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)
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Time
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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8:00-8:40
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Large Group/
Opening Activity
8:40-9:00
9:00-9:10
9:10-9:30
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Activity: Gather – “Come to the Circle” Greeting –Greg & Steve “Friends” / Job chart
Message - photo of small group management board
S: APL5.4b, CLL8.4d
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Activity: Gather/Greet/Jobs
Message/photo of boy and girl
introduce attendance chart with children's photos
S: APL5.4b, CLL8.4d
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Activity: Gather/Greet/Jobs
Message/symbol for visitor
S: APL5.4b, CLL8.4d
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Activity: Gather/Greet/Jobs
Message/heart
(add to attendance chart - intro absent child ritual)
S: SED5.4d, CLL8.4d
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Activity: Gather/Greet/Jobs
Message/cooking symbol
S: APL5.4b, CLL8.4d
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Music with Movement: The Wiggles "Shakey Shakey"
S: CR1.4a, PDM5.4a
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Music with Movement: Greg & Steve "The World Is a Rainbow" (intro scarves or streamers)
S: CR1.4a, PDM5.4a
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Music with Movement: "Many Friends" (tune - "Father Abraham") move arms, legs together
S: CR1.4a, PDM5.4a
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Music with Movement: Greg & Steve "Popcorn" (use sheet or blanket and balled-up paper popcorn)
S: SED5.4b, PDM5.4a
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Music with Movement: Dr. Jean - "Mother Gooney Bird" coordinate movements of arms, feet, etc.
S: CR1.4a, PDM5.4b
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Book #1: Mouse’s First Day
Re-read; relate to experiences last week
S: CLL5.4d, MA3.4d
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Book #1: I Like Me
What do you like about yourself?
S: SED1.4b
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Book #1: Chicka Chicka Boom Boom
S: CLL8.4a
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Book #1: Splat the Cat
S: CLL1.4a, CLL5.4c
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Book #1: A Splendid Friend Indeed (friends like to do different things)
S: SS1.4b
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9:30 -9:45 Small Group Time (see Small Group Template for detailed plans)
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9:45-10:00
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Phonological Awareness:
“Alligator Pie" (use different voices)
S: CLL6.4a
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Phonological Awareness:
“Alligator Pie" (use different voices)
S: CLL6.4a
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Phonological Awareness:
“A Boom Chicka Boom" (use different voices)
S: CLL6.4a
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Phonological Awareness:
“A Boom Chicka Boom" (use different voices)
S: CLL6.4a
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Phonological Awareness:
“Who Has the Penny?"
S: CLL6.4a
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10:00-10:50 Recess/Snack/Bathroom: Materials and/or activity choices for outdoor play: playground balls, outdoor book bags
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10:50-11:00
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Book #2: Chrysanthemum (names)
S: SED1.4b, SED1.4a
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Book #2: Rainbow Fish (sharing)
S: SED5.4e
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Book #2: Amy Is a Friend (class book) learning friend's names
S: SED1.4a, CLL8.4d
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Book #2: selection from Frog and Toad Are Friends
S: SED1.4a
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Book #2: The Rain Came Down
(feeling mad)
S: SED2.4b, SED 2.4d
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11:00 – 12:00
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Center Time
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Center Time
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Center Time
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Center Time
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Center Time
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12:00-12:10
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Clean up/Transition
Activity: Learning Station "From Your Seat"
S: PDM5.4a, CLL1.4b
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Clean up/Transition
Activity: Greg & Steve "Listen and Move"
"Hands Up, Hands Down" fingerplay
S: CLL1.4b
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Clean up/Transition
Activity: The Wiggles "Dr. Knickerbocker"
"Clap, Clap, Clap, STOP" fingerplay
S: CLL1.4b
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Clean up/Transition
Activity: Parachute Express "All Around the Kitchen"
"Clap, Clap, Clap, STOP" fingerplay
S: CLL1.4b
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Clean up/Transition
Activity: Learning Station "Get Funky"
"Simon Says Touch Your Shoulders"
S: CR1.4a, CLL1.4b, SC3.4c
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12:10-12:25
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Large Group Literacy: Sing "There Was A Kid" tune-BINGO
(6 children)
S: CLL8.4d
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Large Group Literacy: Sing "There Was a Kid" tune-BINGO
(6 children)
S: CLL8.4d
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Large Group Literacy: Review class rules - use chart - child points as class reads
S: CLL2.4a, CLL8.4d
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Large Group Literacy: The Little Engine That Could - Show title, author, illustrator
S: CLL5.4c
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Large Group Literacy: Chrysanthemum - Discuss main character, setting using star, world symbols. Introduce problem symbol (mag. glass)
S: CLL5.4c, CLL8.4d
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12:25-12:35
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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12:35-1:05
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Lunch Time
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Lunch Time
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Lunch Time
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Lunch Time
