A comprehensive integrated curriculum,
featuring the work of Becky Bailey and Steve Spangler,
and adapted for three-year-old learners.
Available in English and Spanish
A G
reat
P
lace
to
Le
a
r
n a
nd
Pl
ay!
Nine Great Ways to Make a Huge Splash for Pre-K!
Splash into Pre-K Themes!
Theme 1
My School and Me
Week 1: This Way to PreK!
Week 2: Physical Me
Week 3: My Senses
Week 4: I Think, I Feel
Theme 2
My Family and Friends
Week 1: Families
Week 2: Families and Homes
Week 3: Friends and Pets
Week 4: Community
Theme 3
Giants
Week 1: Big and Little
Week 2: Nature’s Giants
Week 3: Giants Made by People
Week 4: Make-Believe Giants
Theme 4
Choices
Week 1: I Make Choices
Week 2: Healthy Choices
Week 3: Healthy Habits
Week 4: Problem Solving
Theme 5
Stories and Rhymes
Theme 6
I Build! I Create!
Week 1: Construction Terms
Week 2: Tools and Machines
Week 3: I Can Build
Week 4: I Can Create
Theme 7
Things that Move
Week 1: I Move
Week 2: Travel
Week 3: Transportation
Week 4: Mysterious Movers
Theme 8
Animals
Week 1: Farm Animals
Week 2: Zoo Animals
Week 3: Bugs
Week 4: More Bugs
Theme 9
Changes
Week 1: Changes in and Around Me
Week 2: Earth Changes
Week 3: Nurturing Earth
Week 4: Before and Now
An Incredible Group of Early Childhood Experts!
Splash into Pre-K Authors!
Senior Authors:
• Pam Schiller, Ph.D.
• Alma Flor Ada, Ph.D.
• F. Isabel Campoy, Ph.D.
• Brian Mowry
Contributing
Authors:
• Becky Bailey, Ph.D. • Steve Spangler • Marlene Williams • Clarissa Willis, Ph.D. • Emilia Rivas • Sharon MacDonald • Pat Phipps, Ph.D. • Richele Bartkowiak • Karen Hickman • Mary Jo Huff • Pat Edwards, Ph.D. • Monte Selby, Ph.D. • Blanca Enriquez, Ph.D. • Jill Norris • Jean Feldman, Ph.D. • Thomas Moore, Ph.D. • Gerry West • Julie Gintzler • Sharon Burnett • Don Monopoli • Maria Nevarez-Solis • Ella Jenkins • Stephen Fite • Amy NobleLiteracy and Language
Splash Instructional Big Books
20 Big Books provide a variety of genres as they support instruction.
Listening Library
Authentic Literature adds a playful introduction to each of the nine Splash Themes.
adapted by Pam Schiller from a tale by the Brothers Grimm illustrated by Debbie Weekly
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Frog Street Press, Inc. www.frogstreet.com
FSPK0000109
Printed in China
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Frog Street Press, Inc. www.frogstreet.com
FSPK0000701
Printed in China
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English
and
Spanish
A few folder examples are:
• Itsy Bitsy Spider• The Chihuahua and the Leopard • The Princess and the Pea
Splash Story Folders!
Build oral language with 34 amazing magnetic Story Folders! Each folder has the story text printed on
the inside of the folder and features magnetic manipulative props that help bring life to each story.
Listening Comprehension in the
Lily pad Theatre
Literacy Support
Magnetic Letters
provide the hands-on experience children need to begin to recognize letters and build simple words. SetAnthology of Traditional Tales
The Anthology of Traditional Tales is a read-aloud component that includes thirty richly-illustrated fables and folktales in both English and Spanish. Each tale is accompanied by several questions in each language that teachers can use to gauge children’s comprehension.
Alphafriends
The Alphafriends and Alfamigos will help you make your letter work lessons lively, interactive, and student centered. Use Alphafriends Cards and Alphafriends Song CDs to introduce the alphabet in a fun, fully research-based way.
The Alphafriends Take-Home Books will build vocabulary and offer families some ideas for reinforcing letter names at home.
Anthology of Traditional Tales
Building Oral Language
and Vocabulary
Compound Word Cards
Compound Word Cards are designed to support an early look at blend-ing and segmentblend-ing through critical visual reinforcement.
© 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
Photo Activity Cards
138 cards enhance children’s oral language development. Vocabulary lists, discussion prompts, and activities make these cards a powerful vocabulary support tool!
© 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards Vocabulary Africa África big grande carnivore carnívoro cat gato cub cachorro India India lioness leona mane melena paws patas prey presa pride orgullo
tom gato macho
Read
If I Were a Lion by Sarah Weeks The Happy Lion by Louise Fatio The Lion and the Mouse by Jerry Pinkney How Loud Is a Lion? by Clare Beaton
#95
The Lion
The old lion roars a mighty roar And right next door brown bear snores. I guess when you live at the noisy zoo There’s not much else you can do.
El león
¡Qué fuerte se escucha rugir al león, y el oso vecino ronca cual dragón! Creo que si vives en un zoológico ruidoso, no puedes ponerte demasiado quisquilloso
Things to Talk About
◆Lions are magnificent animals that are a symbol of courage and nobility. They often appear on family crests and flags. Lions have a short tawny coat and a tufted tail. Male lions, called toms, have a heavy mane around their face and neck. Is this a male or a female lion? ¿Es éste un macho o una hembra? Do you know what the female lion is called? ¿Saben como se les llama a las hembras? (lioness •
leonas) Baby lions are called cubs. A group of lions is called a pride.
◆Lions live in Africa and in Northwest India. Show children these locations on a globe.
◆The lion is a carnivore. It eats primarily meat. It likes to hunt at night.
◆Lions grow to be about four feet tall.
◆Why do they call the lion the king of the jungle? ¿Por qué llaman al león el rey de la selva? (the top of the food chain) Is this an accurate name for lions? ¿Es éste un nombre correcto para los leones? Lions are powerful and can easily kill most other animals, but they don’t live in the jungle. They live out on the Savannah.
Things to Do
◆Lions have an excellent sense of balance. Invite children to walk the balance beam as they pretend to be lions.
◆Give children 4-foot pieces of yarn. Encourage them to find things in the classroom that are the height of a lion or shorter.
◆Sing “The Lion in the Jungle” • “El león de la selva.”
lion
león
How to Wash Your Hands
1. Turn on warm . 2. Wet . 3. Use squirt of . 4. Make on . 5. Take one . 6. Dry .
7. Use to turn off . 8. Toss in the . tops palms between fingers wrists 1. Abre el tibia. 2. Mójate las . 3. Usa unas gotas de
.
4. Haz espuma en
.
5. Toma una . 6. Sécate . 7. Usa la para cerrar la
.
8. Tira la en el .
Cómo lavarte las manos
la parte de arriba las palmas entre los dedos
las muñecas JABÓN JABÓN J JA JABÓN JABÓN
Vocabulary Cards — 216 Cards
Build robust vocabulary in English and Spanish.© 2010 Frog Street Press, Inc. ISBN9781601283832 Vocabulary Word Card
correr
FSPK3033_Vocab Cards Sp.indd 51 4/7/10 9:42 AM
© 2010 Frog Street Press, Inc. ISBN9781601284167 Vocabulary Word Card
run
FSPK3033_Vocab Cards.indd 295 1/21/10 2:55 PM
© 2010 Frog Street Press, Inc. ISBN9781601283832 Vocabulary Word Card
helicóptero
FSPK3033_Vocab Cards Sp.indd 100 2/1/10 8:55 AM
© 2010 Frog Street Press, Inc. ISBN9781601284167 Vocabulary Word Card
helicopter
FSPK3033_Vocab Cards.indd 171 1/21/10 2:54 PM
The back of the English card gives the word and its
Hands-On Math for Pre-K
Math Library
Manipulatives
Three Bears’ RapEl rap de los tres osos
These Bones • Estos huesos
Five Silly Monkeys Cinco monos tontos The Numeral Dance El baile de los números
Manos y dedos
Pam Schiller and Richele Bartkowiak traducido por Emilia Rivas
Hands and Fingers
Pam Schiller and Richele Bartkowiak
Engaging math books, valuable resources, music, and manipulatives.
