Lesson Plans for Bilingual Pre-Kindergarten · Lesson Plans for Bilingual Pre-Kindergarten Week of Monday, January 13, ... Write letter Mm,Zz with shaving cream ... Evaluation:T.O.S.P

Lesson Plans for Bilingual Pre-KindergartenWeek of Monday, January 13, 2014

Monday, January 13, 2014Day 83

Tuesday, January 14, 2014Day 84

Wednesday, January 15, 2014Day 85

Thursday, January 16, 2014Day 86

Friday, January 17, 2014Day 87






The student is expected to...» II.B.2 Child engages in conversations in appropriate ways. (C) Initiates or terminates conversations appropriately.» II.D.1 Child uses a wide variety of words to describe people, places, things and actions. (G) Tells a classroom visitor about his experiences with the materials in the science center, using appropriate terminology.» III.A.3 Child asks to be read to or asks the meaning of written text. (D) Asks the meaning of the writing on a food container.» III.C.3 Child produces the correct sound for at least 10 letters. (B) Produces the correct sound when shown the first letter of her name.» IV.A.1 Child intentionally uses scribbles/writing to convey meaning. (A) Signs name on sign-in sheets, art work, graphs, letters, lists, etc.» II.A.1 Child shows understanding by responding appropriately. (E) Follows a change in the morning activity schedule as described by the teacher.

Objective:Students will learn to use language for different purposes.Integrated with Social Studies and Science

Materials:Alphabet Chart, Phonological awareness Chart, Curriculum Early childhood Program,Scholastic curriculum. DLM curriculum Theme 9 Week 4 pages 122-123; Books: My Goose Betsy By Trucly Braun; Over on The Farm By Chrsitopher Gunson. Big book Look and Learn By Jenannie Hutchins.

Procedures:Circle Time: Alphabet and Phonolological Awareness. Pair activity #1 Write letter Mm,Zz with shaving cream and them with markers.

Conceptual Refinement:Teach the student to hold the marker and the letters Review

Bilingual Centers: Students will learn to write their name.

Reading Center:Student learn to hold pick a book and hold the book appropriated."

Story Time:My Goose Betsy By Trucly Braun

Evaluation:T.O.S.P.

The student is expected to...» II.A.1 Child shows understanding by responding appropriately. (E) Follows a change in the morning activity schedule as described by the teacher.» II.B.2 Child engages in conversations in appropriate ways. (C) Initiates or terminates conversations appropriately.» II.D.1 Child uses a wide variety of words to describe people, places, things and actions. (G) Tells a classroom visitor about his experiences with the materials in the science center, using appropriate terminology.» III.A.3 Child asks to be read to or asks the meaning of written text. (D) Asks the meaning of the writing on a food container.» III.C.3 Child produces the correct sound for at least 10 letters. (B) Produces the correct sound when shown the first letter of her name.» IV.A.1 Child intentionally uses scribbles/writing to convey meaning. (A) Signs name on sign-in sheets, art work, graphs, letters, lists, etc.


Materials:Alphabet Chart, Phonological awareness Chart, Curriculum Early childhood Program,Scholastic curriculum. DLM curriculum Theme 9 Week4 pages 122-123; Books: My Goose Betsy By Trucly Braun; Over on The Farm By Chrsitopher Gunson. Big book Look and Learn By Jenannie Hutchins.






Evaluation:T.O.S.P.








Story Time:Look and Learn By Jeannie Hutchins

Evaluation:T.O.S.P.







Story Time:Over the Farm By Christopher Gunson

Evaluation:T.O.S.P.








Story Time: Sum it up

Evaluation:T.O.S.P.

Language & Literacy, Head Start /Pre K





write their name.



Evaluation:T.O.S.P.

write their name.



Evaluation:T.O.S.P.

write their name.


Story Time:Look and Learn By Jeannie Hutchins

Evaluation:T.O.S.P.

write their name.


