Lesson September

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Monthly Plan 1 Daily Plan 1
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Unit 1 Page Map * Spark
Weeks 1-2
Language Skills
Day 1Days
p. 1 School Day 2
p. 3 Find a * Day 3
p. 12 My
Day 4
*
Person Who … song
Pronunciation Lab p.
Pre-Math
p. 2
8 Hello!
Hello song
p. 2 What
Color
* p. 3 Many
p. 2 Benny
Let's Be Creative Beaver
Motor Skills
p. 2 Welcome p. 5 Rainbow
Writing p. 3 Colorfull Ball p. 4 My Teacher
Back! Colors
Weeks 3-4 Day 11 Day 12 Day 13 Day 14
p. 13 My Friends
Language Skills p. 3 Listening and
Classroom Listening &
Pronunciation Lab Identifying
Pre-Math Sounds p. 6 In and Out
p. 7 A Happy
p. 6 Vocabulary
* p. 7 Counting
p. 9 Counting
Let's Be Creative Teacher Caterpillars
Motor Skills
p. 12 My p. 14 School p. 15 Painting on
Writing Classroom p. 13 My Crayons Friends an Easel
Day 5 Day 6 Day 7 Day 8 Day 9
p. 4 Meet Your p. 2
5 Listening
Coming Up! p. 6 Let’s Get Into p. 7-10 We Are
Friends p. and Groups Friends
Identifying p. 5 Vocabulary
Sounds
p. 3 Shelf Full of p.
p. 5
5 Numbers 6-It
What Does
p. 2 Balance Books Look Like?
Standing on One
p. 6 My New
Foot p. 9 Blue
p. 7 The Alphabet p. 8 My Name p. 10 Shapes
Friend Lunchbox
* Day 15
p. 15 How Are p. 16
Feel…
p. 10 This Is How I p.
Day 16
Today
8, 9 Review
I
Day 17 Day 18
p. 7-10 We Are
Friends
Day 19
Friends
p. 6,7 Review
Drama - Cutouts
p. 7 Vocabulary vocabulary words
Feel! songs p. 8 What Comes
Next?
p. 11 Different
Feelings
p. 19 Colorful p. 10 Lines on My
p. 16 Happy Face p. 17 My Teacher p. 18 Feelings Paint Paper
Dashboard
Day 10
Friends
p. 4,5 Review
11 What
vocabulary words
p. 11 Yellow Bells
Day 20
This Is What I
Have Learned!
Unit 1
Portfolio Unit 1
School
Date Subject Students will be able toLesson Cycle
Friday 1 st Daily Routine -develop social skills by

Language
Skills greeting each other Pre-Activity
-develop
School Days communication skills Activity
-activate and use prior Post-Activity
Hello! knowledge
Pronunciation -build social skills and Pre-Activity
Lab practice greeting each
other Activity
Hello
WelcomeSong -sing a song Post-Activity
Back!
Cool Down
Monday Daily Routine

4th
Language Pre-Activity
Skills
-develop social skills
Find a Person Activity
Who ...
Post-Activity
Pre-Math Pre-Activity
Skills
-identify and review
colors Activity
What Color Is
It?
Post-Activity
Colorfull Ball
Cool Down
tuesday Daily Routine

5th Language
Skills Pre-Activity
-discuss rules and their
Pronunciation importance Activity
My Classroom
Lab
Rules Post-Activity
-sing a song Pre-Activity
Writing Skills -recognize new
Good Morning Activity
Song vocabulary words Post-Activity
My Teacher
Cool Down
Vocabulary
Wednesd Daily Routine

ay 6th Pre-Math Pre-Activity
Skills -identify shapes and
colors Activity
Many Shapes Post-Activity
Let's Be Pre-Activity
Creative -demonstrate use of
fine motor skills
Wednesd
ay 6th
Let's Be
Creative -demonstrate use of Activity
fine motor skills
Rainbow Post-Activity
Colors
Cool Down
thursday Daily Routine

7th Language
Skills Pre-Activity
-build confidence in
social skills Activity
Meet Your
Motor
FriendsSkills Post-Activity
Warm Up:
Writing Skills (5 min.)Skills:
Motor
Balance -develop motor skills Cool Down:
(10 min.)
Standing
My New on (5 min.)
One Foot
Friend
Cool Down
r Daily Routine
i Language Pre-Activity
Skills -describe things they
d enjoy Activity
Coming Up!
a Post-Activity
Pronunciation
y Lab
-relate sounds with Pre-Activity
Listening and pictures Activity
Identifying
Sounds Post-Activity
8
M The Alphabet
ot
Cool Down
n Daily Routine
Skills
d -build social skills Activity
Let's Get Into
a Groups!
Let's Be
Post-Activity
Pre-Activity
y Creative -recall colors
-demonstrate use of Activity
Shelf Full of fine motor skills
Books Post-Activity
1 My Name
1 Cool Down
st Daily Routine
h
d Pronunciation Pre-Activity
Lab -recall new vocabulary
a words Activity
Vocabulary Post-Activity
y Language
Skills Pre-Activity
-describe events from
Storytelling - the story Activity
1
Storytelling - the story
1 We Are Post-Activity
Friends
2 Blue Lunchbox
Cool Down
e
Daily Routine
n Pre-Math
Skills Pre-Activity
e -recall numbers 0-10
Numbers 0-5 Activity
s
Post-Activity
d Numbers 6-10
Let's Be Pre-Activity
a Creative -identify shapes
y What Does It fine motor skills
Look Like? Post-Activity
Shapes
1 Cool Down
3
r Daily Routine
s Pronunciation Pre-Activity
Lab -review and identify
d vocabulary words Activity
Vocabulary
a Storytelling -
Post-Activity
Pre-Activity
y We Are -recognize the
Activity
Friends sequence in a story
Post-Activity
What
1 Yellow Bells
Cool Down
4
r
Daily Routine
i Pronunciation
d Lab Pre-Activity
-relate sounds with
a Listening and pictures Activity
Identifying
y Sounds Post-Activity
1 Skills
-name school objects Activity
5 My Classroom
Post-Activity
My Classroom
t Cool Down
h
n Daily Routine
d
d Pre-Math Pre-Activity
Skills -differentiate "in" and
a "out" Activity
In and Out Post-Activity
y Let's Be
-recall feelings Pre-Activity
Creative
-recall parts of the face
A Happy
1 Teacher
fine motor skills Post-Activity
8 My Crayons
Cool Down
t
e Daily Routine
s Pronunciation Pre-Activity
Lab -recall new vocabulary
d words Activity
a Skills
Pre-Activity
y -develop listening and
Listening and speaking skills Activity
Speaking -
Kim's School Post-Activity
1 School Friends
Cool Down
9
n
e Daily Routine
Pre-Math
Skills Pre-Activity
s -recall counting 1-10 Activity
d Counting Up
to TenBe Post-Activity
Let's
a Creative
-reinforce counting 1- Pre-Activity
10
y -demonstrate use of Activity
Counting
Painting on an fine motor skills
Caterpillars Post-Activity
Easel
2 Cool Down
u
0
r Daily Routine
Pronunciation
Lab Pre-Activity
s -recognize their
Activity
feelings
d This Is How I
Feel! Post-Activity
Language
a Skills
-recognize their
Pre-Activity
Activity
y How Are They
feelings
Feeling? Post-Activity
Happy Face
2 Cool Down
1i
Daily Routine
Pronunciation
d Lab Pre-Activity
-build social skills
a -sing a song
-build social skills
a Hello -sing a song Activity
Post-Activity
y Good Morning
Skills
-recall feelings Activity
2 Today I Feel ... Post-Activity
2 My Teacher
Cool Down
t
Daily Routine
Pre-Math
Skills Pre-Activity
-distinguish patterns Activity
What Comes
Next? Post-Activity
Let's Be
-identify feelings and Pre-Activity
Creative
develop artistic skills
Different
Feelings
Feelings
Cool Down
d Daily Routine
a Pronunciation Pre-Activity
Lab -identify new
y vocabulary words Activity
Vocabulary
Language Post-Activity
Skills Pre-Activity
2 -recall story characters
Storytelling - and events Activity
5 We Are Post-Activity
Friends
Colorful Paint
Cool Down
et
s Daily Routine
Pronunciation Pre-Activity
d Lab -review vocabulary
Activity
words
a Vocabulary Post-Activity
y Storytelling - -recall story facts and Pre-Activity
We Are events Activity
Friends -role-play a story
Lines on My Post-Activity
2 Drama-
Paper
6 Cool Down
dt Daily Routine
a My School
Assessment knowledge of concepts
y they have seen
y
Cool Down
Strategies and Activities Materials
picture. Have them guess what the unit will be about. Do they ride the school
bus? Who takes them to school? What do they see on their way to school?
Have
How dochildren look for
they greet a partner
their and
friends in theask his or her
morning? name
Have and how
children heschool
color or she is
Ask children
doing. Whenhow they
done, feel on
children their first
should look day of school.
for another Do they
partner andlike going to
continue
school? Do they have fun with their classmates? Are there any new friends in
their class? if they remember how they greeted each other on the previous
Ask children
can help showing
activity. How dance
did they movements.
greet Have
their friends children
this morning?openHowtheir
didbook
theyon page
greet
8. Play the song again while they sing along.
Ask children to discuss activity. How did they feel saying hello to new friends?
How many classmates
workbook. Walk aroundhaveand
themonitor
same color of eyes
children asorthey
hair?work. After they
finish, praise children and lead them in cool down exercises.
Greet children. Recall how to say "Hello" in different languages. Ask children
to talk about the way they greeted their friends this morning. How did their
mother greet them?
Have children open book on page 3. Ask them to look at the picture and talk
about it. How are they greeting each other? Follow book instructions to
complete activity.
Have
Ask childrento
Ask children
children watch
aboutdiscuss Sparks
their Colors
activity.
favorite How video. Encourage
didBased
color. they feel
on the children
saying helloto
previous torepeat the
new friends?
activity, recall
colors
How as
many
the colorthe the video
classmates
of colors
eyes orwithis playing.
have
clothing the same color
their classmates of eyes
have. or hair?
Are they wearing clothing
Review
Game Zone the children. Show them pictures and/or objects of
of
thetheir
colorsfavorite
shown color?
on Dopage
this theyand know havewhat is theirname
children best them.
friend's favorite
Have children
Make
color? squares out of construction paper of each color you have reviewed and
open bookinon
put them pageHave
a bag. 2. Have themtake
children colorturns
eachtaking
objectone while saying,
square a bag -construction
out“Itofisthe
______
and _______
looking in the(color, object).”
classroom Follow book
for something of instructions
that color. The to complete
child mustthe say paper
what the object is and name its color. When done, he or she has to put the -plastic/paper
activity.
square back in the bag. Make sure there are enough things of each color in bag
the classroom.
Reinforce
workbook. theWalkvisual connection
around betweenchildren
and monitor each rule asand
theyitswork.
corresponding
After they
geometric shape by having children point
finish, praise children and lead them in cool down exercises. to each shape as they repeat the
rule. Cut each of the shapes presented out of construction paper in the
corresponding color, about 20 cm big. Attach a Popsicle stick to each one.
Have your shapes ready to use whenever you need to reinforce the rules they
represent.
Teamwork
Ask children if they know what a rule is. How do they help us? Where do we
Makerules?
have a poster What with the children
happens whenabout we dothe notclassroom
follow them? rules, and hang it in the -construction
Ask
Show children
classroom in if
a they
very would
visible like
spot. to sing
Talk a
Start by warming up for writing as it is described ineach
Spark Images and ask children to "Good
relate
children Morning"
them to
about howsong
the to greet iteach
classroom
important
Teacher's rule.
is to paper
Guide
other.
Then
always Play
have
followtrack
children
the 10 and have
complete
classroom children
page
rules. 12. listen
Guide to it. Then,
children
(warm up writing muscles, write in the air, and write on the board). to ask children
answer the to open
Self- -Popsicle sticks
their book on
assessment page 9 and color Kim, Bill, and Sally as they listen to the song
bar.
Then have
Use vocabulary
and students pronounce the letter or word and
sing along. flashcards. Ask children to listen to track 5, while showing the trace it with a
finger.
Have Finally,
children
flashcards. Have guide
open book
childrenstudents
on
listenpagetoto4,complete
thelisten themore
tracktoonce
track work
5, and inpoint
and the Writing
to the
repeat Skills -vocabulary
the words.
workbook.
pictures as they Walkrepeat
around theand words monitor students as they work. After they flashcards
and sentences.
finish, praise students and lead them in cool down exercises.
yellow horse. Then, ask children to name objects and their colors. Play Spark
Shapes video and
Divide children ask
into children
two teams.toHave
name them.
them make shapes with their bodies.
The
Have children open their books on page 3 and are
other team has to guess what shape they making.
follow book instructions. Guide
children to answer
Ask children to lookthe Self-assessment
at the bar. animal do they see? Do they
book cover. What
know his name? Can they guess his name?
draw a fish in the lake and then color the sky, mountains, and trees while
saying, “Bennyshow
Have children Beaver is my
work new friend.”Have them say "This is my friend
to classmates.
Benny Beaver."
workbook. Walk around and monitor children as they work. After they
Night, etc. Play "Hello" song. Children walk around the classroom, when the
music stops they
Have children openwillbook
greetona page
classmate that book
4. Follow is close by. Repeattothis
instructions exercise.
complete
activity. -watercolors
and
Startwrite his or herup
by warming name next to as
for writing it. Hang the poster in
it is described upthe
in the classroom
Teacher's Guide
where
(warm everyone
ceiling with their can
up writing see Take
muscles,
hands. it. write
themin outtheofair,
the and write on
classroom andthe
tellboard).
them to try
Then
to
Have have
touch the
childrenchildren
sky
sitwith
on pronounce
their
the hands.
floor and the
slowly letter or
stretch word
their and
wholetrace
body it while
with a
Then tell them to choose a partner and see who can stand on one foot for a
finger. Finally,
taking deep
longer guide
periodbreaths. children to complete the work in the
of time.Have them do “partner stretching,” interacting and Writing Skills
workbook. Walk
mirroring each other.around and monitor children as they work. After they
like pizza more than a hamburger and fries? Do they have pets? How do they
take care of them?
Have children open book on page 5. Ask children to look at the pictures and
discuss
Have topics shown.
children Children
show their work work in pairs to
to classmates complete
telling thembook
aboutexercise.
what they
drew.
Show pictures to children and ask if they can identify the sound each one
makes.
Have Example:
children show
open pictures
their of apage
books on dog,2.cat,
Askguitar,
them drums,
to look waterfall,etc.
at the pictures
and try to imitate the sound each one makes.
Play track 3. Have children listen to the sounds. Play track again while
children
workbook. circle the around
Walk picture that
and corresponds to each
monitor children assound.
they work. After they
Ask children if they know what a group is. Where can they find groups? Is
their class
Have a group?
children Aregroups
get into there different
accordingtypes of groups?
to number of siblings, eye color, hair
color, number of teeth lost, shoe size, or birth month.
Ask children to discuss how they feel working in groups. Do they like working
in groups?
Point to objects
complete in Every
activity. the classroom
time theyand
useask children color
a different to sayhave
theirthem
color.say, “This
-pencils
is a _________(color) book.” -color paint
Have children talk about their favorite color. Why is that their
workbook. Walk around and monitor children as they work. After they favorite color?
Show children -bell