17 Attributes
© 2010 by Frog Street Press, Inc., Crandall, TX
Differentiated Instruction
Level 1Use words that describe shape when giving instructions.
■■
Have children locate objects in the room that have a circular shape.
■■
Cut sponges into geometric shapes for sponge painting.
■■
At snack time, provide a variety of crackers and dry cereal for children to sort
■
■ into piles by shape. Level 2■■Describe the shape of objects in the room:
The bottom of this glass has a circular shape. El fondo de este vaso tiene forma circular. Have children make rectangular, triangular, and circular shapes with clay and
■
■
then use those shapes to make designs or objects.
Level 3Place scraps of wood cut into geometric shapes in the Woodworking Center. ■■Invite children to build with the wooden shapes.
32Building Math Skills and Concepts
© 2010 by Frog Street Press, Inc., Crandall, TX
Sorting and Classifying Find a Match Encontrar la pareja Target Skills physical attributes ■■ visual discrimination ■■ comparative measurement ■ ■ left and right discrimination
■
■
Activity
1. Place three to four pairs of shoes on the floor in a pile. Have children match pairs of shoes and tell why they matched them as they d id. Encourage children to tell as much as possible about each pair of shoes. 2. To help children find matches or become aware of the thinking processes involved in matching, have them identify which
shoes are the same color
■•
shoes are the same length
■•
of two shoes is longer
■•
of a pair is the right shoe and which is the left
■•
shoes are tall and which are short
■•
3. Invite children to name the colors of the shoes. MaTChING PaIRS
Level 1
Materials
several pairs of shoes of different styles
■■
(e.g., child’s tennis shoes, girl’s black dress shoes, woman’s high heels, cowboy boots, man’s loafers, baby booties, ballet slippers, galoshes, flip-flops)
Building Math Skills and Concepts
Features activities that help young children move through a continuum of math skills.Moving to Math CD Camino a las matemáticas CD connecting cubes chain links pattern blocks attribute buttons
Science with Steve Spangler
Animal Lives
Frog Street Press, Inc. www.frogstreet.com
FSPK0001103
Printed in China FSP_SC_Animal Lives_13x13_SC_Animal Lives_13x13 9/24/09 1:46 PM Page 1
Explore science with the aid of Steve Spangler exploration activities and tools!
Tools for Science
Exploration
• mixing tray • magnetic wand • graduated pipettes • test tubes and rack • rainbow peepholes • energy beadsWhen my twin boys were in preschool, I occasionally got the privilege of being the Helping Dad for the day. I’m not sure how much “helping” went on when I was at school, because I found myself playing with the best of them. It didn’t take long for me to forget my writing deadlines or lesson plans and other responsibilities because I was so caught up in the art of playing.
Oh, yes… there is an art and science to playing. After a quick scan of the room, I zoomed in on the building blocks where I found a little guy who was having problems keeping his structure from falling down. It was Helping Dad to the rescue! I made a recommendation to my playing partner that we use big blocks on the bot-tom of the tower to make it more stable and to keep it from falling. He looked at me with those five-year-old eyes and said, “That’s so dumb! It’s supposed to fall over…because that’s why it’s fun!” What was I thinking?
Digital Online Library
Provides convenient access to all teacher guides, literature, and resources. Use this online library to project stories for large and small classroom lessons.
Frog Street Pre-K
Interactive Software
Custom-designed software developed in conjunction with the instructional program.
CD Collection
Music CDsDr. Jean on Frog Street CD
Songs of You and Me • Canciónes de ti y de mí CD Songs of Little Creatures • Canciónes de los animalitos CD Songs for Learning Fun • Canciónes para aprender con diversión CD
Songs of Our Earth • Canciónes de nuestra tierra CD Frog Street Friends CD
Feelin’ Froggy CD Nursery Rhyme CD Listening CDs
Small Book Listening CD (English) Small Book Listening CD (Spanish)
Frog Street Pre-K
©2010 Frog Street Press, Inc. www.frogstreet.com
FSPK0003213 ISBN 9781601284389
Interactive Software
All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher.
Includes a handy CD carrying case! Dr. Jean on Frog Street CD ©Jean Feldman 1. Compound Boogie 2. Let Me See You Boogaloo 3. Patelina Matalina 4. Rise and Shine 5. The Cool Bear Hunt 6. Shake a Hand 7. Mother Gooney Bird 8. Dr. Knickerbocker 9. I Had a Bird 10. Hello Friend 11. Hola Amigo Frog Street Press, Inc. www.frogstreet.com FSPK0003203 ISBN 9781601284280
All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher.
