post-Activity
Pre-Activity
3 Language Skills Activity
-identify farm animals 8 30
Who Lives in the
Farm?
Post-Activity
The Farm 103 20
Cool Down 5
Total mins 90
Daily Routine 10
-reinforce the color
orange 3 25 Activity
Orange at the Farm
4
Pre-Math Skills
-reinforce the color 3 25
orange
Orange at the Farm
Post-Activity
4 Let's Be Creative -review numbers 1 to 8 Pre-Activity
A Little Chick skills
Post-Activity
Number Six 104 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
Roll a Ball Coolmin)
Down:
(5 min)
5 Language Skills
-relate animals to the
Pre-Activity
9 30 Activity
Where Do They place where they live
Live? Post-Activity
Friday Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
Vocabulary
Post-Activity
Pre-Activity
6 Language Skills
-match animals to their Activity
10 30
Farm Animals shadow
Match
Post-Activity
Henny the Hen 105 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
Pre-Activity
-identify the oval
I Am Mr.Oval 4, 5 30 Activity
shape
I See Ovals! Post-Activity
7 Pronunciation Lab
-sing a song Pre-Activity
-identitfy the days of 10 25 Activity
The Days of the the week
Week song Post-Activity
How Many Eggs? 106 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify the "c"
12 25
Listening to Words' beginning sound
Sounds
8
Pronunciation Lab
-identify the "c"
12 25 Activity
Listening to Words' beginning sound
Sounds Post-Activity
8 Language Skills -listen to a story
-identify main
Pre-Activity
3-6 30 Activity
Storytelling - Alan's characters and events
Happy
HungrySheep
Farm in the story Post-Activity
Animals 107 20
Cool Down 5
Total mins 90
Daily Routine 10
-count up to number 8 6 25 Activity
I Am Number Eight
Post-Activity
9 Let's Be Creative
-reinforce farm
animals
Pre-Activity
5 30 Activity
-demonstrate use of
A Happy Sheep fine motor skills Post-Activity
Ducky the Duck 108 20
Cool Down 5
Total mins 90
Daily Routine 10
Old McDonald Had 8
a Farm song review -sing a song Pre-Activity
-identify a farm animal 25 Activity
Language Skills family
-count up to 8 11 Post-Activity
What a Nice
10 Let's Be Creative -review colors
-reinforce the oval
Pre-Activity
7 30 Activity
Ovals All Around shape
-demonstrate use of Post-Activity
Friday Freebies fine motor skills 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
6 25 Activity
vocabulary words
Vocabulary
Post-Activity
11 Language Skills
-identify and name
Pre-Activity
12 30 Activity
Warm Sun farm animals
Clouds Over the Post-Activity
Farm 109 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify numbers 1 to
7 30
8
Eight, 8
12
Pre-Math Skills
-identify numbers 1 to
7 30 Activity
8
Eight, 8
Post-Activity
Pre-Activity
2 25 Activity
In and Out 110 20
Cool Down 5
Total mins 90
Daily Routine 10
Listening to Words' -identify the "n" sound 13 25 Activity
Sounds Post-Activity
Pre-Activity
13 Language Skills
-identify different
weather conditions 13 30
Sometimes I See ...
Activity
Post-Activity
Duck’s Feet 111 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
Pre-Activity
-match related objects
Slice It! 8, 9 25 Activity
-identify an AB pattern
Farming Patterns Post-Activity
-reinforce the oval
14 Let's Be Creative shape Pre-Activity
-reinforce the color 2 30 Activity
Eight Eggs orange
-demonstrate use of Post-Activity
Happy Cow 112 20
Cool Down 5
Total mins 90
Daily Routine 10
The Days of the Pre-Activity
-review the days of the
Week song review week 10, 11 25 Activity
My Favorite Day of Post-Activity
15 -review the color
Let's Be Creative orange Pre-Activity
9 30 Activity
-demonstrate use of
Rise and Shine!
fine motor skills Post-Activity
Friday Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
7 25 Activity
Vocabulary vocabulary words
Post-Activity
Language Skills weather conditions
16 -describe what they Pre-Activity
Listening and see and what they 14 30 Activity
Speaking - I See ... I don't see
Don't See ... -develop listening and Post-Activity
Oval 113 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify the sequence
10 30 Activity
in an AB pattern
Sun or Rain?
Post-Activity
Pre-Activity
3 25 Activity
Two Ovals 114 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify rhyming
14 25 Activity
Do These Words words
Rhyme? Post-Activity
Language Skills
18 -recall story facts and Pre-Activity
Storytelling - Alan's events 3-6 30 Activity
Happy Sheep -role-play a story
Henny the Hen and
Drama-Cutouts Post-Activity
Her Eggs 115 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
-identify and Pre-Activity
discriminate the
Top and Bottom 11, 12 25 Activity
concepts top and
bottom Post-Activity
Who Is on Top?
-reinforce rainy
weather
Pre-Activity
11 30 Activity
-demonstrate use of
Make It Rain!
Mr. Oval 116 20
Cool Down 5
Total mins 90
Daily Routine 10
Friday Freebies
Unit's Assessment 20
20 knowledge of the
55
Unit 7 concepts seen
Cool Down 5
Total mins 90
Strategies
activity is presented, anditActivities
you can use in a shorter version during MI Teacher's Notes
the Daily Routine all through the month.
A farm is where different animals live. Mention each animal on

the page. Encourage them to repeat the name as they point to
classroom
each one. Youto the
mayrhythm
say theofsound
soft music,
each acting like the
one makes animal
after its
have children K, Ia
you name. Say,make the sound
“freeze” as youthis
turnanimal makes. For example
the music
say, " A cow
example, goes ___
"moooo." (children
Children answer)
must say, "amooooooo!"
cow!" ContinueContinue
with
with all the animals that will be presented in this unit:
the different animals that you will need for the Old McDonald horse,
With
song:achick,
chick,duck-quack,
chick here, cow-
and amoo,
chick,turkey-
chick there,
gobble, pig- oink, VL, M
Here asinging
After chick, this
there a chick,
song, haveeverywhere
children drawa chick,
theirchick.
favorite farm
animal
monitoronchildren
a separate piecework.
as they of paper.
the word. Encourage children to repeat after you. Do this

Ask children
several times.toShow
openeachtheirflashcard
book on page
again,4.but
Playthis
track
time94.say the
Follow book instructions to complete activity. Guide children
five little piggies. If it is possible ask children to take off a shoe VS, VL
to
andanswer
a sock.theSaySelf-
the assessment
rhyme as they bar.touch each toe starting with
the
Havebig one first.
different Ask children
images of farms,to objects,
open their
andbook on page
animals that 9.
can
farm animals
be found in a on thisShow
farm. page:eachpig, object
cow, and
andsheep, while saying
ask children if they
their VS, VL
sharenames.
their drawing with their classmates. They may say for
example, "This is aas
monitor children cow,
theyit says
work.moo."
corresponding flashcard along with pictures of different orange

objects.
Give eachHave
childchildren
a black take turns naming
and white orange
picture of a fruitobjects
or they
know. Then have them work on this page. Play Sparks video:
vegetable. Put a piece of construction paper of each one of the VS, LM
can.
colorsHand out learned:
already the pictures
red,for the children
yellow, to observe.
green, and orange on Then
the
have children paste them on a big piece of paper or poster
Show children different animal cards, some farm animals, and
instructions
some that dotonotcomplete
belong the activity.
in the farm. Guide
As youchildren
show antoanimal
answer
the Self-assessment
imagination. bar.
Print out sheets of farm animals’ illustrations from: VS, N
https://drive.google.com/a/amcoonline.net/file/d/0B-cVjZBMBNNXYUJSUTRUX3pScHc/edit
or even to give out some clues. Have children play the game
until everybody
monitor childrenhasashad
theya turn
work.to act.
Have children take turns pointing to different orange objects

around the classroom. As they point to an object they may say,
Ask
"Thischildren to open their book on page 3. Follow book
is orange!" VS, LM
• Different orange objects and/or toys VS, LM
Put everything together inside a plastic bin and have children
take turns
Show exploring
children the objects’
eight same textures
objects, by observing
for example: and
eight crayons,
each
eight side of the
blocks, etc.chick’s
Count body. When done,
them aloud. havecount,
Say, "Let's them say,
1, 2 ... 8
“This is a littletochick.” VS, VL
Ask children share their work by saying, "This is a little
chick."
touch your knees, touch your ankles, touch your toes, stretch
up
Havehigh. Start again.
children walk on a straight line while rolling a ball in front
of them. Have them repeat thisforward
exercise K, Ia
children sit on the floor, bend toseveral times.
touch their ankles as
they inhale, and sit upright again as they exhale.
or like to be most of the time: in the pond, in the fields, in the
barn,
place or in the
where mud.while saying the suggested sentence
it lives
frame. VS, VL
Have children pick up all the packing peanuts that might have
“spilled” on the floor.

Ask children openeach
theirflashcard again5.but
book on page this
Play time95.
track say the
VS, VL
Follow book instructions to complete activity.
Guide children to answer the Self-assessment bar.
Show Sparks image: Farm animals collage. Have children name
shapes.
the farmFollow
animalsbook
theyinstructions to complete
see. Play Sparks activity.Sounds.
video: Animal Have
children say the suggested sentence frame.
pig snouts. You can read “The Three Little Pigs” while they VS, VL
wear their snouts by going to the following link:
http://homepages.uni-paderborn.de/odenbach/wwwmath/pigs/pig2.html
flashcard. Have them notice that an oval looks like a circle that
has been
Bonus stretched out. Ask children to name objects that are
Activity
Show children pictures of different oval-shaped objects LM, VS
different-sized and colored eggs. Ask
explaining that oval shapes can be found in many different
places. Havevideo:
Play Sparks them Thecompare thethe
Days of shapes
Week. ofShow
the oval, the a
children
Have children
calendar. Pointlisten to the
to each daysong.
as you Have
say them singEncourage
its name. the song
along. Follow book instructions VL, M
Have children repeat the days oftothe
complete activity.
week while marching,
clapping, etc.
Make the "c" sound aloud and ask children to repeat after you.
Tell children that they will hear some words that start with this
sound. VS, VL
Ask children to open their book on page 12. Play track 101. Ask
children to point
Have children to each
listen word as
and repeat they
the repeat
sound anditthe
aloud. Do this
words. VS, VL
several times.
Record each child saying one of the words and then have them
predict
listen towhat the story to
the recording is about. You may
guess who ask, "What do you
is talking.
Tell children
see here? (astoyouopen
showtheir book
page on page
3 from your3.book)
Play track
What90.
is Ask
children to "read" along. Pause to give them time to turn each VL, VS
Ask
page.children if they
Play track liked
again forthe story.to
children Ask them
listen toifthe
what they
story again.
monitor
predictedchildren
was what asthey
theyjust
work.
heard.After they finish, praise
Introduce the number eight by showing children the

Have children open
corresponding their drawing
flashcard, book on eight
page 6. Followonbook
objects the board,
numbers are standing in order. Count aloud. Encourage
children to count along with you.
children to guess what animal sound you are making. Finish
fingerprints between
with the sheep. the head
Tell children and
that thewill
they legsbe
toworking
form theon a
sheep’s body. On the following day, when the paint is dry, K, VL
When activity glue
have children is complete,
a pair ofask children
wiggle eyes to
onshare their work
the sheep’s face
monitor children
while saying, "Thisasis athey work.
happy After they finish, praise
sheep."
Ask children to open their book on page 8, Pronunciation Lab.

the
Playanimals
track 98.asEncourage
you name children
them. Finally, askthe
to make children to coloras
movements
the pictures. N, VL
one of them by saying, “This is a rooster,” “This is a hen,” “This
is a chick,” and “These are two eggs.”
Have the number flashcards used previously. Show in random
amount. Have children
order. Children gluethe
should say thenumber
ovals onaloud.
the page while
Do this saying,
several
“This is a/an _______ (color) oval.” VS, LM
Encourage children to share their activity. They may say,
"There
monitorare eight ovals,"
children as they"This is a red
work. oval."

theirflashcard again6.but
book on page this
Play time96.
track say the
VL, VS
Place the farm animals flashcards on a pile facing down. Ask a
Ask
childchildren
to take to open
one theirshowing
without book onit.
page 12. Follow
He/she book its
must make
instructions to complete activity. N , VS
the sun," "The hen likes the sun," "The goat likes the sun," as
they point
monitor to eachas
children animal.
flashcard. Write numbers 1 to 8 on the board in random order.

