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Pre-K Lesson Plans Weeks 1-9

Last Updated: 7/17/2020 7:40 PM

Teacher: Pre-K Plans Week 1        Week of: August 4-8. 2014         Topic: My School/My Friends                 Georgia’s Pre-K Program                                                                                                                                                                                      

                                                                                                                                                                 Weekly Lesson Plan Template (LPT2013#1)

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:40

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

Large   Group/

Opening   Activity

8:40-9:00

 

 

 

 

 

 

 

9:00-9:10

 

 

 

 

 

9:10-9:30

Activity: Gather – “Come to the   Circle” Greeting –Greg & Steve   “Friends” / Job chart

Message - photo of small group management board

 

S: APL5.4b,   CLL8.4d

Activity: Gather/Greet/Jobs

Message/photo of boy and girl

introduce attendance chart with children's photos

 

 

S: APL5.4b,   CLL8.4d

Activity: Gather/Greet/Jobs

Message/symbol for visitor

 

 

 

 

S: APL5.4b,   CLL8.4d

Activity: Gather/Greet/Jobs

Message/heart

(add to attendance chart - intro absent child ritual)

 

 

S: SED5.4d,   CLL8.4d

Activity: Gather/Greet/Jobs

Message/cooking symbol

 

 

 

 

S: APL5.4b, CLL8.4d

Music with Movement: The Wiggles "Shakey Shakey"

 

 

 

S: CR1.4a, PDM5.4a

Music with Movement: Greg & Steve "The World Is a Rainbow" (intro   scarves or streamers)

 

S: CR1.4a, PDM5.4a

Music with Movement: "Many Friends" (tune - "Father   Abraham") move arms, legs together

 

S: CR1.4a, PDM5.4a

Music with Movement: Greg & Steve "Popcorn" (use sheet or blanket   and balled-up paper popcorn)

 

S: SED5.4b, PDM5.4a

Music with Movement: Dr. Jean - "Mother Gooney Bird" coordinate   movements of arms, feet, etc.

 

S: CR1.4a, PDM5.4b

Book #1: Mouse’s First Day

Re-read; relate to experiences   last week

 

S: CLL5.4d, MA3.4d

Book #1: I Like Me

What do you like about yourself?

 

S: SED1.4b

Book #1: Chicka Chicka Boom Boom

 

 

S: CLL8.4a

Book #1: Splat the Cat

 

 

 

S: CLL1.4a, CLL5.4c

Book #1: A Splendid Friend Indeed (friends like to do different   things)

 

S: SS1.4b

9:30 -9:45        Small Group Time (see Small Group Template for detailed plans)

9:45-10:00

Phonological Awareness:

“Alligator Pie" (use different voices)

 

S: CLL6.4a

Phonological Awareness:

“Alligator Pie" (use different voices)

 

S: CLL6.4a

Phonological Awareness:

“A Boom Chicka Boom" (use different voices)

 

S: CLL6.4a

Phonological Awareness:

“A Boom Chicka Boom" (use different voices)

 

S: CLL6.4a

Phonological Awareness:

“Who Has the Penny?"  

 

 

S: CLL6.4a

10:00-10:50       Recess/Snack/Bathroom: Materials and/or activity choices for outdoor   play: playground   balls, outdoor book bags

10:50-11:00

 

 

 

 

 

 

Book #2: Chrysanthemum (names)

 

 

S: SED1.4b, SED1.4a

Book #2: Rainbow Fish (sharing)

 

 

S: SED5.4e

Book #2: Amy Is a Friend (class book) learning friend's names

 

 

S: SED1.4a, CLL8.4d

Book #2: selection from Frog and Toad Are Friends

 

 

S: SED1.4a

Book #2: The Rain Came Down

(feeling mad)

 

 

S: SED2.4b, SED 2.4d

11:00 – 12:00

Center Time

Center Time

Center Time

Center Time

Center Time

 

12:00-12:10

Clean up/Transition

Activity: Learning Station   "From Your Seat"

 

 

 

S: PDM5.4a,   CLL1.4b

Clean up/Transition

Activity: Greg & Steve   "Listen and Move"

"Hands Up, Hands Down" fingerplay

 

S: CLL1.4b

Clean up/Transition

Activity: The Wiggles "Dr.   Knickerbocker"

"Clap, Clap, Clap, STOP" fingerplay

 

S: CLL1.4b

Clean up/Transition

Activity: Parachute Express   "All Around the Kitchen"

"Clap, Clap, Clap, STOP" fingerplay

 

S: CLL1.4b

 

Clean up/Transition

Activity: Learning Station   "Get Funky"

"Simon Says Touch Your Shoulders"

 

S: CR1.4a,   CLL1.4b, SC3.4c

 

12:10-12:25

Large Group Literacy: Sing "There Was A Kid" tune-BINGO

(6 children)

 

 

S: CLL8.4d

Large Group Literacy: Sing "There Was a Kid" tune-BINGO

(6 children)

 

 

S: CLL8.4d

Large Group Literacy: Review class rules - use chart - child points as class   reads

 

 

S: CLL2.4a, CLL8.4d

Large Group Literacy: The Little Engine That Could - Show title, author,   illustrator

 

 

S: CLL5.4c

Large Group Literacy: Chrysanthemum - Discuss main character, setting using star,   world symbols. Introduce problem symbol (mag. glass)

S: CLL5.4c, CLL8.4d

12:25-12:35

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

 

12:35-1:05

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

1:05-1:20              Transition from Lunch /Bathroom

 

1:20-2:20

 

Nap   Time

 

Nap   Time

 

Nap   Time

 

Nap   Time

 

Nap   Time

 

2:20-2:40

Book #3 Peter's Chair

 

S: CLL5.4c

Book #3: Little Blue, Little Yellow

 

S: SED5.4e

Book #3: Tucker's Best School Day

 

S: SS3.4b

Book #3: child choice - child chooses book to read

S: CLL5.4c

Book #3: Don't Let the Pigeon Drive the Bus (feelings)

S: SED5.4d, CLL8.4a

 

2:40-2:50

 

 

 

 

 

Closing Activity:

Review – use microphone

“What did you do at school today?

"How Are You?"

"Goodbye Friends"

 

S: MA3.4d, APL5.4b

Closing Activity:

"Simon Says" review

"Goodbye Friends"

 

 

 

 

S: MA3.4d, APL5.4b

Closing Activity:

refer back to message board   -"Who did we meet from our school today?"

"Goodbye Friends"

 

 

S: MA3.4d, CLL2.4b

Closing Activity:

Bean Bag Toss Review

"How Are You?"

"Goodbye Friends"

 

 

 

S: MA3.4d, APL5.4b

Closing Activity:

show classroom items on tray -   remove one "What's missing?"

"Goodbye Friends"

 

 

 

S: SC1.4a, APL5.4b

2:50-3:05

 

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

 

Planning for Additional Instructional Activities (story times,   music/movement, transitions, large group meetings, etc.) This space is   provided for optional use to document additional instructional activities   planned throughout the week.

 

Activity: selected centers open

 

postcard to parents - 4x6 photos   of children, glue on paper, add child's writing/ dictation to opposite side

 

 

 

 

S: CLL9.4b, CLL9.4c

Activity: selected centers open

 

postcard to parents - 4x6 photos   of children, glue on paper, add child's writing/ dictation to opposite side

 

color mixing - blue, yellow paint

 

S: CLL9.4b, CLL9.4c, CR2.4a

Activity: selected centers open

 

invite school worker(s) to visit   class and talk with children informally about their jobs (take photo for   book)

 

 

 

 

S: SS2.4a

Activity: selected centers open

 

postcard to parents - 4x6 photos   of children, glue on paper, add child's writing/ dictation to opposite side

 

color mixing - blue, yellow paint

 

S: CLL9.4b, CLL9.4c, CR2.4a

Activity: selected centers open

 

Cooking - follow recipe to make   trail mix (cereal, pretzels, etc.)

 

 

 

 

S: CLL8.4d, PDM2.4a, PDM2.4b

 

*Small Group Instruction: See small group lesson plan page for the current week.

*Documentation of plans for collection of assessment will be reflected on lesson plan or optional Planning for Assessment Template.

 

 

Small Group Template One           Teacher: Pre-K Plans Week 1         Week of: August 4-8, 2014

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine; or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment, etc.)

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.  

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher directed

 

Activity:

Demonstrate/practice   bathroom procedures and routines

go over hand washing rebus chart; sing song

 

Students:

all boys

 

S: PDM1.4e

Activity:

Discuss/develop   class rules

Dictation – language experience chart

 

Students:  

 

S: CLL8.4b,   SS2.4a

Activity:

Discuss/develop   class rules

Dictation – language experience chart

 

Students:

 

 

 

S: CLL8.4b,   SS2.4a

 

Activity:

Explore   writing center materials and storage/clean-up; teach “the Pre-k click”

Collect writing samples, dictation

Students:

 

 

S: CLL9.4b

Activity:

Explore   writing center materials and storage/clean-up; teach “the Pre-k click”

Collect writing samples, dictation

Students:

 

 

 

S: CLL9.4b

Teacher directed

 

Independent

     

Activity:

Demonstrate/practice   bathroom procedures and routines

go over hand washing rebus chart; sing song

 

Students:

all girls

 

 

 

S: PDM1.4e

Activity: Go over   arrival/departure procedures – putting up book bags, what goes in my cubbie,   packing up in the afternoon, bus numbers

Students:  

 

 

S: APL1.4a,   SED3.4a

Activity: Go over   arrival/departure procedures – putting up book bags, what goes in my cubbie,   packing up in the afternoon, bus numbers

Students:

 

 

S: APL1.4a,   SED3.4a

Activity: Explore   playdough

Add tools (cookie cutters, scissors) to center  

show/practice clean-up

 

Students:

 

 

 

S: CR2.4a

Activity:

Explore   playdough

Add tools (cookie cutters, scissors) to center  

show/practice clean-up

Students:

 

 

 

S: CR2.4a

 

Planning for Individualization (use this space as needed)

Planning for individualization may be documented below or   on the main page of the Lesson Plan Template

 

 

Student(s):      

Activity/Skill:      

 

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

Student(s):      

Activity/Skill:      

 

Planning for Assessment Template

Teacher:              Pre-K Plans Week 1

Required documentation of plans for collecting assessment throughout the instructional day can be noted on the lesson plan template or by using the following format.

Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day, therefore there will be no evidence of planning for many items collected.

Indicate specific activities below. Not all spaces are expected to be filled in weekly. This is an organizational tool to help with weekly planning and preparation for collecting assessment documentation. See sample online at www.decal.ga.gov.

 

MATRIX

PHOTOS with descriptor

OBSERVATIONAL NOTES

WORK SAMPLES

Monday

     

     

     

     

Tuesday

     

     

responses   to class rules discussion - small group

     

Wed.

     

     

responses   to class rules discussion - small group

     

Thursday

     

     

     

small   group - writing sample

Friday

     

     

     

small   group - writing sample

 

Notes, comments & reminders

Many teachers find it helpful to document the functional   component and the performance indicators on assessment documentation. This   information helps to clearly define the area in which the information is most   relevant.

     

PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

             

 

 

 

Teacher: Pre-K Week 2                                Week of: August 11-15. 2014         Topic: My School/My Friends       Georgia’s Pre-K Program                                                                                                                                                                                        

                                                                                                                                                                 Weekly Lesson Plan Template (LPT2013#1)

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:40

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

Large   Group/

Opening   Activity

8:40-9:00

 

 

 

 

 

 

 

9:00-9:10

 

 

 

 

 

9:10-9:30

Activity: Gather – “Come to the   Circle” Greeting –Greg & Steve   “Friends” / Job chart

Message - photo of small group management board

 

S: APL5.4b,   CLL8.4d

Activity: Gather/Greet/Jobs

Message/photo of boy and girl

introduce attendance chart with children's photos

 

 

S: APL5.4b,   CLL8.4d

Activity: Gather/Greet/Jobs

Message/symbol for visitor

 

 

 

 

S: APL5.4b,   CLL8.4d

Activity: Gather/Greet/Jobs

Message/heart

(add to attendance chart - intro absent child ritual)

 

 

S: SED5.4d,   CLL8.4d

Activity: Gather/Greet/Jobs

Message/cooking symbol

 

 

 

 

S: APL5.4b, CLL8.4d

Music with Movement: The   Wiggles "Shakey Shakey"

 

 

 

S: CR1.4a,   PDM5.4a

Music with Movement: Greg   & Steve "The World Is a Rainbow" (intro scarves or streamers)

 

S: CR1.4a,   PDM5.4a

Music with Movement: "Many   Friends" (tune - "Father Abraham") move arms, legs together

 

S: CR1.4a,   PDM5.4a

Music with Movement: Greg   & Steve "Popcorn" (use sheet or blanket and balled-up paper   popcorn)

 

S: SED5.4b,   PDM5.4a

Music with Movement: Dr.   Jean - "Mother Gooney Bird" coordinate movements of arms, feet, etc.

 

S: CR1.4a,   PDM5.4b

Book #1: Mouse’s First Day

Re-read; relate to experiences last week

 

S: CLL5.4d,   MA3.4d

Book #1: I Like Me

What do you like about yourself?