Pro duc ed b y Sc hille r Ed ucat ion al R eso urc es, L LC . En gin ee red an d m ixe d b y J eff Sm ith at S ou thw est R ec ordin gs. A rranged by Patrick Brennan
. Spanish Lyrics, adapta
tions and translations by Emilia Rivas. Spanish vocals performed by Amy Felan, Mary Carmen Almague r, and Mer ced Gar cia. E ng lis h vo cals p er fo rm ed b y Rich el e Ba rtk ow iak an d P atrick Br en nan . C opy rig ht 2 006 . 1. Campanero 2. Are You Sleeping? 3. Si estás feliz de la vida 4. If You're Happy and You Know It 5. ¿Sabes leer como leo yo? 6. These Are Things I Like to Do 7. Vicente en el pajar 8. Farmer in the Dell 9. Nuevos amigos 10. Make New Friends 11. El país del dulce 12. Have You Been to Candyland? 13. Hoy día es el santo 14. Today Is a Birthday 15. Soy de Texas 16. I'm a Texas Star 17. Juntos 18. Side by Side 19. Mi lucecita
20. You Are My Sunshine 21. Catalina Margarina 22. Catalina Magnalina 23. Ésa es Carmen 24. This Is Tiffany 25. Son tus orejas tan largas 26. Do Your Ears Hang Low? 27. Ven mi bebito 28. Hush Little Baby 29. Es amor 30. Skidamarink 31. ¿Quién se comió las galletitas de mamá? 32. Who Took the Cookies? 33. Vente mi amiga 34. Say, Say My Playmate 35. Hombros, rodillas y los pies 36. Head, Shoulders, Knees, and Toes 37. Abre y cierra 38. Open, Shut Them
FSPK0003204 ISBN 9781601284297 Frog Street Press, Inc. www.frogstreet.com Bilingual CD Pro duc ed b y Sc hille r Ed ucat ion al R eso urc es, L LC . En gin ee red an d m ixe d b y J eff Sm ith at S outhw est R ecord in gs. A rranged by Patrick Brennan
. Spanish Lyrics, adapta
tions and translations by Emilia Rivas. Spanish vocals performed by Amy Felan, Mary Carmen Almague r, and Mer ced Gar cia. Englis h vo cals p er fo rm ed b y Rich el e Ba rtk ow iak an d P atrick Br en nan . C opy rig ht 2 006 . 1. Un elefante 2. One Elephant 3. Mi linda abejita 4. Baby Bumblebee 5. La canción de los insectos 6. The Insect Song 7. La araña chiquitita 8. Itsy Bitsy Spider 9. Cinco patitos 10. Five Little Ducks 11. Nadie me quiere 12. Nobody Likes Me 13. Diez monitos 14. Ten Little Monkeys 15. Mi zancudito 16. My Pet Mosquito 17. Tres tortugas tramposas 18. Three Tricky Turtles
19. Cinco mariquitas 20. Five Little Ladybugs 21. Aquí en mi jardín 22. All Around My Yard 23. Caballito 24. Horsie 25. La feria de los animales 26. Animal Fair 27. Las mascotas de Emilia 28. Amelia's Pets 29. El oso subió a la montaña 30. The Bear Went Over the Mountain 31. El cocaburra 32. Kookaburra 33. Los ratones bailarines 34. Three White Mice 35. El señor Don Gato 36. El Señor Don Gato
FSPK0003205 ISBN 9781601284303 Frog Street Press, Inc. www.frogstreet.com Bilingual CD Pro duc ed b y Sc hille r Ed ucat ion al R eso urc es, L LC . En gin ee red an d m ixe d b y J eff Sm ith at S outhw es t Recordings. A rranged by Patrick Brennan. Spanish Lyrics, a
daptations and translations by Emilia Rivas. Spanish vocals performed by Amy Felan, Mary Carmen Almaguer, and Mer
ced Gar cia. Eng lis h vo ca ls p er form ed by Ri ch ele Ba rtk ow iak an d P atr ick Br en nan . C opy rig ht 2 006 . 1. Señora Luna 2. Mister Moon 3. Juan Manzanero 4. Johnny Appleseed 5. Lluvia, lluvia, vete ya 6. Rain, Rain, Go Away 7. Vivan los campos 8. I Love the Mountains 9. Allá en el mar 10. Down by the Bay 11. La canción del clima 12. The Weather Song 13. Gota de rocío 14. Little Drop of Dew 15. Cuando el tiempo frío está 16. When I'm Chilly 17. Estrellita de cristal 18. Twinkle, Twinkle Little Star 19. El invierno ya está aquí
20. Winter Is Coming 21. La Tierra es nuestro hogar 22. Earth Is Our Home 23. El mundo está aquí, en nuestras manos 24. We've Got the Whole World in Our Hands 25. Y la hierba verde creció y creció 26. The Green Grass Grew All Around 27. El otoño ya llegó 28. Falling Leaves Song 29. Blancas campanitas 30. White Coral Bells 31. De colores 32. America the Beautiful 33. ¡Que llueva, que llueva! 34. It's Raining 35. Las semillas brotan 36. The Seeds Grow
FSPK0003207 ISBN 9781601284327 Frog Street Press, Inc. www.frogstreet.com
Bilingual CD
Frog Street Friends CD
©Stephen Fite – Tracks 1-3 ©Monte Selby – Tracks 4-6 ©Thomas Moore – Tracks 7-9 ©Monopoli/The Learning Station – Track 10-12 ©Smithsonian Folkways Recordings – Tracks 13-15 ©Sharon MacDonald – Tracks 16-19
11. Spring Is Here 12. New Chicken Dance 13. Did You Feed My Cow? 14. Dulce, Dulce 15. Big, Bigger, Biggest 16. Little Tree House 17. A Piece of String 18. Sloobers 19. Community Workers
Frog Street Press, Inc. www.frogstreet.com FSPK0003208 ISBN 9781601284334
1. Wiggles, Jiggles, Giggles 2. It Makes Me Jump 3. Your Five Senses 4. You Can Do It! 5. Watch Them Change 6. Push, Pull, Swing 7. Rock and Roll Pat-a-Cake 8. Itsy Bitsy Spider 9. Warm Up Chant 10. Nutrition Song All rig hts re se rv ed . N o p art o f th is p ro du ct m ay b e repro duce d o r utilized in any form or b y any m eans, electro nic or m echanical, including photocopying, recording, or by any in
formation storage and retrieval system w
ithout p er m ission in w rit ing fro m th e pu bl ish er . Feelin’ Froggy
©Frog Street Press - Tracks 1, 20-36 Dallas Wind Symphony - Track 13 ©Sharon MacDonald - Tracks 17-19 ©Schiller Educational Resources - Tracks 2-12, 14-16 1. Frog Street Branding Song 2. My Mother is a Baker 3. My Hands on My Head 4. My Busy Garden 5. Can you Move with Me? 6. Hamburger 7. Fast Food 8. Apples and Bananas 9. Roly-Poly Caterpillar 10. City Travel 11. My Bonnie Lies Over the Ocean 12. Buckle Up 13. Stars and Stripes Forever 14. Sara Sidney 15. Miss Mary Mack 16. If I Had Wings 17. Stack Up the Blocks 18. Watermelon Pie
19. Body Talk in Rhyme 20. School is Fun 21. Miss Fanny Frog 22. My Ten Best Friends 23. Penelope Pig 24. Zippity Zoo 25. La escuela es divertida 26. Mis mejores amigos 27. Cathy Cook 28. Hippo Hop 29. Katy Kangaroo 30. Willie and Wanda 31. Uncle Ugbee 32. Eduardo el elefante 33. Leo el león 34. Rosalinda la reina 35. Rodrigo el perro 36. Zamora el zorro ©2010 Frog Street Press, Inc.
www.frogstreet.com FSPK0003209 ISBN 9781601384341 CD All rig hts re se rv ed . N o p art o f th is p ro du ct m ay b e r epro duce d or utilized in an y form or by any m
eans, electronic or mechanical, including photocopying, recording, or by any in
formation storage and retrieval syst
em w ithout p erm ission in writ in g fro m th e pu blish er. Pro duc ed b y Sc hille r Ed ucat ion al R eso urc es, L LC . En gin ee red an d m ixe d b y J eff Sm ith at S outhw est R ecord in gs. A rranged by Patrick Brennan
. Spanish Lyrics, adaptations an
d translations by Emilia Rivas. Spanish vocals performed by Amy Felan, Mary Carmen Almague r, and Mer ced Gar cia. English vo ca ls p er fo rm ed b y Rich el e Ba rtk ow iak an d P atrick Br en nan . C opy rig ht 2 006 .