Write several numbers of each one. Have children take turns
going to the board to circle a number 8. Encourage them to LM, VS
Play Sparks video: Ten Little Cows again. Have children clap LM, VS
when
makes. If they cannot come up Guide
they hear number eight. children
with the sound,tomake
answer
it the
yourself and have them imitate you. Next, show them the
Play
turkeytrack
and92.
askTell
themchildren to pay
to make the attention to the Go
sound it makes. sound
onethey
by VL, VS
listen to, so they can circle the one they hear.
Tell children to make the sound of the three images they
monitor
circled. children as they work. After they finish, praise
Make the "n" sound aloud and ask children to repeat after you.
Tell children to
Ask children that theytheir
open will book
hear some words
on page that track
13. Play start with
102. Ask
that sound.
children to point to each word as they repeat it aloud. Do this VS, VL
Have
severalchildren
times. say the words aloud. Record children saying the
words. Ask them to identify who is saying the words.
Play Sparks videos: Sunny and Cloudy. Encourage children to
Help children
talk about themake a pinwheel. You can follow the instructions
weather.
offered on the following link:
http://www.firstpalette.com/Craft_themes/Nature/pinwheel/pinwheel.html N, VL
Have children blow on their pinwheel simulating soft wind first
and thenumbrellas”
“human a strong wind
andby blowing
show themastohard as they can.
the children on another
day, or even better, on a rainy day.
(horse, pig, cow, duck, etc.). Mix the pictures and place them
on
on the
this floor. Have children
page while looknames.
saying their at the pictures
Then ask children to VS, LM
relate the picture of each whole fruit or
standing by each other in the correct sequencevegetable
andtoforming
its sliced
a
line. Explain the concept and give children the opportunity
number 1 oval should stand next to you. "Now, I need 2 to
orange
be?” Afterovals,"
theythe
saychild
oval,with the number
ask them to draw2 eight
should go andoval
orange
VS, LM
eggs in the nest. Have children count the eggs aloud to make
Ask children to share their activity with their classmates by
monitor
saying, "Ichildren
have eightasorange
they work. After
ovals in they finish, praise
my nest."
Play track 100 (The Days of the Week song, page 10).
Encourage
Ask childrenchildren
to opentotheir
singbook
along.on page 11. Follow book
Tuesday - memory game activity. VL, M
Wednesday - lace beads or pasta
Thursday
Ask - read
children a book
to take out their crayon box. Ask children to show
rays with red
you their a yellow crayon.
crayon, then Next, have
the blue children
one. finger-paint
Ask them to show the
sun/circle K, VL
Have children share their work by saying, "The sun isisorange.
with orange paint while saying, “This sun orange.”It
has eightchildren
monitor rays." as they work. After they finish, praise
theirflashcard again,7.but
book on page Playthis time
track 97.say the
VS, VL
Play Sparks videos: Rainy and Windy. Encourage children to
conversation.
talk about the Ifweather.
you notice they haven't, play track again. Have
children VS, N
blowing.” Then say, Alan
draw what saw.
“I don’t see__________ (the sun, a cloud,
the rain, and/or the wind blowing”
monitor children as they work. After for what
theythey didn’t
finish, see.
praise
Have them say, "Red, blue, red, blue, etc." Next, have them
Before having the children
make different-colored work (yellow-green,
patterns on this page, have them
blue-yellow,
observe the pictures. Then have them point at each pattern VS, LM
Draw
while several
repeatingABthe
patterns on the
sequence board.
after you: Have
“Rain,children tellrain,
umbrella, you
what comes next on each one.
Ask children to open their book on page 3. Point to the first
Play
image,track
say93. Tellitchildren
what is, and askto pay
themattention to the
what sound sound
they thinkthey
it
listen to, so they can circle the one they hear. VL, VS
Tell children to make the sound of the three images they
circled.
pig-wig, and net-pet. Have children take turns pulling one card
out, naming the object out loud, and then looking in the basket
Ask children
for the pictureto that
openrhymes
their book
withonit. page
When14. Follow book
everybody has had a VL, M
Have children share their work while saying, "Net rhymes with
pet."
Ask children to open their book on page 3-6. Play track 90.
the
Havesheep’s wool,
children orto
listen other
the sheep or animals on the farm. Make
story again.
sure everybody gets a turn to participate. VL, K
Ask children what their favorite part of the story was. Have
them
monitoractchildren
it out. as they work. After they finish, praise
talking to the children about which color is on top and which

one at the bottom. Rearrange the blocks and discuss how this
tower has changed activity.
by pointing to the color that is on top and VL, LM
Have children turn to page
command every time by saying 12. Follow book instructions
for example, “Climb to the to top
of the slide,” “Stand on the bottom of the slide,” etc. Use other
Tell children they will be making rain. Show them how they will
clouds.
be doingHave childrenblue-colored
it. Squeeze say, “I am making
water rain” and/or
on a piece of“Ipaper
am so
making raindrops” while they work. VL, VS
Have children share their work with each other by saying, "This
is rain!" children as they work. After they finish, praise
monitor
VS, VL
Complete Unit 7 Portfolio "Today It Is ..." page. This page
VL, VS
corresponds to the most significant theme in the unit. It serves
Digital
Teacher's Guide
for the suggested
-farm animals
vocabulary
flashcards
-crayons
-sheets of paper
-vocabulary
flashcards
-pictures of farm
animals pictures
of farm objects
-sheets of paper
or dry erase
board
or vegetable
-red, yellow,
Sparks Video:
green, and
Orange Poem
orange
construction
-different animal
cards
-illustrations
-food coloring
-sealable plastic
bag
-orange
-orange
-pumpkin
-yellow tempera
-carrot
paint
-brushes
-orange crayons
-yellow feathers
-glue
pictures
-four small
buckets
-two plastic
scoops or spoons
-Styrofoam
-vocabulary
flashcards
Sparks Image: -egg cartons
Farm animals -elastic thread
collage -pink tempera
paint
Sparks Video: -hole puncher
Animal Sounds -black marker
-flashcard
Sparks Video:
-colored egg
Shapes
pictures
Sparks Video:
The Days of the
Week
-number cards 1-
8
-white paint
-glue
-wiggle eyes
-yarn
-rooster, hen,
and chick
pictures
-number
flashcards 1-8
-different-
colored ovals
-glue
-vocabulary
flashcards
-farm animals
flashcards
Sparks Video: -number 8