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Lunch Time
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1:05-1:20 Transition from Lunch /Bathroom
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1:20-2:20
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Nap Time
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Nap Time
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Nap Time
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Nap Time
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Nap Time
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2:20-2:40
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Book #3 Peter's Chair
S: CLL5.4c
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Book #3: Little Blue, Little Yellow
S: SED5.4e
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Book #3: Tucker's Best School Day
S: SS3.4b
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Book #3: child choice - child chooses book to read
S: CLL5.4c
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Book #3: Don't Let the Pigeon Drive the Bus (feelings)
S: SED5.4d, CLL8.4a
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2:40-2:50
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Closing Activity:
Review – use microphone
“What did you do at school today?
"How Are You?"
"Goodbye Friends"
S: MA3.4d, APL5.4b
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Closing Activity:
"Simon Says" review
"Goodbye Friends"
S: MA3.4d, APL5.4b
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Closing Activity:
refer back to message board -"Who did we meet from our school today?"
"Goodbye Friends"
S: MA3.4d, CLL2.4b
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Closing Activity:
Bean Bag Toss Review
"How Are You?"
"Goodbye Friends"
S: MA3.4d, APL5.4b
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Closing Activity:
show classroom items on tray - remove one "What's missing?"
"Goodbye Friends"
S: SC1.4a, APL5.4b
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2:50-3:05
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Transition for Dismissal
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Transition for Dismissal
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Transition for Dismissal
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Transition for Dismissal
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Transition for Dismissal
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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.
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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
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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
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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
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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
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Activity: selected centers open
Cooking - follow recipe to make trail mix (cereal, pretzels, etc.)
S: CLL8.4d, PDM2.4a, PDM2.4b
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*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.
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Group
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Teacher directed
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Activity:
Demonstrate/practice bathroom procedures and routines
go over hand washing rebus chart; sing song
Students:
all boys
S: PDM1.4e
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Activity:
Discuss/develop class rules
Dictation – language experience chart
Students:
S: CLL8.4b, SS2.4a
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Activity:
Discuss/develop class rules
Dictation – language experience chart
Students:
S: CLL8.4b, SS2.4a
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Activity:
Explore writing center materials and storage/clean-up; teach “the Pre-k click”
Collect writing samples, dictation
Students:
S: CLL9.4b
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Activity:
Explore writing center materials and storage/clean-up; teach “the Pre-k click”
Collect writing samples, dictation
Students:
S: CLL9.4b
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Teacher directed
Independent
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Activity:
Demonstrate/practice bathroom procedures and routines
go over hand washing rebus chart; sing song
Students:
all girls
S: PDM1.4e
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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
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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
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Activity: Explore playdough
Add tools (cookie cutters, scissors) to center
show/practice clean-up
Students:
S: CR2.4a
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Activity:
Explore playdough
Add tools (cookie cutters, scissors) to center
show/practice clean-up
Students:
S: CR2.4a
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Planning for Individualization (use this space as needed)
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Planning for individualization may be documented below or on the main page of the Lesson Plan Template
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Student(s):
Activity/Skill:
Student(s):
Activity/Skill:
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Student(s):
Activity/Skill:
Student(s):
Activity/Skill:
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Student(s):
Activity/Skill:
Student(s):
Activity/Skill:
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Student(s):
Activity/Skill:
Student(s):
Activity/Skill:
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Student(s):
Activity/Skill:
Student(s):
Activity/Skill:
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Planning for Assessment Template
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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
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PHOTOS with descriptor
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OBSERVATIONAL NOTES
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WORK SAMPLES
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Monday
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Tuesday
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responses to class rules discussion - small group
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Wed.