the track once flashcards
more, pointand
at introduce vocabulary
the pictures, words.
and repeat words and sentences. -lunch/
Guide children to answer the Self-assessment bar.
Have some of the objects related to the vocabulary words ready. Have sandwich
children
how theyidentify themactivities
met? What and name doeach
theyone.
enjoy doing together? Do they have -lunchbox
other
wordsfriends outside school?
in the reading? Play track 1 and have children follow along. Stop track
before turning each page to discuss what happened.
Game Zone - Number Zero
Take the children to a stairway and have them stand at the top of the stairs.
Discuss
When you story.
callTalk
out about
“one,”their
they favorite
must take part.
oneHave
stepchildren
down. Ifshare if some
you call out
events
workbook.from the
“zero,” the children story
Walk around have
must stayhappened
andwhere
monitor to
theythem and
are. If aas
children their
child friends.
steps
they down
work. when
After theyyou
call outpraise
finish, “zero,”children
he/she isand out lead
of thethem
game. in Children
cool down try exercises.
to stay in the game
until they reach the bottom of the stairs. If there are no stairs available, do
this activity outside, having children stand in a line and walk toward you.
Game Zone
Make flashcards with numbers 0 to 10. Have 11 children stand in front of the
Have children
classroom andopen bookchild
give each on page 5. Ask them to you
colorcall
thea circle red, the 0 to
Have
diamondchildren count
purple, the from 0-10.a Divide
oval orange,
flashcard.
and the
When
the triangle
class into boysHave
blue.
number
and from
girls. Tell
them each
point at
10,
groupthe child
to countwho is
0-10. holding the flashcard with that number steps forward.
each shape while
The children sitting saying,
down“It is asay
must ______ _______
whether (color, shape).”
the number is correctFollow
or not.book -number
instructions
Switch groups to to
complete activity. participate on both sides.
have everybody
Game Zone flashcards
Have children open book on pages 4 and 5. Follow instructions to complete -shape
Have a bag full of objects and/or pictures that are square, circle, triangle,
exercise. flashcards
oval,
Showand diamond
children shape shaped. HaveAsk
flashcards. children
themsitto in a circle
name eachand take
one. turnscan
Where pulling
they -paper/plastic
out
find an object/picture
those from theobjects?
shapes in everyday bag, examining it, and saying what it is. The bag
children will be observing the object and relating it with a shape saying, “This -shape objects
Have children
________ looksdraw
like a shape on the dry
___________ erase board or on a separate piece of or pictures with
(shape).”
white paper. Tell children to show their shape by saying, "This is a shapes
____________
workbook. Walk (shape)."
around and monitor children as they work. After they -dry erase
finish, praise children and lead them in cool down exercises. board or white
paper
Ask children if they remember some of the vocabulary words they have
learned during the past weeks and show flashcards. -vocabulary
Say a vocabulary word and have children draw it on the dry erase board or a flashcards
whitechildren
piece of point
papertoand show it to their classmates. -dry erase
Have their drawings as they repeat the words and board or white
sentences.
favorite part and why? Have children open book on page 7 and play track 1. paper
Ask children
children toinlisten
stand andand
a circle follow
takethe story.
turns rolling the die (the box) and saying -box
something about the story, based on
Have children open book on page 11. Follow the drawing
bookthat lands facing
instructions up.
to complete -pictures
activity.
workbook. Guide children
Walk around to answer the Self-assessment
and monitor bar.work. After they
children as they
Show pictures to children and ask them if they can identify the sound each
one makes. Example: show pictures of a fountain, car, truck, airplane, guitar.
Have children open book on page 12. Ask them to look at the pictures and try -pictures
to tell the sound of each one.
Playchildren
Ask track 16.toHave
openchildren
book onlisten
pageto13.
sounds. T will play track once more
while children
Thinking Skill: circle
Comparethe picture that corresponds to each sound.
Have children observe the picture and name the objects in it. Have them
compare what they see in the pictures with what is in the classroom.
Teamwork
Divide children into pairs. Tell them to look around the classroom and name
all the things they see. The pair of children that names more things wins.
Ask children things they like in their classroom. Follow book instructions and
complete activity.
workbook. Guide children
Walk around to answer
and monitor the Self-assessment
children as they work. bar.
After they
Introduce concepts "in" and "out" by telling children to go in and out of the
classroom.
children must say, “The -box
__________
Have childrenisopen
in thebook
box.”on“The
page__________ is out
6. Follow book of the box.”
instructions to complete -school objects
activity.
Ask children to talk about different feelings. How do they feel when they win
athem
game? -yarn
say,How
“Hedo
or they
she isfeel
my when they
teacher. Hiscannot
or herfind
name their favorite toy?and he or
is _________, -wiggly eyes
she
Havelooks happy.”
children show their work to classmates, describing their "Happy -paint
Teacher."
workbook. Walk around and monitor children as they work. After they -pipe cleaners
Show children
repeating words picture flashcardsGuide
and sentences. and introduce
children new vocabulary
to answer words.
the Self- -vocabulary
assessment bar.
Have flashcards on the board facing down. Ask children to come to the flashcards
board, turn a flashcard, and say the vocabulary word that corresponds.
the numbers, saying, “There are __________boys” or There are __________
girls.”
corresponding circle, saying, “There are _____ girls.” “There are ________
boys.”
circle. Ask children to guess how many boys and girls there are in other
classrooms.
T will ask children if they remember how to count up to 10. Ask children to
volunteer and count
times as needed as fast asit.
to represent possible. Playthe
Go around Sparks Video
circle, Numbers
calling 1 to 10.
out children one
at a time to participate. -chalk
Have children open book on page 7. Follow book instructions to complete
activities.
Ask children
march, to count
or stomp theirtheir fingers
feet ten andThe
times. toes. How many
children have doto they
counthave?
aloud while
doing these actions. -green paint
Have count Walk
workbook. from 1-10,
aroundthisand
timemonitor
have them clap asasthey
children theycount.
work. After they
you feel when they go to a party? How do you feel when they fall and get
hurt?"
paste these pictures on the second poster board. Hang up both collages in -magazines
the
Haveclassroom.
children talk about feelings mentioned in the poem. Have children act -poster boards
out some of the feelings.
Show
are children
feeling andSparks
explainVideo: Feelings.
why. Have Encourage
children children
open book to discuss
on page feelings.
15. Follow
book instructions to complete activity. -pictures
take turns acting out the feeling. The rest of the children try to guess the
feeling.
Ask children if they remember "Hello" and "Good Morning" songs.