Ten Little Cows flashcard
Sparks Video: -number 8
Ten Little Cows flashcard
Sparks Video:
Sunny
-flashcards
Sparks Video:
Cloudy
-farm animal
pictures
-orange ovals
-crayons
-7 small boxes
-orange paint
-vocabulary
flashcards
Sparks Video:
Rainy
Sparks Video:
Windy
-different-
colored blocks
-rhyming word
cards
-different-
colored blocks
-water
-blue food
coloring or blue
tempera paint
-eye droppers
Weeks 1-2 Change!Day 1 * p. 21
DayThe
2 Four Day 3
p. 23 This Is
Day 4
Language Skills Seasons
p. 21 Sing a Song Winter
Pronunciation Lab of 16 Weather
Sunshine
p. 17 Vocabulary Butterflies
Pre-Math
p. 14 Summer p. 13 The Four
Let's Be Creative Seasons
Motor Skills p. 118 Rain p. 3 Toss a Ball
p. 117 Seven p. 120 Number
Writing Colorful Lines Makes Flowers p. 119 More Lines Seven
*
Weeks 3-4 Day 11 Grow Day 12 Day 13 Day 14
Language Skills p. 29 Plant a Star song p. 25 Listening to
Pre-Math
p.15
p. 19Listening
Spring
Flowers
Words’ Sounds
Science Project p.
*
p. 20 Fall
17 Shinning
Let's Be Creative Moon
Motor Skills
p. 126 Lightning p. 128 What a
Writing p. 125 Bolts p. 127 Winter
From the Sky Sunny Day!
p. 24 Spring and p. 25 Fall Leaves p. 26 Day and p. 17 – 20 Crazy
Summer
p. 22 Pitter-Patter p. 18 Vocabulary Night Weather!
p. 24 Listening to
rhyme Words’ Sounds
p. 16 More p. 18 Nine Stars
p. 15 Shapes
Listening &
Collage
p. 121 Up and p. 122 On the p. 124 Mr.
Friday Freebies Down Fence p. 123 Ladybugs Triangle
Tree Day 15 Day 16
p. 32 Spring
Day 17 p. 17 –Day
20 18
Crazy Day 19
p. 16 Listening Weather
Flowers p. 26 Do These
* *
p. 31 A Tree p. 20 Vocabulary and Identifying Drama - Cutouts
Sounds Words Rhyme?
p. 21 Is it Full p. 22 Full and
p. 19 Starry Night Let’s Cook
Sky
p. 129 Day and p. 132 Butterfly
Friday Freebies p. 130 Fall p. 131 Leaves
Night and Flowers
*
Dashboard
p. Day 10 or
27 Day
Night?
p. 21 Counting
Fall Leaves
Friday Freebies
Day 20
This Is What I
Have Learned!
Unit 8
Portfolio Unit 8
Friday Freebies
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily Routine 10
Language Skills
-identify the four Pre-Activity
seasons and their most
My Days Change! 15, 16 30 Activity
representative
weather conditions Post-Activity
Weather Sounds
Sing a Song of
Sunshine
Seven Colorful Post-Activity
Lines 117 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new 17 25
Vocabulary
Language Skills Post-Activity
-identify and name the
2 The Four Seasons
four seasons Pre-Activity
-relate seasons 21, 22 30 Activity
characteristics to
Fun
Rainfor Every
Makes Post-Activity
activities
Season
Flowers Grow 118 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
Pre-Activity
Spring Butterflies -review colors 13, 14 30 Activity
Summer Beach! Post-Activity
Pre-Activity
3 Language Skills Activity
-identify winter 23 25
This Is Winter
Post-Activity
More Lines 119 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
-develop motor skills 3 25 (10 min)
Toss a Ball
4
Motor Skills
-develop motor skills 3 25
Toss a Ball Cool Down:
(5 min)
4 Let's Be Creative
-review the four
seasons of the year
Pre-Activity
13 30 Activity
The Four Seasons -demonstrate use of
Number Seven 120 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation Lab -reproduce a rhyme Pre-Activity
-reinforce weather 22 25 Activity
Pitter-Patter conditions
rhyme Post-Activity
5 Language Skills
-identify spring and
Pre-Activity
24 30 Activity
Spring and summer items
Summer Post-Activity
Friday Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
Vocabulary
Post-Activity
6 Language Skills
-compare shapes and
Pre-Activity
25 30 Activity
sizes of leaves
Fall Leaves
Post-Activity
Up and Down 121 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
Pre-Activity
-reinforce shapes and
Fun Shapes 15, 16 30 Activity
colors
More Shapes! Post-Activity
Pre-Activity
7 Language Skills
-distinguish between
Activity
26 25
Day and Night night and day
Post-Activity
On the Fence 122 20
Cool Down 5
Total mins 90
Daily Routine 10
8
-identify the "e" sound 24 25 Activity
Listening to
8 Language Skills -listen to a story
-identify main
Pre-Activity
17-20 30 Activity
Storytelling - Crazy characters and events
Weather! in the story Post-Activity
Ladybugs 123 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math Skills 10
-identify number 9 Pre-Activity
Nine, 9 -count up to 9
17, 18 25 Activity
Speaking - Nine speaking skills Post-Activity
Stars
9 Let's Be Creative
-review shapes and
colors
Pre-Activity
-demonstrate use of 15 30 Activity
Shapes Collage
Mr. Triangle 124 20
Cool Down 5
Total mins 90
Daily Routine 10
Language Skills -classify day and night
activities Pre-Activity
Day or Night? -describe what can be 27, 28 25 Activity
seen during day and
I See ... night Post-Activity
-count up to nine Pre-Activity
Counting Fall
fine motor skills
Leaves Post-Activity
Friday Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
19 25 Activity
vocabulary words
Vocabulary
Post-Activity
11 Language Skills
-understand plants'
Pre-Activity
29 30 Activity
growing process
Plant a Seed
Post-Activity
Bolts 125 20
Cool Down 5
Total mins 90
Daily Routine 10
12
-identify objects that
19 25 Activity
are the same
Spring Flowers
Post-Activity
12 Twinkle, Twinkle, -sing a song Pre-Activity
Little Star song -listen and identify 23, 15 30 Activity
sounds
Lightning From the
Listening and Post-Activity
Sky 126 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify the "h" sound 25 25 Activity
Listening to
-follow the steps to
Pre-Activity
Science Project - make a science project 23 30 Activity
Hairy Friends
Post-Activity
Winter 127 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills -identify the concepts Pre-Activity
of same and different 20 25 Activity
Fall Leaves -compare objects
Post-Activity
-reinforce day and
night concepts
Pre-Activity
17 30 Activity
-demonstrate use of
Shining Moon
What a Sunny fine motor skills Post-Activity
Day! 128 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Activity
Language Skills
-identify what a tree
Let's Grow a Tree needs to grow 30, 31 25
A Tree Needs ... Activity

15 Post-Activity
-review numbers up to Pre-Activity
Let's Be Creative
number 10
19 30 Activity
-demonstrate use of
Starry Night Sky
Friday Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify new
20 25 Activity
vocabulary words
Vocabulary
Post-Activity
16 Language Skills
-review the spring
Pre-Activity
32 30 Activity
season
Spring Flowers
Post-Activity
Day and Night 129 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify the concepts
of empty and full 21 30 Activity
Is It Full or Empty?
Post-Activity
17 Pronunciation Lab -listen and identify Pre-Activity
Fall 130 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify rhyming
Do These Words words 26 25 Activity
Rhyme? Post-Activity
Language Skills
18 -recall story facts and Pre-Activity
Storytelling - Crazy events 17-20 30 Activity
Weather! -role-play a story
Drama-Cutouts Post-Activity
Leaves 131 20
Cool Down 5
Total mins 90
Daily Routine 10
-reinforce full and
22 25 Activity
empty concepts
Full and Empty
Post-Activity
-follow the steps of a
Pre-Activity
Let's Cook - 24 30 Activity
recipe
Dirt and Worms!
Butterfly and Post-Activity
Flowers 132 20
Cool Down 5
Total mins 90
Daily Routine 10
Friday Freebies
Unit's Assessment 20
20 knowledge of the
55
concepts seen
Unit 8 5
Cool Down
Total mins 90
Strategies
you can use it in a shorter and
version Activities
during the Daily Routine all MI
through the month.
children begin to learn about the four seasons (weather, clothing,

activities, etc), and how each season is called. For spring you might
For
haveexample,
rainy or say,
windy"Inweather,
the winter, you may
flowers see snow.
blooming, kite Color
flying,the
and
their fingers,etc.
clapAsk
their hands, slaptotheir legs with K, N
snowflake," a child to go the board. Telltheir hands,
him/her to and
point
finally stomp their feet on the floor. Have children start slowly with
each sound/movement
Tell the children that they and increase
will learn aits speed
song thatuntil they sunshine.
is about reach the
Encourage
Say the first line as children repeat after you. Then say theassecond
children to sing along. Play track several times
children sing to
along. VL, M
Ask children closeFollow book instructions
their books, to complete
play track again. activity.
Have children
sing the song without your help.
as they work. After they finish, praise children and lead them
in cool down exercises. VS, VL
word as children repeat aloud after you. Do this several times.

Show each flashcard
Have children again,
open their buton
book thispage
time17.sayPlay
thetrack
sentence
109. as
Follow VS, VL
book instructions to complete activity.
Show Sparks image: The Four Seasons. Then introduce the four
using orange
seasons. Ask paint. Then
children have them
to open drawon
their book a stem
pageand21. Have them
brown veins inside each finger“Today
to makeit itis_____
look like a leaf.cloudy, N, VL
weather conditions by saying, (sunny,
rainy,
as theyor work.
snowy).”After they finish, praise children and lead them
Review the five colors learned so far by showing children the

corresponding
Ask children to flashcards
relate the and having them
same-colored name each
butterflies color as ayou
by drawing
•matching
Objects line
thatbetween
match the various colors of felt or fabric such VL, VS
them. Have children turn to page 14.as
Follow
pinecones, branches, leaves, twigs, rocks, shells, etc., previously
painted
Make in the
cards colors different
showing mentioned above clothes and winter clothes.
summer
Have
Show children
children open their book
a summer clothesoncard
pageand
23.ask,
Follow bookforinstructions
"Is this winter?"
to complete activity.
Print out enough sets of the following cards (depending on the
amount of children in your class) to make a memory card game: VS, VL
http://www.kids-pages.com/folders/flashcards/Winter_1/winter1.pdf
Have the children play. Encourage them to say the words: “same”
and “different”
as they work. when
After they
they have a matching
finish, or a mismatched
praise children pair.
and lead them
• Twist - twisting body from the waist to the sides while remaining
in
Haveplace
children practice in pairs, tossing a ball to each other
•underhand
Spin - turning
and around
using both hands. Have them repeat this exercise K, Ia
several times.
K, Ia
you see a lot of soccer balls in your way. You kick them out of your
path with both feet. Suddenly, someone starts throwing the balls at
Show children different pictures depicting the four seasons. Ask
winter,
childrenspring,
to namesummer, and fall.
each season as When children
you show each are done solving
picture.
the maze, have them say, “These are the four seasons.” VL, LM
(sun, raindrops, snowflakes, snowballs, sandals, flowers, orange
leaves,
as theyetc. HaveAfter
work. children
theyclassify
finish, them bychildren
praise seasons.and lead them
Show children pictures of a rainy day, a sunny day, a snowy day,

and a windy day.
Ask children Helptheir
to open children
booktalk about22.
on page theHave
kindchildren
of weather
talkin
each picture.
about what they see in the picture. Ask, "What is the weather like?" VL, K
Show children
Play track 114. the weather
Follow book condition flashcards.
instructions Name
to complete them one
activity.
by one. Have children clap every time they see the "rain" flashcard.
Show the spring and summer flashcards one at a time. Talk about
Have children
the main turn tobetween
differences page 24. these
Followtwo
book instructions
seasons. to
Then have
complete activity. N, VS
difficult, or when you get a tie between two teams, you can have
children line up After
as they work. fartherthey
from the plates.
finish, praise children and lead them

Show each flashcard
open their buton
book thispage
time18.
sayPlay
thetrack
sentence
110. as
Follow
VL, VS
Take children outside to the yard. Have them collect leaves. Have
the leaf they
children chose.leaf
say, "This Then have them
is small," draw
or "This and
leaf is color
big." their leaf
inside the square. VS, N
pictures of the children during the different steps of the printing
process.
the corresponding flashcards while saying their names and having