 

S: SED1.4b

Book #1: Chicka Chicka Boom   Boom

 

 

S: CLL8.4a

Book #1: Splat the Cat

 

 

 

S: CLL1.4a,   CLL5.4c

Book #1: A Splendid Friend   Indeed (friends like to do different things)

 

S: SS1.4b

9:30 -9:45    Small Group Time (see Small Group Template for detailed plans)

 

9:45-10:00

Phonological Awareness:

“Alligator   Pie" (use different voices)  

 

S: CLL6.4a

Phonological Awareness:

“Alligator   Pie" (use different voices)  

 

S: CLL6.4a

Phonological Awareness:  

“A Boom   Chicka Boom" (use different voices)  

 

S: CLL6.4a

Phonological Awareness:

“A Boom   Chicka Boom" (use different voices)  

 

S: CLL6.4a

Phonological Awareness:

“Who Has   the Penny?"

 

 

S: CLL6.4a

10:00-10:50       Recess/Snack/Bathroom: Materials and/or activity choices for outdoor   play: playground   balls, outdoor book bags

10:50-11:00

 

 

 

 

 

 

Book #2: Chrysanthemum (names)

 

 

S: SED1.4b,   SED1.4a

Book #2: Rainbow   Fish (sharing)

 

 

S: SED5.4e

Book #2: Amy Is a Friend (class   book) learning friend's names

 

 

S: SED1.4a,   CLL8.4d

Book #2: selection from Frog   and Toad Are Friends

 

 

S: SED1.4a

Book #2: The Rain Came Down

(feeling mad)

 

 

S: SED2.4b,   SED 2.4d

11:00 – 12:00

Center Time

Center Time

Center Time

Center Time

Center Time

 

12:00-12:10

Clean up/Transition

Activity: Learning Station   "From Your Seat"

 

 

 

S: PDM5.4a,   CLL1.4b

Clean up/Transition

Activity: Greg & Steve   "Listen and Move"

"Hands Up, Hands Down" fingerplay

 

S: CLL1.4b

Clean up/Transition

Activity: The Wiggles "Dr.   Knickerbocker"

"Clap, Clap, Clap, STOP" fingerplay

 

S: CLL1.4b

Clean up/Transition

Activity: Parachute Express   "All Around the Kitchen"

"Clap, Clap, Clap, STOP" fingerplay

 

S: CLL1.4b

 

Clean up/Transition

Activity: Learning Station   "Get Funky"

"Simon Says Touch Your Shoulders"

 

S: CR1.4a,   CLL1.4b, SC3.4c

 

12:10-12:25

Large Group Literacy: Sing   "There Was A Kid" tune-BINGO

(6 children)

 

 

S: CLL8.4d

Large Group Literacy: Sing   "There Was a Kid" tune-BINGO

(6 children)  

 

 

S: CLL8.4d

Large Group Literacy: Review   class rules - use chart - child points as class reads

 

 

S: CLL2.4a,   CLL8.4d

Large Group Literacy: The   Little Engine That Could - Show title, author, illustrator

 

 

S: CLL5.4c

Large Group Literacy: Chrysanthemum   - Discuss main character, setting using star, world symbols. Introduce   problem symbol (mag. glass)

S: CLL5.4c,   CLL8.4d

12:25-12:35

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

12:35-1:05

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

 

1:05-1:20         Transition from Lunch /Bathroom

 

1:20-2:20

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

2:20-2:40

Book #3 Peter's Chair

 

S: CLL5.4c

Book #3: Little Blue, Little   Yellow

 

S: SED5.4e

Book #3: Tucker's Best School   Day

 

S: SS3.4b

Book #3: child choice - child   chooses book to read

S: CLL5.4c

Book #3: Don't Let the Pigeon   Drive the Bus (feelings)

S: SED5.4d,   CLL8.4a

 

2:40-2:50

 

 

 

 

 

Closing Activity:

Review – use microphone

“What did you do at school today?

"How Are You?"  

"Goodbye Friends"

 

S: MA3.4d,   APL5.4b

Closing Activity:

"Simon Says" review

"Goodbye Friends"

 

 

 

 

S: MA3.4d,   APL5.4b

Closing Activity:

refer back to message board -"Who did we meet from   our school today?"

"Goodbye Friends"

 

 

S: MA3.4d,   CLL2.4b

Closing Activity:

Bean Bag Toss Review

"How Are You?"

"Goodbye Friends"

 

 

 

S: MA3.4d,   APL5.4b

Closing Activity:

show classroom items on tray - remove one "What's   missing?"

"Goodbye Friends"

 

 

 

S: SC1.4a,   APL5.4b

 

2:50-3:05

 

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

 

 

 

 

 

 

 

 

 

 

 

Planning for Additional Instructional Activities (story   times, music/movement, transitions, large group meetings, etc.) This space is   provided for optional use to document additional instructional activities   planned throughout the week.

 

Activity: selected centers open

 

postcard to parents - 4x6 photos of children, glue on   paper, add child's writing/ dictation to opposite side

 

 

 

 

S: CLL9.4b,   CLL9.4c

Activity: selected centers open

 

postcard to parents - 4x6 photos of children, glue on   paper, add child's writing/ dictation to opposite side

 

color mixing - blue, yellow paint

 

S: CLL9.4b,   CLL9.4c, CR2.4a

Activity: selected centers open

 

invite school worker(s) to visit class and talk with   children informally about their jobs (take photo for book)

 

 

 

 

S: SS2.4a

Activity: selected centers open

 

postcard to parents - 4x6 photos of children, glue on   paper, add child's writing/ dictation to opposite side

 

color mixing - blue, yellow paint

 

S: CLL9.4b,   CLL9.4c, CR2.4a

Activity: selected centers open

 

Cooking - follow recipe to make trail mix (cereal,   pretzels, etc.)

 

 

 

 

S: CLL8.4d,   PDM2.4a, PDM2.4b

 

*Small Group Instruction: See small group lesson plan page for the current week.

*Documentation of   plans for collection of assessment will be reflected on lesson plan or   optional Planning for Assessment Template.
  PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

 

 

 

 

 

 

 

 

 

 

Small Group Template One             Teacher: Pre-K Week 2                                                                          Week of: AUGUST 11-15, 2014

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment).

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.  

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher directed

Ms. Hogan

Activity:

BEFORE   SG TIME -explain management board

AT SCHOOL collage - school catalogs, photos of children,   paper, glue sticks

write children's comments

Students:

 

 

S: SS3.4a

Activity:

BEFORE   SG TIME -explain management board

AT SCHOOL collage - school catalogs, photos of children,   paper, glue sticks

write children's comments

Students:

 

 

S: SS3.4a

Activity:

Read   Cookie’s Week

Discuss main character, setting - use symbols  

 

 

 

Students:

 

 

S: CLL5.4c,   CLL8.4d

Activity:

Read   Cookie’s Week

Discuss main character, setting - use symbols

 

 

 

Students:

 

 

S: CLL5.4c,   CLL8.4d

Activity:

Examine   pebbles w/magnifying glass / provide containers for sorting

 

 

Students:

 

 

 

S: SC1.4a,   SC1.4b, SC2.4b

Teacher directed

Mrs. Wilcher

 

 

 

 

 

 

 

 

 

 

Independent

x

Activity:

Tour   block center/discuss rules, clean-up

 

Students:

 

 

 

S: SED3.4a

 

Activity:

Tour   block center/discuss rules, clean-up

 

Students:

 

S: SED3.4a

     

Activity:

Tour dramatic play center / discuss rules, clean-up

 

Students:

 

S: SED3.4a

Activity:

Tour dramatic play center / discuss rules, clean-up

 

Students:

 

S: SED3.4a

Activity:

Friend   BINGO (informal discussion about being   friends)

Students:

 

 

 

 

 

 

 

S: SED5.4a,   APL5.4a

              

 

Activity: Explore playdough

Students:

Rylan C., Caylen, Sa’Hara,

Adrian, Ninel, Ryland, Leslie, Onyx

 

S: CR2.4a,   PDM4.4a

 

 

Planning for Individualization (use this space as needed)

Planning for individualization may be documented below or   on the main page of the Lesson Plan Template

 

 

Student(s): Activity/Skill: Lunch #

Student(s):

Activity/Skill: Lunch #

Student(s):

Activity/Skill: Lunch #

Student(s):

 

Activity/Skill: Lunch #

Student(s):      

Activity/Skill:      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Planning for Assessment Template

Teacher: Week   2

Required documentation of plans for collecting assessment throughout the instructional day can be noted on the lesson plan template or by using the following format.

Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day, therefore there will be no evidence of planning for many items collected.

Indicate specific activities below. Not all spaces are expected to be filled in weekly. This is an organizational tool to help with weekly planning and preparation for collecting assessment documentation. See sample online at www.decal.ga.gov.

MATRIX

PHOTOS with descriptor

OBSERVATIONAL NOTES

WORK SAMPLES

Monday

Skipping – Outside Time

during   centers - sensory tubs, science materials

 

At   School collage - small group

Tuesday

     

during   centers - sensory tubs, science materials

     

At   School collage - small group

color mixing - other instructional activities

 

Wed.

following   directions in a song or chant - large group

     

     

     

Thursday

     

     

     

color   mixing - other instructional activities

Friday

following   directions in a song or chant - large group

     

     

     

 

Notes, comments & reminders

Many teachers find it helpful to document the functional   component and the performance indicators on assessment documentation. This   information helps to clearly define the area in which the information is most   relevant.

Complete SLO’s!

PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

             

Teacher: Pre-K Plans Week 3                   Week of: August 18-22, 2014         Topic: My School/My Friends       Georgia’s Pre-K Program                                                                                                                                                                                        

                                                                                                                                                                 Weekly Lesson Plan Template (LPT2013#1)

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:40

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

Large   Group/

Opening   Activity

8:40-9:00

 

 

 

9:00-9:10

 

 

 

 

 

9:10-9:30

Activity: Gather/Greet

Greg   & Steve "The World Is a Rainbow" (all   week)

Jobs   - add 2 more

Message   - bottle cap

 

S: SS   4.4a, APL5.4b,CLL8.4d

Activity: Gather/Greet/Jobs

Message   - picture of rhythm instrument

 

 

 

S: APL5.4b, CLL8.4d

Activity: Gather/Greet/Jobs Message - paper plate

 

 

 

 

S: APL5.4b, CLL8.4d

Activity: Gather/Greet/Jobs Message - visitor symbol

 

 

 

 

S: APL5.4b, CLL8.4d

Activity: Gather/Greet/Jobs Message -   cooking symbol

 

 

 

 

S: APL5.4b, CLL8.4d

Music with Movement: Greg & Steve "On the Move"   (variety of dances)

 

S: PDM5.4a,   CR1.4a

Music with Movement: Learning Station "Get Funky" (dance   moves following directions)

S: PDM5.4b,   CR1.4a

Music with Movement: paper plate dance

 

S: PDM5.4b,   CR1.4a

Music with Movement: Dr. Jean "Tooty Ta"

body   movements in sequence

 

S: PDM5.4a,   CR1.4a

Music with Movement: "Here We Go Zudeo" (traditional   partner song)

 

S: PDM5.4a,   APL5.4a

Book #1: Friends (What do friends do   together? What do you do with your friend?)

 

S: SED1.4a

Book #1: How to Lose All Your   Friends

 

S: SED5.4e

Book #1: Mortimer (emphasize sounds)

 

 

S: CLL5.4c,   CLL6.4a

Book #1: We Are Best Friends  

 

 

S: SED1.4a,   SED1.4b

Book #1: Silly Sally

 

S: CLL8.4c,   CLL6.4b

 

9:30 -9:45    Small Group Time (see Small Group Template for detailed plans)

 

9:45-10:00

Phonological Awareness:

"Who   has the bottle cap?

 

S: CLL6.4a

Phonological Awareness:

Use   3 instruments with different sounds- teacher plays/children join in if they   have a match

 

S: CLL6.4a

Phonological Awareness:  

"Down   by the Bay" (show pictures of   rhyming pairs)

 

S: CLL6.4b

Phonological Awareness:

Re-read   Mortimer / stop to let children   fill in sounds

 

S: CLL6.4a,   CR4.4c

Phonological Awareness:

"Down   by the Bay" (show pictures of   rhyming pairs)

 

S: CLL6.4b

10:00-10:50       Recess/Snack/Bathroom: Materials and/or activity choices for outdoor   play: playground   balls, outdoor book bags

 

10:50-11:00

 

 

 

 

Book #2: Brown Bear Brown Bear

 

 

S: CLL8.4b,   CLL8.4c

Book #2 If You're Happy and You   Know It: Jungle Edition

 

 

S: CLL8.4b,   CLL8.4c

Book #2: May I Bring a Friend?