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responses to class rules discussion - small group
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Thursday
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small group - writing sample
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Friday
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small group - writing sample
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Notes, comments & reminders
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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.
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PS = Personal and Social Development
LL = Language and Literacy
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M = Mathematical Thinking
S = Scientific Thinking
SS = Social Studies
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A = The Arts
PDH = Physical Development and Health
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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
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Activity: Gather/Greet/Jobs
Message/cooking symbol
S: APL5.4b, CLL8.4d
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Music with Movement: The Wiggles "Shakey Shakey"
S: CR1.4a, PDM5.4a
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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
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Book #1: A Splendid Friend Indeed (friends like to do different things)
S: SS1.4b
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9:30 -9:45 Small Group Time (see Small Group Template for detailed plans)
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9:45-10:00
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Phonological Awareness:
“Alligator Pie" (use different voices)
S: CLL6.4a
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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
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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
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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
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11:00 – 12:00
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Center Time
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Center Time
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Center Time
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Center Time
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Center Time
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12:00-12:10
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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
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12:10-12:25
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Large Group Literacy: Sing "There Was A Kid" tune-BINGO
(6 children)
S: CLL8.4d
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Large Group Literacy: Sing "There Was a Kid" tune-BINGO
(6 children)
S: CLL8.4d
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Large Group Literacy: Review class rules - use chart - child points as class reads
S: CLL2.4a, CLL8.4d
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Large Group Literacy: The Little Engine That Could - Show title, author, illustrator
S: CLL5.4c
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Large Group Literacy: Chrysanthemum - Discuss main character, setting using star, world symbols. Introduce problem symbol (mag. glass)
S: CLL5.4c, CLL8.4d
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12:25-12:35
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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12:35-1:05
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Lunch Time
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Lunch Time
|
Lunch Time
|
Lunch Time
|
Lunch Time
|
1:05-1:20 Transition from Lunch /Bathroom
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1:20-2:20
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Nap Time
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Nap Time
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Nap Time
|
Nap Time
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Nap Time
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2:20-2:40
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Book #3 Peter's Chair
S: CLL5.4c
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Book #3: Little Blue, Little Yellow
S: SED5.4e
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Book #3: Tucker's Best School Day
S: SS3.4b
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Book #3: child choice - child chooses book to read
S: CLL5.4c
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Book #3: Don't Let the Pigeon Drive the Bus (feelings)
S: SED5.4d, CLL8.4a
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2:40-2:50
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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
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2:50-3:05
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Transition for Dismissal
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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.
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Group
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Teacher directed
Ms. Hogan
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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
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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
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Activity:
Read Cookie’s Week
Discuss main character, setting - use symbols
Students:
S: CLL5.4c, CLL8.4d
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Activity:
Read Cookie’s Week
Discuss main character, setting - use symbols
Students:
S: CLL5.4c, CLL8.4d
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Activity:
Examine pebbles w/magnifying glass / provide containers for sorting
Students:
S: SC1.4a, SC1.4b, SC2.4b
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Teacher directed
Mrs. Wilcher
Independent
x
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Activity:
Tour block center/discuss rules, clean-up
Students:
S: SED3.4a
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Activity:
Tour block center/discuss rules, clean-up
Students:
S: SED3.4a
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Activity:
Tour dramatic play center / discuss rules, clean-up
Students:
S: SED3.4a
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Activity:
Tour dramatic play center / discuss rules, clean-up
Students:
S: SED3.4a
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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
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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 #
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Student(s):
Activity/Skill: Lunch #
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Student(s):
Activity/Skill: Lunch #
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Student(s):
Activity/Skill: Lunch #
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Student(s):
Activity/Skill:
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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
|
Skipping – Outside Time
|
during centers - sensory tubs, science materials
|
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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:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
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
|
|
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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
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.