Ask children
children to open
repeat themtheir
afterbook on page
you. Draw the15. Follow
three bookon the
shapes
instructions to complete activity. Next, tell children to turn to page VS, VL
note) out ofbook
16. Follow construction paper,
instructions making sure
to complete they will fit on the
activity.
box’s sides. Glue or tape one shape to each side of the box. Have
Show children the day and night flashcards and say, "This is day,"
Have themis relate
and "This night,"the daypointing
while and night atactivities
them. Talkcorrectly by following
about activities
the directions on this page.
Have children watch the following video: Daniel Tiger’s Day and
Night – Story and Bed Time: VS, VL
https://www.youtube.com/watch?v=cmJngGhBGYc
they do during the day and one that they do during the night. Have
them
as theyshare theirAfter
work. drawings
they with a partner.
Make the "e" sound aloud. Have children repeat after you. Then say
each word from this page, highlighting the sound of each one. Have
Ask children
children to open
repeat after their
you. book on page 24. Play track 116. Follow VS, VL
book
Have children draw one of theactivity.
instructions to complete images from this page. Ask them
to share their drawing by saying for example, "E is for elephant."
Tell children that they will hear a story. This story is about the
Ask children
weather. to open
Remind their book
children on pageseasons
the different 17. Playoftrack
the 106.
year Pause
and
track each time they have to change page. Play track again. VL, VS
What's the weather like on this page? What are Larry and Mary
going
as theyto work.
wear?"After
etc. they finish, praise children and lead them
loud. Emphasize the number 9. Then give children 9 crayons, have

them countDad.
Tina: Look, the crayons
There areoutmany
loud.stars
Haveinthem say, "I have 9
the sky! VS, LM
Father: Yes, Tina! It is a starry night.
tray or plate
Have children sit in a circle. Shuffle the clouds and spread them on
Show children a shape while asking, "What shape is this? What
using the
color is following
it?" Ask thesesentence
referringframe, “This isshapes
to different a/an _________
and colors.(color,
shape).” VS, VL
Have children share their collage with a partner, telling him or her
what thework.
as they pictureAfter
is. Have
theyhim/her
finish, say, "This
praise is a ______."
children and lead them
them translate the day and night concepts into their daily lives:
•AskWhat do you
children to usually do during
open their book on thepage
day?27. Follow book
•instructions
How do you know it
to complete is time to
activity.wake upchildren
in the morning?
Help the children describe things Guide
that they to answer
see during theand
the day Self- Ia, VL
assessment bar.
things that they see at night. Then ask them to draw what they
talked about. Record
Take children outsidethe children
to collect whileThey
leaves. they must
speakcollect
and have them
at least
glue on the tree
nine leaves each. branches. Have children count the leaves aloud to
make sure theyshare
havetheir
the correct amount. LM, VL
Have children work while saying, “This tree has nine
leaves.”
as children repeat aloud after you. Do this several times. Show each
flashcard againopen
Have children but this
theirtime
booksayonthe sentence
page 19. Playastrack
children
111.repeat
Follow
VS, VL
Show Sparks images: Planting seed and sprouting plant, as well as
Ask children
Sparks video:toA open their
plant's book process.
growing on page Gather
29. Follow book different
as many
instructions to complete activity. N, VL
Have children share what kind of seeds they want to plant and see
grow.
Talk about the same and different concepts by showing examples
of classroom objects that are exactly the same and others that are
Ask childrendifferent.
completely to open their book on page 19. Follow book
If possible, play this gameactivity.
outside. Make circles and/or ovals on the VS, LM
floor with the blue masking tape. Make sure they are big enough,
as
Saywell
theas separated
first enough,
line of the so that
song. Ask children
children can pretend
to repeat theySay
after you. are
Encourage children to sing along. Follow book instructions
the second line, children should repeat it after you. Then say the to
complete activity. VL, M
Ask children to turn to page 15. Play track 107. Follow book
instructions
as they work. complete
to After theyactivity.
Make the "h" sound aloud. Have children repeat after you. Then
say each word from this page, highlighting the sound of each one.
Ask
Havechildren
childrentorepeat
open their
after book
you. on page 25. Play track 117. Follow VS, VL
book
Have children draw one of the activity.
instructions to complete images from this page. Ask them to
share their drawing by saying, for example, "H is for horse."
Make a Hairy Friend at least a week in advance so you can show
water
childrenand examine
what their
they will becharacter regularly,
making. Tell until
children eventually
that they will they
work
can give it a haircut or a hairdo! VS, N
tell them that they have to take care of their friend and wait to see
their
as theyhairwork.
grow. After they finish, praise children and lead them
Show Sparks image: Same and different. Have children talk about
Thinking Skill: Compare
how the pictures are the same, and how they are different.
Have children
Show spark image compare
againpictures
and havedepicting
childrensets ofthe
go to different objects.
front and ask VS, LM
Have children work on this page, asking them to carefully
them to point to each chick while saying, ""Same, same, same, observe
different."
Ask children, "What do you see in the sky during the day? What do
paint
you seeis still
in thewetsky
have childrenEncourage
at night?" sprinkle athem
little bit of silver
to talk aboutglitter
the on
it to make it shiny. VS, VL
Have children share their work while saying, "This is a shining
moon."
for example, "First, a seed needs to be planted into the ground and
covered with soil.
Page 30 Bonus Next, -itThe
Activity needs sunofand
Cycle water to
an Apple Tree grow into a little
plant. Last, it will grow into a big tree." Have
Have children watch the following video about an apple children complete
tree lifethe
cycle:
https://www.youtube.com/watch?v=chNwmpqSa78 N, VL
After children have seen the animation, give them a piece of paper
and ask them
sealable to draw something
bag enclosing several of theabout what theyleaves.
plant/tree’s saw. Have
Seal them
the
share their drawing with a partner.
bag enough to hold it in place. You can also use a plastic grocery
bag andnumbers
Review tie a knotup around
to 10. the branch
Write to secure
numbers it in
1 to 10 place.upLeave
mixed on the
out on Ask
board. the dark background.
a child to go to theWhen
board.done,
Say ahave children
number, say, should
he/she “This is
aEncourage
starry night sky!” VS, VL
children to share their work by saying, "This is a starry
night."
Show each flashcard
open their buton
book thispage
time20.
saying
Play the
tracksentence as
112. Follow
VS, VL
Show children the image that they will be working on this page. Ask
Ask children
children to open
to name whattheir
youbook on page to.
are pointing 32.You
Follow
maybook
also ask what
instructions to complete activity. N, VL
_______ (color)."
"asThe sunwork.
they is yellow."
After"The
theysoil is brown."
finish, praiseetc.
children and lead them
Show Sparks images: Empty and Full.

Introduce the full and
Have the children empty
carefully concepts
observe by showing
these pictures.children
Have themthetake
Sparks images: Empty and Full.
turns telling you which basket is full and which basket is empty VS, VL
materials. Haveatthem
while pointing it andsay, "Thisthe
saying is full." Ask children
corresponding to empty
word. the
Next, have
cup and then say, "This is empty." Have children fill and empty their
Ask children to open their book on page 16. Point to the first image,
Play trackit108.
say what Tellask
is, and children
them to paysound
what attention
theyto the it
think sound they
makes. If they
listen to, so they can circle the one they hear. VL, VS
Ask children to choose one of the images they didn't circle and
make
as theythework.
sound.After they finish, praise children and lead them
rhyming words learned so far (if you wish, add new sets of rhyming
words to make the game more challenging). Print the cards and
Ask children
laminate to open
them. their
To play thebook
game,ongive
pageeach
26. child
Play track
a card118.
andFollow
a VS, VL
Have children share their work while saying, "Mat rhymes with
hat."
Ask children to open their book on page 17-20. Play track 106. Go
day!”
to the“What crazy weather!”
Drama-Cutouts for UnitYou can also
8. Have have carefully
children children pull
improvise
out
aAsk
rainy day conversation. VL, K
children what their favorite part of the story was. Have them
act it out.work. After they finish, praise children and lead them
as they
concepts by giving them an empty small plastic cup and a bunch of

small manipulative toys, seeds, wood chips, crayon pieces, cotton
Ask
balls,children
etc. Haveto open
them their book
fill and on page
empty their22.
cupFollow
severalbook
times while
This activity to
strengthens VS, VL
instructions complete children’s fineSparks
activity. Play motorvideo:
skills at the same
Opposites.
time it reaffirms the “empty” and “full” concepts. Give each child a
water
Show andbottle while saying,
mention “This bottle
the ingredients oneisby
empty.” Have
one. Tell them they
children repeat
halfway
will needinto
themtheto“dirt.”
prepareTake pictures
a tasty as children
dessert are making
called, "Dirt and
and Worms!"
enjoying this delicious treat of “dirt and worms.” VL, K
Print the pictures. Ask children to help you stick them on the
as they board.
bulletin work. After they finish, praise children and lead them
VS, VL
dedicate enough individual time to each child, taking notes on what
VL, VS
they express about their work, and evaluating the learning
Digital
Teacher's Guide
for the suggested
-Kraft paper
-vocabulary
flashcards
The Four
raindrops, and
Seasons
snowflakes
-cotton balls
Sparks Video:
-clothespins
The Four
-different-
colored
objects
-different-
-clothes cards
-printed sets of
cards
-printed
illustrations
-wind, rain,
sun, and cloud
flashcards
flashcards
-cardboard
plates
-beanbags
-tape
-vocabulary
flashcards
-leaves
-twigs
-branches
-playdough
-box
-white paper
-tape or glue
-construction
paper
-vocabulary
flashcards
-sheets of
paper
-black marker
-crayons
-9 paper
clouds
-30 paper
-shapes
cutouts
-glue
Sparks Video:
Day and Night
-leaves
-glue
-vocabulary
flashcards
and sprouting
plant
-seeds
Sparks Video:
-paper bags
-blue masking
tape
stockings
-plastic cups
-grass or chia
seeds
-planting soil
Sparks Image:
Same and
different
tempera paint
-flour
-small plastic
caps
-white paper
-sealable bags
crayons
-white crayons
-dark blue or
dark purple
watercolor
-vocabulary
flashcards
-small plastic
cups
Sparks Images:
-small
Empty and Full
manipulative
materials
-printed cards
Sparks Images:
Empty and full -empty water
bottles
Sparks Video: -tissue paper
Opposites cookies
-chocolate
pudding mix
-milk
-gummy
Weeks 1-2 Around!Day 1 * Day
p. 39 2 Do
How Day 3 Day 4
*
Language Skills p. 33 Helping You Get to School? p. 41 Going to
p. 34 Land
Pronunciation Lab Mother or
Drive p. 29 Vocabulary p. 23 Purple!
Pre-Math song
p. 25 Purple
Let's Be Creative Electric Carand
p. 4 Catch
Motor Skills Throw
p. 133 Over, Up, p. 134 Mountain p. 135 Green p. 136 On the
Writing and Down! Trip Trees Way Home
Weeks 3-4 Day 11 Day 12 p. 47 Day 13 Day 14
Language Skills p. 46 I Like … Transportation
p. 27 Listening and p. 37 Listening to
*
Pronunciation Lab p. 31 Vocabulary Match
Identifying Sounds Words’ Sounds p. 29 Let’s Count
Pre-Math p. 28 One to
to 10
Let's Be Creative p. 31 On the Road
Motor Skills
p. 141 Away We p. 142 Wiggly p. 144 I Travel by
Writing p. 143 Curvy Road
Go! Worm Boat
p. 42 I Day 5 Like
Would Day 6 Day 7 p. 35 –Day
38 8A Road Day 9
to Go to School
p.
on34a …Travel Near p.
or Far song
44 To Ride My
p. 30 Vocabulary *
p. 33 Helping
p. 25Drive
Mother
song Review
Trip to the
I Am Mr. p. 36 Listening to
Mountains
Words’ Sounds
Diamond p. 27 Ten, 10
p. 27 Number
Clues
p. 137 Yellow School p. 139 I Love Ice p. 140 Number
Friday Freebies Bus p. 138 My Bike Cream! Eight
p. 48 Your Own Trip to the
Far song Review Transportation p. 28 Listening Mountains
p. 38 Do These
Sounds Words Rhyme? p. 32 Things That
p. 33 Long Choo-
Choo Train * p. 31 Fast and
Go Together
p. 35
Water
A Ship in the
p. 146 Tall and p. 147 Mr. p. 148 Choo-Choo