 

 

S: SED2.4b,   SED5.4d

Book #2: Wodney Wat (being accepted)

 

 

S: SED5.4e,   SED5.4d

Book #2: Don't Let The Pigeon   Drive the Bus (feelings)

 

 

S: SED2.4b,   CLL8.4b

11:00 – 12:00

Center Time

Center Time

Center Time

Center Time

Center Time

 

12:00-12:10

Clean up/Transition

Activity: Learning Station "Body   Boogie" (move, stretch parts of body) fingerplay - "Oon Guy, Moon   Guy"

 

S: PDM5.4a

Clean up/Transition

Activity: Greg & Steve "Animal   Action" (jump, gallop, stretch)

song   - "If You're Happy…"

 

S: PDM5.4a,   CR3.4a

Clean up/Transition

Activity The Wiggles “Get Ready to Wiggle”   fingerplay - "Arms Are Starting to Wiggle"

 

S: CR1.4a,   PDM5.4a

Clean up/Transition

Activity: Tooty Ta (on CD) fingerplay -   "Hands Up, Down, All Around"

 

S: PDM5.4a,   CR1.4a

 

Clean up/Transition

Activity: Learning Station "From Your Seat"

 

S: CLL1.4b

 

12:10-12:25

Large Group Literacy: act out Brown   Bear w/headbands

 

 

S: CLL5.4b, CR4.4a

Large Group Literacy act out Brown   Bear w/headbands

 

 

S: CLL5.4b,   CR4.4a

Large Group Literacy: act out Brown   Bear w/headbands

 

 

S: CLL5.4b,   CR4.4a

Large Group Literacy: shared reading "Who   Do You See?"- class book

 

S: CLL8.4b,   CLL8.4c

Large Group Literacy: shared reading - chart "How to Keep a   Friend"

 

S: CLL8.4b,   CLL8.4c

 

12:25-12:35

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

12:35-1:05

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

1:05-1:20              Transition from Lunch /Bathroom

 

1:20-2:20

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

2:20-2:40

Book #3 Who Sank the Boat? (These friends rode   together in a boat - what do you do with your friends?)

S: SS1.4b,   SED1.4b

Book #3: paper doll storytelling (cut out chain of friends as teacher tells   story)

 

S: APL5.4b

Book #3: Duck in a Truck (listen for how Duck's   friends helped)

 

S: CLL5.4c,   CLL5.4a

Book #3: Leader’s choice

 

 

S: CLL5.4c

Book #3: Jump Frog Jump

 

 

S: CLL8.4b,   CLL8.4c

 

 

2:40-2:50

 

 

 

 

 

Closing Activity: Row Your Boat (partner activity)

Fingerplay   - "Five Little Pre-K Friends"

"What   did you do at school today?" review w/microphone

 

 

S: MA3.4d,   APL5.4a

Closing Activity: "Tingalayo"   Parachute Express

"1,2,3,4"   - (1/2 class)

 

 

 

S: CR1.4a,   SED1.4c

Closing Activity: Music Circle (use rhythm instruments, variety of instrumental music)

Sing   "Rules" - read class rules with pointer

 

 

S: CLL8.4b,   CLL8.4c, CR3.4a

Closing Activity: "Jump Jim Joe" (traditional partner song)

Fingerplay   - "Five Friends"

 

 

 

 

S: PDM6.4c,   CR1.4b

Closing Activity: Ella Jenkins "Play Your Instruments" (use rhythm   instruments)

"1,2,3,4"   - 1/2 class

 

 

 

S: CR1.4a,   SED1.4c

 

2:50-3:05

 

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

 

 

 

Planning for Additional Instructional Activities (story   times, music/movement, transitions, large group meetings, etc.) This space is   provided for optional use to document additional instructional activities   planned throughout the week.

 

Activity: selected centers, table activities

writing   center - name cards of some animal book characters - Splat and Franklin, for example

animal   stickers

 

S: CLL9.4b,   CLL9.4a,

Activity: selected centers, table activities

 

Friendly   Faces - collage

Chart   - How to Keep a Friend

 

 

S: CLL9.4a,   CR2.4a

 

Activity: selected centers, table activities

 

Friendly   Faces - collage

Chart   - How to Keep a Friend

 

 

S: CLL9.4a,   CR2.4a

Activity: selected centers, table activities

School   worker visits - talks informally with individual   children   about their role at school (take photo)

 

S: SS4.4b,   APL1.4b

Activity: selected centers, table activities

Cooking   - follow recipe chart to make lemonade or Gatorade (vocabulary -   "ade" means drink)

 

S: CLL8.4d,   MA3.4c, CLL2.4a

 

*Small Group Instruction: See small group lesson plan page for the current week.

*Documentation of   plans for collection of assessment will be reflected on lesson plan or   optional Planning for Assessment Template.
  PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

 

 

 

Small Group Template One             Teacher: Pre-K Plans Week 3                                 Week of: AUGUST 18-22, 2014

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment).

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.  

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher directed

 

Activity:

Examine   pebbles w/magnifying glass / provide containers for sorting

Students:

 

 

S: SC1.4a, SC1.4b, SC2.4b

Activity:

Examine   pebbles w/magnifying glass / provide containers for sorting

Students:

 

 

S: SC1.4a, SC1.4b, SC2.4b

Activity:

Examine   bottle cap collection/ discuss attributes / sort & classify.

Students:

 

 

 

S: MA4.4b

Activity:

Examine   bottle cap collection/ discuss attributes / sort & classify

 

Students:

 

 

S: MA4.4b

Activity:

Examine   bottle cap collection/ discuss attributes / sort & classify

 

Students:

 

 

 

S: MA4.4b

Teacher directed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Independent

x

Activity:

Friend   BINGO (informal discussion about being   friends)

 

Students:

S: SED5.4a, APL5.4a

 

 

 

 

 

 

 

 

 

Activity:

Explore   playdough

 

Students:

JonCarlos, Caylen, Leslie, Rafael, Tamijah,   Sa’Hara

 

 

 

S: CR2.4a

 

Activity:

Friend   BINGO (informal discussion about being   friends)

 

Students:

 

 

 

S: SED5.4a, APL5.4a

 

 

 

 

 

 

 

Activity:

Explore playdough

 

 

Students:   Adrian, Tabitha, Ryland, D., Nicholas,   Hunter, Dakota, Jada

 

 

S: CR2.4a

 

Activity: Re-read Splat the Cat; ask   "thinking" questions

 

Students:

 

 

 

S: CLL1.4a, CP1.4

 

 

 

 

 

 

 

 

 

 

Activity: Write letters to friends (name cards, envelopes, stamps)

 

Students: Alejandro,   Onyx, Rylan C., Cayden, Maddox, Ninel, Martavirus

 

 

S: CLL9.4a, CLL9.4b

 

Activity: Re-read Splat the Cat; ask   "thinking" questions

 

Students:

 

 

S: CLL1.4a, CP1.4b

 

 

 

 

 

 

 

 

Activity Write letters to friends (name cards, envelopes, stamps)

 

Students:

JonCarlos,   Caylen, Leslie, Rafael, Tamijah, Sa’Hara

 

 

 

 

S: CLL9.4a, CLL9.4b

 

Activity:

Re-read Splat the Cat; ask   "thinking" questions

Students:

 

 

 

 

 

 

S: CLL1.4a, CP1.4b

 

 

 

 

     Activity:   Write letters to   friends (name cards, envelopes, stamps)

 

Students:   Adrian, Tabitha, Ryland, D., Nicholas,   Hunter, Dakota, Jada

 

 

S: CLL9.4a, CLL9.4b

 

 

Planning for Individualization (use this space as needed)

Planning for individualization may be documented below or   on the main page of the Lesson Plan Template

 

 

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teacher:   Pre-K Week 3

Planning for Assessment Template

Required documentation of plans for collecting assessment throughout the instructional day can be noted on the lesson plan template or by using the following format.

Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day, therefore there will be no evidence of planning for many items collected.

Indicate specific activities below. Not all spaces are expected to be filled in weekly. This is an organizational tool to help with weekly planning and preparation for collecting assessment documentation. See sample online at www.decal.ga.gov.

MATRIX

PHOTOS with descriptor

OBSERVATIONAL NOTES

WORK SAMPLES

Monday

 

 

children's exploration of pebbles

ST A2, ST D2

 

Tuesday

 

 

children's exploration of pebbles

ST A2, ST D2

 

Wed.

bottle cap exploration (small group)

 

 

small group - Splat the Cat; ask questions about 1-2 pages

LL B3 or LL C4

 

writing/drawing/painting during centers,   afternoon activities

Thursday

bottle cap exploration (small group)

 

 

small group - Splat the Cat; ask questions   about 1-2 pages

LL B3 or LL C4

 

writing/drawing/painting during centers,   afternoon activities

Friday

bottle cap exploration (small group)

 

 

small group - Splat the Cat; ask questions   about 1-2 pages

LL B3 or LL C4

 

writing/drawing/painting during centers,   afternoon activities

 

Notes, comments & reminders

Many teachers find it helpful to document the functional   component and the performance indicators on assessment documentation. This   information helps to clearly define the area in which the information is most   relevant.

     

PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

             

Teacher:   Pre-K Plans Week 4                      Week of: August 25-29, 2014         Topic:          SHOES                  Georgia’s Pre-K Program                                                                                                                                                                                      

                                                                                                                                                                Weekly Lesson Plan Template (LPT2013#1)

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:40

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

Large   Group/

Opening   Activity

8:40-9:00

 

 

9:00-9:10

 

 

 

 

 

9:10-9:30

Activity: Gather/Greet - Greg & Steve "Rise & Shine" Jobs/Attendance

Message   - photo of shoe

 

S: SS4.4a,   CLL8.4d

Activity: Gather/Greet/Jobs

Message   - picture of red shoes inside a symbol of a book

 

 

S: :   SS4.4a, CLL8.4d

Activity: Gather/Greet/Jobs

Message   - symbol for parade

 

 

 

S: SS4.4a,   CLL8.4d

Activity: Gather/Greet/Jobs

Message   - visitor

 

 

 

S: SS4.4a,   CLL8.4d

Activity: Gather/Greet/Jobs

Message   - cooking symbol

 

 

 

S: SS4.4a,   CLL8.4d

Music with Movement: Hokey Pokey" (move, shake body parts)

 

 

S: CR1.4a,   PDM5.4a

Music with Movement: Hap Palmer "This Is a Story About   Sammy" (jump, hop, crawl)

 

S: CR1.4a,   PDM5.4a

Music with Movement: Cha Cha Slide" (repetitive dance moves)

 

 

S: CR1.4a,   PDM5.4a

Music with Movement: Learning Station "Tony Chestnut" (point to body parts; increase speed of motions)  

CR3.4a,   PDM5.4b S:

Music with Movement: "Move and Freeze" Learning Station

 

 

CR1.4a,   PDM5.4a S:

Book #1: Who Wears Shoes? big book - introduce   topic

S: SS4.4b

Book #1 : New Shoes for Silvia

 

S:   SS4.4b

Book #1: Mrs. Grindy's Shoes

 

S: SS4.4b

Book #1: The Gingerbread Man

S: CLL8.4b,   CLL8.4c

Book #1: Caps for Sale

 

S: CLL8.4b,   CLL8.4c

 

9:30 -9:45    Small Group Time (see Small Group Template for detailed plans)

 

9:45-10:00

Phonological Awareness: "Who has the red shoe?" - call and   response

 

S: CLL6.4a

Phonological Awareness: "Who has the red shoe?" - call and   response

 

S   CLL6.4a

Phonological Awareness: "I Say Cat, You Say Mat" - use   pictures

 

S: CLL6.4b

Phonological Awareness: "I Say Cat, You Say Mat" - use   pictures

 

S: CLL6.4b

Phonological Awareness: "Find the Sound"

 

 

S: CLL6.4a

10:00-10:50       Recess/Snack/Bathroom: Materials and/or activity choices for outdoor   play: playground   balls, outdoor book bags

 

10:50-11:00

 

 

 

Book #2: Silly Sally (pause to fill in   rhymes)

 

S: CLL6.4b

Book #2: Red Shoes (storytelling- relate to Silvia's Shoes)

S: CLL5.4c

Book #2: Frog and Toad; The Lost   Button (friends, helping)

 

S: SED5.4d

Book #2: Shoe-la-la (what was the problem? how   did they fix it?)