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Group
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Teacher -
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Activity: beginning level rhyming "The snake eats cake."
Students: Group 1:
S: CLL6.4b
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Activity: intermediate rhyming - "Feed Me" game
Students: Group 2:
S: CLL6.4b
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Activity: intermediate rhyming - "Feed Me" game
Students: Group 3:
S: CLL6.4b
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Activity: rhyming basket
Students: Group 1
S: CLL6.4b
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Activity: read Alligator Shoes; discuss real and pretend "Do alligators need shoes?"
Students: New Group 1 –
S: CLL6.4b
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Teacher-directed:
X Independent.
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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
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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
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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
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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
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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
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Planning for Individualization (use this space as needed)
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Planning for individualization may be documented below or on the main page of the Lesson Plan Template
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Student(s):
Activity/Skill:
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Student(s):
Activity/Skill:
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Student(s):
Activity/Skill:
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Student(s):
Activity/Skill:
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Student(s):
Activity/Skill:
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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.
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MATRIX
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PHOTOS with descriptor
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OBSERVATIONAL NOTES
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WORK SAMPLES
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Monday
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patterns - small group
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sharing weekend experience with class mascot
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Tuesday
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patterns - small group
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Silly Sally - large group literacy
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Wed.
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plate skate (morning M&M) patterns - small group
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Thursday
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small group - positional words
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*pattern strips
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Friday
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small group - positional words
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*pattern strips
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Notes, comments & reminders
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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.
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PS = Personal and Social Development
LL = Language and Literacy
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M = Mathematical Thinking
S = Scientific Thinking
SS = Social Studies
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A = The Arts
PDH = Physical Development and Health
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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)
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Time
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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8:00-8:40
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Large Group/
Opening Activity
8:40-9:00
9:00-9:10
9:10-9:30
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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
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Activity: Gather/Greet (display songs on chart - child chooses)
Jobs/Attendance
Message - bean bag
S: CLL8.4d, SED5.4a
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Activity: Gather/Greet (display songs on chart - child chooses)
Jobs/Attendance
Message - music instruments
S: APL5.4b, CLL8.4d, CLL8.4b
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Activity: Gather/Greet (display songs on chart - child chooses)
Jobs/Attendance
Message - visitor
S: APL5.4b, CLL8.4d, CLL8.4b
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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
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Music with Movement:
Wiggles “You Make Me Feel Like Dancing” (move body to the music)
S: PDM5.4a, CR3.4a
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Music with Movement:
Rhymin' to the Beat "Hey Diddle Diddle" (follow directions to jump, clap)
S: PDM5.4a, CR3.4a
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Music with Movement:
Rhymin' to the Beat "Humpty Dumpty"(follow directions to jump, clap)
S: PDM5.4a, CR3.4a
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Music with Movement:
Rhymin' to the Beat "Humpty Dumpty" (follow directions to jump, clap)
S: PDM5.4a, CR3.4a
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Music with Movement:
Rhymin' to the Beat "Hey Diddle Diddle" (follow directions to jump, clap)
S: PDM5.4a, CR3.4a
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Book #1: poem - Hey Diddle Diddle - first reading
S: CLL5.4a, CLL6.4b, CLL4.4d
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Book #1: poem - Hey Diddle Diddle - critical thinking questions
S: CLL1.4a
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Book #1: poem - Humpty Dumpty - first reading
S: CLL6.4a, CLL6.4b, CL4.4d
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Book #1: poem - Humpty Dumpty - critical thinking questions
S: CLL1.4a
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Book #1: poem - Humpty Dumpty – science activity
S: SC1.4a, SC1.4d
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9:30 -9:45 Small Group Time (see Small Group Template for detailed plans)
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9:45-10:00
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Phonological Awareness:
"Who Has the Cow?"
S: CLL6.4a
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Phonological Awareness:
"Can You Feed My Cow?"