Story Time: Sum it up

Evaluation:T.O.S.P.

The student is expected to...» I.A.2 Child shows awareness of areas of competence and describes self positively in what he is able to do. (C) Describes self using specific competencies ("I can buckle my shoes." "I'm good at drawing.")

Procedures: Students will feel good bout their achievements.

Evaluation: T.O.S.P.













Personal & Social Development,Head Start / Pre















Objective: Students will learn to count one to one correspondance

Materials:Calendar chart, manipulatives to count, Card 36,Scholastic Curriculum, Growing with Mathematics Topic 7 designs and patternscomparing and orderingSpace and shapeBig and small, How many?Positional Languagesortinglooking for real life patternsword problems subtracting

Procedures: Activity pair partners#1,St will write with saving cream number 9 and then write with markers the same number

Conceptual Refinement: help the students to write number "9 and 10"

Bilingual Centers: The st. will comparechildren pictures and find similarities and differencies. with one to one correspondace mates.


























Math, Head Start / Pre Math, Head Start / Pre Math, Head Start / Pre Math, Head Start / Pre Math, Head Start / Pre

The student is expected to...» VI.A. 1 Child describes, observes, and investigates properties and characteristics of common objects. (E) Describes and compares the effects magnets have on other objects (attract to some things but not to others).

Materials:Magnets

Procedures:St. will work with magnets at their learning center center.

Evaluation:T.O.S. P.


Materials:Magnets




Materials:Magnets




Materials:Magnets



Materials:Magnets



Science, Head Start / Pre Science, Head Start / Pre Science, Head Start / Pre Science, Head Start / Pre Science, Head Start / Pre

The student is expected to...» (H1.4) Refines use of eating utensils

Materials: silverware, plates

Procedures: Students will be aware to eat appropritely


















Health & Safety, Head Start / Pre Health & Safety, Head Start / Pre Health & Safety, Head Start / Pre Health & Safety, Head Start / Pre Health & Safety, Head Start / Pre

The student is expected to...» IX.B.2 Child shows increasing control of tasks that require eye-hand coordination. (E) Draws recognizable pictures and shapes.

Materials: floor puzzels

Procedures:Students will work with puzzels during center time.


















Physical Development, Head Start /Pre










The student is expected to...» X.A.4 Child uses software applications to create and express own ideas. (A) Creates writings and drawings using software.

Materials:Computer, earphones.

Procedures: Computer Center: The students will go to the computer and learn to operate a computer and to go through a program for their grade level.


















Technology, Head Start / Pre Technology, Head Start / Pre Technology, Head Start / Pre Technology, Head Start / Pre Technology, Head Start / Pre

The student is expected to...» VII.B.2 Child participates in activities to help them become aware of what it means to be a consumer. (A) Participates in buying items found in the store/restaurant in the pretend play center (I had enough money to buy 2 apples, but not 3).Materials: plastic food, fake money

Procedures: Learning Centers in Dramatic play Students will go to the restaurant to buy food





Materials: plastic food, fake money









Social Studies, Head Start / Pre Social Studies, Head Start / Pre Social Studies, Head Start / Pre Social Studies, Head Start / Pre Social Studies, Head Start / Pre

The student is expected to...» VIII.B.2 Child responds to different musical styles through movement and play. (C) distinguishes betweeen different types of music (loud/soft, fast/slow, happy/sad, etc.).

Materials:Musical Instruments

Procedures: Students will play instruments during center time.Evaluation: T.O,S.P.













Fine Arts, Head Start / Pre Fine Arts, Head Start / Pre Fine Arts, Head Start / Pre Fine Arts, Head Start / Pre Fine Arts, Head Start / Pre






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Lesson Plans for Bilingual Pre-Kindergarten · Lesson Plans for Bilingual Pre-Kindergarten Week of Monday, January 13, ... Write letter Mm,Zz with shaving cream ... Evaluation:T.O.S.P