S: CLL5.4c

Book #2: Whose Shoes?   (different jobs)

 

S: SS4.4b

11:00 – 12:00

Center Time

Center Time

Center Time

Center Time

Center Time

 

12:00-12:10

Clean up/Transition

Activity: Learning Station "Body   Boogie" (move, stretch parts of body) fingerplay - "Oon Guy, Moon   Guy"

 

S: PDM5.4a

Clean up/Transition

Activity: Greg & Steve "Animal   Action" (jump, gallop, stretch)

song   - "If You're Happy…"

 

S: PDM5.4a,   CR3.4a

Clean up/Transition

Activity The Wiggles “Get Ready to Wiggle”   fingerplay - "Arms Are Starting to Wiggle"

 

 

S: CR1.4a,   PDM5.4a

Clean up/Transition

Activity: Tooty Ta (no CD) fingerplay -   "Hands Up, Down, All Around"

 

 

S: PDM5.4a,   CR1.4a

 

Clean up/Transition

Activity: Learning Station "From Your Seat"

 

 

 

S: CLL1.4b

 

12:10-12:25

Large Group Literacy:

re-read   Who Wears Shoes? - highlight text   for children to read

S   CLL8.4b, CLL8.4c

Large Group Literacy

Who Do You See? class book shared   reading

 

S: CLL8.4b,   CLL8.4c

Large Group Literacy

Who Wears Shoes? - show me something you   know

 

S   CLL8.4d, CLL7.4a

Large Group Literacy: act out Cinderella

 

 

S: CLL5.4b,   CR4.4a

Large Group Literacy:

act   out Cinderella

 

 

S: CLL5.4b,   CR4.4a

12:25-12:35

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

12:35-1:05

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

1:05-1:20              Transition from Lunch /Bathroom

 

1:20-2:20

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

2:20-2:40

Book #3 The Foot Book

 

S: CLL6.4b

Book #3: Pete the Cat: Rockin' My   School Shoes

S: SS2.4b

Book #3: Cinderella

 

S   CLL5.4c

Book #3: child's choice  

 

S: CLL5.4c

Book #3: I Went Walking

 

S: CLL5.4d

 

2:40-2:50

Closing Activity "Row Your Boat" with partners, then with 3 children   (problem solving)

"Tell   Us What You Did Today" (tune - Mary…Lamb)- microphone

S   PDM5.4a, CP3.4b, MA3.4d

Closing Activity: scarf dancing

Refer   back to message board "What did we learn about red shoes? Who had red shoes?"

 

S: CR1.4a,   CLL4.4c

Closing Activity: Parade (march music)

"Amy,   Amy how are you? Who is sitting next   to you?" - review names

 

S: PDM5.4a,   SED1.4a

Closing Activity: Musical Hoops

"Simon   Says" review (SS "If you played in blocks today, stand up,"   etc.

 

S: CP3.4b,   PDM5.4a, MA3.4d

Closing Activity: Music Circle (Greg & Steve "Listen and Move"   instrumental only)

"What   Will You do This Weekend…Turn and tell a friend."

S: MA3.4d,   CLL4.4c

2:50-3:05

 

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

 

 

Planning for Additional Instructional Activities (story   times, music/movement, transitions, large group meetings, etc.) This space is   provided for optional use to document additional instructional activities   planned throughout the week.

 

Activity: selected centers, table activities

writing   center - name cards of some animal book characters - Splat and Franklin, for example

animal   stickers

 

S: CLL9.4b,   CLL9.4a,

Activity: selected centers, table activities

 

Friendly   Faces - collage

Chart   - How to Keep a Friend

 

 

S: CLL9.4a,   CR2.4a

 

Activity: selected centers, table activities

 

Friendly   Faces - collage

Chart   - How to Keep a Friend

 

 

S: CLL9.4a,   CR2.4a

Activity: selected centers, table activities

School   worker visits - talks informally with individual   children   about their role at school (take photo)

 

S: SS4.4b,   APL1.4b

Activity: selected centers, table activities

Cooking   - follow recipe chart to make lemonade or Gatorade (vocabulary -   "ade" means drink

 

S: CLL8.4d,   MA3.4c, CLL2.4a

 

*Small Group Instruction: See small group lesson plan page for the current week.

*Documentation of   plans for collection of assessment will be reflected on lesson plan or   optional Planning for Assessment Template.
  PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

*Library   Story Time Wednesday @ 9:00 A.M

 

 

 

Small Group Template One             Teacher:       Pre-K plans week 4                                    Week of: AUGUST 25-29, 2014

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment).

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.  

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher   directed-

Activity:   Level 1 sorting with attribute buttons

 

 

 

Students:   Group 1:

S:   MA4.4b

Activity: Level 2 sorting with attribute buttons - ask to re-sort

 

 

 

Students:   Group 2:

 

 

S:   MA4.4b

Activity: Level 2 sorting with attribute buttons - ask to re-sort

 

 

 

Students:   Group 3:

S:   MA4.4b

Activity:   Level 1 sorting- model, practice

use   new materials (cubes, pattern tiles) for transference

 

Students:   Group 1:

 

 

S:   MA4.4b

Activity:   Rhyming BINGO (if teacher-made add in shoe words)

 

 

Students: New Group 1 –

 

 

S:   CLL6.4b

Teacher directed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Independent

x

Activity:   demo materials for shoe store; discuss use, clean-up

 

Students: Group 2:

 

 

 

 

 

 

 

 

 

 

S:   SED5.4b, APL5.4a,   SS4.4b

 

 

Activity:   writing center - work on Shoe Book (provide   word cards, stencils, shoe-shaped books)

 

Students: Group 3:

 

S:   CLL9.4a, CLL9.4b,   CLL9.4c, CLL9.4d

Activity: demo   materials for shoe store; discuss use, clean-up

 

Students:   Group 3:

 

 

 

 

 

 

 

 

S:    SED5.4b, APL5.4a, SS4.4b

 

 

Activity:   writing center - work on Shoe Book (provide word cards, stencils, shoe-shaped   books)

 

Students:   Group 1:

 

 

S:   CLL9.4a, CLL9.4b,   CLL9.4c, CLL9.4d

Activity:   demo materials for shoe store; discuss use,   clean-up

 

Students: Grouyp 1:

 

 

S:   SED5.4b, APL5.4a,   SS4.4b

 

 

 

 

 

 

 

 

Activity:   writing center - work on Shoe Book (provide word cards, stencils, shoe-shaped   books)

 

Students: Group 2

 

S:   CLL9.4a, CLL9.4b,   CLL9.4c, CLL9.4d

Activity:   Read Shoes   by Eliz. Winthrop - re-read and pause to fill in rhyming words

 

Students:   Groups 2 and 3

 

 

S:   CLL6.4b

 

 

 

 

 

 

 

 

 

 

Activity none

 

 

 

 

Students:

 

S:  

 

Activity:   Create/read zip bag books "Can you use some counting words?"

 

Students:   New Group   2 –

 

 

 

S:   MA2.4b, MA1.4c

 

 

 

 

 

 

 

 

 

 

Activity:   use collage materials

 

 

Students:   New Group 3 –

 

 

S:   CR2.4a, PDM6.4a

 

Planning for Individualization (use this space as needed)

Planning for individualization may be documented below or   on the main page of the Lesson Plan Template

 

 

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Planning for Assessment Template

Teacher: Pre-K Plans Week 4

Required documentation of plans for collecting assessment throughout the instructional day can be noted on the lesson plan template or by using the following format.

Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day, therefore there will be no evidence of planning for many items collected.

Indicate specific activities below. Not all spaces are expected to be filled in weekly. This is an organizational tool to help with weekly planning and preparation for collecting assessment documentation. See sample online at www.decal.ga.gov.

MATRIX

PHOTOS with descriptor

OBSERVATIONAL NOTES

WORK SAMPLES

Monday

 button sorting - small group    

 

Center Time – children interacting in shoe   store, role-playing customer and clerk

 

Tuesday

 button sorting - small group    

 

Center Time – children interacting in shoe   store, role-playing customer and clerk

 

Wed.

    button sorting - small group 

 

record children's response to questions Mrs.   Grindy's Shoes

 

Thursday

 

LGL - acting out Cinderella

record children's responses to questions Shoe   La La

 

Friday

  small group - rhyming BINGO, zip bag books   (counting)     

LGL - acting out Cinderella

Center Time – children interacting in shoe   store, role-playing customer and clerk

 

 

Notes, comments & reminders

Many teachers find it helpful to document the functional   component and the performance indicators on assessment documentation. This   information helps to clearly define the area in which the information is most   relevant.

     

PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

             

Teacher:   Pre-K Week 5                Week of: September 2-5, 2014         Topic:    SHOES                      Georgia’s Pre-K Program                                                                                                                                                                                        

                                                                                                                                                                 Weekly Lesson Plan Template (LPT2013#1)

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:40

 

Activity:

 

LABOR   DAY HOLIDAY!

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Large   Group/

Opening   Activity

8:40-9:00

 

 

9:00-9:10

 

 

 

 

 

9:10-9:30

Activity:

 

 

Activity: Gather/Greeting poem   "Friends" by Jill Eggleston /jobs/attendance

Message   - picture of something from shoe store, one-word label

 

 

S: CLL8.4d,   SED5.4a

Activity:

Gather/Greet/   Jobs/Attendance

Message   - berry basket - label   "basket"

(What   could we use this for?)

 

 

 

S: CLL8.4d,   APL5.4b, APL5.4c, CP2.4a

Activity: Gather/Greet/ Jobs/Attendance

Message   -picture of class mascot

 

 

 

S: CLL8.4d,   APL5.4b

Activity: Gather/Greet/ Jobs/Attendance

Message   - visitor symbol / label "visitor"

 

S: CLL8.4d,   APL5.4b

Music with Movement:

 

Music with Movement: "Here's One Foot…Brand New Shoe"   (stand, turn, dance)

 

S: CR3.4a,   PDM5.4a

Music with Movement: "Billy's Shoes are Red and   White." (jump, stomp, dance)

 

S: CR3.4a,   PDM5.4a

Music with Movement: The Wiggles " Dr. Knickerbocker" (move   various parts of body)

 

S:   CR3.4a, PDM5.4a, SC3.4c

Music with Movement: Greg & Steve "Beanbag Boogie"   (with beanbags)

 

 

S:   CR3.4a, PDM5.4b

Book #1:

 

Book #1 Birdie's Big Girl Shoes (Have you ever seen   your baby shoes? What makes shoes "big girl" shoes?)

 

S:   CLL1.4a, CLL5.4d

Book #1: Pete the Cat: I Love My   White Shoes (what color are your shoes?)

 

S: CLL5.4d,   SC4.4c

Book #1: Rex (about taking home   class pet) Introduce class mascot -   will go home each weekend)

 

 

S: SS3.4b

Book #1: Whose Shoes? Anna Hines   (read to emphasize interesting vocabulary)

 

 

S: CLL2.4a

 

9:30 -9:45    Small Group Time (see Small Group Template for detailed plans)

 

9:45-10:00

Phonological Awareness:

 

 

 

 

Phonological Awareness:

 

Scat Like That” (call   and response)

 

S:   CLL6.4a

Phonological Awareness:

 

sing   "Down on Grandpa's Farm" make animal noises; other things on farm

S: CLL6.4a

Phonological Awareness:

retell   Mortimer - children make sounds   ("whap, whap, whap!")

S: CLL6.4a

Phonological Awareness:

 

 

Silly Sally

 

S: CLL6.4b, CLL6.4c

10:00-10:50       Recess/Snack/Bathroom: Materials and/or activity choices for outdoor   play: playground   balls, outdoor book bags

 

10:50-11:00

 

 

 

Book #2:

 

Book #2 Chicka Chicka Boom Boom   (with   CD)

 

S: CLL7.4a

Book #2: class book- Amy is a   Friend of Mine

 

S: CLL8.4b,   CLL8.4c, CLL8.4d

Book #2: Mean Soup

 

S: SED   2.4d,

Book #2: : My Friends (Taro Gomi)

 

S: SED5.4a

11:00 – 12:00

Center Time

Center Time

Center Time

Center Time

Center Time

 

12:00-12:10

Clean up/Transition

Activity:

 

Clean up/Transition

Activity: "Get Funky" Learning Station

"Oon   Guy Moon Guy"

 

 

S: PDM5.4a,   CLL6.4a

Clean up/Transition

Activity The Wiggles "You Make   Me Feel Like Dancing"

fingerplay   - "Itsy Bitsy Spider" (ran up spout, danced up spout, etc)

S: CR1.4a,   PDM6.4c

Clean up/Transition

Activity: Greg & Steve "Body Rock"

fingerplay   - "Hands Up, Hands down, Hands All Around"

S: PDM5.4a,   CR1.4a

 

Clean up/Transition

Activity: Greg & Steve "Animal Action"

fingerplay   - "Five Little Monkeys"

 

 

S: PDM5.4a,   MA1.4f

 

12:10-12:25

Large Group Literacy:

 

 

Large Group Literacy:

 

Mrs. Grindy's Shoes (show me something you   know) children point out words, pictures   or letters  

 

 

S: CLL8.4d,   CLL7.4a

Large Group Literacy:

 

Mrs. Grindy's Shoes - discuss main   character, setting, problem

 

 

 

 

S   CLL5.4c

Large Group Literacy:

 

Monster Sandwich - Joy Cowley (note author - same as Mrs. Grindy)

S: CLL5.4c

Large Group Literacy:

 

Act   out Red Shoes

 

S: CLL5.4b,   APL5.4b, CR4.4a

12:25-12:35

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

12:35-1:05

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

1:05-1:20              Transition from Lunch /Bathroom

 

1:20-2:20

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

2:20-2:40

Book #3

 

Book #3: If You Give a Mouse a   Cookie

S: CLL5.4c,   CP1.4a

Book #3: child's choice

 

S   CLL5.4c

Book #3: Ira Sleeps Over

 

S: SS1.4b

Book #3: The Grouchy Ladybug

 

S: SED2.4b

 

2:40-2:50

Closing Activity

 

Closing Activity "Here's One   Foot"

"Simon Says" review

 

 

S: SS2.4b, MA3.4d

Closing Activity Shakey Shakey"   Parachute Express

Show berry basket - Who used this today? What did you make?