S: CLL6.4a
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Phonological Awareness:
Down by the Bay" (cloze)
S: CLL6.4b
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Phonological Awareness:
Grandpa's Farm
S: CLL6.4a
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Phonological Awareness:
rhyming cube
S: CLL6.4b
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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
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10:50-11:00
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Book #2: Splat the Cat or Pete the Cat relate to cat and fiddle; do cats do these things?
S: APL4.4a
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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
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Book #2: Cool Dog, School Dog or Taxi Dog – relate to dog/laughing; do dogs do these things?
S: APL4.4a
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Book #2: Egg Drop – ‘How does this remind you of Humpty Dumpty?”
S: CLL1.4a, CP2.4c
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Book #2: If You Give a Dog a Doughnut –(Pause throughout for predictions)
S: APL4.4a
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11:00 – 12:00
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Center Time
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Center Time
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Center Time
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Center Time
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Center Time
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12:00-12:10
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Clean up/Transition
Activity: Parachute Express “All Around the Kitchen” Clap, clap, clap…STOP
S: CLL1.4b, PDM5.4a
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Clean up/Transition
Activity: Greg & Steve "Animal Action"
"Five Little Monkeys
S: CLL1.4b, PDM5.4a, MA1.4f
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Clean up/Transition
Activity: Parachute Express "Shakin' It"
"Shake It Up High"
S: CLL1.4b, PDM5.4a
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Clean up/Transition
Activity: Learning Station "Body Boogie" "My Hands are Starting to Wiggle"
S: CLL1.4b, PDM5.4a
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Clean up/Transition
Activity: "Here We Go Zudeo"
"Simon Says Touch Your Shoulders
S: CLL5.4a
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12:10-12:25
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Large Group Literacy:
sequence rhyme - Hey Diddle Diddle
S: CLL5.4b
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Large Group Literacy:
act out rhyme - Hey Diddle Diddle
S: CLL5.4b, CR4.4a
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Large Group Literacy: shared reading use children's names in Hey Diddle Diddle
S: CLL8.4b, CLL8.4c
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Large Group Literacy:
story symbols Humpty Dumpty (add heart)
S: CLL5.4c
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Large Group Literacy:
both rhyme posters "Show me what you know.
S: CLL8.4d, CLL7.4a
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12:25-12:35
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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12:35-1:05
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Lunch Time
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Lunch Time
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Lunch Time
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Lunch Time
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Lunch Time
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1:05-1:20 Transition from Lunch /Bathroom
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1:20-2:20
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Nap Time
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Nap Time
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Nap Time
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Nap Time
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Nap Time
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2:20-2:40
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Book #3: Ten Apples Up on Top – concept of book; rhyming words
S: CLL6.4b
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Book #3: If You Give a Mouse a Cookie
S: CLL5.4c, CP1.4a
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Book #3: The Apple Pie Tree
S CLL5.4c
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Book #3: Ira Sleeps Over
S: SS1.4b
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Book #3: The Grouchy Ladybug
S: SED2.4b
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2:40-2:50
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Closing Activity: Musical hoops “Simon Says” review Daily News, Goodbye Song
S: APL5.4a, MA3.4d, CLL4.4c
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Closing Activity Bean Bag Boogie - Bean bag review.
Daily News, Goodbye Song
S: APL5.4a, MA3.4d, CLL4.4c
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Closing Activity: music circle-fiddle, dish/spoon
"What Did You Do At School Today?"
Daily News
S: APL5.4a, MA3.4d, CLL4.4c
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Closing Activity: Hey Diddle Diddle" Rhymin' to the Beat
"Who Am I?" riddles
Daily News
Goodbye Song
S: APL5.4a, MA3.4d, CLL4.4c
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Closing Activity:
"Jump Jim Joe"
Daily News
"What Will You Do This Weekend?"
Goodbye Song
S: APL5.4a, MA3.4d, CLL4.4c
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2:50-3:05
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Transition for Dismissal
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Transition for Dismissal
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Transition for Dismissal
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Transition for Dismissal
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Transition for Dismissal
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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.
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Activity: table activities, writing center, LEGOS
also: cow/moon craft
S: APL1.4b, CLL5.4b
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Activity: table activities, writing center, LEGOS
also: cow/moon craft
S: APL1.4b, CLL5.4b
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Activity: table activities, writing center, LEGOS
also: egg shell rhymes
S: APL1.4b, CLL6.4b
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Activity: table activities, writing center, LEGOS
also: egg shell rhymes, class visitor
S: APL1.4b, CLL6.4b, SS4.4b
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Activity: table activities, writing center, LEGOS
also: egg shell rhymes, cooking (egg dippers)
S: APL1.4b, CLL6.4b
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*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
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M = Mathematical Thinking
S = Scientific Thinking
SS = Social Studies
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A = The Arts
PDH = Physical Development and Health
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MEDIA CENTER STORYTIME
WEDNESDAY @ 9:00 AM
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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.
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Group
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Teacher directed:
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Activity: Math activity-using farm animal manipulatives or buttons, sort by one attribute (color)
Students: Group 1 –
S:CD-MA4.4a
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Activity: Math activity-using farm animal manipulatives or buttons, sort by two attributes (color and type)
Students: Group 2
S: CD-MA4.4b
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Activity: Rhyming BINGO (if teacher-made, add in shoe words)
Students: Group 3-
S: CLL6.4b
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Activity: counting 1:1 (8 Little Donuts)
Students: Group 4-
S: MA2.4a
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Activity:
Counting game w/Sassafras or other puppet
Students: Groups 1 & 2 -
S: CD-MA2.4e
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Teacher directed:
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Activity: dictate words & draw picture for new version of Hey Diddle Diddle
Students: Group 2-
S: CLL5.4b, CLL5.4e, CLL9.4a
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Activity: dictate words & draw picture for new version of Hey Diddle Diddle
Students: Group 3 -
S: CLL5.4b, CLL5.4e, CLL9.4a
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Activity: dictate words & draw picture for new version of Hey Diddle Diddle
Students: Group 4 -
S: CLL5.4b, CLL5.4e, CLL9.
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Activity: dictate words & draw picture for new version of Hey Diddle Diddle
Students: Group 1 -
S: CLL5.4b, CLL5.4e, CLL9.4a
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Activity: Sequence Humpty Dumpty
Students: Groups 3 &4 -
S: CLL9.4c
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Independent
x
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Activity: Listening Center – Pete the Cat – Rocking My School Shoes
Students: Group 3-
S: CLL2.4b
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Activity: Listening Center – Pete the Cat – Rocking My School Shoes
Students: Group 4 -
S: CLL2.4b
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Activity: Listening Center – Pete the Cat – Rocking My School Shoes
Students: Group 1 -
S: CLL2.4b
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Activity: Listening Center – Pete the Cat – Rocking My School Shoes
Students: Group 2 -
S: CLL2.4b
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Activity: ABC Floor Puzzles
Students: Group 1 & 2 -
S: CLL2.4b
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Independent
x
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Activity: Computer – Starfall website
Students:
S: APL3.4a
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Activity: Computer – Starfall website
Students: -
S: APL3.4a
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Activity: Computer – Starfall website
Students:
S: APL3.4a
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Activity: Computer – Starfall website
Students:
S: APL3.4a
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Activity: Computer – Starfall website
Students:
S: APL3.4a
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Planning for Individualization (use this space as needed)
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Planning for individualization may be documented below or on the main page of the Lesson Plan Template
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Student(s):
Activity/Skill: Lunch #’s
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Student(s):
Activity/Skill: Lunch #’s
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Student(s):
Activity/Skill: Name writing (selected letters)
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Student(s):
Activity/Skill:
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Student(s):
Activity/Skill:
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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.
