Pennington's PreK Room 203
Theme 8 Week 1 : April 12-16 - Animals
Mrs. Neal will be teaching on Monday.
7:25 - 8:15 Arrival / Breakfast/ Sign In
Transition to the Carpet
Routines to Work on Throughout the Week
- Coughing and sneezing into your elbow
- Sitting Criss Cross on the floor
- Respecting personal space
- Saying Yes ma'am, No ma'am
- Raise your hand before speaking
Greeting/Move and Learn
Morning Circle 08:15-08:30
Commitment for the week: Listening Ears
Wish You Well
Job Assignments (Monday)
Wonderful Word of the Week: Agriculture
Morning Messages: Letters Nn, Pp, Aa, Hh
Monday: Animals begins with A.
Tuesday: Farm begins with F.
Wednesday: Pig begins with P.
Thursday: My horse ate hay.
Friday: Goat begins with G.
Nn, Pp, Aa, Hh
Monday - Letter Nn -Student pulls an item in the mystery box that start with the letter N, names it, and produces a rhyming word.
Tuesday -Letter Pp-Student pulls an item in the mystery box that start with the letter P, names it, and produces a rhyming word.
Wednesday - Letter Aa -Student pulls an item in the mystery box that start with the letter A, names it, and produces a rhyming word.
Thursday - Letter Hh- Practice making rhyming words that begin with the letter H.
Friday-Letter - Practice generating rhyming words.
8:30 - 9:00 Centers / Small Group (Red)
Begin CLI testing this week.
9:00 - 9:30 Centers / Small Group (Blue)
Begin CLI testing this week.
9:30 - 10:00 Outdoor Learning
NOTE: We will begin working on our Graduation Song this week.
Monday: Rhyming Games
Tuesday: - Rhyming Games
Wednesday: - Rhyming Games
Thursday: - Rhyming Games
Friday: - Playdough
10:00 - 10:30 P.E.
Monday: Farm Animals
Take picture walk through the book talk about the animals that you see and what a farmers job is on a farm.
Read pages 4 through 7.
Make a KWL cbart
Tuesday: Farm Animals
Today's focus is poultry. Look at the Table of Contents. Find the poultry chapter. Have students name birds in the photos.
Read pages about poultry and birds raised on farms. Read the photo captions.
Wednesday: Farm Animals
Let your child know that the story today is an informational book. Today we will focus on pigs and hogs
Show your child a picture of a hog and describe what it looks like.
Listen to the story and then ask these questions:
What do hogs eat?
How do pigs use their snout?
What meat products come from pigs and hogs?
Thursday: Today we will look for information on cattle and horses.
Look at table of contents to find the chapter. Read and discuss, describing the animals in the photos. Explain that these animals are referred to as livestock. What questions do you have about cattle and horses? Read the captions then ask Did the book answer our questions?
Friday: Begin by telling students that this is a nonfiction book. It provides factual (real) information.
Today we are looking for facts about goats and sheep. Nonfiction books have photographs instead of drawings and can happen in real life.
Read pages 16 and 17 in Farm Animals.
Ask your child to share a fact he/she knows about sheep or goats.
Open The Three Billy Goats Gruff and have your child name the characters in the story and describe the setting.
Have your students reenact the story. You can help them if needed.
Ask: Is this story fiction (make-believe) or nonfiction (factual)? How do you know?
Daily: Counting to 30
like objects to use for counting
number flashcards for numbers 1-20
practice identifying numbers in mixed orders and counting out groups of objects up to 10.
Tuesday: Create a duck shape using 4 hexagons and 1 triangle. Show the shape for 5 seconds and cover it up. Ask students to describe how many hexagons and triangles they saw. Show the shape again and count, emphasizing that 4 and 1 equal 5.
Discuss other options that equal 5. Act of the Lyrics of Five Little Ducks.(Children who left will squat on their knees and the ones still with mother will stand). After each verse, count the number standing and squatting. Ask How many are with mother?How many are there altogether.
Make a pictorial representation of the combination from the verses.
1st verse - draw a set of 5 yellow dots to represent the ducks. 2nd verse - draw 5 dots and slash through one and write 4 and 1 above the representation. Continue the one less pattern until they're all gone.
Look at the pattern and ask students to explain it. What happens after each verse? Is the number of ducks that are missing getting smaller or larger?
Wednesday: Retell the story of The Three Pigs. As you retell it pause at each section where the wolf blows down one of the three houses. Ask how many houses the wolf has blown down so far and how many houses are still standing.
After each count, confirm that there are always three houses. Draw a dot and slash mark representation on a sheet of a paper to illustrate the ONE LESS.
Thursday: Compare/Contrast the number of legs on a hen and a cow. Use dots to represent the number of legs - cow dots on top and hen dots underneath. Draw a line connecting each dot in the top row to the dot in the bottom row. Circle the dots in the top row that do not have a one-to-one match and state the difference. A cow has 2 more legs than a hen. Make hash marks to count the number of cow legs and circle them as you count. Do the same for the hen legs and then say there are 6 legs altogether. IF there is time, do the same for a cow and a horse.
Friday: Today you will need 30 cotton balls (or balled up pieces of tissue)
Inform your child that some people count sheep when they are having a hard time falling asleep. He/She will count sheep (cotton balls) as you drop them into a sack or box. Remind the child to say a number word for each cotton ball dropped. When they reach 30, explain that they cannot go any further because you are out of cotton balls.
Now, tell your child that instead of counting sheep, they are going to count sheep legs.
Use a piece of paper and draw a circle with four hash marks underneath to represent one sheep. Draw a second sheep and count the number of legs there are altogether. Draw a third sheep. Emphasize that the last number you landed on in the previous count was eight. Ask: What comes after eight?
Model a counting strategy. Put your finger on the last leg of the 2nd sheep and say eight. Then, move to the first leg of the 3rd sheep and continue the count...9, 10, 11 and 12. Say: There are 12 legs altogether.
Explain that an easier way to count the legs on a sheep is to follow a pattern. Assign a designated color counting cube to each of the four legs on the first sheep. Red cube = front left leg, blue = front right leg, green cube = back left leg, yellow = back right leg. Make two additional red, blue, green and yellow cores for the second and third sheep. Connect the three pattern cores together and point to each cube as you count, pausing after each fourth number - 1,2,3,4, pause 5,6,7,8 pause 9,10,11, and 12.
See if your child can extend the pattern for a fourth sheep.
Things to Work on:
Work on adding numbers up to 10 using manipulatives.