 

S: PDM5.4a, MA3.4d

Closing Activity Here We Go Zudeo -   partner dance

Bean bag Review

 

S: MA3.4d, PDM5.4a

Closing Activity: Hap Palmer "This Is   a Story about Sammy"

Who came to visit us today?   What do they do? Show photos from previous school visitors

S: MA3.4d, SS4.4b

2:50-3:05

 

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

 

 

Planning for Additional Instructional Activities (story   times, music/movement, transitions, large group meetings, etc.) This space is   provided for optional use to document additional instructional activities   planned throughout the week.

 

Activity:

 

Activity: table activities, writing center

shoe   lace painting

S: CR2.4a,   APL1.4b

Activity: table activities, writing center

shoe   lace painting

 

 

S: CR2.4a,   APL1.4b

Activity: table activities, writing center

shoe   lace painting

 

S: CR2.4a,   APL1.4b

Activity: table activities, writing center

School   worker visits informally - take photos for book

S:   APL1.4b, SS4.4b

 

*Small Group Instruction: See small group lesson plan page for the current week.

*Documentation of plans for collection of   assessment will be reflected on lesson plan or optional Planning for   Assessment Template.
  PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

 

MEDIA CENTER   STORYTIME

WEDNESDAY @   9:00 AM

Small Group Template One             Teacher: Pre-K Week 5                            Week of:    September 2-5, 2014               

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment).

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.  

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher   directed:

 

Activity:  

 

LABOR DAY   HOLIDAY!

 

 

 

 

 

 

Activity: Rhyming BINGO (if teacher-made, add in shoe   words)

 

Students:

 

S:   CLL6.4b

Activity: Rhyming BINGO (if teacher-made, add in shoe   words)

 

Students:

 

S:   CLL6.4b

Activity:   counting 1:1 (8 Little Donuts)

 

 

Students:  

 

S:   MA2.4a

Activity:  

Counting   game w/Sassafras or other puppet

 

Students:

 

S:   MA2.4b

Teacher-directed:

Activity:  

 

 

 

 

 

 

 

 

 

 

 

 

Activity: Create/read zip bag books "Can you use   some counting words?"

 

 

 

Students:  

 

 

S:     MA1.4c, MA2.4b

 

 

 

 

 

 

 

 

 

Activity:   Create/read zip bag books "Can you use   some counting words?"

 

 

 

Students:  

 

 

S:     MA1.4c, MA2.4b

 

 

 

 

 

Activity:   Group B: Read Rainbow Fish or other appropriate story: introduce water colors   - discuss storage in art center

 

Students:

 

 

S:   CR2.4a

 

 

 

 

 

 

 

 

Activity:   Group C: Read Rainbow Fish or other appropriate   story: introduce water colors - discuss storage in art center.

 

Students:  

 

 

S:   CR2.4a, SED3.4a

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Independent

x

Activity:  

 

 

Activity:   use collage materials

 

 

 

 

Students:

 

CR2.4a, PDM6.4a

Activity:   use collage materials

 

 

 

 

Students:

 

CR2.4a, PDM6.4a

Activity explore shoe store materials, read shoe books  

 

 

Students:  

 

S:   CLL8.4a, SS4.4b,   SS4.4c

 

Activity explore shoe store materials, read shoe   books

 

 

Students:  

 

S:   CLL8.4a, SS4.4b,   SS4.4c

 

 

Planning for Individualization (use this space as needed)

Planning for individualization may be documented below or   on the main page of the Lesson Plan Template

 

 

Student(s): Ninel, Leslie, Rylan C.

Activity/Skill: Lunch #’s

Student(s): Dakota, Rafael

Activity/Skill: Lunch #’s

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Planning for Assessment Template

Teacher: Pre-K week 5

Required documentation of plans for collecting assessment throughout the instructional day can be noted on the lesson plan template or by using the following format.

Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day, therefore there will be no evidence of planning for many items collected.

Indicate specific activities below. Not all spaces are expected to be filled in weekly. This is an organizational tool to help with weekly planning and preparation for collecting assessment documentation. See sample online at www.decal.ga.gov.

MATRIX

PHOTOS with descriptor

OBSERVATIONAL NOTES

WORK SAMPLES

Monday

      

 

Center Time – children interacting in shoe   store, role-playing customer and clerk

 

Tuesday

  PA Time (“Scat Like   That”) repeats sounds, matches pitch

small   group - rhyming BINGO, zip bag books (counting)

    

 

Story #1 Birdie's Big Girl Shoes -

responding to questions

 

 

Wed.

     PA Time   ("Down on Grandpa's Farm") makes animal noises

small   group - rhyming BINGO, zip bag books (counting)

 

record children's response to questions Mrs.   Grindy's Shoes

shoe   lace paintings

 

Thursday

PA Time (Mortimer) - makes sounds - "whap, whap,   whap!"

small group: Feed Me game (counting)

 

LGL - acts out story Red Shoes

record children's responses to questions Shoe   La La

shoe   lace paintings

 

Friday

  small group: Feed Me   game (counting)

LGL - acting out Cinderella

Center Time – children interacting in shoe   store, role-playing customer and clerk

shoe   lace paintings

 

 

Notes, comments & reminders

Many   teachers find it helpful to document the functional component and the   performance indicators on assessment documentation. This information helps to   clearly define the area in which the information is most relevant.

 

PS   = Personal and Social Development

LL   = Language and Literacy

M   = Mathematical Thinking

S   = Scientific Thinking

SS   = Social Studies

A   = The Arts

PDH   = Physical Development and Health

             

 

Teacher:   Pre-K Plans Week 6                  Week of: September 8-12, 2014         Topic:        SHOES          Georgia’s Pre-K Program                                                                                                                                                                                      

Weekly Lesson Plan Template (LPT2013#1)

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:40

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

Large   Group/

Opening   Activity

8:40-9:00

 

 

 

 

 

 

9:00-9:10

 

 

 

 

 

9:10-9:30

Activity: Gather/Greet (display songs on chart - child chooses)

Jobs/Attendance

Message:   symbol for class mascot/label - child shares weekend   experience

 

 

S: CLL4.4c, CLL8.4d,

Activity: Gather/Greet (display   songs on chart - child chooses)

Jobs/Attendance

Message: book w/picture of   Pigeon/label

 

 

S: :   CLL8.4d, SS2.4a

Activity: Gather/Greet (display songs on chart - child chooses)

Jobs/Attendance

Message: paper plate/label

 

 

 

S: CLL8.4d, APL5.4b

Activity: Gather/Greet (display songs on chart - child chooses)

Jobs/Attendance

Message:   visitor/label

 

 

S: CLL8.4d, APL5.4b

Activity: Gather/Greet (display songs on chart - child chooses)

Jobs/Attendance

Pick   child to take home mascot

Message:   cooking symbol/label

 

 

S: CLL8.4d, APL5.4b

Music with Movement: The   Wiggles "Dr. Knickerbocker" (move body parts in sequence)

 

 

S: PDM5.4a, CR3.4a

Music with Movement: Greg   and Steve "On the Move" (walk, jump, skate

 

S: PDM5.4a, CR3.4a

Music with Movement: paper   plate dancing/intro plate skate

 

 

S: PDM5.4a, CR3.4a

Music with Movement: "Billy's   Shoes are Red and White" (children choose motion

S: PDM5.4a, CR3.4a

Music with Movement: " Cha   Cha Slide" (imagine different shoes - flippers, boots)

 

 

S: PDM5.4a, CR3.4a

Book #1: Who Took My Shoe

S: CLL5.4c, CP2.4d, CP3.4b

Book #1 : Silly Sally

 

S:   CLL6.4b, CLL6.4c

Book #1: Shoe-la-la

 

S: CLL2.4a

Book #1: Pete the Cat: I Love My White Shoes

 

S: CLL5.4d, SC4.4c

Book #1: Whose Shoes?   (class book)

 

S: CLL9.4c, CP3.4b

 

 

 

 

9:30 -9:45    Small Group Time (see Small Group Template for detailed plans)

 

9:45-10:00

Phonological Awareness: "   Higgledy Piggledy Bumble Bee"   w/names of 1/2 class

S: CLL6.4e

Phonological Awareness: "   Higgledy Piggledy Bumble Bee" w/names of 1/2 class

S: CLL6.4e

 

Phonological Awareness: "Five   Pairs of Shoes “

S: CLL6.4b

Phonological Awareness: Rhyming   cube

 

S: CLL6.4b

Phonological Awareness: "   Higgledy Piggledy" (with word cards)

S:   CLL6.4e

 

 

10:00-10:50       Recess/Snack/Bathroom: Materials and/or activity choices for outdoor   play: balls/small laundry basket; binoculars

 

10:50-11:00

 

 

 

Book #2: Don't Let the Pigeon Drive the Bus (facial expressions/feelings)

 

S: SED2.4b, CLL5.4c

Book #2: The Pigeon   Wants a Hotdog (relate to previous   book about Pigeon)

S: SED2.4b, CP2.4c, CLL5.4c

Book #2: poem - "Five   Pairs of Shoes"

 

S: SC1.4a

Book #2: The Rain Came Down (Did it rain this week? What   do you do when it rains?)

S: SED 2.4d, SC2.4d

Book #2: Pete the Cat: Rockin' My School Shoe

 

S: CLL8.4a,SS3.4b

11:00 – 12:00

Center Time

Center Time

Center Time

Center Time

Center Time

 

12:00-12:10

Clean up/Transition

Activity: Greg and Steve "Everybody   clean up", Everybody on the rug   transition song

 

S: CR3.4a

Clean up/Transition

Activity: Greg and Steve "Everybody   clean up", Everybody on the rug   transition song

 

S: CR3.4a

Clean up/Transition

Activity: Greg and Steve "Everybody   clean up", Everybody on the rug   transition song

 

S: CR3.4a

Clean up/Transition

Activity: Greg and Steve "Everybody   clean up", Everybody on the rug   transition song

 

S: CR1.4a

 

Clean up/Transition

Activity: Greg and Steve "Everybody   clean up", Everybody on the rug   transition song

 

S: CR3.4a

 

12:10-12:25

Large Group Literacy:

graph shoes/write summary   (modeled writing)

S: CLL8.4b, MA2.4d

Large Group Literacy

Silly Sally   (show me what you know

S: CLL8.4d, CLL7.4a

Large Group Literacy

Silly Sally   (arrange words in sentence in order

S:   CLL6.4d, CLL8.4b

Large Group Literacy: compare   two Pigeon books - use story symbols (star, world, magnifying glass)

 

S: CLL5.4b, CLL5.4c

Large Group Literacy:

act out "Shoe, Shoe Who   Do You See" with props

 

S: CLL8.4d

12:25-12:35

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

12:35-1:05

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

1:05-1:20              Transition from Lunch /Bathroom

 

1:20-2:20

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

2:20-2:40

Book #3 Chicka Chicka Boom Boom

 

S: CLL6.4b

Book #3: child choice

S: SS2.4b

Book #3: King Bidgood's in the Bathtub

 

S   CLL5.4c

Book #3: child's choice  

 

S: CLL5.4c

Book #3: class book   "Amy Who Do You See?"

 

S: CLL5.4d

 

2:40-2:50

Closing Activity shoe jumble;

Daily News

S: MA4.4b; CLL8.4b

Closing Activity: Stamp the   pattern

Daily News

S: MA4.4c, CLL8.4b

Closing Activity: Flashlight   spotlight

Daily News

S: MA3.4d,   CLL8.4b

Closing Activity: Bean Bag   review

Daily News

S: MA3.4d, CLL8.4b

Closing Activity: Stamp the   pattern

Daily News

S: MA4.4c, CLL8.4b

2:50-3:05

 

Transition for Dismissal-Pack-up, Goodbye song

Transition for Dismissal

Pack-up, Goodbye song

Transition for Dismissal

Pack-up, Goodbye song

Transition for Dismissal

Pack-up, Goodbye song

Transition for Dismissal

Pack-up, Goodbye song

 

 

Planning   for Additional Instructional Activities (story times, music/movement,   transitions, large group meetings, etc.) This space is provided for optional   use to document additional instructional activities planned throughout the   week.

 

Activity: table activities,   writing center

shoe ad (dictate describing   words)

take photos of feet for   class book

S: APL1.4b, CLL9.4b

Activity: table activities,   writing center

shoe ad (dictate describing   words)

take photos of feet for   class book

S: APL1.4b, CLL9.4b

 

Activity: table activities,   writing center

shoe ad (dictate describing   words)

take photos of feet for   class book

S: APL1.4b, CLL9.4b

Activity: table activities,   writing center

shoe patterns  

school visitor

S: CLL9.4b, MA4.4c, SS4.4b

Activity: table activities,   writing center

shoe patterns  

cooking - mac and cheese  

S: CLL9.4b MA4.4c

*Small Group Instruction: See small group lesson plan page for the current week.

*Documentation of   plans for collection of assessment will be reflected on lesson plan or   optional Planning for Assessment Template.
  PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

*LIBRARY STORY TIME

WEDNESDAY @9:00 A.M.

 

 

 

 

Small Group Template One        Teacher: Pre-K   Plans Week 6                          Week of: September 8-12, 2014

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment).