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MATRIX
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PHOTOS with descriptor
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OBSERVATIONAL NOTES
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WORK SAMPLES
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MON
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participating in music activities
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Math activity – small group
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New version – Hey Diddle Diddle
(small group)
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TUES
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participating in music activities
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Large Group Literacy – acting out Hey Diddle Diddle
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Math activity – small group
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New version – Hey Diddle Diddle
(small group)
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WED
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participating in music activities
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Math activity – small group
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New version – Hey Diddle Diddle
(small group)
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THURS
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participating in music activities
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Math Activity – small group
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New version – Hey Diddle Diddle
(small group)
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FRI
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participating in music activities
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Notes, comments & reminders
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|
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
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M = Mathematical Thinking
S = Scientific Thinking
SS = Social Studies
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A = The Arts
PDH = Physical Development and Health
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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)
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Time
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Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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8:00-8:40
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Activity: Breakfast/Bathroom/
Transition to class
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Large Group/
Opening Activity
8:40-9:00
9:00-9:10
9:10-9:30
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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
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Activity: Gather/Greet (display songs on chart - child chooses)
Jobs/Attendance
Message: Jack/ Jill tube puppet
S: APL5.4b, CLL8.4d
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Activity: Gather/Greet (display songs on chart - child chooses)
Jobs/Attendance
Message - bone
S: APL5.4b, CLL8.4d
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Activity: Gather/Greet (display songs on chart - child chooses)
Jobs/Attendance
Message: "find the sound" object
S: APL5.4b, CLL8.4d
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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
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Music with Movement:
"Here We Go Zudeo" - partner dance
S: PDM5.4a, CR3.4a
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Music with Movement:
Rhymin' to the Beat V1 "Jack and Jill"
S: PDM5.4a, CR3.4a
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Music with Movement:
Rhymin' to the Beat V2 "Old Mother Hubbard"
S: PDM5.4a, CR3.4a
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Music with Movement:
Greg and Steve "Shadow Dancing"
S: PDM5.4a, CR3.4a
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Music with Movement:
Review rules for behavior on field trip!
S:
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Book #1 Jack and Jill vocabulary - fetch, crown, tumble
S: PDM5.4a, CR3.4a
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Book #1: Jack and Jill
What made Jack fall down? Jill?
S: CLL1.4a
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Book #1 Old Mother Hubbard vocabulary - cupboard, bare
S: CLL4.4d, CLL6.4b
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Book #1: Mary Had a Little Lamb vocabulary - lamb, fleece - Why was it against the rule to have lamb at school?
S: CLL1.4a
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Book #1:
S:
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9:30 -9:45 Small Group Time (see Small Group Template for detailed plans)
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9:45-10:00
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Phonological Awareness:
"A Boom Chicka Boom"
S: CLL6.4a
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Phonological Awareness:
"Willaby Wallaby"
Jack and Jill variation
S: CLL6.4b, CLL6.4f
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Phonological Awareness:
rhyme food items for Hubbard's cupboard (bees/cheese, silk/milk)
S: CLL6.4b
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Phonological Awareness:
"Find the Sound" ID instruments by sound
S: CLL6.4a
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Phonological Awareness:
S:
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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
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10:50-11:00
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Book #2: Chicka Chicka Boom Boom
S: CLL7.4a
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Book #2 Tales to Read Together (Jack and Jill)
S: CLL5.4c
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Book #2: To Market, To Market
S: CLL5.4c, PDM2.4b
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Book #2: Review previous rhymes - Hey Diddle Diddle & Humpty Dumpty
S: CLL5.4c
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Book #2
S:
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11:00 – 12:00
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Center Time
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Center Time
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Center Time
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Center Time
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12:00-12:10
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Clean up/Transition
Activity: "Mother Gooney Bird" fill in finger play
S: CLL1.4b, PDM5.4a
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Clean up/Transition
Activity: "Sports Dance"
fill in finger play
S: CLL1.4b, PDM5.4a
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Clean up/Transition
Activity: Dr. Jean "Nursery Rhyme Rap"
S: CLL1.4b, PDM5.4a
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Clean up/Transition
Activity: Wiggles "Shimmie Shake"
fingerplay "Shake 'Em Up High"
S: CLL1.4b, PDM5.4a
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Clean up/Transition
Activity:
S:
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12:10-12:25
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Large Group Literacy:
dramatize Jack and Jill with props
S: CLL5.4b, CR4.4a
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Large Group Literacy:
dramatize Jack and Jill with props
S: CLL5.4b, CR4.4a
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Large Group Literacy: Old Mother Hubbard
discuss using story symbols
S: CLL5.4c
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Large Group Literacy:
Go-together cards (all nursery rhymes to date)
S: CLL2.4b
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Large Group Literacy:
S:
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12:25-12:35
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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Transition to Lunch
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12:35-1:05
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Lunch Time
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Lunch Time
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Lunch Time
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Lunch Time
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Lunch Time
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1:05-1:20 Transition from Lunch /Bathroom
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1:20-2:20
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Nap Time
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Nap Time
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Nap Time
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Nap Time
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Nap Time
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2:20-2:40
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Book #3: How Do Apples Grow? Life cycle discussion
S: CLL6.4b
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Book #3: child choice
Child chooses a book: preview before reading.