Which do they like the most and why?
Play corresponding tracks as they sing. Encourage them to make new dance
movements.
As achildren
Ask class, vote for the
to talk group
about that
their had the
feelings. bestmakes
What dance them
movements.
feel happy, sad, or
frightened?
Now they are ready to make their drawings. Have children open book on
page
Show16. Follow
work instructions
to classmates andtotalk
complete exercise.
about their feelings. Ask children to repeat
the poem "This Is How I Feel" track 11.
on their clothes and/or on classroom objects. Have children observe the

pictures and figure
Have children openout
bookwhat comes
on page 8.next on book
Follow each instructions
line to continue the pattern.
to complete
activity.
their pattern to the rest of the class, naming the objects, for example: pencil,
book,
school?pencil, book,
Can they etc. something that happened during the week that made
name
them -pictures with
page, feel
havehappy
them or sad?at each face saying, “This is a ___________ (feeling)
point feelings
face.” -yarn
Have children
workbook. point
Walk at eachand
around facemonitor
and name each feeling.
children as they work. After they -glue
Have children open book on page 7. What picture do they see? Can they
name them?
listen to track once more, point to the pictures, and repeat words and
sentences. Guide children to Give
answer thetime
Self-assessment paper sheets
Say some vocabulary words. some to children sobar.
they can draw the
corresponding picture.
Have children talk about events in the story "We Are Friends." Ask if there is
anything they will change
story. Ask children to name inthe
thecharacters
story and why.
in the story and something that
they do in the story. Can they identify any vocabulary words in the story?
Have children
workbook. talkaround
Walk about their
andfavorite
monitorcharacter
children in
asthe story.
Ask children if they can remember some of the vocabulary words they have
learned
Say some during this unit.
vocabulary words and ask children to draw a picture that
represents three words. -paper sheets
Listen to tracks 7 and 8. Have children point at the drawings as they repeat
the
Ask words and
children to sentences.
recall characters from the story. Have them listen to track 1
and follow story.
Miss Taylor: I am happy to meet you, Sally.
Sally: I am happy to meet you too, Ms. Taylor.
Have children
workbook. act out
Walk the story
around using thechildren
and monitor finger puppets.
as they work. After they
finish,
expresspraise
about children and
their work, lead
and them inthe
evaluating cool down outcomes
learning exercises.expected by
filling out the corresponding bubbles in the marking rubric.
Weeks 1-2 FamilyDay 1 Day 2 Day 3 Day 4
p. 19-22 Sunday
Language Skills Visit
*
p. 18 That Many
Pronunciation Lab song p. 13 Vocabulary
p. 9 Gray It p. 10 Grandma
Pre-Math Sorts Her Laundry
Let's Be Creative p. 13 A Is for Ant p. 15 Gray Cloud
Motor Skills p. 26 Let’s Write
p. 23 Middle
Writing p. 24 Apples! p. 25 Aa
Sound of Aa
*
Weeks 3-4 Day 11 Day 12 Day 13 p. 27 Aa
Day 14
p. 27Sounds
We Are p. 28 My Family
Language Skills Words’ Name
Pronunciation Lab
Pre-Math
Let's Be Creative
p. 19 I Love My
* p. Magic
p. 21 14 Sphere
p. 19 I Love My p. 15 Biggest-
Smallest
p. 23 Name Art
Leaves
Motor Skills
p. 33 Numbers 0- p. 34 Numbers 3-
Writing p. 32 Review 2 5 p. 35 0-2
Visit Day 5 Day 6 Day 7 Day 8 Day 9
p. 23 Tell Me
p. 24 My Body
song * * p. 25 Look at Me
p. 11 Numbers 1 p. 14 Vocabulary Numbers
to 20 Connect the
p. 17 p. 19
13 Spotless
Counting Up
p. 3 Run and Stop Dots Ladybug
with Control
p. 40 Dictation 1 p. 28 Little Bird p. 29 Bb p. 30 Let’s Write p. 32 Bb
Day 15 Day 16 Day 17 p. 19-22Day 18 Visit
Sunday Day 19
p. 19-22 Sunday
Visit Drama - Cutouts Unit 2
Sounds p. 23 Do These
Words Rhyme? p. 16 What Doesn’t p.18 Fall Fun p. 12 Listening
Belong?
Science Project Let’s Cook
Review numbers p. 37 Tracing p. 38 Writing p. 39 Number

p. 36 3-5 0-5 Numbers Numbers Words
Dashboard
Day 10
p. 26 Fall Comes
vocabulary words
p. 40 Dictation 2
Day 20
This Is What I
Have Learned!
Unit 2
Portfolio Unit 2
p. 40 Dictation 3
5-Day Daily Lesson Plan U2
Day Date Subject Students
promote will
play be
andable to Pages Time Lesson Cycle
All Daily Routine learning
-stimulate brain
n/a 10
Total mins 10
Daily Routine
Language Skills 10
-activate and use prior Pre-Activity
Me and My knowledge
17, 18 30 Activity
Family -develop social skills
-describe images Post-Activity
Lab
That Many Feet
1 -sing a song Pre-Activity
ABC Rap Song -identify the letters of 17, 20 25 Activity
the alphabet
Middle Sound of
Letters and Post-Activity
Aa 23 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Activity
Pre-Math Skills
-identify which colors
9 25
make gray Activity
Gray It Is!
Post-Activity
2 Pre-Activity
-recognize words that
Let's Be Creative
have the letter "A"
13 30
A Is for Ant
fine motor skills
Post-Activity
Apples! 24 20
Cool Down 5
Total mins 90
Daily Routine 10
Language Skills Pre-Activity
19-22 30
Storytelling - the story Activity
3 Sunday Visit
Pronunciation
Post-Activity
Pre-Activity
Lab
Writing Skills -identify new Activity
13 25
vocabulary words Post-Activity
Vocabulary
Aa 25 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills Pre-Activity
-review and classify
10 25 Activity
Grandma Sorts the objects by color
Her Laundry
4
Pre-Math Skills
-review and classify
10 25
Grandma Sorts the objects by color
Her Laundry Post-Activity
-experiment mixing
4 Let's Be Creative colors to obtain the Pre-Activity
color gray 15 30 Activity
Gray Cloud -demonstrate use of
Aa 26, 27 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor Skills (5 min.)Skills:
Motor
-develop motor skills 3 25 (10
Run and Stop Coolmin.)
Down:
With Control (5 min.)
5 Pre-Activity
Storytelling - -identify events in the
19-22, 23 30 Activity
Sunday Visit story
Writing Skills -review, recognize, and Post-Activity
write capital and 40 20
Dictation
Cool Down 1 lowercase letter A 5
Total mins 90
Daily Routine 10
Lab
Pre-Activity
-review ABC's
ABC Rap 17, 21 25 Activity
-identify the letter "B"
6 Language Skills Pre-Activity
-identify body parts 24 30 Activity
My Body
Post-Activity
Little Bird 28 20
Cool Down 5
Total mins 90
Pre-Math Skills
Daily Routine 10
-identify numbers 1-20 Pre-Activity
Listening and -develop listening and 11 25 Activity
Speaking - speaking skills Post-Activity
Numbers
Let's 1 to 20
Be Creative Pre-Activity
-review the letter "B"
7 Connect the
-demonstrate use of 17 30 Activity
fine motor skills
Dots Post-Activity
Bb 29 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
14 25 Activity
vocabulary words
8 Language Skills
-review parts of the
Pre-Activity
25 30 Activity
body
Look at Me
8 Language Skills
-review parts of the
25 30
body
Look at Me
Post-Activity
Let’s Write 30 20
Cool Down 5
Total mins 90
Daily Routine 10

Teen Numbers -identify numbers 11
12, 13 25
to 20
Counting up to Activity
Twenty
9 Post-Activity
Let's Be Creative -review and practice Pre-Activity
counting to 20
19 30 Activity
Spotless -demonstrate use of
Ladybug fine motor skills Post-Activity
Bb 32 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -review vocabulary
13, 14 25 Activity
words
Vocabulary
Pronunciation Post-Activity
18
10 Lab
Fall Fun
Pre-Activity
-identify fall 30 Activity
Language Skills Post-Activity
Writing Skills -review, recognize, and 26
Fall Comes
Dictation 2 lowercase letter B 5
Cool Down
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-relate words' sounds
22 15 Activity
to pictures
Listening to
Words' Sounds Post-Activity
Pronunciation
19
11 Lab
I Love My Family -sing a song
Pre-Activity
40
-name family members Activity
Language Skills
27
We Are Family Post-Activity
Review 32 20
Cool Down 5
Total mins 90
Daily Routine 10
-discriminate between
14 25
circle and sphere
Sphere
12
Pre-Math Skills
-discriminate between
14 25 Activity
circle and sphere
Sphere
Post-Activity
-describe "Fall"
12 Let's Be Creative characteristics Pre-Activity
-review colors 21 30 Activity
Magic Leaves -demonstrate use of
Numbers 0-2 33 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
-sing a song
Lab Pre-Activity
-review vocabulary
words 15, 19 25 Activity
Vocabulary
-recall and identify
family members Post-Activity
I Love My Family
13 Language Skills
-recognize family
Pre-Activity
28 30 Activity
members
My Family Name
Post-Activity
Numbers 3-5 34 20
Cool Down 5
Total mins 90
Daily Routine 10
-compare objects and
15 25 Activity
Biggest - identify the differences
Smallest Post-Activity
14 Let's Be Creative
-recall shapes and
colors
Pre-Activity
23 30 Activity
-demonstrate use of
Name Art
0-2 35 20
Cool Down 5
Total mins 90
Daily
Lab Routine 10
-relate sounds to the Pre-Activity
Listening and corresponding picture
11, 15 55 Activity
15 Identifying
Sounds
-review the weekly
vocabulary words Post-Activity
3-5 36 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-identify rhyming
23 25 Activity
words
Do These Words
Rhyme? Post-Activity
16 Language Skills
-review story, identify, Pre-Activity
and describe 19-22 30 Activity
Storytelling -
characters
Sunday Visit
16 Language Skills
-review story, identify,
and describe 19-22 30
Storytelling -
characters
Sunday Visit
Review numbers Post-Activity
0-5 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify objects that
16 25 Activity
What Doesn't don't belong
17 Belong?
Science Project - -describe what
Post-Activity
25 30
Different- happens to different
Tracing Numbers 37 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-identify new
16, 18 25 Activity
Vocabulary vocabulary words
Post-Activity
Language
Fall Fun Skills
18 -recall story facts and Pre-Activity
Storytelling - events 30 Activity
Sunday Visit -role-play a story
Writing
Drama-Cutouts Post-Activity
Numbers 38 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-relate sounds to the Activity
Listening and corresponding picture
12, 16 25
Identifying -review the weekly
19 Sounds vocabulary words
Let’s Be Creative -develop listening skills