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.  

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher -

 

Activity:   beginning level rhyming "The   snake eats cake."

 

Students:   Group 1:

 

 

S:   CLL6.4b

Activity: intermediate rhyming - "Feed Me" game

 

Students:   Group 2:

 

 

 

S:   CLL6.4b

Activity: intermediate   rhyming - "Feed Me" game

 

Students:   Group 3:  

 

 

 

 

S:   CLL6.4b

Activity:   rhyming basket

 

 

 

Students:   Group 1

 

 

 

 

S:   CLL6.4b

Activity:   read Alligator Shoes; discuss real   and pretend "Do alligators need shoes?"

Students:   New Group 1 –

 

 

 

 

S:   CLL6.4b

   Teacher-directed:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

     Independent.

      

Activity:   explore math manipulatives -   copy, extend, create patterns

 

Students: Group 2

 

S:   MA4.4c

 

 

 

 

 

 

 

 

Activity:   Write again in shoe books - new word cards

 

Students: Group 3:

 

 

 

S:   CLL9.4a, CLL9.4c, CLL9.4d

Activity: explore math manipulatives - copy, extend,   create patterns

 

Students:   Group 3

 

 

S:     MA4.4c

 

 

 

 

 

 

 

Activity:   Write again in shoe books - new   word cards

 

Students:   Group 1:

 

S:   CLL9.4a, CLL9.4c, CLL9.4d

Activity:   explore math manipulatives - copy, extend, create patterns

 

Students: Group 1:  

 

 

S:   MA4.4c

 

 

 

 

 

 

 

 

Activity:, Write again in shoe books - new word cards

 

Students: Group 2

 

S:   CLL9.4a, CLL9.4c, CLL9.4d

Activity:   shoe on a shelf (positional words)

 

 

Students:   Group 3

 

S:   MA5.4a

 

 

 

 

 

 

 

Activity string beads (shoe laces); tying practice  

 

Students:   Group 2-

 

S:   PDM6.4b, PDM6.4c

 

Activity:   shoe on a shelf (positional   words)

 

 

Students:   New Group   2 –

 

 

 

 

 

 

 

 

 

 

 

 

S:   MA5.4a

 

 

 

 

 

Activity:   string beads (shoe laces); tying   practice

 

Students:   New Group 3 –

 

 

S:   PDM6.4b, PDM6.4c

 

Planning for Individualization (use this space as needed)

Planning for individualization may be documented below or   on the main page of the Lesson Plan Template

 

 

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Planning for Assessment Template

Teacher: Pre-K Week 6

Required documentation of plans for collecting assessment throughout the instructional day can be noted on the lesson plan template or by using the following format.

Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day, therefore there will be no evidence of planning for many items collected.

Indicate specific activities below. Not all spaces are expected to be filled in weekly. This is an organizational tool to help with weekly planning and preparation for collecting assessment documentation. See sample online at www.decal.ga.gov.

                         MATRIX

PHOTOS with descriptor

OBSERVATIONAL NOTES

WORK SAMPLES

Monday

    patterns - small group

 

sharing weekend experience with class mascot

 

Tuesday

    patterns - small group     

 

Silly Sally -   large group literacy

 

Wed.

     plate skate (morning M&M)     patterns   - small group  

 

 

 

Thursday

 

 

small group - positional words

*pattern   strips

Friday

 

 

small group - positional words

*pattern   strips

 

Notes, comments & reminders

Many   teachers find it helpful to document the functional component and the   performance indicators on assessment documentation. This information helps to   clearly define the area in which the information is most relevant.

     

PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

             

Teacher:   Pre-K Plans Week 7                  Week of: September 15 - 19, 2014         Topic:    Rhyme Time/Apples               

Georgia’s Pre-K Program                                                                                                                             Weekly Lesson Plan Template (LPT2013#1)

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:40

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

Large   Group/

Opening   Activity

8:40-9:00

 

 

9:00-9:10

 

 

 

 

 

9:10-9:30

Activity: Gather/Greet (display   songs on chart - child chooses)

Jobs/Attendance/Child   shares weekend with class mascot Message   - cow

 

 

S: APL5.4b, CLL8.4d, CLL4.4c

Activity: Gather/Greet (display   songs on chart - child chooses)

Jobs/Attendance

Message - bean bag

 

 

 

S: CLL8.4d,   SED5.4a

Activity: Gather/Greet (display songs on chart - child chooses)

Jobs/Attendance

Message   - music instruments

 

S: APL5.4b, CLL8.4d, CLL8.4b

Activity: Gather/Greet (display songs on chart - child chooses)

Jobs/Attendance

Message   - visitor

 

S: APL5.4b, CLL8.4d, CLL8.4b

Activity: Gather/Greet (display songs on chart - child chooses)

Jobs/Attendance/Choose   child to take home mascot

Message:   cooking

 

S: APL5.4b, CLL8.4d, CLL8.4b

Music with Movement:

Wiggles   “You Make Me Feel Like Dancing” (move body to the music)

 

S:   PDM5.4a, CR3.4a

 

Music with Movement:

Rhymin'   to the Beat "Hey Diddle Diddle"   (follow directions to jump, clap)

 

S: PDM5.4a, CR3.4a

Music with Movement:

Rhymin'   to the Beat "Humpty Dumpty"(follow   directions to jump, clap)

 

S: PDM5.4a, CR3.4a

Music with Movement:

Rhymin'   to the Beat "Humpty Dumpty"   (follow directions to jump, clap)

 

S:   PDM5.4a, CR3.4a

Music with Movement:

Rhymin'   to the Beat "Hey Diddle Diddle"   (follow directions to jump, clap)

 

S:   PDM5.4a, CR3.4a

Book #1: poem - Hey Diddle Diddle - first reading

 

S: CLL5.4a, CLL6.4b, CLL4.4d

Book #1: poem - Hey Diddle Diddle - critical thinking questions

 

S:   CLL1.4a

Book #1: poem - Humpty Dumpty - first reading

 

S: CLL6.4a, CLL6.4b, CL4.4d

 

Book #1: poem - Humpty Dumpty - critical thinking questions

 

S: CLL1.4a

Book #1: poem - Humpty Dumpty – science activity

 

S: SC1.4a, SC1.4d

 

9:30 -9:45    Small Group Time (see Small Group Template for detailed plans)

 

9:45-10:00

Phonological Awareness:

"Who Has the Cow?"

 

S: CLL6.4a

 

Phonological Awareness:

"Can   You Feed My Cow?"

 

S:   CLL6.4a

Phonological Awareness:

Down by the Bay"   (cloze)

 

S: CLL6.4b

Phonological Awareness:

Grandpa's Farm

 

S: CLL6.4a

 

Phonological Awareness:

rhyming cube

 

S: CLL6.4b

10:00-10:50     Recess/Snack/Bathroom:

Materials and/or   activity choices for outdoor play: jump ropes, hurdles, variety of dishes and   spoons for sand play

 

10:50-11:00

 

 

 

Book #2: Splat the Cat or Pete the Cat relate to cat and fiddle; do cats do these things?

 

S: APL4.4a

Book #2: The Cow Loves Cookies or The Cow Can't Fly -relate to cow and moon; do cows do these   things?

 

S: APL4.4a

Book #2: Cool Dog, School Dog or Taxi Dog – relate to dog/laughing; do dogs do these things?

 

S: APL4.4a

Book #2: Egg   Drop – ‘How does this remind you of Humpty Dumpty?”

 

 

S: CLL1.4a, CP2.4c

Book #2: If You Give a Dog a Doughnut –(Pause throughout   for predictions)

 

 

S: APL4.4a

11:00 – 12:00

Center Time

Center Time

Center Time

Center Time

Center Time

 

12:00-12:10

Clean up/Transition

Activity: Parachute Express “All Around   the Kitchen” Clap, clap, clap…STOP

 

S: CLL1.4b, PDM5.4a

Clean up/Transition

Activity: Greg & Steve   "Animal Action"

"Five Little Monkeys

 

S: CLL1.4b, PDM5.4a, MA1.4f

Clean up/Transition

Activity: Parachute Express   "Shakin' It"

"Shake It Up High"

 

 

S: CLL1.4b, PDM5.4a

Clean up/Transition

Activity: Learning Station "Body Boogie" "My Hands are Starting to Wiggle"

 

S: CLL1.4b, PDM5.4a

 

Clean up/Transition

Activity: "Here We Go   Zudeo"

"Simon Says Touch Your   Shoulders

 

S: CLL5.4a

 

12:10-12:25

Large Group Literacy:

sequence rhyme - Hey Diddle Diddle

 

 

S: CLL5.4b

Large Group Literacy:

act out rhyme - Hey Diddle Diddle

 

S: CLL5.4b, CR4.4a

Large Group Literacy: shared   reading use children's names in Hey Diddle Diddle

 

 

S: CLL8.4b, CLL8.4c

Large Group Literacy:

story symbols Humpty Dumpty (add heart)

 

S: CLL5.4c

Large Group Literacy:

both rhyme posters   "Show me what you know.

 

S: CLL8.4d, CLL7.4a

12:25-12:35

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

12:35-1:05

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

                   

1:05-1:20         Transition from Lunch /Bathroom

 

1:20-2:20

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

2:20-2:40

Book #3: Ten Apples Up on Top – concept of book; rhyming   words

S: CLL6.4b

Book #3: If You Give a Mouse a   Cookie

S: CLL5.4c,   CP1.4a

Book #3: The Apple Pie Tree

 

S   CLL5.4c

Book #3: Ira Sleeps Over

 

S: SS1.4b

Book #3: The Grouchy Ladybug

 

S: SED2.4b

2:40-2:50

Closing Activity:   Musical hoops “Simon Says”   review Daily News, Goodbye Song

 

S: APL5.4a, MA3.4d, CLL4.4c  

 

Closing Activity Bean Bag Boogie - Bean bag review.

Daily   News, Goodbye Song

 

 

S: APL5.4a,   MA3.4d, CLL4.4c

Closing Activity: music   circle-fiddle, dish/spoon

"What Did You Do At   School Today?"

Daily News

 

S: APL5.4a,   MA3.4d, CLL4.4c

Closing Activity: Hey Diddle Diddle" Rhymin' to the Beat

"Who Am I?"   riddles

Daily News

Goodbye Song

S:   APL5.4a,   MA3.4d, CLL4.4c

Closing Activity:

"Jump Jim Joe"

Daily News

"What Will You Do This   Weekend?"

Goodbye Song

 

S:   APL5.4a,   MA3.4d, CLL4.4c

 

2:50-3:05

 

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

 

 

Planning for Additional Instructional Activities (story   times, music/movement, transitions, large group meetings, etc.) This space is   provided for optional use to document additional instructional activities   planned throughout the week.

 

Activity: table activities,   writing center, LEGOS

also: cow/moon craft

 

S: APL1.4b, CLL5.4b

Activity: table activities,   writing center, LEGOS

also: cow/moon craft

                                                    

S: APL1.4b, CLL5.4b

Activity: table activities,   writing center, LEGOS

also: egg shell rhymes  

 

S: APL1.4b, CLL6.4b

Activity: table activities,   writing center, LEGOS

also: egg shell rhymes,   class visitor

S: APL1.4b, CLL6.4b, SS4.4b

Activity: table activities,   writing center, LEGOS

also: egg shell rhymes,   cooking (egg dippers)

S:   APL1.4b, CLL6.4b

 

 

*Documentation of plans for collection of   assessment will be reflected on lesson plan or optional Planning for   Assessment Template.
  PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

 

MEDIA CENTER STORYTIME

WEDNESDAY @ 9:00 AM

 

 

 

 

 

 

 

 

Small Group Template One             Teacher: Pre-K Plans Week 7Week of:    September 15-19, 2014  

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment).

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.  

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher   directed:

 

Activity:   Math   activity-using farm animal manipulatives or buttons, sort by one   attribute (color)

 

 

Students:   Group 1 –

 

 

 

S:CD-MA4.4a

Activity: Math   activity-using farm animal manipulatives or buttons, sort by two   attributes (color and type)

 

Students:   Group 2

 

 

S:    CD-MA4.4b

Activity: Rhyming BINGO (if teacher-made, add in shoe   words)

 

 

 

Students: Group 3-

 

 

S:    CLL6.4b

Activity: counting 1:1 (8 Little Donuts)

 

 

 

Students:   Group 4-

 

 

 

S:   MA2.4a

Activity:  

Counting   game w/Sassafras or other puppet

 

 

Students:   Groups 1 & 2 -

 

 

 

 

S:    CD-MA2.4e

 

Teacher directed:

 

 

 

 

 

 

 

 

Activity:   dictate words & draw picture for new   version of Hey Diddle Diddle

 

 

Students:   Group 2-

 

 

S:   CLL5.4b, CLL5.4e, CLL9.4a

Activity: dictate   words & draw picture for new version of Hey Diddle Diddle

 

 

Students:   Group 3 -

 

 

 

S:   CLL5.4b, CLL5.4e, CLL9.4a

Activity:     dictate   words & draw picture for new version of Hey Diddle Diddle

 

 

Students:   Group 4 -

 

 

S:       CLL5.4b,   CLL5.4e, CLL9.