1. La canción del abecedario 2. The Alphabet Song 3. La canción de los colores 4. The Color Song 5. Los meses del año 6. Months of the Year 7. La canción de los opuestos 8. Sing a Song of Opposites 9. La hora de las rimas 10. Rhyme Time 11. ¿Me escuchan? 12. Are You Listening? 13. Pan con mermelada 14. Bread and Jelly 15. A limpiar 16. Clean Up 17. El rap de las rimas infantiles 18. Nursery Rhyme Rap
19. Bu-Bu-Burbujas 20. B-B-B-Bubbles 21. ¿Qué va siempre junto? 22. What Goes Together? 23. Ésta es la banda de Miguel 24. Old MacDonald Has a Band 25. Las llantas del bus 26. The Wheels on the Bus 27. Si estamos todos juntos 28. The More We Get Together 29. Pasitos 30. Put Your Little Foot 31. Dedo pulgar 32. Where Is Thumbkin? 33. El cacharrito 34. Little Hunk of Tin 35. ¡Al suelo y a rodar! 36. Stop, Drop, and Roll 37. Buenos días 38. Good Morning to You
FSPK0003206 ISBN 9781601284310 Frog Street Press, Inc. www.frogstreet.com
Bilingual CD
English
1. This Way to Pre-K 2. Body Talk in Rhyme 3. Our Senses 4. Skidamarink 5. Meet My Grandparents 6. Homes for Everyone 7. Sara Sidney’s Runaway Adventure 8. Neighborhood Helpers 9. Five Huge Dinosaurs
Listening CD
19. The Rooster Who Went to His Uncle’s Wedding 20. Can You See the Shapes? 21. Machines Large and Small 22. The Do-Nothing Machine 23. Dance! 24. Our Muscles 25. Can You Move with Me? 26. Gram Is Coming to My House 27. Mysterious Movers Small Book C M English Listening.pdf 1 3/12/10 8:17 AM Spanish Listening CD 1. Camino a Pre-Kinder 2. El cuerpo habla en rimas 3. Mis sentidos 4. Es amor 5. Conocer a los abuelos 6. Casas para todos clases 7. Sara, la iguana que se escapó 8. Ayudantes del vecindario 9. Cinco enormes dinosaurios 10. Gigantes de la naturaleza 11. Gigantes hechos por el
18. El príncipe sapo 19. El gallo que fue a la boda de su tío 20. ¿Ves las figuras? 21. Máquinas grandes y pequeñas 22. La máquina de no hacer nada 23. ¡Baila! 24. Los músculos 25. ¡Ven y muévete así! 26. Abuelita se viene a mi casa 27. Fuerzas misteriosas 28. Animales de la granja 29. Bienvenidos al zoológico de
Small Book
Storytellers on Frog Street
DVD
Provides English and Spanish theme-related stories.
Storytellers
FSPK0003202 ISBN 9781601284273
1. Little Red House 2. Five Little Monkeys 3. The Gingerbread Girl 4. Modern Three Bears 5. Honey Jar 6. Twinkle, the Star 7. The Gift 8. Anansi and the Pig 9. El chivo en la huerta 10. El gallo, la gallina el frijol
Frog Street DVD
©2010 Frog Street Press, Inc.
www.frogstreet.com
©2006 Mary Jo Huff, Storytellin’ Time™ - Tracks 1-5
on
All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher. Storytellers Frog Street DVDon
Games and Patterns CD
Offers ready-to-print sorting mats, patterns, and cut-outs to support math and literacy lessons.Games and Patterns
Frog Street Press, Inc. www.frogstreet.com FSPK0003218 ISBN 9781601284914
CD-ROM
All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without permission in writing from the publisher.
Splash into Pre-K Technology!
Nursery Rhyme
1. Little Miss Muffet 2. Hey Diddle, Diddle 3. One, Two, Buckle My Shoe 4. Little Boy Blue 5. Jack and Jill 6. Peter, Peter, Pumpkin Eater 7. One, Two, Three, Four, Five
CD
Technology is always a splashy way to enhance Pre-K planning and instruction!
Music by
Dr. Jean Dr. Thomas Moore Don Monopoli Stephen Fite Dr. Monte Selby Ella Jenkins Suni PazEnglish
and
Spanish
Professional Development
Opportunities
Resource Guides that support a variety of Pre-K classroom needs!
*Creative Storytelling by Mary Jo Huff
Creative Storytelling provides tips for easy storytelling techniques, including patterns and props
to make the stories, songs, and finger plays come alive. You will learn to tell stories in the most
animated and inviting way!
*Building Math Skills and Concepts by Dr. Pam Schiller
Building Math Skills and Concepts features activities that help young children develop important
math skills. These activities will help you become more aware of the skill development sequence
that children need to become independent thinkers and doers.
Strategies for English Language Learners by Dr. Blanca Enriques
Strategies for English Language Learners provides important research on second language acquisition
as well as specific classroom strategies you can use to apply the research to your preschool
classroom. Activities and strategies are based on three major teaching approaches that are
particularly valuable for the oral language development of preschool children.
*Spanish Literacy Strategies for Young Learners by Alma Flor Ada
and Isabel Campoy
Spanish Literacy Strategies provides background information and activities you need to develop
Spanish Literacy in your young learners so that they will be better prepared to master the same skills
in English.
Continuum of Physical Development by Dr. Pam Schiller
The Splash Physical Development Guide features activities that help young children develop
important physical skills. The activities cover basic movements and skills from their lowest level to
the level at which more four and five year olds function.
*Family Connections: Building a Sense of Community
by Sharon Burnett and Jill Norris
The Splash Family Connections Guide is packed with resources for welcoming families to become
active participants on their child’s learning team. Resources include: Letter from the Authors,
Theme Newsletters, Take-home Stóorybooks, Calming Strategies, and much more.
*Assessment: A Portfolio Approach by Sharon McDonald
The Research that Makes
a Difference!
Becky Bailey, Ph.D.
Character Education Focus
The My Family and Friends theme provides several opportunities for teaching tolerance and helpfulness.
Tolerance • tolerant •tolerante—involves learning to accept and appreciate differences. Helpfulness • amabilidad • helpful •amable—is the practice of aiding and assisting others. It is also an attitude.
For many children their family may have been their only window into the outside world. They may assume that all families are the same. They may have developed habits related to playing alone, to having access to whatever they want, and to being waited on. Here are some tips for teaching children to be tolerant and helpful.
Incorporate activities that focus on differences—how many children like melons, live in apartments, have traveled outside the state, were born in May, have siblings, and so on.
Provide variety in art materials, snacks, stories, field trips, music, routines, and so on. Encourage the children to try new things.
Pam Schiller, Ph.D.
“Conscious Discipline advocates creating a positive school climate through the creation of the School Family™. Within the School Family, children and adults have a sense of belonging. In Theme 1, My School and Me, we began to build the School Family climate during the Greeting Circle with Brain
Smart Start activities (stress reduction activities) and connecting rituals. We established The Kindness Tree, Ways to be Helpful Board or Book and the Safe Place to encourage children to be meaningful contributors to the welfare of others. In Theme 2, Family and Friends, we will continue building the School Family by creating The Friends and Family Book and the Job Board. In addition, here are two centers that can be used to nurture the School Family.
The We Care Center, to be introduced during Week 2, provides children with a symbolic way of expressing empathy, encourage-ment, and affection for others.
The Celebration Center provides a way to celebrate life events, individual achievements (losing a tooth, learning to button, birth of a sibling), and contributions to the School Family™ (using a big voice, helpful hands). You can introduce the Celebration Center when
The Research that Makes
a Difference!
Cultural Sensitivity: The Family
Alma Flor Ada, Ph.D.
Dr. Alma Flor Ada is Professor Emerita at the University of San Francisco. She directed the Center for Multicultural Literature for Children and Young Adults at the University of San Francisco, where she has been a professor since 1976. She has guided the doctoral research of numerous students in the areas of bilingual education, multiculturalism, pedagogy, and children’s literature. Dr. Alma Flor Ada has been active in the National and California Associations for Bilingual Educators for many years. A frequent presenter at national and international conferences, Dr. Alma Flor Ada also works in schools with children, teachers, and parents.
Dr. Alma Flor Ada received her Ph.D. in Spanish Literature from the Pontifical Catholic University in Lima, Peru and did post-doctoral research at Harvard University.
Houghton Mifflin Harcourt Journeys
Research Contributions: Literacy, Biliteracy, Multicultural Children’s Literature, Home-School Interaction, First and Second Language Acquisition.