Let's Cook - -develop fine motor 30
Kid-Made Butter skills 20
Number Words 39
Cool Down 5
Total mins 90
Daily Routine
Writing Skills 10
-review, recognize, and
40 20
20 Assessments
Dictation 3
write numbers
knowledge 1-5
of concepts
55
they have seen
Cool Down 5
Total mins 90
Strategies
With Control" They will practice thisand Activities
during their Daily Routine all MI
throughout this month.
guess what things they will see throughout this unit. Follow book
instructions
monitor what tonumbers
completeand activity.
body parts they recognize. Choose a different
team every time. Ie, K
Haveletters.
the children play
Play Simon
track againSays
andpointing
encourageto athem
bodyto
part.
sing and dance along
as "rappers."
listen to track 24 and repeat what they hear, while pointing at the
corresponding VL, M
case.” Then he picture.
or she must look for a picture of an object that has this
beginning
work. After theyand
sound use this
finish, word
praise in a simple
children and sentence.
lead them in cool down
exercises. VS, VL
Play
BonusSparks Videos: White Poem / Black Poem.
Activity
Thinking Skill:
Take children to Relate
the playground and talk about what happens when you
Introduce
mix black and white. white
the colors You mayanddivide
black,the
showing theinto
children vocabulary flashcards
four or five groups
along with white and black objects. Have children take turns
and give each group a big clear plastic bag. Add white and a few drops naming other
of
white and black objects, animals, etc., that they know.
black paint to each bag and tie it. Tell them to mix the paint by rubbing the
bag. Ask them what color they got, and then have them name things that VS, LM
are gray.
Have children open book on page 9. Follow book instructions to complete
activity. Have children look for more objects that are gray inside the
Have children
classroom open
showbook
andflashcards them on
topage
their 13. Ask children to identify the letter A.
classmates.
Make picture
Have children (apple,
work in teams airplane,
of three. Haveant, arm,make
them alligator, astronaut).
the letter A using
Showbodies.
their flashcards
Then, andhave
write the work
them corresponding name on the
on this page,tracing theboard.
letter Ask
A with
children
differentto comeThey
colors. to the board
must andon
begin circle the letter
the green dot A.
and stop on the red
dot. Have children
Ask children to writesay, “This
their is letter
names A.” Ask
on their drythem
erasetoboard
trace ortheonpath thatof
a piece VS, VL
the antHave
paper. needsthemto follow
circleto
theget to letter
letter A while
A (if they saying,
have “A is names).
it in their for ant.”
Encourage them to say, "My name is Andy, this is the letter 'A'" to their
classmates.
work. After they finish, praise children and lead them in cool down
exercises. VS, VL
Ask children
enjoy to look
doing with them?at the
Dopictures on pages 19-22.
their grandparents Ask them
live near by? Howto guess
often do
whatvisit
they
Start the story
them?is about
by warming up forbased on the
writing as itpictures. Play track
is described 14 Teacher's
in the and ask
Stick
Guide the
children vocabulary
to
(warm follow
up along.flashcards
writing Stop on the
track
muscles, board.
before
write Place
turning
in the the
each
air, andflashcards
page and
write that
ondiscuss
the VL, VS
have
Ask
what been
children introduced
happened. the following
Then, previously
continue and
questions: mix
Did
reading them
they
the with
like
story.
board). Then have children pronounce the letter or word and tracethe new flashcards
story? Can they(page
it
13). Ask
relate tochildren
some ofto theidentify the new
characters? Do flashcards, encourage
their grandparents them
play withtothem?
name
with
Have a finger.
children
as many as they Finally,
open guide children to complete the
can.book on page 13. Have them listen to track 17 and work in the
Writing
Guide
point to Skills
children workbook.
to answer
the pictures Walk
whilethe around
Self-assessment
repeating and monitor
the words bar.
andShow children
childrenas they
sentences. VL, VS
work. After
flashcards as they finish, praise children
try to name each one. and lead them in cool down
exercises. VS, VL
favorite color and why? Ask if they know a way to make a new color. How
do they
circle think
when the color
done. They gray
mustisshow
made?
what they found and say what it is, for
example: “It is a gray _______(object).” VS, LM
VS, LM
Follow book instructions to complete activity. Guide children to answer the
Self-assessment
the names or draw bar.pictures on the board. Ask children to come to the
board
On theand draw the
following daypictures.
have children cut it out while saying, “This is a gray
cloud.” VS, K
Have children show work to their classmates. Have them observe the
different huesthey
work. After of gray.
finish, praise children and lead them in cool down
exercises. VS, VL
When
Followyou say, “DOWN”
instructions for the– Children must sit or lay down.
weekly dictation.
When
until you
1. Capital say,
you notice
A “UP” – Children must
they do it with control. stretch up to the ceiling.
Variations:
2. Lowercase Youaopen
can have them skip, gallop, K, VL
Have
-Twist children
around gently,book on page
pretending 23.
to be a raghop,
Follow etc.
instructions
doll. to complete
3. Capital
activity.
-Do shoulderA, lowercase
circles. a
vocabulary
4. Lowercase
Thinking words throughout
a,Describe
Skill: capital A the story? Have children listen to track 14
and
5. follow
Dictate the
either story to
capital recall
or
the end of the path draw a tray the
Have children take turns events
lowercase
telling and
withclass characters.
A and have
something
cookies. Have children
about
the tell teacher
their
children what
walk along
they wrote down.
grandparents.
the pathway and tell the story in their own words. VL, VS
Call
Guidethechildren
letters, toone at a time,
answer repeating them once
the Self-assessment bar. or twice, and giving
children enough time to write them down. VL, VS
children open book on page 17, play track 21, and this time have them
point at each
they hear, letter at
pointing while
the singing the song.
corresponding picture. Have children open book
Have
on children
page 21. open
Follow book
book on page
instructions 11.toFollow bookactivity.
complete instructions to complete VL, M
bodies.
activity.Then each 30.
Play track team has to say a word that begins with this sound and
aB simple sentence using this word.
on the board. Have children name some objects that begin with B.
Listening and
Introduce a new Speaking
wordaction.
with the letterthe
B: activity
Body. with other words and
them should do that Repeat
Numbers
Play Sparks 1 to 20 Numbers 1 to 20. Encourage children to repeat
Video: VL, VS
different
Have actions
children open(stand up, turn
pagearound, sit down, jump up, to etc.)
numbers listen book
1 to 20. to theon 24. Follow
conversation whileinstructions
looking at the complete
picture.
activity.
Dad: Children,
Teamwork are you ready to go to Grandpa
work. After they finish, praise children and lead them in cool and Grandma’s house?
down
Boy:
Make Yes, Dad.
flashcards
exercises. I’m taking
with three
numbers books
from 1with
to 20.me for
Ask Grandma
ten childrento read
to to in
stand us. VS, VL
Girl: I willof
the front take
theten toys to play
classroom with each
and give Grandpa.
child two flashcards, with the
Mom:
numbers Grandma said she
out of order. would
Play music bake
andeight cookies
ask them for each
to put one of you!
the numbers in
Boy:
orderMmm!
from 1Let’s
to 20. goWhen
now! the music stops, they must stop too, and then
check to see if they did it correctly. If they didn’t, play the music and let
Have
them children
try again.look for the
Choose tennumbers said inand
other children the have
conversation,
them do and cross
the same.
Give
themeachout. child
Guidea children
number to flashcard.
answer theT will call out the numbers
Self-assessment bar. in order for LM, K
childrenletter
Review to form a line.
B. Ask children whose name begins with the letter "B" to
stand up. Name objects
letter B.” “__________ begins that begin
with with the letter
the letter "B."Then have them
B.” etc.
point at each number in order from 1 to 20 while naming them aloud. LM, VS
and say:
"This
work.is After
a __________
they finish, ." praise students and lead them in cool down
exercises. VS, VL
Ask children to name some of their body parts. Have they ever twisted
their ankle
pictures, andor repeat
bruisedwords
their elbow? Have they
and sentences. been
Guide taken to
children tothe doctor?
answer the
Self-assessment VL, VS
children to comebar.to the front and circle the words she mentions. Review
previous
Play Sparkvocabulary.
Video: Face parts. Ask children if they can identify their face
parts.
Brown crayon:face
Call out neckparts and have children point to each one.
Black crayon: wrist VS, Ie
VS, Ie
work to the rest of the class, naming each part of the body. Guide children
to answer
work. thethey
After Self-assesment bar.children and lead them in cool down
finish, praise
exercises. VS, VL
Encourage children to count from 11-20.
Have children open book on pages 12-13. Follow book instructions to VL, LM
complete activities.
Ask children
ladybug lookstolike?
stand up and
What clap as they
do ladybugs count
have frombacks?
on their 11 to 20.
Compare the
two insects.
Then ask them to trace the word and the number 20 while saying,
“Twenty.” VS, LM
Have children show their work to classmates. Ask them to count the dots
on the ladybug.
exercises. VS, VL
Have children open book on pages 13 and 14. Play tracks 17 and 18.
Encourage children
child. Play music andtoask
repeat whiletopointing
children to each
walk around andword
find several times.
the matching
picture. VS, VL
Ask
Talkchildren to show
about fall’s mosttheir matching
typical pictureslike
characteristics, andthe
saychanging
the vocabulary
colors of word
the
aloud.
treesWhat
see? and thearefalling leaves. doing?
the children Have turn
Playtotrack
page2226,
andLanguage Skills.toFollow
ask children listen
book
to theinstructions
poem. Follow to complete activity. to
book instructions Have them take
complete turns sharing
exercise.
something they like to do in the fall saying, “In the fall I like to
_____________________.” VS, N
Five bright red,
Six
Call thefell
just uponone
letters, myathead!
a time, repeating them once or twice, and giving
children enough time to write them down. VL, VS
Ask children to open book on page 22. What pictures do they see? What
actions are thelisten
Have children children doing26on
to track each
and picture?
follow book instructions to complete
activity. VL, M
Play Sparkschildren
Encourage Video: Family.
to say aPlay video
word thatagain and"y"
has the asksound.
children to name each
member of the family (father, mother, brother, sister, grandparents). Have
Have
Bonus children
children open turn
Activity booktoonpage
page27,
19,Language Skills. Lab.
Pronunciation HaveHave
themthem
look listen
at theto
pictures.
Have Ask them
children
track 23. bringto draw a check
a picture of theirmark in the
family. Haveboxthem
by the
takeactivities
turns they
do with their
presenting family
their saying,
families by “My family
showing the_______________
picture, pointing at,(reads, plays,
and naming VL, VS
eats, family
each cooks) member.
together.”They can say why they love their family, what their
favorite activity to do together is, etc. Then you can use the pictures to
make aAfter
work. bulletin
theyboard.
finish, praise children and lead them in cool down
exercises. VS, VL
and different size and color circles made out of foam. Show Spark Images:
Sphere - real objects.
LM, VS
Have children open book on page 14. Follow instructions to complete
activity. LM, VS
“Spheres” as a title. Ask them to draw five things on the paper that have
this shape.
Review withHang up the
children drawings
special in the classroom.
characteristics of "Fall." What do leaves look
like? What happens to the leaves during this season? (color),” while
leaf. Have them say, “This is a fall leaf. It is ________
coloring. VS, N
Have children
work. showfinish,
After they and describe their work
praise children andto lead
their them
classmates.
in cool down
exercises. VS, VL
Ask children
pictures and with what
repeat member
words of their family
and sentences. Guidedochildren
childrentoplay most.the
answer
Self-assessment bar.book on page 19. Play track 23 and listen to song. VL, VS
Have children open
Divide the class into boystheir
Have children talk about and girls andWhat
family. havespecial
each sing a verse.
activities do they do
together?
Hand each child a sheet of white paper. Ask them to draw a house and all
of thechildren
members thatbook
live in VS, Ia
Have open onit.page
Ask 28.
them to include
Follow their grandparents!
instructions to complete
exercise. Show work to classmates.
exercises. VS, VL
white erase board or a piece of paper. Ask children to compare between