 

 

 

Activity:   dictate   words & draw picture for new version of Hey Diddle Diddle

 

 

Students: Group 1 -

 

 

 

S:     CLL5.4b, CLL5.4e, CLL9.4a

 

 

Activity:   Sequence Humpty Dumpty

 

 

 

Students:   Groups 3 &4 -

 

 

 

 

 

S:   CLL9.4c

 

 

 

 

 

 

Independent

x

 

Activity:   Listening Center – Pete the Cat –   Rocking My School Shoes

 

Students:   Group 3-

 

 

S:   CLL2.4b

Activity:   Listening Center – Pete the Cat –   Rocking My School Shoes

Students:   Group 4 -

 

 

S: CLL2.4b

Activity:   Listening Center – Pete the Cat –   Rocking My School Shoes

Students:   Group 1 -

 

S: CLL2.4b

Activity:   Listening Center – Pete the Cat –   Rocking My School Shoes

Students:   Group 2 -

 

 

S: CLL2.4b

Activity: ABC Floor Puzzles

 

 

Students:   Group 1 & 2 -

 

 

S:   CLL2.4b

Independent

x

 

 

Activity:   Computer – Starfall website

 

Students:

 

S: APL3.4a

Activity:   Computer – Starfall website

 

Students:   -

 

S: APL3.4a

Activity:   Computer – Starfall website

 

Students:

 

S: APL3.4a

Activity:   Computer – Starfall website

 

Students:  

 

S: APL3.4a

Activity:   Computer – Starfall website

 

Students:  

 

S: APL3.4a

 

Planning for Individualization (use this space as needed)

Planning for individualization may be documented below or   on the main page of the Lesson Plan Template

 

 

Student(s):

Activity/Skill: Lunch #’s

Student(s):

Activity/Skill: Lunch #’s

Student(s):

Activity/Skill: Name writing (selected letters)     

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Planning for Assessment Template

Teacher: Pre-K week 7

Required documentation of plans for collecting assessment throughout the instructional day can be noted on the lesson plan template or by using the following format.

Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day, therefore there will be no evidence of planning for many items collected.

Indicate specific activities below. Not all spaces are expected to be filled in weekly. This is an organizational tool to help with weekly planning and preparation for collecting assessment documentation. See sample online at www.decal.ga.gov.

MATRIX

PHOTOS with descriptor

OBSERVATIONAL NOTES

WORK SAMPLES

MON

 participating in music activities

 

Math activity – small group

New version – Hey   Diddle Diddle

(small group)

TUES

   participating   in music activities     

Large Group Literacy – acting out Hey Diddle Diddle

Math activity – small group

New version – Hey   Diddle Diddle

(small group)

WED

   participating in music activities  

 

Math activity – small group

New version – Hey   Diddle Diddle

(small group)

THURS

participating in music activities

 

Math Activity – small group

New version – Hey   Diddle Diddle

(small group)

FRI

  participating in music activities

 

 

 

 

 

Notes, comments & reminders

Many   teachers find it helpful to document the functional component and the   performance indicators on assessment documentation. This information helps to   clearly define the area in which the information is most relevant.

 

PS   = Personal and Social Development

LL   = Language and Literacy

M   = Mathematical Thinking

S   = Scientific Thinking

SS   = Social Studies

A   = The Arts

PDH   = Physical Development and Health

             

 

 

 

Teacher:   Pre-K Plans Week 8     Week of: September 22-26, 2014   Topic: Rhyme Time/Apples               

0 Georgia’s Pre-K Program                                                                                                                             Weekly Lesson Plan Template (LPT2013#1)

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:40

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

Activity: Breakfast/Bathroom/

Transition to class

 

 

Activity: Breakfast/Bathroom/

Transition to class

 

Large   Group/

Opening   Activity

8:40-9:00

 

 

 

 

9:00-9:10

 

 

 

 

 

9:10-9:30

Activity Gather/Greet   (display songs on chart - child chooses)

Jobs/Attendance/child shares   weekend w/mascot

Message:   water

 

S: APL5.4b, CLL8.4d, CLL4.4c

Activity: Gather/Greet (display songs on chart - child chooses)

Jobs/Attendance

Message: Jack/ Jill tube   puppet

 

S: APL5.4b, CLL8.4d

Activity: Gather/Greet   (display songs on chart - child chooses)

Jobs/Attendance

Message   - bone

 

S: APL5.4b, CLL8.4d

Activity: Gather/Greet   (display songs on chart - child chooses)

Jobs/Attendance

Message: "find the   sound" object

 

S: APL5.4b, CLL8.4d

Activity: Gather/Greet (display songs on chart - child chooses)

Jobs/Attendance/Choose   child to take home mascot

Message:   We’re going on a field trip!

S: APL5.4b, CLL8.4d

Music with Movement:

"Here We Go Zudeo"   - partner dance  

 

S:   PDM5.4a, CR3.4a

Music with Movement:

Rhymin' to the Beat V1   "Jack and Jill"

 

S: PDM5.4a, CR3.4a

Music with Movement:

Rhymin' to the Beat V2   "Old Mother Hubbard"

 

S: PDM5.4a, CR3.4a

Music with Movement:

Greg and Steve "Shadow   Dancing"

S:   PDM5.4a, CR3.4a

Music with Movement:

Review rules   for behavior on field trip!

S:

Book #1 Jack and Jill   vocabulary - fetch, crown, tumble

 

S: PDM5.4a, CR3.4a

Book #1: Jack and Jill  

What made Jack fall   down? Jill?

 

S:   CLL1.4a

Book #1 Old Mother Hubbard vocabulary - cupboard, bare

 

S: CLL4.4d, CLL6.4b

 

Book #1: Mary Had a Little   Lamb vocabulary - lamb, fleece - Why was it against the rule to have lamb at   school?

 

S: CLL1.4a

Book #1:

 

 

 

S:

9:30 -9:45    Small Group Time (see Small Group Template for detailed plans)

 

9:45-10:00

Phonological Awareness:

"A Boom Chicka   Boom"

 

S: CLL6.4a

 

Phonological Awareness:

"Willaby Wallaby"

Jack and Jill variation  

 

S:   CLL6.4b, CLL6.4f

Phonological Awareness:

rhyme food items for   Hubbard's cupboard (bees/cheese, silk/milk)

S: CLL6.4b

Phonological Awareness:

"Find the Sound" ID   instruments by sound

 

S: CLL6.4a

Phonological Awareness:

 

 

S:

10:00-10:50     Recess/Snack/Bathroom:

Materials and/or   activity choices for outdoor play: jump ropes, hurdles, variety of dishes and   spoons for sand play

 

10:50-11:00

 

 

 

Book #2: Chicka Chicka Boom Boom

 

S: CLL7.4a

Book #2 Tales to Read Together (Jack and Jill)

 

S: CLL5.4c

Book #2: To Market, To Market

 

S: CLL5.4c, PDM2.4b

Book #2: Review previous   rhymes - Hey Diddle Diddle & Humpty   Dumpty

 

 

S: CLL5.4c

Book #2

 

S:

11:00 – 12:00

Center Time

Center Time

Center Time

Center Time

 

 

12:00-12:10

Clean up/Transition

Activity: "Mother   Gooney Bird" fill in finger play

 

S: CLL1.4b, PDM5.4a

Clean up/Transition

Activity: "Sports   Dance"

fill in finger play

 

S: CLL1.4b, PDM5.4a

Clean up/Transition

Activity: Dr. Jean "Nursery Rhyme Rap"

 

S: CLL1.4b, PDM5.4a

Clean up/Transition

Activity: Wiggles "Shimmie Shake"

fingerplay "Shake 'Em   Up High"

 

S: CLL1.4b, PDM5.4a

Clean up/Transition

Activity:

 

S:

 

12:10-12:25

Large Group Literacy:

dramatize Jack and Jill with props

 

S: CLL5.4b, CR4.4a

Large Group Literacy:

dramatize Jack and Jill with props

 

S: CLL5.4b, CR4.4a

Large Group Literacy: Old Mother Hubbard

discuss using story symbols

 

 

S: CLL5.4c

Large Group Literacy:

Go-together cards (all   nursery rhymes to date)

 

S: CLL2.4b

Large Group Literacy:

 

S:

12:25-12:35

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

12:35-1:05

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

                   

1:05-1:20         Transition from Lunch /Bathroom

 

1:20-2:20

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

2:20-2:40

Book #3: How Do Apples Grow? Life cycle discussion

 

S: CLL6.4b

Book #3: child choice  

Child chooses a book: preview before reading.

S:

 

Book #3: An Apple (Parts of an apple)

 

S   CLL5.4c

Book #3: child choice

Child chooses a book: preview before reading.

S:

 

Book #3:

 

 

 

S: SED2.4b

2:40-2:50

Closing Activity: "Touch" Hap Palmer

read LEC from this morning

Daily News

Goodbye Song

 

S: APL5.4b, CLL8.4b, CLL8.4c

Closing Activity: "Peanut   Butter" Parachute Express

read LEC

Daily News

Goodbye Song

 

S: APL5.4b, CLL8.4b, CLL8.4c

Closing Activity: "Doggie   Doggie Where's Your Bone?"

read LEC

Daily News

Goodbye Song

 

S: APL5.4b, CLL8.4b, CLL8.4c

Closing Activity: "Follow the Leader" Ella Jenkins

read LEC

Daily News

Goodbye Song

 

S:   APL5.4b, CLL8.4b, CLL8.4c

Closing Activity:

"The Window"

Daily News

"What Will You Do This   Weekend?"

Goodbye Song

 

S:   APL5.4b, CLL8.4b, CLL8.4c

 

2:50-3:05

 

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

 

 

Planning for Additional Instructional Activities (story   times, music/movement, transitions, large group meetings, etc.) This space is   provided for optional use to document additional instructional activities   planned throughout the week.

 

Activity: table activities,   writing center, LEGOS

also: Jack and Jill puppets

S: APL1.4b, CR2.4a

Activity: table activities,   writing center, LEGOS

also: Jack and Jill puppets

                                                    

S: APL1.4b, CR2.4a

Activity: table activities,   writing center, LEGOS

also: create full cupboard   for Mother Hubbard (cut & glue)

 

S: APL1.4b, PDM6.4c

Activity: table activities,   writing center, LEGOS

also: create full cupboard   for Mother Hubbard (cut & glue)

 

S: APL1.4b, PDM6.4c

Activity:

 

S:  

 

 

*Documentation of plans for collection of   assessment will be reflected on lesson plan or optional Planning for   Assessment Template.
  PS = Personal and Social Development

LL = Language and Literacy

M = Mathematical Thinking

S = Scientific Thinking

SS = Social Studies

A = The Arts

PDH = Physical Development and Health

 

MEDIA CENTER   STORYTIME

WEDNESDAY @   9:00 AM

 

 

 

 

 

 

 

Small Group Template One             Teacher: Pre-K Plans Week 8                          Week of:    September 22-26, 2014   

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment).

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.  

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher   directed:

 

Activity:

Picture Sort-   Students take turns picking up a picture card and placing it in a pile with   other pictures that start the similar. (For example sorting pictures that   start with Mm and Ss)

 

Students:   Group 1:

 

S:CLL   6.4a

Activity:

Picture Sort-   Students take turns picking up a picture card and placing it in a pile with   other pictures that start the similar. (For example sorting pictures that   start with Mm and Ss)

 

Students:   Group 2:

 

S:     CLL 6.4a

 

Activity:

Letter and Sound Bingo Game

 

 

 

Students:   Group 3

 

S:    CLL6.4b, CLL7.4,

 

 

 

 

Activity:

Letter and Sound Bingo Game

 

 

 

Students:   Group 4:

 

 

S:   CLL6.4b, CLL7.4,

 

 

 

Activity:  

TOUR de GORDON   FIELD TRIP

 

 

 

Students:   Groups 1 & 2 -

 

S:  

 

Teacher   directed:

 

 

 

 

 

 

 

 

Activity:   Read Jack   and Jill; LEC - "How do you help at home?"

 

Students:   Group 2:

 

 

S:   CD-SS3.4b

 

Activity: Read Jack and Jill; LEC - "How do you   help at home?"

 

Students:   Group 3:

 

 

 

S:   CD-SS3.4b

 

 

 

Activity:     Read Jack   and Jill; LEC - "How do you help at home?"

 

Students:   Group 4:  

 

S:   CD-SS3.4b  

 

 

 

 

 

Activity:   Read Jack   and Jill; LEC - "How do you help at home?"