Friday Freebies p. 145 Racing Cars
Short Rectangle Train
Dashboard
* Day 10
p. 45 Land,
p. 29 Build a
Truck
Friday Freebies
Day 20
This Is What I
Have Learned!
Unit 9
Portfolio Unit 9
Friday Freebies
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily
Skills Routine -identify different 10
means of Pre-Activity
Moving transportation
33, 34 30 Activity
Around! -identify where these
Pronunciation means of Post-Activity
Land
Lab or transportation travel
1 Pre-Activity
Helping
Mother Drive
Over, Up, and Post-Activity
song
Down! 133 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills -identify and name
2 different ways to get Pre-Activity
Listening and to school 39 30 Activity
How Do You speaking skills Post-Activity
Mountain Trip 134 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
-identify and name the Pre-Activity
color purple
Purple! 23, 24 25 Activity
-discriminate purple
objects Post-Activity
Can
SkillsThese Be
3 -identify different ways Pre-Activity
School Bus to go to school 40, 41 30 Activity
-solve a maze
Going to Post-Activity
Green Trees 135 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
Catch and Coolmin)
Down:
Throw (5 min)
Let's Be
4 Creative -reinforce color purple Pre-Activity
-demonstrate use of 25 30
fine motor skills
4 Creative -reinforce color purple
Purple Electric fine motor skills
On
Car the Way Post-Activity
Home 136 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
-identify different Pre-Activity
Lab means of
34 25 Activity
transportation
Travel Near or -sing a song
Language
Far song Post-Activity
5 Skills -demonstrate self-
knowledge about likes
Pre-Activity
I Would Like to and dislikes 42 30 Activity
Go to School -describe a drawing
on a ...
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify vocabulary
30 25 Activity
words
Language
Skills Pre-Activity
6 Bicycle Safety -identify bicycle safety 43, 44 30
rules
To Ride My Activity
Bicycle I Post-Activity
Yellow
Need ...School
Bus 137 20
Cool Down 5
Total mins 90
Daily Routine
Skills 10
Pre-Activity
I Am Mr. -recognize the
25, 26 30 Activity
Diamond diamond shape
Find
Lab the
7 -sing and review the
Pre-Activity
33 25 Activity
Helping song
Mother Drive Post-Activity
song review
My Bike 138 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-recognize the "r"
36 25 Activity
sound
Listening to
8
-recognize the "r" 36 25
sound
Listening to
Language
8 Skills -listen to a story
-identify main
Pre-Activity
35-38 30 Activity
Storytelling - A characters and events
Road
I LoveTrip
Ice to in the story Post-Activity
the Mountains
Cream! 139 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math -recognize the number Pre-Activity
Skills
10 27 25 Activity
-count up to 10
Ten, 10 Post-Activity
9 Let's Be
Creative
-review numbers 1 to
10
Pre-Activity
27 30 Activity
-demonstrate use of
Number Clues fine motor skills Post-Activity
Number Eight 140 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Activity
Language
Skills Activity
-compare vehicles by
45 25
the way they travel
Land, Water,
or Air?
10 Post-Activity
Let's Be Pre-Activity
-review shapes
Creative
fine motor skills
Build
Fridaya Truck Post-Activity
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
31 25 Activity
vocabulary words
11 Language
Skills
-review means of Pre-Activity
transportation 46 30 Activity
-express a preference
I Like ... Post-Activity
Away We Go! 141 20
Cool Down 5
Total mins 90
Daily Routine 10
12
Skills -identify numbers 1-10
28 30 Activity
-count from 1 to 10
One to Ten
12 Lab
Pre-Activity
27 25 Activity
Sounds
Wiggly Worm 142 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-recognize the "m"
37 25 Activity
sound
Listening to
Language
13 Skills -relate corresponding Pre-Activity
half images to make a 47 30 Activity
Transportation whole
Match Post-Activity
Curvy Road 143 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
-count objects in order Pre-Activity
Skills
from 1-10
29 25 Activity
-relate number to
Let's Count to quantity
10 Post-Activity
14 Let's Be
Creative
-count up to 10
-review colors
Pre-Activity
31 30 Activity
-demonstrate use of
On the Road
I Travel by fine motor skills Post-Activity
Boat 144 20
Cool Down 5
Total mins 90
Daily Routine 10
Travel Near or -sing a song Pre-Activity
Far song -reinforce near and far 34, 35 25 Activity
review concepts
colors Post-Activity
Let's Be
15 Creative
-review counting up to
ten
Pre-Activity
33 30 Activity
-reinforce long and
Long Choo-
Friday short concepts Post-Activity
Choo Train
Freebies -demonstrate use of 20
Cool Down 5
Total mins 90
Daily Routine 10
16
32 25 Activity
-identify slow and fast
Vocabulary concepts Post-Activity
Pre-Activity
Language
16 Skills -reinforce means of Activity
transportation 48 30
Your Own -develop creativity
Transportation
Post-Activity
Racing Cars 145 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math 10
-identify fast and slow
Skills Pre-Activity
concepts
On the Move -recognize the
30, 31 30 Activity
difference between
Pronunciation fast and slow Post-Activity
Fast
Lab and Slow
17 -listen and identify
Pre-Activity
28 25 Activity
Sounds
Tall and Short 146 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab -identify rhyming Pre-Activity
words
38 25 Activity
Do These -discriminate rhyming
Words
Skills sounds Post-Activity
Rhyme?
18 Storytelling - A -recall story facts and
Pre-Activity
Road Trip to events 35-38 30 Activity
the Mountains -role-play a story Post-Activity
Drama-
Mr. Rectangle 147 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-relate objects that
32 25 Activity
belong together
Things That Go
Together Post-Activity
Let's Be
19 Creative
-reinforce means of
transportation
Pre-Activity
35 30 Activity
-demonstrate use of
A Ship in the
Choo-Choo fine motor skills Post-Activity
Water
Train 148 20
Cool Down 5
Total mins 90
Daily 10
Friday Routine
Freebies 20
55
concepts seen
Cool Down 5
Total mins 90
Strategies
activity is presented. anditActivities
You can use in a shorter version during MI Teacher's Notes
the Daily Routine all through the month.
flashcards, showing them, and naming them. Tell children that

these vehicles
• A plastic tub travel
¾ filledinwith
different
waterways: on land, on water,
and/or
You canon thevehicles’
add air. Separate
relatedthem
partsaccordingly. Ask children
or objects such to
as: a metal VL, N
Have
screw,children
a rubbername
wheel,theetc.
means of transportation
Set this they group
activity for a small see onof
this page.
song while saying the words. For example, say, "Open the car
Have
door"children open
pretending totheir
openbook on etc.
a door, pageHave
33. Play trackimitate
children 130. Ask
children to listen. Play track again and invite children to sing VL, M
Ask children,
along, moving"How can help your mother drive?" Encourage
accordingly.
them
monitorto answer
childrenusing one of
as they the song's
work. After sentences.
they finish, praise
the words after you several times. Then put three toy vehicles
in a non-transparent bag. Ask a child to call out one of the
Have
three children
vehicles open their bookHave
just presented. on page 29. go
a child Playtotrack 126. and
the front VS, VL
using a purple crayon. Have them share it with the rest of the
class. Have them say, "This is a purple _____ (vehicle)." Guide
Ask children to open their book on page 39.
heard in the
Thinking Skill: Observe
conversation. Ia, VL
Show Sparks images: Transportation. Have children repeat the
sentence frames after
monitor children you.work. After they finish, praise
as they
Show children the corresponding flashcard as well as many

different purple objects and/or pictures. Have them repeat
•after
A butcher or Kraft
you, “This paperas
is purple” rollyou show or point at each object VS, VL
•cannot
A big surface, preferably a wall
be purple while saying, outside
“This is not purple.”
Bonus Activity - Purple Hunt
Show different means of transportation. First, show a picture
Have children
of a plane andturn
ask, to
"Dopage
you41.
go toFollow book
school in ainstructions
plane?" Haveto
magnet. Take pictures, or if possible record the children’s
expressions as they
monitor children assee thework.
they car ”magically”
After theymove on praise
finish, the plate.
run around, on “Stop” they must freeze. When you shout,

“Down”
at aboutthey haveapart.
1 meter to sit Have
or laythe
down, and when
children you say,
take turns “Up”
catching
Now, have children take a giant step forward with thethem
left foot, K, VL
and throwing a ball overhand with both hands. Have
and then bend the knees. Next, have children lean forward
from
Showthe
thewaist with legstowide
car flashcard reviewopen,
thebending
word anddown
havetochildren
touch
repeat after you, "This is a car," "This is a blue car." Tell
VS, VL
paint the car with purple watercolor or watered-down
tempera paintshare
using their
a brush. VS, VL
Have children car with a partner. Have them say,
“This is a purple car.”
Have children open their book to page 34. Play track 131 while
children observe the picture. Have them clap every time they
Play
hear track
a mean131ofagain. Follow book instructions to complete
transportation.
Have children work in pairs. From the song, have children VL, K
activity.
choose their favorite vehicle. Next, have them say, "The
__________
Show pictures is showing
my favorite
howvehicle."
some children get to school. Have
videotape
children talk about the meanspresenting
the children while their drawing.
of transportation they seeHave
in the
them Ia, VL
pictures of the children performing these activities and review.
listen to the recordings on the following day as a display
them
monitorin the classroom.
Show children the vocabulary flashcards and have them repeat

the
Havewords afteropen
children you their
several times.
book on page 30. Play track 127. VS, VL
Tell the children that another way to get to school might be
Have
ridingthe children
a bicycle. dance
Talk and
to the mimic while
children aboutthey listen to the
the basic
“Bike Safety Boogie” song:
https://www.youtube.com/watch?v=dStGTWZlZHY VS, VL
Take pictures of the children while dancing. Use the pictures to
make a bulletin
the license plateboard
to theand display of
underside it in the child’s
their classroom.
bicycle seat.
children. Draw a square and have children compare both

shapes. Ask, “Do these look the same?” Have children notice
Have
that achildren
diamondlook
is aat the pictures,square.
stretched-out reminding
Point them thatdiamond
to the all the
VS, LM
objects around us have different shapes. Have them classify
every child in your class. Have children glue it in the middle of
the paper. Have children work horizontally on the paper. Ask
Ask children if they remember what they should do to help
Have childrendrive.
their mother open Have
their them
book ontalkpage 33.it.Play track 130.
about
Invite children to sing along moving accordingly. VL, Ia
Give some children a turn sharing what they do when they ride
in the carchildren
monitor with their
asmom
theyor dad. After they finish, praise
work.
the sound after you. Then hold the letter flashcard in one
hand, while saying,
Ask children to open"rrr,"
theirand
bookthe
onpicture flashcard
page 36. on 132.
Play track the
VS, VL
Show different vocabulary flashcards. Say, for example, "car" VS, VL
and ask, "Does this word begin with rrrrrr?" Do this with other
wordschildren
Show and compare with on
your book thepage
"r" sound.
35. Say, "These girls are
"read
Sophiealong." Play track
and Helen. What122. Pause
do you track
think toare
they turn the page.
doing? Play
Putting
track again. VS, VL
Ask as many questions as you need, to see if children
understood the story.
being a special number because it is made out of two