all
one.theThen
pictures
havedrawn and
children tell which
compare theissize
theof
smallest.
the tables and determine
which VS, LM
movements, they can place different objects insideto
is the smallest one.Follow book instructions complete
the shapes. activity.
Emphasize
the smallest shape this time.
Ask children to say which letter of the alphabet their names begin and end
with.
names, have children name each one of the shapes saying, “This is a
_______ _______(color, VS, LM
Have children show theirshape).”
work to classmates and talk about it. What color
and shapes did they use?
exercises. VS, VL
object makes. Have children open book on page 11. Follow instructions to
complete activity. flashcards on the floor, facing down. Each child will
Place the vocabulary
turn VS, VL
Haveone and say
children thebook
open word.
on page 15. Play track 19. Have them say short
sentences with each vocabulary word.
work. After they finish, praise students and lead them in cool down
exercises. VS, VL
and refer to each pair of rhyming words. Encourage children to say some
words
it. Helpthat may rhyme.
children identify words that rhyme. Invite different children to
come VL, M
Have children openand
to the front point
book on to the23.
page rhyming words.
Play track 27. Follow book
instructions to complete activity.
Have children open book on page 19, listen to track 14, and follow story.
Ask children
Sister, Mother,to talk
and about their
Father). favorite paste
If possible, part and why. of each one. Have
a picture
children say an action or a characteristic of each character. VL, VS
VL, VS
Guide children
work. to act
After they out the
finish, story.
praise children and lead them in cool down
exercises. VS, VL
Show children the family flashcards and a body part flashcard. Ask children
which
picturesone doesn't
have belong.inRepeat
something common, theand
activity
whichusing
onedifferent flashcards.
doesn’t belong.
Follow book instructions to complete activity. LM, VS
Have children use classroom objects and make sets with an object that
doesn't belong.
- Pull out the filter strips.
Have
work.the children
After they look at praise
finish, the filter strips. What
students and colors do they
lead them see? down
in cool VS, N
exercises. VS, VL
Have children open book on page 18. Ask children if they remember what
the poemwhile
pictures, is about. Play track
repeating 22and
words andsentences.
listen to the poem.
Guide children to answer
the Self-assessment bar. VL, M
Show
Tell children
children tothe vocabulary
recall flashcards,
characters from the have
story.them name
Listen each14one.
to track and
follow story.
Grandfather: OK! Grandpa. Let’s count: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,
13, 14,children
15, 16, show
17, 18, 19, grandpa's
20! VL, VS
Have their face to classmates. Ask them to
describe their own grandpa. Does he
work. After they finish, praise children look like
andthe one
lead theyindecorated?
them cool down
exercises. VS, VL
Have children open book on page 12. Follow instructions to complete

activity.
Have children turn to page 16 and listen to track 20. Point to the picture as
they repeat the words and sentences.
VL, VS
Show flashcards to children and ask them to use their bodies to represent
-each
Openvocabulary word. Example:
the jar, remover clap:and
the marbles, children will
spread clap.
your delicious butter on a
slice of bread.
work. After they finish, praise children and lead them in cool down VL, VS
exercises. VS, VL
Call the numbers, one at a time, repeating them once or twice, and giving
children enough VS, VL
about their work,time
and to write them
evaluating thedown.
learning outcomes expected by filling
out the corresponding bubbles in the marking rubric. VL, VS
Digital
Teacher's Notes Resources
Assessment Refer to Materials @Home
Teacher's Guide
for the suggested
-flashcards
Sparks Video:
Alphabet Rap -flashcards
Song
-vocabulary
flashcards
-bottle caps
-black and
white paint
-picture
flashcards
-dry erase
board
-sheets of paper
-vocabulary
flashcards
-gray objects
-gray objects
-black and
white paint
-paper plate
-colors
-pictures/
Spark Video:
objects that
ABC Rap Song
start with Bb
-body parts
flashcards
Sparks Videos:
-flashcards 1-20
Numbers 1 to 20
-dry erase
board
-sheets of paper
-poster-size boy
or girl
Sparks Video: -big piece of

Face parts paper
Sparks Video: -big piece of
Face parts paper
-black paint
-2 sets of
vocabulary
flashcards
Sparks Video:
-family pictures
Family
-different size
Sparks Images: and color circles
Sphere - real
objects
Sparks Images: and color circles
Sphere - real -ball
objects -globe
-balloon
-sheets of paper
-dry erase
board
-sheets of paper
-chalk
-construction
paper
-vocabulary
flashcards
-family
flashcards
-body flashcards
-vocabulary
flashcards
-vocabulary
flashcards
-marbles
-whipping
cream
Weeks 1-2 Day 1 Day 2 Day
p. 31-34 3
Where Day 4
Language Skills Are Ann’s
p.
p. 30
32 Let’s Shake
Letters and
Pronunciation Lab Sounds Slippers?
p. 26 Vocabulary
p. 17 Many
Pre-Math p. 18 Left - Right
Windows p. 29 Left and
Let's Be Creative p. 27 C is for Cat
Right
Motor Skills
Writing
Weeks 3-4 *
p. 41 My Car
p. Day
38 What
11
p. 42 Cc
Day 12
p. 43 Let’s Write p. 44 Cc
Day 13
p. 39 Where Do
Day 14
Language Skills Should I Wear?
p. 34 Letters and They Belong?
Pronunciation Lab Sounds
Pre-Math * p. 21 Counting
p. 35 Colorful Egg
p. 28 Vocabulary
p. 22 They Go
Together
p. 37 Light Colors
Let's Be Creative
p. 49 Middle
Writing Sound of Ee p. 50 Elephant p. 51 Ee
p. 53 Ee
Day 5
Ann’s Slippers?
* Day 6
Sounds Lucy’s
p. 36
Day 7 Day 8
p. 37 My
Bedroom
Day 9
*
p. 35 Toby the
p. 30 My Home p. 20 Pet’s
p. 30 My Home p. 19 The
Houses
p. 33 Toby and
p. 31 D Is For Dice
p. 4 Jump for Me
Height
p. 62 Dictation 1 p. 45 Little Duck p. 46 Dd p. 47 Let’s Write p. 48 Dd
Day 15
* Day 16
Identifying Sounds andp.Identifying
Sounds
40 Pets and
Day 17 Day 18
Are Ann’s
Slippers?
p. 29 Vocabulary
Drama - Cutouts
Day 19
p. 28-29 Review
p. 23 Tallest - vocabulary words
p. 24 Clothes and
p. 36 Do These p.31 Bingo song
Shortest
p. 39 Where Does It More Clothes
Live?
p. 54 Review 8 p. 57 Numbers 6-8 Numbers
p. 61 Numbers
Words
p. 62 Dictation 3 p. 56 Numbers 9- p. 58 Numbers 9-10 p. 60 Writing
Dashboard
Day Where
p. 31-34 10
Are Ann’s words
vocabulary
Slippers?
p. 35 Listening to
p. 62 Dictation 2
Day 20
This Is What I
Have Learned!
Unit 3
Portfolio Unit 3
p. 62 Dictation 4
Day Date Subject Students
promote will
play be
All Daily Routine learning
-stimulate brain
n/a 10
Total mins 10
Daily Routine 10
Language
Skills Pre-Activity
My Home -activate and use prior 29, 30 25 Activity
knowledge
Let's Shake Post-Activity
Hands
1 Pronunciation
Pre-Activity
Lab -identify the letter "C"
and objects that start 32 25
Letters and with the letter "C" Activity
Sounds Cc Post-Activity
My Car 41 20
Cool Down 5
Total mins 85
Daily Routine 10
Pre-Math
Skills Pre-Activity
-review numbers 1-20 17 25 Activity
Many
Windows Post-Activity
-recall object names
2 Let's Be
Creative
that begin with the Pre-Activity
letter "c" 27 25 Activity
-demonstrate use of
C Is for ... Post-Activity
fine motor skills
Cc 42 20
Cool Down 5
Total mins 85
Daily Routine 10
Lab -identify new
vocabulary words 26 25 Activity
Skills
3 -describe events from
Pre-Activity
Storytelling - 31-34 25 Activity
the story
Where Are
Ann's Post-Activity
Let’s Write 43 20
Cool Down 5
Total mins 85
Daily Routine 10
Skills -identify their right and
left hand 18 25 Activity
Left - Right
4
Pre-Math
Skills -identify their right and
left hand 18 25
Left - Right -identify objects worn Post-Activity
4 Let's Be
Creative
on the left or right Pre-Activity
hand 29 25 Activity
-demonstrate use of Post-Activity
Left and Right
fine motor skills
Cc 44 20
Cool Down 5
Total mins 85
Daily Routine 10
Warm Up:
Motor Skills (5 min.)Skills:
Motor
(10 min.)
-develop motor skills 4 20
Jump for
Height Cool Down:
Language (5 min.)
Skills
Pre-Activity
Storytelling -
5 Where Are -recall events and
Ann's characters in the story 31-34, 35 20
Activity
Slippers?
Toby the Post-Activity