 

Students: Group 1:  

 

S:   CD-SS3.4b  

 

 

 

Activity:  

 

Students:

 

 

S:  

 

 

 

 

 

 

 

 

 

Independent

x

 

Activity:   Listening Center –

 

 

Students:   Group 3;

 

 

S:   CLL2.4b

Activity:   Listening Center –

 

Students:   Group 4:

 

 

S: CLL2.4b

Activity:   Listening Center –

 

Students:   Group 1

 

S: CLL2.4b

Activity:   Listening Center –

 

Students:   Group 2:

 

 

S: CLL2.4b

Activity:

 

Students:  

 

 

S:

 

Independent

x

 

 

Activity:   Computer – Starfall website

 

Students:

S: APL3.4a

Activity:   Computer – Starfall website

 

Students:

S: APL3.4a

Activity:   Computer – Starfall website

 

Students:  

 

S: APL3.4a

Activity:   Computer – Starfall website

 

Students:

 

S: APL3.4a

Activity:  

 

Students:  

 

S:

 

Planning for Individualization (use this space as needed)

Planning for individualization may be documented below or   on the main page of the Lesson Plan Template

 

 

Student(s):

Activity/Skill: Lunch #’s

Student(s):

Activity/Skill: Lunch #’s

Student(s):

Activity/Skill: Name writing      

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill:      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Planning for Assessment Template

Teacher:              Pre-K Week 8

Required documentation of plans for collecting assessment throughout the instructional day can be noted on the lesson plan template or by using the following format.

Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day, therefore there will be no evidence of planning for many items collected.

Indicate specific activities below. Not all spaces are expected to be filled in weekly. This is an organizational tool to help with weekly planning and preparation for collecting assessment documentation. See sample online at www.decal.ga.gov.

 

MATRIX

PHOTOS with descriptor

OBSERVATIONAL NOTES

WORK SAMPLES

Monday

Picture Sort – Small Group

     

Language Experience Chart story – How do you help at home?

Journals – red table

Tuesday

Picture Sort – Small Group

Dramatic Play @ center time

Language Experience Chart story – How do you help at home?

Journals – blue table

Wed.

Letter Sound BINGO game

     

Language Experience Chart story – How do you help at home?

Journals – green table

Thursday

Letter Sound BINGO game

Language @ center time (retelling story using props)

Language Experience Chart story – How do you help at home?

Journals – yellow table

Friday

FIELD TRIP!

FIELD TRIP!

FIELD TRIP!

FIELD TRIP!

 

Notes, comments & reminders

Many   teachers find it helpful to document the functional component and the   performance indicators on assessment documentation. This information helps to   clearly define the area in which the information is most relevant.

     

PS   = Personal and Social Development

LL   = Language and Literacy

M   = Mathematical Thinking

S   = Scientific Thinking

SS   = Social Studies

A   = The Arts

PDH   = Physical Development and Health

             

 

Teacher:   Pre-K Week 9 -Week of: September 29-October 3, 2014         Topic:    Rhyme Time

Georgia’s Pre-K Program                                                                                                                             Weekly Lesson Plan Template (LPT2013#1)

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00-8:40

 

Activity:

BreakfastBathroom/

Transition to class

 

Activity:

Breakfast/Bathroom/

Transition to class

 

Activity:

Breakfast/Bathroom/

Transition to class

 

Activity:

Breakfast/Bathroom/

Transition to class

 

 

Activity:

Breakfast/Bathroom/

Transition to class

 

Large   Group/

Opening   Activity

8:40-9:00

 

 

 

 

 

9:00-9:10

 

 

 

 

 

 

 

9:10-9:30

Activity: Gather/Greet   (display songs on chart - child chooses)

Jobs/Attendance/child shares   weekend w/mascot

Message: spider

S: APL5.4b, CLL8.4d, CLL4.4c

Activity: Gather/Greet   (display songs on chart - child chooses)

Jobs/Attendance

Message: spider

S: APL5.4b, CLL8.4d

Activity: Gather/Greet   (display songs on chart - child chooses)

Jobs/Attendance

Message: sheep

S: APL5.4b, CLL8.4d

 

S:

Activity: Gather/Greet   (display songs on chart - child chooses)

Jobs/Attendance

Message: visitor

S: APL5.4b, CLL8.4d

 

Activity: Gather/Greet   (display songs on chart - child chooses)

Jobs/Attendance/Choose child   to take home mascot

Message: cooking

S: APL5.4b, CLL8.4d

 

Music with Movement: Rhymin' to the Beat V2 "Little   Miss Muffet"

S: PDM5.4a, CR3.4a

 

Music with Movement:  

"Bean Bag Boogie II" Greg and Steve (use props)

S: PDM5.4a, CR1.4a

 

Music with Movement: Music with Movement:   Rhymin' to the Beat V2 "Little Bo Peep"

S: PDM5.4a, CR3.4a

 

Music with Movement: Music with Movement:

Rhymin' to the Beat V2 "Little Boy Blue"

S: PDM5.4a, CR3.4a

 

Music with Movement:

paper plate dance OR plate skate

S: PDM5.4a, CR3.4a

 

Book #1Little Miss Muffet   vocabulary=tuffet, curds & whey

S: CLL4.4d, CLL6.4b

 

Book #1: complete Miss Muffet variation

S: CLL1.4a, CLL5.4e

 

Book #1Little Bo Peep   vocabulary=wags

Who else wags tail? What does it mean?

S: CLL1.4a

Book #1: Little Boy Blue vocabulary =   meadow, haystack

S: CLL4.4d, CLL6.4b

 

Book #1: Tales to Read Together (Bo Peep   & Boy Blue)

S: CLL5.4c

9:30 -9:45    Small Group Time(see Small Group Template for detailed plans)

 

9:45-10:00

Phonological Awareness:   "Itsy Bitsy   Spider" with different voices

S: CLL6.4a

 

Phonological Awareness: "Alligator   Pie"

S: CLL6.4a

"

 

Phonological Awareness: Rhyme Time Lotto   (pocket chart)

S: CLL6.4b

Phonological Awareness: Sheep in a Jeep

S: CLL6.4b

 

Phonological Awareness: "Higgledy   Piggledy" w/nursery rhyme cards

S: CLL6.4e

 

10:00-10:50     Recess/Snack/Bathroom:   Materials   and/or activity choices for outdoor play: jump ropes, hurdles, variety of   dishes and spoons for sand play

 

10:50-11:00

 

 

 

Book #2: Teeny Tiny Spider

S: CLL5.4a

 

Book #2Tales to Read Together (Miss   Muffet)

S: CLL5.4c

 

Book #2: There Was an Old Lady Who Swallowed a   Fly or The Very Busy Spider.

S: CLL5.4c

 

Book #2: Little Blue and Little Yellow

S: CLL6.4b

 

Book #2:: Rhyme Review

S: CLL6.4b

 

11:00 – 12:00

Center   Time

Center   Time

Center   Time

Center   Time

Center   Time

 

12:00-12:10

Clean up/Transition

Activity:   "Tony Chestnut" "There's a Spider on the Floor"

S: CLL1.4b, PDM5.4a, SC3.4c

 

Clean up/Transition

Activity: "Shakey   Shakey" The Wiggles; "Shake it Up High"

S: CLL1.4b, PDM5.4a

 

Clean up/Transition

Activity: “Hokey Pokey"; "Spider on the   Floor”

S: CLL1.4b,   PDM5.4a

 

Clean up/Transition

Activity:   “Noble Duke of York"

S: CLL1.4b,   PDM5.4a

 

Clean up/Transition

Activity: "Tooty Ta"

"Itsy Bitsy Spider"

S: CLL1.4b, PDM5.4a

 

 

12:10-12:25

Large Group Literacy: act out Miss Muffet

S: CLL5.4b, CR4.4a

 

Large Group Literacy:act out Miss Muffet

S: CLL5.4b,   CR4.4a

 

 

 

 

Large Group Literacy:

Little   Bo Peep

Have   you ever lost something?

S:   CLL1.4c

Large Group Literacy: compare Bo Peep and   Boy Blue

S: CLL5.4c

 

 

 

 

Large Group Literacy: act out nursery rhyme   of choice

S: CLL5.4b, CR4.4a

 

12:25-12:35

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

Transition to Lunch

12:35-1:05

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

Lunch Time

 

                   

1:05-1:20         Transition from Lunch /Bathroom

 

 

1:20-2:20

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

Nap Time

 

2:20-2:40

Book #3:  

Choose book based on children’s interests or another book   related to topic

S: Select GELDS indicator based on reason for reading book

 

Book #3: child   choice

Child chooses book; preview before reading

S: Select GELDS indicator based on reason for reading book

Book #3:

Choose book based on children’s interests or another book   related to topic

S: Select GELDS indicator based on reason for reading book

 

Book #3 child choice

Child chooses book; preview before reading

S: Select GELDS indicator based on reason for reading book

Book #3:

Choose book based on children’s interests or another book   related to topic

S: Select GELDS indicator based on reason for reading book

 

2:40-2:50

Closing Activity:

Learning Station "Itsy Ditsy Spider"

Daily News

Goodbye Song

S: APL5.4b, CLL8.4b, CLL8.4c

 

Closing Activity:  

"What did you do today?" (items in pail)

Daily News

Goodbye Song

S: APL5.4b, CLL8.4b, CLL8.4c

 

Closing Activity:    

Hide and Seek (sheep)

Daily News

Goodbye Song

S: APL5.4b, MA5.4a, CLL8.4b, CLL8.4c

 

Closing Activity:

Guess the Nursery Rhyme (props in a box)

Daily News

Goodbye Song

S: APL5.4b, CP2.4c, CLL8.4b, CLL8.4c

 

Closing Activity:

"Mother Goose Party"

Daily News

"Next week we will…" Goodbye Song

S: APL5.4b, CLL8.4b, CLL8.4c

 

2:50-3:05

 

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Transition for Dismissal

Planning for Additional Instructional Activities (story   times, music/movement, transitions, large group meetings, etc.) This space is   provided for optional use to document additional instructional activities   planned throughout the week.

 

Activity table activities, writing center,   LEGOS

also: spider stamping w/tempera paints

S: APL1.4b, CR2.4a

 

 

Activity: table   activities, writing center, LEGOS

also: spider stamping w/tempera paints

S: APL1.4b, CR2.4a

                                                    

 

Activity: table   activities, writing center, LEGOS

make stand-up sheep

S: APL1.4b, PDM6.4c

Activity: table activities, writing center,   LEGOS

make stand-up sheep

S: APL1.4b, PDM6.4c

Activity: table activities, writing center, LEGOS

make stand-up sheep

Cooking: taste "curds   and whey"

S: APL1.4b, PDM6.4c, PDM2.4a

 

*Documentation of plans for collection of   assessment will be reflected on lesson plan or optional Planning for   Assessment Template.
  PS = Personal and Social Development

LL = Language and Literacy

M   = Mathematical Thinking

S   = Scientific Thinking

SS   = Social Studies

A   = The Arts

PDH   = Physical Development and Health

 

MEDIA CENTER STORYTIME

TUESDAY@ 9:00 AM

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Small Group Template One             Teacher: Pre-K Week 9                       Week of:    September 29-October 3, 2014   

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment).

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.  

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group

Monday

Tuesday

Wednesday

Thursdaych

Friday

Teacher   directed:

 

Activity:

Introduce   new art material or math game or conduct science exploration

Students:

S:

fill   in appropriate indicator

Activity: Introduce   new art material or math game or conduct science exploration

Students:

S:

fill   in appropriate indicator

 

Activity:

Introduce new art material or math game or conduct science   exploration

Students:

S:

fill in appropriate indicator

 

 

 

Activity: Introduce   new art material or math game or conduct science exploration

Students:

S:

fill   in appropriate indicator

 

 

 

Activity: Introduce new art material or   math game or conduct science exploration

Students:

S:

fill   in appropriate indicator

 

 

Teacher   directed:

 

 

 

 

 

 

 

Activity:

small group reading

Students:

S:

fill in appropriate indicator

 

Activity:

small   group reading

Students:

S:

fill   in appropriate indicator

 

Activity:  

small   group reading

Students:

S:

fill   in appropriate indicator

Activity:

small   group reading

Students:

S:

fill   in appropriate indicator

Activity:

small group reading

Students:

S:

fill in appropriate   indicator

 

Independent

x

 

Activity:

Students:

S:

fill   in appropriate indicator

 

Activity:

Students:

S:

fill   in appropriate indicator

 

Activity:  

Students:

S:

fill   in appropriate indicator

 

Activity:

Students:

S:

fill   in appropriate indicator

 

Activity:  

Students:

S:

fill   in appropriate indicator

Independent

x

 

 

 

____________

 

Independent

x

 

Activity:

Students:

S:

fill   in appropriate indicator

 

 

_____________________

 

Activity:

Students:

S:

fill   in appropriate indicator

 

 

 

 

 

Activity:

Students:

S:

fill   in appropriate indicator

 

 

______________________

 

Activity:

Students:

S:

fill   in appropriate indicator

Activity:

Activity:

Students:

S:

fill   in appropriate indicator

 

_____________________

 

Activity:

Students:

S:

fill   in appropriate indicator

Activity:

Students:

S:

fill   in appropriate indicator

 

 

_____________________

 

Activity:

Students:

S:

fill   in appropriate indicator

Activity:

Activity:

Students:

S:

fill   in appropriate indicator

 

______________________

 

Activity:

Students:

S:

fill   in appropriate indicator

 

Planning for Individualization (use this space as needed)

Planning for individualization may be documented below or   on the main page of the Lesson Plan Template

 

 

Student(s):,

Activity/Skill

Student(s):

Activity/Skill

 

Student(s):

Activity/Skill:

Student(s):      

Activity/Skill:      

Student(s):      

Activity/Skill: