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Straight and Curve lines

SS will learn the directionality of lines and will practice using different materials:

Stations:

1. Gomets

2. Playdoh

3. Trace with markers

4. Paint + Q-Tips

5. Mat Man Lines

PQ:

Where have you seen these lines?

What can you make using these lines?

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Make Straight and Curved Lines|Prewriting Skills| Practice Straight and Curved Lines | Jack Hartmann

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-Ss will reinforce number recognition and quantity association

-Ss will participate in an activity where they will be Introduced "numberblocks"  1 to 5

-Present each number and its character (paste the number block under each number on the wall)

-Practice how to write each number and ways to represent it

-Ten frame displayed on the whiteboard. Count with ss while filling the ten frame with magnets

SLIDES <---

PQ: what is a ten frame? How do we use ten frames?

DIFF: Ss who are able will work to numbers up to 10

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Class Expectations:

SS will read the Morning Message and will discover a questions: "How do you think a PreK Rabbit should be in the classroom?"

They will discuss and create a moodboard about the class expectations

PQ:

What are some things that we should do in the class in order to be respectful and caring?

How do you sit down on the morning meeting?

how do we make a proper line?

How do we clean up?

SS will create pictograms with the teachers of the different routines.

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TCH will introduce the concept of Initial letter and will start a discussion about the initial letters of the Rabbits. After, they will go to the park and look around to find their initial letters. After, they will watch a video about directionality and will have different stations and will trace their initial letters following the correct directionality.

Stations:

1. Playdoh

2. Whiteboard markers

3. Paint

4. Do a dots

5. Chips

PQ:

What is you initial letter?

How do you trace your initial letter?

DIFF: SS who can can trace their names

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SS will use food coloring to paint their dough:

What color do you want your dough to be?

What colors do you need in order to create __ color?

SS will use the dough to create their initial letter

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Semana # 1: Respiro y estoy presente (ancla)

What is mindfulness? Prestar atención a lo que está a nuestro alrededor

Ancla: lo que te mantiene en el mismo lugar

Práctica: introducir las anclas, que pueden ser barriga, pecho o nariz. Enfocando nuestra atención en estas áreas como anclas.

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Anchors

Mindful minute

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Anchors

Mindful minute

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Anchors

Mindful minute

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Anchors

Mindful minute

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SS will tinker with materials around the innovations lab. After, they will go back to the class and have a discussion about the different materials they used

Makedo Invent

PQ:

What materials do you see?

What can you make with these materials?

DIFF:

SS can start creating using the Makedo Invent

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In the soccer field, Ss will play "catch the number" some of the

SS will have a number from 1-5 on a crown, the TCH will call out a number and the SS will run and catch the friend with the

correct number.

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Number Bingo:

SS will review number 1-5

They will have to dance, and when the song stops they will look at the screen and see a number. If they have it on their card, they will use a chip to mark it.

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-Choose a book: (Suggested: Miss Wishy Washy or a poem)

This book can be read throughout the week in 3 or 4 short sessions

- Session # 1: Observe the front cover before reading the title and ask prompt questions:

What do you think this story will be about?

Make connections with content seen in class

-You can record the answers on a big chart paper or on a thinking web

-Read the text and become familiar with it, check predictions.

-Session # 2: Re-read the text and have ss read with you (use a pointer)

-Work on decoding a few words from the text (cover the word with a post it)

-Session # 3: Re-read the text and have ss read with you (use a pointer)

-Work on identifying HFW within the text.

Session # 4: Re-read the text and have ss read with you (use a pointer)

-Work on identifying punctuation marks within the text. (this can be done in 1 or two sessions)

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Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Numerical awareness 1-5

Rote count 1-10

Exposure to tally

Comprehension to positional words: up, down, big, small

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to

compare quantities and objects and to solve problems. They recognize, create and describe patterns. They

explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Identifying shapes through interaction with closest environment (circle, square, triangle)

Beginning to sort & classify by attributes

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Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Exposure to big books during reading time

Explore pictures of the book asking: "What do you see?" "What is happening on this page?"

Explore books on the daily basis

Use repetitive stories, books, rhymes and fingerplays

Introduce parts of the book

Exposure to nursery rhymes and chants on the daily basis

Encourage repetition of words on rhymes and chants

Exposure to different type of sounds on the daily basis

Explore and imitate different sounds from their environment

Use of drawing to represent ideas, emotions and familiar experiences

Introduce the alphabet and what it represents.

Differentiate between numbers and letters

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Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Gross motor: jump with both feet, balance, imitation of different body postures

Explore sensorial material with their hands such as playdough, sand, soil, gel, shaving cream

Encourage repetition of different movements and actions with their arms and hands

Explore with objects that reinforce motor skills such as sponges, clothespins, tweezers

Encourage exploration of sensorial materials using creativity and imagination with different materials

Encourage creation of shapes, lines objects with their fingers using different materials

Exposure and adapts to correct posture

Uses correct pencil grip to manipulate a variety of objects

Starts exploring tracing lines or letters following correct directionality (side to side/top to bottom) (big line, little line)

Body awareness: Mat Man, body parts vocabulary

Recalls 3/5 visual elements

Recalls 3/5 auditory elements

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Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur and talk about changes.

Exposure to different sensory stimulation

Scientific method: observation

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This or that:

SS will have to guess if the action in the board represents caring actions or not.

PQ:

Why is this caring?

Why is it not?

What can you do instead of...

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Check out this Presentation designed by MariaJose Aguirre.

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Color Code:

SS will use Q-tips and paint to color the color code

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Center 1: Explore with the dough

PQ: what can you create using the dough?

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SS will look inside the sensory table for different number representations and will sort them accordingly

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Self-Portrait:

SS will draw themselves using as many details as possible

Materials:

A4 cardboard

color pencils

Putty & Counters:

SS will have to take out all the counters from the putty.

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Dough:

SS will observe the different materials and will make predictions of what we are going to create. They will record their observations and predictions in their sketchbooks.

After, we will create the dough as a group.

Ingredients:

Flour

Salt

PQ:

What do you think we are going to make?

What can you make with the dough?

Can you draw your predictions?

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Letter tangram

SS will find their initial letter and will use the tangram pieces to fill it. After they will be encouraged to find their friends initial letters and create them as well.

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Name practice:

SS will have different ways to write and create their names. They will practice how to write it by tracing, coloring and recognizing their names.

DIFF: SS that can will move along the activity

1. Recognize the initial letter

2. Recognize their names

3. Trace their names with markers

4. Write their names