Puppy
Writing Skills -review, recognize, and
Dictation 1 lowercase letter C
Cool Down 5
Total mins 70
Daily Routine 10
Pronunciation
-recall letter "D" Pre-Activity
Lab
-identify words that Activity
begin with the letter 33 25
Lab "D"
Sounds Dd 30
My Home -sing a song
6 song -identify objects in a
Pre-Activity
house 25 Activity
Language -review colors 36 Post-Activity
Skills
Little Duck 45 20
Cool Down 5
Total mins 85
Daily Routine 10
Pre-Math -recall different shapes
Skills and colors Pre-Activity
-distinguish between 19 25 Activity
The Bunny's three-dimensional
Cage -identify
shapes andcapital and
flat shapes Post-Activity
Let's Be lowercase letter "D"
7 Creative -review numbers and
Pre-Activity
colors 31 25 Activity
Writing Skills -demonstrate use of
D Is for Dice Post-Activity
fine motor skills 46 20
Dd
Cool Down 5
Total mins 85
Daily Routine 10
Pronunciation
Lab -identify new Pre-Activity
vocabulary words
My Home -review "My Home" 30, 27 25
song Activity
Vocabulary
Post-Activity
8
Skills -describe objects they
find in a bedroom 37 25 Activity
My Bedroom
Writing Skills Post-Activity
Let’s Write 47 20
Cool Down 5
Total mins 85
Daily Routine 10
Skills
-count from 1-20 20 25 Activity
Pet's Houses Post-Activity
9 Let's Be
Creative
-count from 11-20 Pre-Activity
fine motor skills
Toby and Me Post-Activity
Dd 48 20
Cool Down 5
Total mins 85
Daily Routine 10
Lab
-recall vocabulary
words
Vocabulary Activity
-identify words with 26-27, 35 25
the ending sound "X"
Listening to
Words' Sounds Post-Activity
10 Language
Skills
Pre-Activity
-recall events in the
Storytelling - 31-24 25
story Activity
Where Are
Ann's
Slippers? write capital and 62 10
Dictation 2 lowercase letter D 5
Cool Down
Total mins 75
Daily Routine 10
Pronunciation
Lab Pre-Activity
-identify the letter "E" 34 25
11
Lab
-identify the letter "E" 34 25 Activity
Letters and
Skills Ee
11 -identify colors and
clothes
Pre-Activity
Listening and 38 25 Activity
-develop listening and
Speaking -
Middle SoundI speaking skills
What Should Post-Activity
of Ee p. 49 20
Cool Down 5
Total mins 85
Daily Routine 10
Pre-Math
Skills Pre-Activity
-review shapes
-count from 1 to 15 21 25 Activity
Counting
Shapes -review and identify Post-Activity
12 Let's Be
Creative
the letters "C" and "E"
-review shapes and
Pre-Activity
colors 35 25 Activity
Colorful Egg -demonstrate use of Post-Activity
Elephant fine motor skills 50 20
Cool Down 5
Total mins 85
Daily Routine 10
Lab -identify new
Language
13 Skills
-recall different
Pre-Activity
clothing 39 25 Activity
Where Do
They Belong? Post-Activity
Ee 51 20
Cool Down 5
Total mins 85
Daily Routine 10
Pre-Math
Skills Pre-Activity
-match objects halves 22 25 Activity
They Go
Together Post-Activity
14 Let's Be
Creative
-recall light colors Pre-Activity
fine motor skills
Light Colors Post-Activity
Ee 52, 53 20
Cool Down 5
Total mins 85
Daily Routine 10
Pronunciation
Lab Pre-Activity
-relate pictures to
Listening and sounds 24 20
Identifying
Sounds
15
Pronunciation
Lab
-relate pictures to
Listening and sounds 24 20
Identifying Activity
Sounds
15 Pronunciation Post-Activity
Lab Pre-Activity
-identify words that
Do These rhyme 36 30 Activity
Words -review, recognize, and Post-Activity
Rhyme?
Review write capital and 54, 62 20
lowercase letter E 5
Cool Down
Total mins 70
Daily Routine
Pronunciation 10
Lab Pre-Activity
-relate pictures to
Listening and sounds 25 20 Activity
Identifying
Skills Post-Activity
Sounds
16 Pets and More
Pets
-build social and
40 Pre-Activity
language skills 30 Activity
-sing a song
Pronunciation 31 Post-Activity
Lab
Numbers 9-10 55, 56 20
Cool Down 5
Total mins 85
Daily Routine 10
Pre-Math
Skills Pre-Activity
-identify tallest-
shortest 23 25 Activity
Tallest -
Shortest Post-Activity
Let's Be
17 Creative
-identify where
different pets live
Pre-Activity
Where Does It fine motor skills
Live? Post-Activity
Numbers 9-10 57, 58 20
Cool Down 5
Total mins 85
Daily Routine
Pronunciation 10
Lab Pre-Activity
-identify new
vocabulary words 31, 29 25 Activity
Vocabulary
-sing a song
Post-Activity
Bingo song
18 Storytelling - -review characters and Pre-Activity
Where Are events from the story 31-34 25 Activity
Ann's -role-play a story
Writing
Slippers? Post-Activity
Numbers 6-10 59, 60 20
Cool Down 5
Total mins 85
Daily Routine 10
Pre-Math
Skills -make a graph Pre-Activity
-practice counting 24 25
-review clothing
19
Skills -make a graph
-practice counting 24 25 Activity
Clothes and -review clothing
More Clothes Post-Activity
19 Pronunciation
Pre-Activity
Vocabulary
Numbers Post-Activity
Words 61 20
Cool Down 5
Total mins 85
Daily
WritingRoutine
Skills -review, recognize, and 10
write numbers 62 15
20 Assessments
Dictation 4 knowledge
6 -10 of concepts
60
they have seen
Cool Down 5
Total mins 90
Strategies
Height." They will practice this inand Activities
their Daily Routine all throughout MI
this month.
Have children open book on page 30. What do they see? What are
the children doing? Before working on this activity, ask the
missing
childreninif the
theyhouse.
use their What right things dohand
or left they to find in their
shake house?
hands. Have Is
their
Ask
them house
children big?
to draw
raise their Do they
right ahand.liveYou
letter Cinon
an aapartment?
willwhite
be able to Follow
paper sheet,
see instructions.
cutknow
if they brown the
circles
conceptout of of construction
right and left. This paper.is a They
good will be used
activity to decorate
to reinforce these the
letter
FollowCbook
concepts. so that it looks like
instructions toacomplete
chocolateactivity.
chip cookie. Ask children
End activity by if VL, K
they
askingcan identifyhow
children thethey
letterfelt that the word
walking aroundcookie andbegins
shaking with.
handsHave
children
with show their work and say "C" is for cookie.
classmates.
Play
Bonus ABC rap song track 21. Review the alphabet. Ask children to
Activity
raise their
On a separate handpieceif their name begins
of paper, with thedraw
have children letteror"C."
glueAskpictures
children to name objects that begin with the
of words that begin with the letter C. Have children brainstorm letter "C."
words with this beginning sound. Once each child has said at least VL, VS
one word,
Have theyopen
children are ready
book on to begin
page 32. theFollow
activity. book instructions to
complete
around activity.
and monitor children as they work. After they finish,
Print some flashcards with pictures of things that begin with the VS, VL
praise children and lead them in cool
letter C. Show one picture and write the word on the board. down exercises.
Choose one child to come to the board and circle the letter C,
saying, “The word _________ begins with the letter C.” Have
children open book on page 27. They must cut out the shapes to
make a cat.
random orderThe andrectangle
when the is the
childcat’s body,
listens to the
the circle
number, is the
hecat’s
/she
head,
has to he two
stand upbigandtriangles
say the are the
number cat’s
out ears,
loud. and the small triangle
colored with
is the cat’s theirHave
nose. crayon. Then,paste
children each the
pairshapes.
of children Thencounts the
give them
squares
wiggly they
eyes colored
for theGuide altogether.
acat’s eyes, andeither LM, VS
Write on
complete the floor
activity. big letter
children "c" topipe cleaners
in the
answer for the whiskers
theclassroom or in the
Self-assessment
and
yard.legs.
bar. Ask When
children thetocatgiveis ready,
names have children
of objects thatsay, “Catwith
begin begins
the
with
letterthe
"c."letter
When ____.”
a child Yousayscan also reinforce
a word with "c",the theyshapes,
will gobyandnaming
stand
the shapes
on the onform
line to the cat’s body."c."
the letter Have them say, “I see
________________ (number, shape).” and say: The word cat VL, VS
Have children show work to classmates
begins
aroundwith andthe letter "c."
monitor children as they work. After they finish,
praise children and lead them in cool down exercises. VS, VL
Ask children to name things they see in their house. Write or draw
the
pointwords
to thethe children
pictures assay
theyonrepeat
the board.
words and sentences. Guide
children to answer the Self-assessment bar. children to come to VL, VS
the dry erase board or white paper. Encourage
the
findfront and present
the object that wastheir drawings.
lost? Did they need any help from
someone to find it?
making pauses on each page. Can they find any vocabulary words
throughout VL, VS
in the story?theDostory?
they have a pet that does mischief to them or
their family members?
around and monitor students as they work. After they finish,
praise students and lead them in cool down exercises. VS, VL
children raise their hands and say: right! Do the same with left.
Repeat theright
Color the exercise
hand several
blue. times.
Follow book instructions to complete activity. LM, VS
LM, VS
must work on them for several days, and review them every time
you
Havefind
saying, an opportunity.
children
“This isopen bookfoot.”
my right on page 29. Have
Repeat childrenactivity
the previous identifywith
the
objects
their onfoot.”
“left the page and ask them if they are worn on the right or
the left. Follow
Children shouldbook instructions
say: "This to complete
is my right the
glove, this activity.
is my left glove," LM, K
while pointing to each picture.
around and monitor children as they work. After they finish,
Have children spread out at least an arm’s length apart form each
To
Whenaid you
other. children’s
Guide say,them comprehension
“RUN” – Children
through a seriesof
musta story,
of it is important
run around
stretching the hoop.
movements. that you
ask
When
Next,them
you questions
say, “TWIST”before,
- during,
Children and after
must do thethey
hularead it. For
hoop.
them try this several times. Then they should try to jump even as
do
example:
the following exercises, demonstrating each movement
you call
higher, it out:
by bending their
Before: Read
- Make triangles thewith
title of knees
yourthe a little
story
arms. andbefore jumping.
ask, “What do you think this K, VL
story is about?”
- Make squares with your hips.
During: “Do you
- Make circles think
with yourAnn will find her slippers?” “Where do you
shoulders.
think they might be?” etc.
End:
Have“How
a picturedo you think
on the Lucyof
board feels?” “How from
a character do you think
the Ann
story. Ask
feels?”
childrenetc.to talk about everything they can remember about it.
Follow instructions
Have children openfor weekly
book dictation
on page 31. Listen to track 31 and follow
1. Lowercase
story. Stop track c and discuss what happened. Continue and finish VL, VS
2. Capital
reading C
story.
3. Lowercase
Invite childrenc,to capital
open Cbook on page 35 and follow book
4. Capital C, to
instructions lowercase
complete c the activity. Guide children to answer the
5. Dictate either bar.
Self-assessment capital or lowercase C and have children tell
teacher what they wrote down.
Call the letters, one at a time, repeating them once or twice, and VL, VS
giving children enough time to write them down.
Game Zone
Have children bring an object from home that begins with the
letter D. Hide the objects all over the classroom. Have the children
pretend they are on a treasure hunt. They must find things around
the classroom
Have children open that begin
book with the 33.
on page letter D that
Play trackcould be thebook
42. Follow
treasure. They
instructions must showactivity.
to complete you what they found and say,
“___________ begins with the letter D.” VL, VS
Encourage children
Pronunciation Lab pageto present the objects
30. Encourage they brought.
children to dance and sing
along.
“Where is the mirror?” “Where are the curtains and the window?”
Follow book instructions to complete VL, VS
they can name more objects they mayactivity.
find in their homes. In what
room of the house can they find them?
compare the shapes. Show Spark Images and have children name
each. Play Sparks Video:
_____________.” 3D Shapes.
Have children count the faces on the cube and
say, “A cube has six faces.” VS, LM
Have
Start children
by warming openup bookfor page 19.as
writing Follow book instructions
it is described in the and
complete
the
Teacher's activity.
letter "D." Ask them
Guide (warmtoup name eachmuscles,
writing one and identify
write inthe
the air,
beginning
and write letter.
on the board). Then have children
and ask them to tear them up in pieces, and then scrunch thempronounce the
Can
letterthey
into little think
balls. of
or word andnew
Have words
trace that
it with
children abegin
paste finger.with the letter
Finally,
the little balls "D"?
guide
on the Lead
children
dots. VL, VS
children
to complete to say:
the"D" is for
work in doll, "D" is forSkills
the Writing doughnut, "D" is Walk
workbook. for Dad,
etc.
T plays track 39. Have children sing and dance along. Ask them to
open book on page 30 and have them follow along using their
finger as the music
Have children plays.
turn to page 27. Encourage them to name the
pictures. Where can they find those objects? Listen to track 36 and VL, M
Play a matching
follow game using
book instructions. vocabulary
Guide childrenpictures.
to answer Have
the two
Self-sets of
pictures,
assessment hand
bar.a picture to each child. As music plays, they will
walk around and find the classmate that has the matching one.
Have pairs of children say out loud the name of their picture.
Start by warming
Ask children up forthings
to describe writing ashave
they it is in
described in the Is it
their bedroom.
Bring pictures
Teacher's
decorated aof
Guide
of two different
(warm
certain bedrooms
uporwriting
color theme? and places
muscles, writethem
in theonair,
the
board.
and Children
write on thewill identifyThen
board). the differences
have children between the twothe
pronounce
Have VL, VS
letter children
bedrooms andopen
or word book
themon
nametrace
and pagea37.
italoud.
with Ask them
finger. to describe
Finally, what
guide children
they see. Can you find the same objects in your own bedroom?
to complete
Follow the work intothe
book instructions Writingactivity.
complete Skills workbook. Walk
number flashcards (previously made) mixed up. Ask children to