F. I sabel Campoy, Ph.D.
Early Learners
F. Isabel Campoy is an award winning author and publisher in the fields of Applied Linguistics and Children’s Literature written in English and Spanish. She has published 12 books on teaching Eng-lish as a Foreign Language and seven texts on Language Arts and Parental Involvement.
An international speaker on multicultural issues, Latino children’s literature, and drama applied to teaching, Isabel Campoy is an active member of the California Associations of Bilingual Educators, the National Association for Bilingual Educators, and the International Reading Association (IRA). She is the President of Transformative Education Services and serves on the Board of Social Responsibility for the International Reading Association.
F. Isabel Campoy earned her M.A. at the Universidad Complutense of Madrid and at the Reading University in England. Her doctoral studies in English Philology were completed at the Universidad Complutense in Madrid.
A G
reat
P
lace
to
Le
a
r
n a
nd
Pl
ay!
Houghton Mifflin Harcourt
Please turn the pages to join us for a walkthrough
of one model week of instruction and activities. The
lesson comes from Theme 7 and would generally
come about 6 months into the Pre-K Year!
Exceptional Research Becomes
Meaningful Practice
Learning Goals
mobile
móvil Word of the Week
WEEK
1
Social/Emotional
Development
Work cooperatively Maintain concentration Help others Show empathyFine Arts
Dramatic play Sing songs DanceInstructional Big Books
I Move Yo me muevo
I Move Yo me muevo
Letter and Word
Knowledge/Writing
Letter names and sounds:
N, n, /n/, Ñ, ñ, /ñ/, P, p, /p/ Write letters and words
Social Studies
Family activities Mexican cultureOral Language
and Vocabulary
Compound words Content words Use prior knowledge Increase vocabulary Discuss photographsPhonological Awareness
Match final sounds
Health and Safety
Bike safety rules
Physical Development
Awareness of body parts Move body parts
Technology
Onset and rime Letter identification Math patterns
Math
Patterns
Odd and even numbers Counting 0–29
Comprehension
Table of contents and index Retelling
Connect to real life
Meeting Time, p. 10 Gather Together Let’s Talk Conscious Discipline Story Time, p. 11 Big Book Letter Work Nn /n/, Ññ /ñ/ Daily Message Meeting Time, p. 16 Gather Together Let’s Talk Conscious Discipline Story Time, p. 17 Traditional Tale Letter Work Nn /n/, Ññ /ñ/ Daily Message Meeting Time, p. 22 Gather Together Let’s Talk Conscious Discipline Story Time, p. 23 Math Book Letter Work Pp /p/ Daily Message Meeting Time, p. 28 Gather Together Let’s Talk Conscious Discipline Story Time, p. 29 Math Book Letter Work Pp /p/ Daily Message Meeting Time, p. 34 Gather Together Let’s Talk Conscious Discipline Story Time, p. 35 Big Book Letter Work Nn /n/, Ññ /ñ/, Pp /p/ Daily Message Literacy Time, p. 12 Story Folder Math Time, p. 13
“Open, Shut Them” “Abre y cierra” Literacy and Math
Literacy Time, p. 18 Songs of Learning Fun Math Time, p.19 Traffic Light
Literacy and Math
Literacy Time, p. 24 Rhyme
Math Time, p. 25
Count and Identify Patterns Literacy and Math
Literacy Time, p. 30 Big Book Math Time, p. 31 Odd/Even Numbers
Literacy and Math
Literacy Time, p. 36 Big Book Math Time, p. 37
Review Odd/Even Numbers Literacy and Math
Play and Learn, p. 14 Story Time, p. 14 Big Book Connection Time, p. 15 Social Studies Good-bye Time, p. 15
Play and Learn, p. 20
Story Time, p. 20 Story Folder
Connection Time, p. 21
Physical Development and Safety Good-bye Time, p. 21
Play and Learn, p. 26
Story Time, p. 26 Social Emotional Book Connection Time, p. 27 Physical Development Good-bye Time, p. 27
Play and Learn, p. 32 Story Time, p. 32 Big Book Connection Time, p. 33 Social Studies Good-bye Time, p. 33
Play and Learn, p. 38 Story Time, p. 38 Story Folder Connection Time, p. 39 Safety Good-bye Time, p. 39
• Meeting Time
• Story Time
• Meeting Time
• Story Time
• Literacy Time
• Math Time
•
• Literacy Time
• Math Time
•
• Play and Learn
• Story Time
• Connection Time
• Good-bye Time
• Play and Learn
• Story Time
• Connection Time
• Good-bye Time
Daily Lesson Plans
Daily Lesson Plans
1
1
Day 1
Day 2
Day 3
Day 4
Day 5
2010 © Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
eat noodles comer fideos Vocabulary bowl carrots chopsticks girl green hands necklace noodles pink plate slurp soybeans spaghetti spoon Sign noodle Read Everybody Brings Noodles by Norah Dooley Noodle by Munroe Leaf Noodle Man: The Pasta Superhero by April Pulley Sometimes I Wonder If Poodles Like Noodles by Laura Numeroff Strega Nona by Tomie dePaola
Card #2 Things to Talk About u What is the little girl eating? What is she using to eat her noodles?
u Do you like noodles? How do you eat your noodles?
u What are the sticks in the bowl called? Have you ever seen chopsticks before? Have you ever tried to use chopsticks? How difficult do you think it might be to eat noodles with chopsticks?
u Do you think the little girl is enjoying her noodles? What makes you think so?
u There are people sitting beside the little girl. We can’t see their faces. Who do you think they might be? Who sits by you at dinnertime?
u Show the children a variety of pasta and noodles. Discuss the various shapes and sizes (for example, spaghetti is long and thin, farfalle is bowtie-shaped, lasagna is rectangular-shaped). Ask the children if the shape of the pasta or noodle changes the taste. Have them explain their answers.
Things to Do u Provide a meat press and playdough. Suggest that the children
make their own noodles. Discuss the size and shape of the noodles.
u Provide dry cereal for snack. Challenge the children to pick up their snack using chopsticks. Talk with them about the difference between using a fork or spoon and using chopsticks.
u Talk with the children about how noodles are flexible and bendable. Put on some music and encourage the children to dance like wet noodles.
u Teach the following poem to the children.
Oodles of Noodles by Pam Schiller There are oodles of noodles on my plate. My father says, “You’re looking thinner.” They look like worms Dad uses for bait. I eat my noodles with a slurp, My mother says, “Finish your dinner.” And then I finish with a burp!