numbers:
Ask childrena one and atheir
to open zero.book
Remind children
on page about the
27. Follow book
number ten to
as complete
the one displayed LM, VL
instructions activity. on this page. Then ask
children to make the amount of small modeling clay balls that
match
Reviewthethenumber
numbers and place
1 to them
10 by by it.them
writing Haveonchildren count
the board and
the numbers aloud while they work. You can also have
having children count with you. Have children take turns going them
point at each one ofover
the left-over LM, VS
Have children trace the papernumbers
path they while naming
created withthem.
their finger
monitor while naming
children as theyeach
work.number
After aloud.
they finish, praise
Play Sparks video: Transportation. Name the means of

transportation
children notice in thecars,
that video. Ask children
buses, and trucksif they
needhave
tirestraveled
to ride
in
on some
land of
or these
roads, means
while of transportation.
airplanes need wings to fly. Ask
them the labels on the containers and tell them that they will
questions
help you fillsuch
eachas,container
“Does a car have
with the wings?” “Canon
name listed a boat move
it. Take the VS, VL
children outside to collect dirt for the land container. Then
https://drive.google.com/a/amcoonline.net/file/d/0B-Jp2xvcHjp4a1p3U0k5ZlBwaGs/edit
Have children take turns placing these cards by the
corresponding container. Take pictures of this activity to
after you,
display "This
in the is a truck." Show the shapes flashcards. Have
classroom.
children
glue them name thetruck
on the shapes as they
while seetheir
saying them. Let children
names. know
Have children
finish glueing a decorative diamond on the truck’s trailer. LM, VS
Have children
monitor name
children asthe shapes
they work.they used
After pointing
they finish,atpraise
them.
children repeat after you. Do this several times. Stick the

flashcards on the board. Call on one child and tell him/her to
Have
point children openthat
to the image theiryou
book on pageHave
mention. 31. Play trackpoint
him/her 128.and
VS, VL
Stick the means of transportation flashcards learned so far, on
the board.
instructions to clickety,
Clickety, clack!
(move
monitor handsas
children around over each
they work. other)
the board. Write a number on top of each finger. Have children
count the tentofingers
Ask children as you
open their point
book onatpage
the 28.
number.
FollowDo it several
book
VS, LM
cards in the classroom activity.
and start by having two children at a
time go out to find a number that you choose. The child that
Ask children if they can make the different sounds of the
Have
meanschildren open their they
of transportation bookhave
on page 27. Play
learned track
so far. For124.
example,
Follow book instructions to complete activity. VL, VS
Have children make the sounds of the pictures that they did
not hear children
monitor in the track.
as they work. After they finish, praise
Make the "m" sound. Ask children to repeat after you,

"mmmm."
Ask childrenTell
to children
open theirthat theyonwill
book pagehear
37.some
Play words thatAsk
track 133.
start withtothis
children sound.
point to each word as they repeat it aloud. Do this VS, VL
each child
several as they are saying one of the words presented on
times.
this page. The next day, have children listen to the recording
Display the means of transportation vocabulary flashcards on
to
therelate
board.the vehicles’
Have front
children and
take backgoing
turns whiletopointing at to
the front them.
point
Have them work on this page. VS, VL
Give different commands such as: go fast, go slow, turn, stop,
etc.
their objects. Go around asking each child how many objects

Thinking
they haveSkill: Relate
to verify that they tell you the correct amount. If a
Have children count the amount
Divide the class into teams of 10.of objects
Give eachin each
child group.
a card with a LM, VS
Draw an X on the sets that don’t have ten objects.
number (from 1 to 10). Have children line up from 1 to 10.Draw a The
team
Draw that finishes
ten cars first,
on the wins.(Refer to Teacher's Guide to see
board
a/an _______ (color) car.”
the picture). Write the numbers (Refer1totothe
10 digital
on them.Teacher's
Have Guide
to seechildren
the picture.) VS, LM
Have count the cars they made before putting their
artwork
monitor aside to dry.
Have children open their book to page 34. Play track 131. Ask
children to name
Ask children the their
to open means of transportation
book they hear.
on page 35. Follow book
VS, VL
Have them check activity.
each other's work by tracing on the paths
they drew with their finger. Have them name the vehicles and
Draw a short train (one wagon) and a long train (five wagons)
using
on theaboard.
marker, while counting them to make sure they have
ten in all. VS, VL
Have children present their artwork to the rest of the class by
saying,
monitor"This is a long
children train."work. After they finish, praise
as they
children, "Does the ship move fast or slow?" Show the slow
flashcard whileopen
Have children saying, "slow."
their book Show the32.
on page subway and ask
Play track 129.
VS, VL
Show all the vehicles vocabulary flashcards. Tell children that
Ask
theychildren to open
will invent a newtheir
meansbook
of on page 48. Follow
transportation. bookbe
It could
Download and print a key template for each child from the
following address: Ia, VL
http://www.clker.com/clipart-key-outline.html
they designed. Have them put glue on the paper side of the
key and glue
monitor it next
children astothey
the vehicle’s picture.
work. After they finish, praise
Have a dance party. Start by playing a fast, upbeat song and

this
havepage while saying
the children dancethetowords, “fast”
its tune, thenand “slow”
switch to aand
songdoing
with
it accordingly every time. VS, VL
they
Havecan moveopen
children faster. Forbook
their example, say,31.
on page “When you pump your
legs hard on the ground, the swing moves fast, and when you
Have children open their book on page 28. Ask children to
identify each picture. Ask them to make the sounds they think
Play track up
125. VL, VS
not come in Follow book
the track andinstructions to complete
trying to reproduce activity.
its sound.
The rest of
monitor the class
children asmay
theyguess
work.what it is.they finish, praise
After
have at least one picture. Take the children outside and pin a
picture of a rhyming
Ask children to open word to each
their book onchild’s shirt.
page 38. PlayWhen
trackyou
134.say,
Name VS, VL
Followdifferent words, some
book instructions words that
to complete rhyme with red and
activity.
some that do not. Ask children to jump every time they hear a
word that rhymes
Ask children with
to open "red."
their books on page 35. Play track 122.
allow
Pausefor new
track todialogues
turn page.created bythe
Listen to thecomplete
children. story.
Make sure
everybody gets a turn to participate. VL, K
"What do you think the family could have done?" Allow
children
monitor to share their
children ideas.
as they work. After they finish, praise
For example, a piece of paper and a pencil, a brush and a

bottle
them tooftrace
paint,aetc.
line Show them the
to connect to the children
ones while together.
that belong saying,
VS, VL
Have them self-check their work while repeating after you,
Using the means of transportation flashcards, review with the
the chimney
children whereto the
make it look they
vehicles like smoke
learnedwhile saying,
in this “A ship in
unit travel.
the water.” VS, N
Have children show their artwork while saying, "The ship is in
the water."
VS, VL
Complete Unit 9 Portfolio "Where Do They Travel?" page. This
VL, VS
page corresponds to the most significant theme in the unit. It
Digital
Teacher's Guide
for the suggested
-means of
transportation
flashcards
-plastic tub
-small toys
flashcards
-non- transparent
bag
-small toy car,
bus, and truck
-white paper
Sparks Images:
Transportation
-purple crayons
-purple paint
Sparks Video:
-brushes
Purple Poem
-masking tape
-small magnets
-Kraft paper
-paper plates
-Popsicle sticks
-poster board cars
-markers
-glue
-crayons
-car flashcard
-purple paint
-crayons
-car flashcard
-purple paint
-Hula-Hoops
-chalk
-vocabulary
flashcards
-diamond-shaped
objects
Sparks Video:
-construction
Shapes
paper
-glue
-vocabulary
flashcards
-vocabulary
flashcards
-modeling clay
-tissue paper
-glue
Sparks Video: -3 plastic

Transportation containers
-construction
paper
-truck flashcard
-shapes flashcards
-glue
-vocabulary
flashcards
-means of
transportation
flashcards
Sparks Video: -construction
paper
Numbers 1-10
-vocabulary
flashcards
-small wood
blocks or
manipulative
materials suitable
for counting
flashcards
number cards
-different-colored
tempera paint
-paper plates
-paper towels
-construction
paper
-glue
-markers
-vocabulary
flashcards
-vocabulary
flashcards
-aluminum foil
-glue
-markers
Sparks Image:
Slow and fast
-means of
transportation
flashcards
-watercolors
-cotton balls
-glue
Weeks 1-2
Language Skills p. 45
Day 1
50 The
Animal
* Day 2 Day 3
p. 55 Farm or p. 56 At the Zoo
Day 4
Pronunciation Lab
Pre-Math
Monkeys
Zoo song
at the p. 41 Vocabulary
* p. 33 Funny * p. 34 More
Let's Be Creative
Motor Skills p. 5 Kick a Ball
p. 151 Circles and p. 152 Number
Writing p. 149 Swirl p. 150 Lollipops Lines Nine
Weeks 3-4 Day 11
p. 59 How Do Day 12 Day 13 Day 14
p. 60 Mixed-Up
Language Skills These Animals p. 39 Listening Animals
p. 49 Listening to
Pronunciation Lab Move?
p. 37 Counting 1 Words’ Sounds p. 38 How Many?
Sounds
Pre-Math to 10
Let's Be Creative p. 6 These Are the
Motor Skills Motor Skills I
p. 157 All p. 158 Number p. 159 Numbers p. 160Practiced!
Have Numbers
Writing Together! Ten Review Review
Day 5
p. 46 One, Two,
* Day 6
p. 57 What
Day 7
p. 45 The Monkeys
Day 8
p. 51 – 54 Trouble
at theListening
Zoo!
Day 9
Covers Their p. 48 to
Buckle My Shoe
rhyme
p. 42 Vocabulary
*
at the Zoo song
Review
p. 35 Friendly
Words’ Sounds p. 36 Colorful
Jenny
p. 39 Happy
p. 37 Mr. Lion
Elephant
p. 153 Colorful p. 155 Gray
Friday Freebies Snail! p. 154 Zebra Elephant p. 156 Crocodile
Day 15 Day 16 Day 17 p. 51 –Day 18
54 Trouble Day 19
at he Zoo!
rhyme Review
p. 45 The
Monkeys at the *
p. 40 Listening and
Identifying Sounds
p. 39 Over and
p. 50 Do- Cutouts
Drama These
Words Rhyme? p. 40 Who’s
Over? Who’s
p. 43 Counting Under p. 45 Let’s Mix
Under?
Stripes Some Colors
p. 161 Numbers p. 163 And More p. 164 See You
Friday Freebies p. 162 Shapes
Review Shapes Next Year!
Dashboard
* Day 10
p. 58 What
Covers Their
p. 41 A Fun Snake
Friday Freebies
Day 20
This Is What I
Have Learned!
Unit 10
Portfolio Unit 10
Friday Freebies
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily Routine 10
Pre-Activity
Language
Skills
At the Zoo -identify zoo animals 49, 50 30
Animal
1 Charades
Activity
Lab Pre-Activity
The Monkeys -sing a song 45 25 Activity
at the Zoo Post-Activity
song
Swirl 149 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify vocabulary
41 25 Activity
words
2 Language
Skills
-discriminate between
farm and zoo animals
Pre-Activity
-classify animals by the 55 30 Activity
Farm or Zoo? place where they live Post-Activity
Lollipops 150 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-reinforce colors
33 30 Activity
-reinforce zoo animals
Funny
Animals! Post-Activity
3 Language
Skills
-demonstrate self-
56 25 Pre-Activity
knowledge about likes
At the Zoo and dislikes Activity
Circles and Post-Activity
Lines 151 20
3
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
Kick a Ball Coolmin)
Down:
(5 min)
Pre-Math
4 Skills -reinforce colors
Pre-Activity
34 30 Activity
More Funny
Animals! Post-Activity
Number Nine 152 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
-reinforce numbers
Lab Pre-Activity
from 1 to 10
-reproduce a rhyme 46 25 Activity
One, Two,
-identify rhyming
Buckle My Post-Activity
rhyme words
Shoe Be
5 Let's
Creative
-review vocabulary Pre-Activity
fine motor skills
Mr. Lion
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify vocabulary 42 25
words Activity
Language
6 Skills
-identify different
animals' coverings
Pre-Activity
57 30 Activity
-compare animals'
What Covers
coverings Post-Activity
Their Body?
Colorful Snail! 153 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-review shapes and 35 30
colors Activity
Friendly
Pronunciation
7 Lab
-review the song
Pre-Activity
45 25 Activity
The Monkeys -reinforce vocabulary
at the Zoo Post-Activity
song
Zebrareview 154 20
7
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-recognize the "d"
48 25 Activity
sound
Listening to
Language
Words' Sounds -listen to a story Post-Activity
8 Skills -interpret pictures in a
story
Pre-Activity
51-54 30 Activity
Storytelling - -identify main
Trouble at the characters and events Post-Activity
Zoo!
Gray Elephant in the story 155 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills -relate shapes and
36 25 Activity
colors
Colorful Jenny Post-Activity
Let's Be
9 Creative -reinforce zoo animals Pre-Activity
Happy fine motor skills
Elephant Post-Activity
Crocodile 156 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills Activity
-identify and compare
58 25
What Covers animals' coverings
Their Body? Post-Activity
10 Let's Be -create a pattern Pre-Activity
Creative
fine motor skills
A Fun Snake
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
43 25 Activity
vocabulary words
Vocabulary
Language Post-Activity
11 Skills
-identify how different
Pre-Activity
59 30 Activity
How Do These animals move
Animals Post-Activity
Move?
11
All Together! 157 20

Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-count from 1 to 10
37 30 Activity
-identify number 10
Counting 1 to
Pronunciation
10 Post-Activity
12 Lab
Pre-Activity
39 25 Activity
Sounds
Number Ten 158 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-recognize the "g" 49 25
sound Activity
Listening to
Language
13 Skills
-relate animals' heads
Pre-Activity
60 30 Activity
and feet
Mixed-Up
Numbers
Animals Post-Activity
Review 159 20
Cool Down 5
Total mins 90
Daily Routine
Motor Skills 10
Pre-Activity
These Are the -self-assess motor skills
6 30 Activity
Motor Skills I acquired
Have Post-Activity
Practiced!
14 Pre-Math
Skills
Pre-Activity
-count up to 10 38 25 Activity
How Many?
Numbers Post-Activity
Review 160 20
Cool Down 5
Total mins 90
Daily Routine 10
One, Two Pre-Activity
-listen to a rhyme
Buckle My
-identify rhyming 46, 47 25 Activity
Shoe rhyme
words
review Post-Activity
Let's Be
15 Creative
-reinforce counting up
to 10
Pre-Activity
43 30 Activity
-demonstrate use of
Counting
Stripes
15
Friday
Freebies 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
44 30 Activity
vocabulary words
Vocabulary
16 Lab
-sing a song Pre-Activity
-review vocabulary 45 25 Activity
The Monkeys words
at the Zoo
Numbers Post-Activity
song review
Review 161 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills -recognize the
difference between Pre-Activity
Listening and over and under 39 30 Activity
Pronunciation
Over and speaking skills Post-Activity
17 Lab
Pre-Activity
40 25 Activity
Sounds
Shapes 162 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab -identify rhyming Pre-Activity
words
50 25 Activity
Do These -discriminate rhyming
Words
Skills sounds Post-Activity
Rhyme?
18 Storytelling -
Trouble at the events
51-54 30 Activity
-role-play a story
Zoo!
And More Post-Activity
Drama-
Shapes 163 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-reinforce the concepts
40 25 Activity
of over and under
Who's Over?
Who'sBeUnder? Post-Activity
Let's
19 Creative -review colors Pre-Activity
Let's Mix Some fine motor skills
Colors Post-Activity
19
See You Next
Year! 164 20
Cool Down 5
Total mins 90
Daily 10
Friday Routine
Freebies 20
55
concepts seen
Cool Down 5
Total mins 90
Strategies
is presented. You can use it in and Activities
a shorter version during the MI Teacher's Notes
Daily Routine all through the month.
in this unit by using the corresponding flashcards, showing

them, and naming them.
Have children turn to page 50. Make copies of the zoo animal
flashcards provided for this unit and/or copies of magazine
pictures of the animals that children are going to learn about in
this unit, or print and cut out the following cards: Ia, K
https://drive.google.com/a/amcoonline.net/file/d/0B-cVjZBMBNNXNWVjMzhBOU1qbzQ/edit
like that animal for their classmates to guess what it is. This
game should be played by acting without making sounds, but if
Display
it is too the
hardvocabulary flashcards
for your group on the
to follow thisboard. Havechildren
rule, allow children
Show the monkey
take turns naming flashcard briefly
and pointing talking
at their aboutzoo
favorite thisanimal.
animal.
Ask
Havechildren,
children"Howopendoes
their abook
monkey look45.
on page like?"
PlayHave
trackchildren
144. Ask
describe
children to it. listen. Play track again. Invite children to sing along VL, K
Ask
movingchildren, "What do monkeys like to do?" Encourage them
accordingly.
to answerchildren
monitor using one asof the work.
they song's sentences.
flashcards in a paper bag. Have four children, take turns going

to the front, pulling a card out of the bag, and trying to name
Have children
the animal openIftheir
shown. bookhesitate,
children on pagesay41. the
Playanimal's
track 140.
name VS, VL
one of these four animals they like best by saying, "I like the
________
Play Sparks(animal)."
video: Animal Sounds. Ask children to raise their
taken
hands care
whenof,they
for other people
see a zoo to be able to see them up close,
animal.
and to learn about them. Have children
When done, show some animal flashcards look at have
and the pictures on
them say, N, VL
this
"Thispage. Have
________ them take
(animal) turns
lives naming
in the an
________ animal that they
(farm/zoo)."
Guide children to answer the Self-assessment bar. VS, VL
children and lead them in cool down exercises.
Play Sparks video: Colors. When done, have children name the
colors in the video.
well as an action they areactivity.
familiar with. Have children stand in LM, VL
line and take turns being the leader. They can say, for
example: “Redwatch
Have children says, jump on one foot.”
the following video:Everybody has to
https://www.youtube.com/watch?v=gmekwcfElhc
Have children talk about the animals they see in the video. Ia, VL
animal cage, but first, have them name the animal that they
chose
numbersby saying, “This is of
on the bottom a/an ______.”
each column to see which animal is
the most popular.
ways: acting like elephants, lions, zebras, monkeys, or snakes,
which is really fun for them because they have to crawl across.
Have children
Explain to them stand
thatin pairs
they in front
have to getofdown
each and
other, kicking
ready and
to start
Give children K, VL
passing a soft commands
ball with one such as pretend to: hide behind a log,
foot.
duck under some branches, walk around the sleeping lion,
tiptoe past the
Play Sparks snake,
video: etc.Name
Colors. Then have children
a color coolchildren
and have down their
Have
point children openwith
to an object their
thebook
coloronyou
page 34. Follow book
named.
Have them use all the colors learned so that they can
appreciate the differences.
order as they are presented in the book. Have children take

Ask
turnschildren
going totothe
open theirtobook
board onbypage
count 46. Play
pointing track while
at them 145.
Have children listen to the rhyme. Play track again. Follow VL, LM
rhymes with two?"to"Shoe!"
book instructions complete Stress the fact that these words
activity.
have the same ending sound. Do this with all the rhyming
Show the lion flashcard. Talk about the lion's face and about its
lion’s
mane.face, to give it a nice mane. They should repeat, “This is
Mr. VS, VL
HaveLion.”
children share their artwork. Have them say, "This is Mr.
Lion."
Show children the vocabulary flashcards and have them repeat

the
Havewords afteropen
children you their
several times.
book on page 42. Play track 141. VS, VL
Show the Sparks images: Fur and feathers.
corresponding magnifying glass: fur and feathers. Have
children share take
theirturns
drawings withother
a partner. N, VL
Have children naming animals they know that
have fur or
monitor feathers.
Show children the shapes flashcards. Have them name each

one
Play and sayvideo:
Sparks its color.
Shapes. Ask children to open their book on
stand next to each other, stand fartoaway stretching their arms, LM, VL
page 35. Follow book instructions complete activity.
etc. Secretly assign the shape to the participating team and
have the other
Ask children teams
if they guess thewhat
remember shape the performers
monkeys like to do.areGive
Have
them children open their
turns answering andbook on page
sharing their45. Play track 144.
ideas.
Invite VL, K
an askchildren
them toto singand
draw along moving
color accordingly.
a monkey on a separate piece
of paper.
Show the letter while saying, "ddddddd." Have children repeat
the sound after you. Then hold the letter flashcard in one
Ask children
hand, to open"ddd,"
while saying, their book on picture
and the page 48.flashcard
Play track
on146.
the
Show VS, VL
Followdifferent vocabularytoflashcards.
book instructions Say, for example, "lion."
complete activity.
Ask, "Does this word begin with ddd?" Do this with other
words and compare
Show children withAsk,
page 51. the"What
"d" sound.
do you see? What do you
along. Playstory
think this trackis137.
goingPause
to betrack to turn
about? Let'sthe
findpage. Play track
out ..."
again. VS, VL
Ask as many questions as you need to see if children
understood the story.
him/her to find and pick up the shape you mention. Then have
him/her
them namesay each
the shape's
shape by name and color.
pointing Do stating
at it and the sameits several
color.
Have children share LM, VL
Then ask children to their
relatework with a partner
the shapes while saying,
on the giraffe’s body by
"The _______ (shape) is _________ (color)." Guide children to
answer the Self-assessment
Show children bar.
the elephant flashcard. Ask children what they
pieces
like about elephants and giveas
of construction paper the elephant’s
them eyes. Have
turns answering.
children say, “This is a happy elephant.” K, VS
Have children stand in a circle and act out as elephants heavily
walking
monitoraround
childrenandasswinging one arm
they work. Afterasthey
an elephant's trunk.
finish, praise
Show
animalsthesoSparks images:
that they Skin and their
can compare scales.
coverings. Have
children classify the animals out by the type
Print the following memory game cards or make of covering
your ownthey
and
have. Then have children observe the pictures on this page, N, VL
have the children play a memory game. This is a fun way to
help children memorize the names of the animals as well as to
http://printables.atozteacherstuff.com/download/zoo/safari_animal_cards.pdf
Show pictures of different snakes that have different colorful
errors.
patternsAtand
thehave
end, children
have children draw
describe theeyes and a tongue on
snakes.
their snake using markers. LM, VL
Have children name the shapes they used while pointing at
them.
you. Do this several times. Stick the flashcards on the board.

Call on one child and tell him/her to point to the image that
Have children Have
you mention. open him/her
their book on page
point 43.the
and say Playword
trackaloud.
142. Do
VS, VL
Stick all the animals flashcards on the board. Have children
fly,”
standand
up “Dolphins
and look atswim.” Ask children
the pictures to draw aHave
for a moment. picture of an
them go
animal that moves in the same way as the animals shown. N, VL
Have children share their drawings with a partner.
Stick some number cards around the classroom (from 1 to 10).

Choose a child. Say a number and ask him/her to look for that
Have children
number. Repeat open
thetheir book
activity onthe
with page
rest37.ofFollow book
the class.
On your signal, have the children LM, VS
instructions to complete activity. stand up to walk around
looking for the number cards. Tell them they can only get two
each.
Ask When there
children if theyare
cannomake
morethecards left, have
different children
sounds of thecome
Have
meanschildren open their they
of transportation bookhave
on page 39. Play
learned track
so far. For138.
example
Follow book VL, VS
not come up instructions
in the track to
andcomplete
trying toactivity.
reproduce its sound.
The rest of
monitor the class
children asmay
theyguess
work.what it is.they finish, praise
After
Make the "g" sound. Ask children to repeat after you, "ggggg."
Tell children to
Ask children that theytheir
open will book
hear some
on page words that track
49. Play start with
147. this
Ask
sound.
children to point to each word as they repeat it aloud. Do this VS, VL
sound." Ask children to think about other words they know
several times.
that start with this sound. Give them turns to say the words.
Write them down
Print pictures on the board,
of different while
animals. Cut stressing the in
the pictures "g"halves
sound.
head
and place them on the floor. Have children look for the to
goes with what pair of feet, follow book instructions
complete the naming
activity.the animal. Then have them flip it back VS, VL
one card and
on the floor.
practiced throughout the year. Have them stand in a circle.

Mention each one
children reflect on of theone
each motor skills
of the as you
Motor do activities
Skills it and have
K, VL
practiced throughout
Have children thenaming
take turns school year. Guide children
and pointing to
at the activity
that they liked best.
Give each child some blocks or manipulative materials to count
Ask children
(between fivetoand
opententheir bookeach).
objects on pageAsk38. Follow
them booktheir
to count
instructions to complete activity. VS, LM
Have children count from 1 to 10 while marching, clapping,
jumping, etc.
Have children open their book to page 46. Play track 145. Ask
children tothem
again. Ask look at
to the picture
listen and for
carefully repeat the rhyme.
the rhyming words. Then
VS, VL
ask
Say a pair of words that rhyme and some that don't.with
them, “What rhymes with two?” “What rhymes Tell
children to clap when they hear a pair of words that rhyme.
Show the zebra flashcard and talk about its colors and stripes.
children say, “This is a zebra” as they put their picture aside to
dry. VS, LM
Have children share their artwork while saying, "This is a
zebra."
flashcard. Ask, "Where are these birds?" Say, "Over. These

birds
Have are flyingopen
children over their
the trees." Show
book on pagethe
44."under" flashcard
Play track 143.
VS, VL
Ask children if they remember what monkeys like to do. Give
children
them turnsto listen. Invite children to sing along moving
to answer.
accordingly. VL, M
Have them share their drawing with a partner, while saying,
"This is a children
monitor monkey."as they work. After they finish, praise
Show the Sparks images: Over and under. Explain "over" and
"under"
Mother:concepts.
What are they doing?
Emily: The eagle is flying over the tree. LM, VL
Place theAnd
Mother: animal
the in different positions in relation to the cup
lion?
while asking, “Where is the __________?” Encourage children
Have children open their book on page 40. Ask children to
identify each picture. Ask them to make the sounds they think
Play VL, VS
Havetrack 139.take
children Follow book
turns instructions
making to complete
the sounds of all theactivity.
zoo
animals learned in this unit.
Review all the rhyming words. Name some words that rhyme
Ask
and children
some that to do
open
not.their
Thenbook
haveonchildren
page 50. Play
clap tracktime
every 148.they
Follow book instructions to complete activity. VL, VS
allowing them to get the rocks/objects out of the slime and
placing them in a bowl with water.
Ask children to open their book on page 51. Play track 138.
possible,
Pause trackmake surethe
to turn everybody gets to
page. Listen a turn to be Jenny the
the story.
giraffe. VL, K
"What did they do wrong?" "Is it OK to lie?" Allow children to
share
monitortheir ideas. as they work. After they finish, praise
children
classroom objects, for example: putting a pencil under a book,

jump over
children toadraw
smalltheir
box,favorite
etc. Make sure walking
animal they sayover
the words
the bridge.
and LM, VL
Havelay on their
children backtheir
share to draw
workand color
with their favorite
a partner. animal
They each
using markers. You might have two children work under the
same
Show table or desk
children depending
the primary on (red,
colors their blue,
size. Allow children to
and yellow)
have children
flashcards. mixchildren
Have equal amounts of red and blue while saying,
name them.
“Red and Encourage
blue make … purple!” LM, VL
of paper. them to name the colors they use as well
as the ones they make.
VS, VL
Complete Unit 10 Portfolio "My Favorite Zoo Animal" page.
VL, VS
This page corresponds to the most significant theme in the
Digital
Teacher's Guide
for the suggested
-vocabulary
flashcards
-copies of the
zoo animals
flashcards
-monkey
flashcard
-vocabulary
flashcards
-paper bag
Sparks Video: -animal

Animal Sounds flashcards
Sparks Video:
Colors
-graham crackers
-zoo animal
crackers
-whipped cream
cheese
-plastic knives or
wood sticks
-red licorice
strings
-different-
Sparks Video: colored
Colors cellophane
paper
-lion flashcard
-black marker
-curly noodles
-vocabulary
flashcards
Sparks Images: -animal pictures

Fur and feathers
-shapes
Sparks Video: flashcards
Shapes
-piece of white
paper
-crayons
-vocabulary
flashcards
-elephant
vocabulary
flashcard
-gray paint
-crayons
-confetti
Sparks Images: -printed animal

Skin and scales cards
-snake pictures
-different-
colored shapes
-glue sticks
-markers
-vocabulary
flashcards
-pictures of
animals that run,
fly, and swim
-number
flashcards
-gorilla flashcard
-vocabulary
flashcards
-small blocks or
manipulative
materials
suitable for
counting
-zebra flashcard
-watercolors
-crayons
-vocabulary
flashcards
-white paper
-pencil
Sparks Images: -big clear cup

Over and under -zoo animal toy
rhyming words
-shaving cream
-dish soap
-green food
coloring
-small rocks,
-pieces of paper
-masking tape
-markers
-color flashcards
-blank pieces of
paper
-paper plates
-tempera paints
-brushes

Copia de Level 1 ATT Daily & Monthly Plan

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Monthly Plan 1 Daily Plan 1 Monthly Plan 6 Daily Plan 6

How to use this

Monthly Plan 3 Daily Plan 3 Monthly Plan 8 Daily Plan 8

Monthly Plan 4 Daily Plan 4 Monthly Plan 9 Daily Plan 9

Monthly Plan 5 Daily Plan 5 Monthly Plan 10 Daily Plan 10

These Are Red

teacher). Encourage children to name each one and point to the

Show vocabulary flashcards. Ask children to take out their eraser

flashcard along with pictures of single objects and have them

Explain to children the importance of having a friendly mood in

corresponding ice cream scoops on each cone. Have them color

Stick on the board flashcards with the numbers 1 and 2. Have

head by saying "up", and then putting it down on the ground by

Sparks Images: -poster-size

Pronunciation Lab p. 15 Vocabulary Morning! song p. 20 Big Happy

Pre-Math Skills Pre-Activity

Trees, Big and Post-Activity

11 Language Skills Pre-Activity

brothers or sisters do they have? Have children open book on

analyzing, comparing, and drawing a square. Play Sparks video:

Have children warm up by singing and dancing to the “Hokey

pictures. Ask who has a brother, sister, or a baby

spoon, star, etc.).

After listening to the conversation, have children count the

number. Have children represent the number by using their

classmates' pencils. Have pairs of children come to the front

such as clock, radio, bubbles from a soda, and burning wood.

Ask children to recall things they do to get ready to come to

Review with children what a rhyming word is. Give some

-heart cut outs

p. 25 Vocabulary p. 29 Move to the

Ask children to name their family members. Do they have a baby

Show vocabulary words flashcards. Ask children if they recognize

children open book on page 28. Follow book instructions to

Draw different color patterns on the board. Encourage children

(walking, jumping, playing soccer, etc.). Ask children what part of

Review with children what a rhyming word is. Give some

road twice, to make sure there are no vehicles approaching

Sparks Video: -red objects

Sparks Video: -body parts

-body parts cards

Pronunciation Lab p. 2p.Clothespins

Sounds Words Rhyme? p. 10 Counting

open their book on page 2. Follow book instructions to complete activity.

Play track 53. Encourage children to sing along several times.

Game Zone - Shapes Hopscotch

Game Zone - Let’s Play Counting

Hand out blue balloons. Encourage children to blow up their balloon.

Show Spark Images.

instructions to complete the page. Guide children to answer the Self-

-old and new

-old and new

Sparks Image: -toys

Friday Freebies p. 81 My Mouth p. 82 My Nose p. 83 My Ears p. 84 My Eyes

Have children open their book on page 17. Follow book

Children must listen to the directions and follow them as fast as

places or objects around them, like in doors, windows, books,

children make the corresponding amount of balls for each one of

at the corresponding picture while repeating after you, "The dog is

Show children vocabulary flashcards of the different fruits. Ask,

Show children the pictures on page 22. Have children identify