Write them
place the numbers from eleven
in thechildren
correct order. to twenty on the board. Point at
fly
eachswatter,
number have
and ask childrentake turns
to saytouching theErase
it out loud. numbers
the in
order.
numbers,The children
and open must
this time name the numbers as they touch them. LM, VS
Have children theirchoose
book ontenpage
children to write
20. Follow a number
book
each one, to make this number
instructions to complete activity. family (11 to 20). When they are
done, the children who did not participate will say the numbers
out loud
Ask to verify
children thattheir
to open theybook
are in
onorder.
page 33. Who is Ann hugging?
Follow book instructions and complete activity. K, LM
a plush toy they like to hug? Have children describe their pet or
plush toy.
Havechildren
Ask the vocabulary flashcardsthe
if they remember ready. Ask children
vocabulary wordstoseen
name soeach
far.
picture and say a short sentence. Listen to corresponding
What do they have in common? Where can they find them? tracks
Write
(track different words
35, 36). Have that end
children drawwith theorletter
one "X" on the board.
two vocabulary words on
Have children
a piece take
of paper. turns to come
Encourage themto tothe
showboard
theirand circle the
drawings letter
to their
"X." Have children
classmates and have open
thembook on page
guess 35. What pictures
the vocabulary word. do they VL, VS
see? Have them look at the words and find the letter that is
repeated on each one. Play track 44. Follow book instructions to
complete activity.
Ask children to open their book on page 31. Listen to track and
followchildren
Show the story.pictures related to the story. What is happening? If
necessary, read the story once more. Ask children to make a VL, VS
picture
Have of theirshow
children favorite part. to classmates and explain why it is
pictures
their favorite part.
Call the letters, one at a time, repeating them once or twice, and
giving children enough time to write them down. VL, VS
beginning sound of "E." Encourage them to try to say words that

begin with that sound.
VL, VS
things that begin with the letter E. Decorate the big letter E with
the VL, VS
Ask pictures. Hang
children to thebook
open letter
oninpage
the classroom.
34. Listen to track 43. Follow
instructions to complete book activity.
choose a partner. They will compare the clothes they both chose
for Lucy.“What color are her shoes?” You can have children role-
socks?”
play thistwo
conversation VL, VS
Choose players at in pairs.and continue until all children have
a time,
had a turn.
identify the missing numbers. As children call out the numbers,

write them
Continue in the
with thecorrect
squares.place.
Have them point, count, and say the
color. Do the same with the rest ofand
thechildren
shapes. have to form LM, VS
other numbers, call out a number
groups according to the number they hear.
with the corresponding letter. Place the flashcard in the correct
section on the
color code: board.
circle - pink, square - light blue, triangle - light yellow.
When done, have VS, VL
"E," children have them name
to stand up the
and shapes and their
clap. Stress colors.
out the letter each
word begins with.
Ask children to open book on page 28. Have children look at each
picture.
Listen toEncourage
track 37 andchildren
followto say instructions
book the words aloud.
to complete the
activity. Guide children to answer the Self-assessment bar. VL, VS
Ask different children to go to the front and take one. Encourage
him/her to say"When
Ask children: the name aloud.
do they wear a jacket? When do they wear a
scarf? In what kind of weather
parts stickers in the right column. do Ask
theychildren
wear a swimsuit?"
to match the
clothes to the corresponding body part. Ie, VS
board. Hang the poster in the classroom. When the activity is
done,
around encourage children
and monitor to talkasabout
children they their
work.collage.
After they finish,
to come to the front and take out the two halves that match. Ask
them to put them
Ask children to opentogether.
book on page 22. Follow instructions to
complete the activity. LM, VS
say the name of the object in the picture aloud, in front of the rest
of thethink
they class.will come out if they mix them together. Do the same
activity with white
with a complete and blue
sentence and“The
like, white and yellow.
slippers are _____.” “The
pants are _________.” “The robe is __________.” LM, VS
Encourage children to share their finished work with classmates,
comparing
around andthe different
monitor hues ofas
children light colors
they theyAfter
work. came up with.
they finish,
Have children open book on page 24. Look at the pictures and ask
them to name each one. Do they make a special sound?
VL, VS
Play track 33 and follow book instructions to complete activity. VL, VS
Have children
words check and
on the board eachstress
other's
outwork
whybytheyplaying
rhyme.track once
Give more.
some
examples andsome
Can they find encourage
wordschildren to give
that rhyme? theirtoown.
Listen track 45 and
follow book instructions to complete activity. VL, M
Humpty Dumpty sat on the wall,
Humpty Dumptyone
Call the letters, hadataagreat
time,fall.
repeating them once or twice, and
making the sound without saying the name. The rest of the class
has
Havetochildren
guess the object
open booktheonchild
pagedrew.
25. Play track 34 and follow
book VL, VS
Ask a instructions
child to cometotocomplete
the frontactivity.
and make the sound of an object
or anSpark
Play animal. HavePet
Video: theShop.
rest of
Askthe children"What
children, try toanimals
guess the
didsound.
you
see? Do you have a pet? Which is your favorite animal and
children to open book on page 40, Language Skills. Follow book why?"
instructions to complete the to
activity. VL, VS
small cat,” etc. Ask children turn to page 31, Pronunciation Lab.
Encourage children to sing along.
several objects or pictures. Ask children to distinguish between

tallest and shortest.
them color the tallest tree and cross out the shortest one. Follow
book instructions to complete activity. LM, VS
the activity and have children figure out by themselves who is the
shortest this time.
have? What do they eat? If they don't have a pet, would they like
to
Askhave one?to open book on page 39. Follow instructions book
children
instructions to complete activity.of holding a pet’s picture, the VS, VL
lives again, but this time instead
child
aroundmust make
and the pet’s
monitor sound.
children as they work. After they finish,
picture. What do they see? Play track 40 and sing and dance along.
Play
wheretrack several
a puppy times.
and a kitten live. What animal lives in a cage or in a
bowl? VL, M
instructions to completeother
Think about any animals
activity. and
Guide their "homes."
children to answer the
Self-assessment bar.
show them pictures from the story. Before turning each page, ask
them what are
Ann: Toby, is next.
my slippers in your house?
Toby: VL, VS
Have children find aYes,
Woof, woof! they are!
different ending for the story. What events in
the story would they change?
Start by warming up for writing as it is described in the VS, VL
Teacher's Guide (warm up writing muscles, write in the air,
them count how many books they have. Continue with several
objects in class. Write each number of objects on the board.
LM, VS
- How many items of clothing are there in all?
-Draw
Howamany LM, VS
graphshoes areboard.
on the thereFill
in all?
it with the help of the children
using the information gathered
Ask children to open book on pages in the28pre-activity.
and 29. Listen to the
corresponding tracks, point to the picture,
coming up to the board, take a flashcard, and andsay
saythe
a sentence.
word.
Encourage VS, VL
of paper of three vocabulary words. Tell children to comechose.
children to say a sentence with the word they to the
front and present their drawings to the rest of the class.
Call the numbers, one at a time, repeating them two or three