© 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
FSPK3040_1-12.indd 4 2/4/10 2:45 PM
2010 © Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
© 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
FSPK3040_1-12.indd 3 2/4/10 2:45 PM 2010 © Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards © 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards FSPK3040_1-12.indd 9 2/4/10 2:46 PM
Meeting Time, p. 10 Gather Together Let’s Talk Conscious Discipline Story Time, p. 11 Big Book Letter Work Nn /n/, Ññ /ñ/ Daily Message Meeting Time, p. 16 Gather Together Let’s Talk Conscious Discipline Story Time, p. 17 Traditional Tale Letter Work Nn /n/, Ññ /ñ/ Daily Message Meeting Time, p. 22 Gather Together Let’s Talk Conscious Discipline Story Time, p. 23 Math Book Letter Work Pp /p/ Daily Message Meeting Time, p. 28 Gather Together Let’s Talk Conscious Discipline Story Time, p. 29 Math Book Letter Work Pp /p/ Daily Message Meeting Time, p. 34 Gather Together Let’s Talk Conscious Discipline Story Time, p. 35 Big Book Letter Work Nn /n/, Ññ /ñ/, Pp /p/ Daily Message Literacy Time, p. 12 Story Folder Math Time, p. 13
“Open, Shut Them” “Abre y cierra” Literacy and Math
Literacy Time, p. 18 Songs of Learning Fun Math Time, p.19 Traffic Light
Literacy and Math
Literacy Time, p. 24 Rhyme
Math Time, p. 25
Count and Identify Patterns Literacy and Math
Literacy Time, p. 30 Big Book Math Time, p. 31 Odd/Even Numbers
Literacy and Math
Literacy Time, p. 36 Big Book Math Time, p. 37
Review Odd/Even Numbers Literacy and Math
Play and Learn, p. 14 Story Time, p. 14 Big Book Connection Time, p. 15 Social Studies Good-bye Time, p. 15
Play and Learn, p. 20
Story Time, p. 20 Story Folder
Connection Time, p. 21
Physical Development and Safety Good-bye Time, p. 21
Play and Learn, p. 26
Story Time, p. 26 Social Emotional Book Connection Time, p. 27 Physical Development Good-bye Time, p. 27
Play and Learn, p. 32 Story Time, p. 32 Big Book Connection Time, p. 33 Social Studies Good-bye Time, p. 33
Play and Learn, p. 38 Story Time, p. 38 Story Folder Connection Time, p. 39 Safety Good-bye Time, p. 39
• Meeting Time
• Story Time
• Meeting Time
• Story Time
• Literacy Time
• Math Time
•
• Literacy Time
• Math Time
•
• Play and Learn
• Story Time
• Connection Time
• Good-bye Time
• Play and Learn
• Story Time
• Connection Time
• Good-bye Time
Daily Lesson Plans
Daily Lesson Plans
W e e k
1
1
Day 1
Day 2
Day 3
Day 4
Day 5
2010 © Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
eat noodles comer fideos Vocabulary bowl carrots chopsticks girl green hands necklace noodles pink plate slurp soybeans spaghetti spoon Sign noodle Read Everybody Brings Noodles by Norah Dooley Noodle by Munroe Leaf Noodle Man: The Pasta Superhero by April Pulley Sometimes I Wonder If Poodles Like Noodles by Laura Numeroff Strega Nona by Tomie dePaola
Card #2 Things to Talk About u What is the little girl eating? What is she using to eat her noodles?
u Do you like noodles? How do you eat your noodles?
u What are the sticks in the bowl called? Have you ever seen chopsticks before? Have you ever tried to use chopsticks? How difficult do you think it might be to eat noodles with chopsticks?
u Do you think the little girl is enjoying her noodles? What makes you think so?
u There are people sitting beside the little girl. We can’t see their faces. Who do you think they might be? Who sits by you at dinnertime?
u Show the children a variety of pasta and noodles. Discuss the various shapes and sizes (for example, spaghetti is long and thin, farfalle is bowtie-shaped, lasagna is rectangular-shaped). Ask the children if the shape of the pasta or noodle changes the taste. Have them explain their answers.
Things to Do u Provide a meat press and playdough. Suggest that the children
make their own noodles. Discuss the size and shape of the noodles.
u Provide dry cereal for snack. Challenge the children to pick up their snack using chopsticks. Talk with them about the difference between using a fork or spoon and using chopsticks.
u Talk with the children about how noodles are flexible and bendable. Put on some music and encourage the children to dance like wet noodles.
u Teach the following poem to the children.
Oodles of Noodles by Pam Schiller There are oodles of noodles on my plate. My father says, “You’re looking thinner.” They look like worms Dad uses for bait. I eat my noodles with a slurp, My mother says, “Finish your dinner.” And then I finish with a burp!
© 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
FSPK3040_1-12.indd 4 2/4/10 2:45 PM
2010 © Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
© 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
FSPK3040_1-12.indd 3 2/4/10 2:45 PM 2010 © Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards © 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards FSPK3040_1-12.indd 9 2/4/10 2:46 PM
Materials for the Week
Materials for the Week
1
1
I Can, Can You? Yo puedo hacerlo, ¿puedes hacerlo tú?
The Gingerbread Boy El muñequito de jengibre Half-Chicken Mediopollito My Aunt Violet Mi tía Violeta A to Z of Helping Hands Manos amables de la A a la Z
The Numeral Dance El baile de los
números
These Bones Estos huesos
Hands and Fingers Manos y dedos Gingerbread Man El muñeco de jengibre Our Muscles Los músculos
Body Talk in Rhyme El cuerpo habla en rimas Gram Is Coming to My House Abuelita se viene a mi casa Dance! ¡A bailar! Thesaurus Rex Tesauro Rex
Manipulatives
Manipulatives
Compound Word Cards: birdcage, football Connecting Cubes
Fanny Frog Puppet Frog Counters
Letter Cards: B, b, N, n, Ñ, ñ , P, p, W, w Magnetic Letters
Pattern Blocks
English Pocket Photo Cards: bear, bee, bicycle, butterfly, nails, nickels, nose, nurse, nuts, pelican, penny, peppers, pig, wagon Spanish Pocket Photo Cards: bebé, bicicleta, botas, burro, naranjas, nariz, nubes, nueces, ñandú, ñu, pastel, pato, pelota, perro
Photo Activity Cards: 2, 3, 5, 7, 8, 11, 136–138
Sequence Cards: Bike Safety, Giant Dance 1, Giant Dance 2, These Bones
Enlgish Vocabulary Cards: dance, hop, jump, mobile, run, skip, walk
Spanish Vocabulary Cards: bailar, brincar, caminar, correr, móvíl, saltar, saltear
CDs
CDs
Dr. Jean on Frog Street Family Connections Feelin’ Froggy Frog Street Friends Games and Patterns It Starts in the Heart
Moving to Math, Camino a las matemáticas Small Book Listening CDs (English, Spanish)
Songs of Learning Fun/Canciones para aprender con diversión Songs of You and Me/Canciones de ti y de mí
Software
Software
Frog Street Pre-K Interactive Software
Teacher Materials
Teacher Materials
Strategy Cards: H, J, UOther Materials
Other Materials
chart paper, craft paper, crayons, drawing paper, easel paper, handheld mirrors, index cards, labels, magnifying lenses, markers, paintbrushes, paper, parachute, picture or drawing of a traffic light, play dough, red and blue dot stickers, rhythm sticks or empty paper-towel tubes, sand, spray bottle of water, stilts, tempera paint, tricycles, toy cars and trucks, wet sand, writing paper
Books to Read Aloud
Materials for the Week
Materials for the Week
W e e k
1
1
I Can, Can You? Yo puedo hacerlo, ¿puedes hacerlo tú?