S:
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Book #3: An Apple (Parts of an apple)
S CLL5.4c
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Book #3: child choice
Child chooses a book: preview before reading.
S:
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Book #3:
S: SED2.4b
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|
2:40-2:50
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Closing Activity: "Touch" Hap Palmer
read LEC from this morning
Daily News
Goodbye Song
S: APL5.4b, CLL8.4b, CLL8.4c
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Closing Activity: "Peanut Butter" Parachute Express
read LEC
Daily News
Goodbye Song
S: APL5.4b, CLL8.4b, CLL8.4c
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Closing Activity: "Doggie Doggie Where's Your Bone?"
read LEC
Daily News
Goodbye Song
S: APL5.4b, CLL8.4b, CLL8.4c
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Closing Activity: "Follow the Leader" Ella Jenkins
read LEC
Daily News
Goodbye Song
S: APL5.4b, CLL8.4b, CLL8.4c
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Closing Activity:
"The Window"
Daily News
"What Will You Do This Weekend?"
Goodbye Song
S: APL5.4b, CLL8.4b, CLL8.4c
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2:50-3:05
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Transition for Dismissal
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Transition for Dismissal
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Transition for Dismissal
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Transition for Dismissal
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Transition for Dismissal
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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.
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Activity: table activities, writing center, LEGOS
also: Jack and Jill puppets
S: APL1.4b, CR2.4a
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Activity: table activities, writing center, LEGOS
also: Jack and Jill puppets
S: APL1.4b, CR2.4a
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Activity: table activities, writing center, LEGOS
also: create full cupboard for Mother Hubbard (cut & glue)
S: APL1.4b, PDM6.4c
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Activity: table activities, writing center, LEGOS
also: create full cupboard for Mother Hubbard (cut & glue)
S: APL1.4b, PDM6.4c
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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
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A = The Arts
PDH = Physical Development and Health
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MEDIA CENTER STORYTIME
WEDNESDAY @ 9:00 AM
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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.
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Group
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Monday
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Tuesday
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Wednesday
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Thursday
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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
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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
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Activity:
Letter and Sound Bingo Game
Students: Group 3
S: CLL6.4b, CLL7.4,
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Activity:
Letter and Sound Bingo Game
Students: Group 4:
S: CLL6.4b, CLL7.4,
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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
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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
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
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OBSERVATIONAL NOTES
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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
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Dramatic Play @ center time
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Language Experience Chart story – How do you help at home?
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Journals – blue table
|
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Wed.
|
Letter Sound BINGO game
|
|
Language Experience Chart story – How do you help at home?
|
Journals – green table
|
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Thursday
|
Letter Sound BINGO game
|
Language @ center time (retelling story using props)
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Language Experience Chart story – How do you help at home?
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Journals – yellow table
|
|
Friday
|
FIELD TRIP!
|
FIELD TRIP!
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FIELD TRIP!
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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)
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Time
|
Monday
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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
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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
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Activity: Gather/Greet (display songs on chart - child chooses)
Jobs/Attendance
Message: spider
S: APL5.4b, CLL8.4d
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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
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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
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Music with Movement: Music with Movement: Rhymin' to the Beat V2 "Little Bo Peep"
S: PDM5.4a, CR3.4a
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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
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|
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:
|