The Gingerbread Boy El muñequito de jengibre Half-Chicken Mediopollito My Aunt Violet Mi tía Violeta A to Z of Helping Hands Manos amables de la A a la Z
The Numeral Dance El baile de los
números
These Bones Estos huesos
Hands and Fingers Manos y dedos Gingerbread Man El muñeco de jengibre Our Muscles Los músculos
Body Talk in Rhyme El cuerpo habla en rimas Gram Is Coming to My House Abuelita se viene a mi casa Dance! ¡A bailar! Thesaurus Rex Tesauro Rex
Manipulatives
Manipulatives
Compound Word Cards: birdcage, football Connecting Cubes
Fanny Frog Puppet Frog Counters
Letter Cards: B, b, N, n, Ñ, ñ , P, p, W, w Magnetic Letters
Pattern Blocks
English Pocket Photo Cards: bear, bee, bicycle, butterfly, nails, nickels, nose, nurse, nuts, pelican, penny, peppers, pig, wagon Spanish Pocket Photo Cards: bebé, bicicleta, botas, burro, naranjas, nariz, nubes, nueces, ñandú, ñu, pastel, pato, pelota, perro
Photo Activity Cards: 2, 3, 5, 7, 8, 11, 136–138
Sequence Cards: Bike Safety, Giant Dance 1, Giant Dance 2, These Bones
Enlgish Vocabulary Cards: dance, hop, jump, mobile, run, skip, walk
Spanish Vocabulary Cards: bailar, brincar, caminar, correr, móvíl, saltar, saltear
CDs
CDs
Dr. Jean on Frog Street Family Connections Feelin’ Froggy Frog Street Friends Games and Patterns It Starts in the Heart
Moving to Math, Camino a las matemáticas Small Book Listening CDs (English, Spanish)
Songs of Learning Fun/Canciones para aprender con diversión Songs of You and Me/Canciones de ti y de mí
Software
Software
Frog Street Pre-K Interactive Software
Teacher Materials
Teacher Materials
Strategy Cards: H, J, UOther Materials
Other Materials
chart paper, craft paper, crayons, drawing paper, easel paper, handheld mirrors, index cards, labels, magnifying lenses, markers, paintbrushes, paper, parachute, picture or drawing of a traffic light, play dough, red and blue dot stickers, rhythm sticks or empty paper-towel tubes, sand, spray bottle of water, stilts, tempera paint, tricycles, toy cars and trucks, wet sand, writing paper
Books to Read Aloud
Weekly
Learning
Weekly
Learning
1
1
Weekly Centers are optional small-group activities designed to support intentional instruction through the integration of learning goals. Small modifications are made each day to tie the activities in the Centers more closely to the daily focus and to create novelty. Teachers choose the extent to which they provide the adaptations.
M A T E R I A L S Weekly Read Alouds: Thesaurus Rex Tesauro Rex
You can do this activity at any time during this week as an additional read aloud opportunity or as a replacement for any read aloud activity this week. • Display the book cover and read aloud the title.
Point out that the young dinosaur on the cover is waving a flag. Tell children that when you wave a flag, you are using your muscles.
• Tell children that the dinosaur in this story is
mobile, just like they are. móvil Have children pay attention to all the different ways he moves. • Read the book, tracking the print.
• As you read, point out the different ways Thesaurus Rex moves. Ask children to perform some of the motions. Model by demonstrating the exercises that Thesaurus Rex does on pages 2–3. Encourage children to join in.
• After reading the story, review some of the activities Thesaurus Rex did. Ask children if they do any of these things during their day.
ELL
English Language LearnersBefore reading, page through the book and identify possible names of different actions and movements in the story (stretching, reaching, extending, bending, poking, sliding, gliding).
Day
Fine motor
Construction
Gross motor Area
1
M A T E R I A L S tweezers; stringing beads; buckets Children use tweezers to pick stringing beads from one bucket on and place them in a second bucket.M A T E R I A L S Games and Patterns CD-ROM: body parts checklist; pencil; clipboard
Print a copy of the body parts checklist. Ask children to place a check by the body parts they use as they build.
M A T E R I A L S boxes and rope
Children navigate a maze and describe their movements.
2
M A T E R I A L S stringing beads; cookie sheet; bucket Children pick up stringing beads from a cookie sheet with their toes and drop them into a bucket.M A T E R I A L S blocks
Children build a zigzag pathway with blocks. Have them walk the pathway first with baby steps and then giant steps.
M A T E R I A L S masking tape; service bell
Create a masking tape line on the floor with a service bell placed at the end. Children walk the line and tap a service bell with their toe.
3
M A T E R I A L S play doughChildren work with play dough. Encourage them to think about how they are using their fingers and hands to shape the dough.
M A T E R I A L S blocks
Children build using just one hand. Ask them to describe their experience.
M A T E R I A L S clothespins; empty coffee cans Children drop clothespins into a coffee can. Have them describe how they use their hands, arms, and fingers.
4
M A T E R I A L S Games and PatternsCD-ROM: finger puppets (instructions
on Teacher’s Edition, p. 166) Children make the finger puppets dance.
M A T E R I A L S Games and Patterns CD-ROM: finger puppets (instructions on Teacher’s Edition, p. 166) Children build a dance stage for ballerinas to perform on. Provide finger puppets for dancers.
M A T E R I A L S Sequence Cards: Giant Dance 1,
Giant Dance 2
Children place the Giant Dance 1 and Giant Dance 2 Sequence Cards in order, and then follow the sequence to create a dance.
5
M A T E R I A L S play doughChildren build wagons and scooters with Legos®.
M A T E R I A L S medium-sized shallow boxes
Provide medium-sized, shallow boxes to serve as wagons.
M A T E R I A L S wagon
Provide a wagon for children to explore. Discuss the wagon parts (handle, bed, axle). Turn the wagon upside down. Suggest they try spinning the wheels.
Listening Library
Listening Library
Day
Technology
1-5
M A T E R I A L S Frog Street Pre-K Interactive Software Sounds and Rhymes Blend onset and rime to make a word. ABC and XYZ Identify letter and find it on the keyboard.Weekly
Learning
Weekly
Learning
W e e k
1
1
Weekly Centers are optional small-group activities designed to support intentional instruction through the integration of learning goals. Small modifications are made each day to tie the activities in the Centers more closely to the daily focus and to create novelty. Teachers choose the extent to which they provide the adaptations.
M A T E R I A L S Weekly Read Alouds: Thesaurus Rex Tesauro Rex
You can do this activity at any time during this week as an additional read aloud opportunity or as a replacement for any read aloud activity this week. • Display the book cover and read aloud the title.
Point out that the young dinosaur on the cover is waving a flag. Tell children that when you wave a flag, you are using your muscles.
• Tell children that the dinosaur in this story is
mobile, just like they are. móvil Have children pay attention to all the different ways he moves. • Read the book, tracking the print.
• As you read, point out the different ways Thesaurus Rex moves. Ask children to perform some of the motions. Model by demonstrating the exercises that Thesaurus Rex does on pages 2–3. Encourage children to join in.
• After reading the story, review some of the activities Thesaurus Rex did. Ask children if they do any of these things during their day.
ELL
English Language LearnersBefore reading, page through the book and identify possible names of different actions and movements in the story (stretching, reaching, extending, bending, poking, sliding, gliding).
Day
Fine motor
Construction
Gross motor Area
1
M A T E R I A L S tweezers; stringing beads; buckets Children use tweezers to pick stringing beads from one bucket on and place them in a second bucket.M A T E R I A L S Games and Patterns CD-ROM: body parts checklist; pencil; clipboard
Print a copy of the body parts checklist. Ask children to place a check by the body parts they use as they build.
M A T E R I A L S boxes and rope
Children navigate a maze and describe their movements.
2
M A T E R I A L S stringing beads; cookie sheet; bucket Children pick up stringing beads from a cookie sheet with their toes and drop them into a bucket.M A T E R I A L S blocks
Children build a zigzag pathway with blocks. Have them walk the pathway first with baby steps and then giant steps.
M A T E R I A L S masking tape; service bell
Create a masking tape line on the floor with a service bell placed at the end. Children walk the line and tap a service bell with their toe.
3
M A T E R I A L S play doughChildren work with play dough. Encourage them to think about how they are using their fingers and hands to shape the dough.
M A T E R I A L S blocks
Children build using just one hand. Ask them to describe their experience.
M A T E R I A L S clothespins; empty coffee cans Children drop clothespins into a coffee can. Have them describe how they use their hands, arms, and fingers.
4
M A T E R I A L S Games and PatternsCD-ROM: finger puppets (instructions
on Teacher’s Edition, p. 166) Children make the finger puppets dance.
M A T E R I A L S Games and Patterns CD-ROM: finger puppets (instructions on Teacher’s Edition, p. 166) Children build a dance stage for ballerinas to perform on. Provide finger puppets for dancers.
M A T E R I A L S Sequence Cards: Giant Dance 1,
Giant Dance 2
Children place the Giant Dance 1 and Giant Dance 2 Sequence Cards in order, and then follow the sequence to create a dance.
5
M A T E R I A L S play doughChildren build wagons and scooters with Legos®.
M A T E R I A L S medium-sized shallow boxes
Provide medium-sized, shallow boxes to serve as wagons.
M A T E R I A L S wagon
Provide a wagon for children to explore. Discuss the wagon parts (handle, bed, axle). Turn the wagon upside down. Suggest they try spinning the wheels.
Listening Library
Listening Library
Day
Technology
1-5
M A T E R I A L S Frog Street Pre-K Interactive Software Sounds and Rhymes Blend onset and rime to make a word. ABC and XYZ Identify letter and find it on the keyboard.1
1
English Language Learners
English Language Learners
The following strategies for English Language Learners can be used throughout the week to provide adaptations for a variety of daily activities.
ELL
Day 3
Literacy Time (Teacher’s Edition, p. 24)
• Play a quick-response game to reinforce the motion words (flap, clap, snap, nap). Say each word and have children follow your command.
• For the word nap, have children pretend to sleep. • Say the words one after another, and challenge
children to keep up.
: Creativity
(Teacher’s Edition, p. 25)• Pair less proficient English speakers with speakers who are more proficient, and have children talk about their paintings. Encourage children to use words they know to explain how they made their patterns. • Remind children that they may use gestures if they
can’t think of a word.
ELL
Day 4
Literacy Time (Teacher’s Edition, p. 30)
• Before reading the Big Book, review vocabulary that will help children follow the story. Point to pictures in the book as you say the English words several times, and have children repeat after you.
: Library and Listening
(Teacher’s Edition, p. 30)• Pair less proficient English speakers with speakers who are more proficient and encourage children to talk about the story. Have them share what parts of the story they liked. Remind children that they may perform actions if they do not remember the words.
ELL
Day 5
Literacy Time (Teacher’s Edition, p. 36)
• Review the terms scooter, skate, skateboard, wagon, wheelchair.
• Draw or display a picture of one of the objects, and have children guess what it is.
• Encourage children to answer in their first language, and then stress the English word and have them repeat after you.
Math Time (Teacher’s Edition, p. 37)
• You may wish to take this opportunity to reinforce the meaning of color words in English. Point to one of the blocks and say what color it is (red, blue, green, and so on).
• Have volunteers point out other objects in the room that are the same color. When they find an object, have them point to it and say the color word in English.
ELL
Day 1
Literacy Time (Teacher’s Edition, p. 12)
• Before reading the story, discuss two or threevocabulary words that will help children follow the story line. Use gestures to support meaning. • Use the story props to provide visuals for the
discussion.
Math Time (Teacher’s Edition, p. 13)
• Help children understand the English words for the concepts of open and shut. Open a book and say “open.” Say “shut” as you close the book. Have children repeat the words after you.
• Repeat with other objects that you can open and shut.
ELL
Day 2
Story Time (Teacher’s Edition, p. 17)
• Teach the story words before reading the story. If possible, say the words in children’s first language, and then in English. Have children repeat the English words several times.
• Page through the Big Book, pointing out the objects in the illustrations as you say the English words. Have children repeat after you.
Literacy Time (Teacher’s Edition, p. 18)
• Play a game of Simon Says to reinforce the motion words (hop, jump, walk, skip). Tell children to follow your command only if they hear you say “Simon Says.”
Math Time (Teacher’s Edition, p. 19)
• Support meaning of the words go, slow, and stop. As you point to green, instruct the children to roll their hands quickly round and round and say “go.” • For yellow, tell the children to change to a slower
rolling motion and say “slow.”
• For red, direct the children to fold their hands onto their laps and say “stop.”
w e e k
1
1
English Language Learners
English Language Learners
The following strategies for English Language Learners can be used throughout the week to provide adaptations for a variety of daily activities.
ELL
Day 3
Literacy Time (Teacher’s Edition, p. 24)
• Play a quick-response game to reinforce the motion words (flap, clap, snap, nap). Say each word and have children follow your command.
• For the word nap, have children pretend to sleep. • Say the words one after another, and challenge
children to keep up.
: Creativity
(Teacher’s Edition, p. 25)• Pair less proficient English speakers with speakers who are more proficient, and have children talk about their paintings. Encourage children to use words they know to explain how they made their patterns. • Remind children that they may use gestures if they
can’t think of a word.
ELL
Day 4
Literacy Time (Teacher’s Edition, p. 30)
• Before reading the Big Book, review vocabulary that will help children follow the story. Point to pictures in the book as you say the English words several times, and have children repeat after you.
: Library and Listening
(Teacher’s Edition, p. 30)• Pair less proficient English speakers with speakers who are more proficient and encourage children to talk about the story. Have them share what parts of the story they liked. Remind children that they may perform actions if they do not remember the words.
ELL
Day 5
Literacy Time (Teacher’s Edition, p. 36)
• Review the terms scooter, skate, skateboard, wagon, wheelchair.
• Draw or display a picture of one of the objects, and have children guess what it is.
• Encourage children to answer in their first language, and then stress the English word and have them repeat after you.
Math Time (Teacher’s Edition, p. 37)
• You may wish to take this opportunity to reinforce the meaning of color words in English. Point to one of the blocks and say what color it is (red, blue, green, and so on).
• Have volunteers point out other objects in the room that are the same color. When they find an object, have them point to it and say the color word in English.
ELL
Day 1
Literacy Time (Teacher’s Edition, p. 12)
• Before reading the story, discuss two or threevocabulary words that will help children follow the story line. Use gestures to support meaning. • Use the story props to provide visuals for the
discussion.
Math Time (Teacher’s Edition, p. 13)
• Help children understand the English words for the concepts of open and shut. Open a book and say “open.” Say “shut” as you close the book. Have children repeat the words after you.
• Repeat with other objects that you can open and shut.
ELL
Day 2
Story Time (Teacher’s Edition, p. 17)
• Teach the story words before reading the story. If possible, say the words in children’s first language, and then in English. Have children repeat the English words several times.
• Page through the Big Book, pointing out the objects in the illustrations as you say the English words. Have children repeat after you.
Literacy Time (Teacher’s Edition, p. 18)
• Play a game of Simon Says to reinforce the motion words (hop, jump, walk, skip). Tell children to follow your command only if they hear you say “Simon Says.”
Math Time (Teacher’s Edition, p. 19)
• Support meaning of the words go, slow, and stop. As you point to green, instruct the children to roll their hands quickly round and round and say “go.” • For yellow, tell the children to change to a slower
rolling motion and say “slow.”
• For red, direct the children to fold their hands onto their laps and say “stop.”