times, andexpected
giving children enough time to write thembubbles
down. in the VL, VS
outcomes by filling out the corresponding
marking rubric. VL, VS
Digital
-jar
Teacher's Guide
-pieces of paper
for the suggested
-white paper
sheet
-brown
construction
paper
-scissors
-glue
-markers
-numbers
flashcards 1-20
-crayons
-grids with 20
squares
-flashcards
-dice
-wiggly eyes
-pipe cleaners
-glue
-scissors
-dry erase
board or sheets
of paper
-yarn
-yarn
-big box
-hula hoops
Spark Image:
Rooms in the -crayons
house
Sparks Images:
Cube - real
objects
-play dough
Sparks Video:
3D Shapes
-black tissue
paper
-glue
-music
-two sets of
vocabulary
pictures
-pictures of two
different
bedrooms
-number
flashcards
-sheets of paper
-scissors
-glue
-vocabulary
flashcards
-piece of paper
-Kraft paper
-pictures of
things that
things that
begin with the
letter "E"
-glue
-paper bags
Sparks Images: -clothesline
Clothes -clothespins
-clothes
Sparks Video:
Numbers 1 to 20
-flashcards
-vocabulary
flashcards
-copies of
pictures of a
boy or girl
colors
box
-several
different
pictures of
objects cut in
-red, blue,
yellow, and
white color
paint
-extra
recordings of
different sounds
Sparks Video:
Pet Shop
-objects or
pictures that
show tallest-
shortest
-scissors
-glue
-colored pencils
-pictures with
animals and
animal homes
-vocabulary
flashcards
-vocabulary
flashcards
-dry erase
board
-sheets of paper
p. 3-6 A Day in
Language Skills p.
p. 2
10What Dayand
Letters Is It the Mountains
Pronunciation Lab Sounds Ff
Pre-Math * p. 2 Cones
p. 2 Fun on
p. 4 Vocabulary
p. 3 Winter
p. 3 Winter
Numbers
Let's Be Creative Number
Fridays
Motor Skills Snowballs
Writing p. 63 The Fan p. 64 Ff p. 65 Let’s Write p. 66 Ff
Weeks 3-4
Language Skills * Day 11
p. 14Hh
Sounds The Days
Day 12
* Day 13
p. 15 The
Day 14
Months of the
Pronunciation Lab Front? What p. 9 Months of Missing?
Pre-Math p. 8 The Days of Is Behind?
p. 9 H is for
Listening & p.
p. 10 Kinds
7 He of
or She?
Let's Be Creative House
Motor Skills p. 74 Hh
Writing p. 71 My Hand! p. 72 Hh p. 73 Let’s Write
p. 75 Review
Day 5
the Mountains Day 6 Day 7 Day 8 Day 9
Can… the Weather
Today?
p. 7 Let’s Build a p.11 Letters and p. 5 Vocabulary Sounds
Sounds Gg
Count
p. 5 G Is for Gum * p. 7 Behind
p. 2 Skip
p. 67 Playing My
p. 82 Dictation 1 p. 68 Gg p. 69 Let’s Write p. 70 Gg
Guitar
p. 3-6 A Day in p. 16 Our the Mountains
the Mountains
Sounds Calendar
p. 8 The Days of Drama - Cutouts p. 6,7 Review
the Week song p. 11 I Can Count p. 3-6 A Day in vocabulary words
up to Thirty!
Study a Word and Write
p. 77 My Spelling
p. 82 Dictation 3 Words p. 78 Let’s Write
p. 79 Let’s p. 81 What’s
Dashboard
Day 10
Pronouns
vocabulary words
p. 13 Who Is He?
p. 14 Listening to
p. 82 Dictation 2
Day 20
This Is What I
Have Learned!
Unit 4
Portfolio Unit 4
p. 82 Dictation 4
5-Day Daily Lesson Plan U4-activate the switching
process and
Day Date Subject promote will
Students play be
learning
All Daily Routine
-stimulate brain
n/a 10
functions and enhance Total mins 10
social skills
Daily Routine
Language Skills -reinforceandconcepts 10
-activate use prior
knowledge Pre-Activity
Winter Time
-develop social skills 1-2 30 Activity
-identify the days of
What Day Is It Post-Activity
the week
Today?
1 Pronunciation Lab
-repeat and recognize
Pre-Activity
10 25 Activity
Letters and Sounds the letter "F"
Ff Post-Activity
The Fan 63 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify cone shapes 2 25 Activity
Cones Everywhere!
Post-Activity
-describe Friday
2 Let's Be Creative activities Pre-Activity
-trace over the letter F 2 30 Activity
Fun on Fridays -demonstrate use of
Ff 64 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation Lab Pre-Activity
-identify the
4 25 Activity
vocabulary words
Vocabulary
Post-Activity
3 Language Skills
Pre-Activity
-listen to a story 3-6 30 Activity
Storytelling - A Day
in the Mountains Post-Activity
Let’s Write 65 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify numbers 21-
3 25 Activity
30
Winter Numbers
Post-Activity
4 Let's Be Creative
-identify numbers 1-30 Pre-Activity
-demonstrate use of 3 30
Winter Number
fine motor skills
Snowballs
4 Let's Be Creative
-identify numbers 1-30
Winter Number
fine motor skills
Snowballs Post-Activity
Ff 66 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor Skills (5 min)Skills:
Motor
Skip Coolmin)
Down:
(5 min)
5 Storytelling - A Day -listen to a story Pre-Activity
in the Mountains -describe events from 3-6, 7 30 Activity
a story Post-Activity
Writing Skills
Let's Build a -review, recognize, and
Dictation 1 lowercase letter F 5
Cool Down
Total mins 90
Daily Routine 10
-recognize the letter
11 25 Activity
Letters and Sounds "Gg"
Gg Post-Activity
Language Skills
6 -describe winter
Pre-Activity
In Winter I Can ... 8, 9 30 Activity
activities
Winter Days Post-Activity
Playing My Guitar 67 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
Pre-Activity
I Like to Count -count up to 30 4, 5 25 Activity
Post-Activity
Smiley Snowmen
7 Let's Be Creative
Gg
Pre-Activity
5 30 Activity
-demonstrate use of
G is for Gum
Gg 68 20
Cool Down 5
Total mins 90
Daily Routine 10
-repeat vocabulary
5 25 Activity
words
Vocabulary
8 How Is the
Pre-Activity
-describe the weather 10, 11 30 Activity
Weather Today?
8
-describe the weather 10, 11 30
Weather Today?
Writing Skills Post-Activity
What Can I Do? 69 20
Let’s Write
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
Pre-Activity
-identify the
In Front prepositions: in front, 6-7 30 Activity
behind
Behind
Pronunciation Lab Post-Activity
Pre-Activity
9 Listening and
-identify sounds of
Identifying Sounds 2, 13 25 Activity
different objects
Writing Skills
Listening to Words' Post-Activity
Sounds
Gg 70 20
Cool Down 5
Total mins 90
Daily Routine Lab
Pronunciation 10
Pre-Activity
Vocabulary -listen and repeat
4, 5, 14 25 Activity
vocabulary words
Listening to
Language Words'
Sounds
10 Personal Pronouns -identify the personal
Pre-Activity
12, 13 30 Activity
pronouns: he, she
Who Is He? Who Is Post-Activity
Writing Skills
She? -review, recognize, and
Dictation 2 lowercase letter G 5
Cool Down
Total mins 90
Daily Routine 10
-identify the sound and
letter Hh 12 25 Activity
Letters and Sounds
Hh
Pronunciation Lab Post-Activity
The Days of the
11 Week Song
-recognize the seven
8 Pre-Activity
30
days of the week Activity
Language Skills
14
The Days of the Post-Activity
Week
My Hand! 71 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math Skills 10
-identify in Pre-Activity
Listening and front/behind concepts
8 25 Activity
Speaking - What Is -develop listening and
in Front? What Is speaking skills Post-Activity
Behind?
12
12 Let's Be Creative
Hh
Pre-Activity
9 30 Activity
-demonstrate use of
H is for House
Hh 72 20
Cool Down 5
Total mins 90
Daily Routine 10
-recognize the
6 20 Activity
vocabulary words
Vocabulary
Post-Activity
Months of the Year 9
13 Song -identify the months of Pre-Activity
the year 35 Activity
Language Skills -sing a song
The Months of the 15 Post-Activity
Let’s Write 73 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
-create a pattern Pre-Activity
Kinds of Weather -identify what doesn't 9-10 25 Activity
belong
What Is Missing? Post-Activity
-relate the word "he"
14 Let's Be Creative for a boy and "she" for Pre-Activity
a girl 7 30 Activity
He or She? -demonstrate use of
Review 74, 75 20
Cool Down 5
Total mins 90
Daily Routine 10
Listening and Pre-Activity
-identify rhyming
Identifying Sounds 3, 15 25 Activity
words
Do These Words Post-Activity
15 Language Skills Pre-Activity
Storytelling - A Day
in the Mountains
Dictation 3 lowercase letter H 5
Cool Down
Total mins 90
Daily Routine 10
-distinguish rhyming
16 25 Activity
Do These Words words
Rhyme? -sing a song Post-Activity
The Days of the
16 Week
-review the days of the
week and the months
Pre-Activity
30
16 Week
week and the months
Months of the Year 30 Activity
of the year
-identify what a Post-Activity
Language Skills
My Spelling Words calendar is 77 20
Cool Down 5
Total mins 90
Daily Routine 10
-count up to 30 11 25 Activity
I Can Count Up to
Thirty! Post-Activity
17 Let’s Be Creative
-follow steps in a Pre-Activity
Science Project - 11 30
science project Activity
Cloud in a Jar
Post-Activity
Let’s Write 78 20
Cool Down 5
Total mins 90
Daily Routine 10
-recognize vocabulary
7 25 Activity
words
Vocabulary
Post-Activity
Language Skills
18 Pre-Activity
Storytelling - A Day -role-play a story 3-6 30 Activity
in the Mountains
Drama-Cutouts Post-Activity
Let’s Practice 76, 79 20
Cool Down 5
Total mins 90
Daily Routine 10
-review vocabulary
6, 7 25 Activity
flashcards
Vocabulary
Post-Activity
19 Let’s Be Creative Pre-Activity
Let's Cook - -make a healthy snack 12 30 Activity
Delicious Snowmen
Post-Activity
What’s Missing? 80, 81 20
Cool Down 5
Total mins 90
Daily
WritingRoutine
Skills 10
Unit's Assessment 82 20
20 Dictation 4
write cvc words
knowledge of concepts 55
seen throughout the
Unit 4 5
Cool Down
Total mins 90
how are you?" Ask for a reply. They must answer, "Good morning,
I'm fine and you?"
Call the roll. They must answer, "Here!"
Say or sing the days of the week.
Say the date while pointing to your calendar. Say, "Today is Monday,
January 12." Ask children to repeat the date after you.
Ask about the weather. Stick next to the date a symbol for either
sunny, cloudy, rainy, etc.
Use daily routine to review concepts seen during the unit. Use the
Spark Images or Video as many times as necessary to review these
concepts. Also add to Strategies
the routineand
the songs, poems, and rhymes.
Activities MI
During the first week a Motor Skills activity is presented; you can use
it in a shorter version during the daily routine all through the month.
Have children open book on page 1. Follow book instructions to

complete
The days ofactivity.
the week! - Nod with your head.
Have children do ittoseveral K, VL
that corresponds the daytimes.
mentioned. Mention the days of the
week
where the sound occurs. Playtothe
several times pointing different children
tracks as much each time. to have
as possible
children identify where
word “fantastic” is. Givethe
himsound is. instructions. Choose a
the same
different child VS, VL
Ask children toevery
open time
bookuntil everyone
on page has had
10. Follow a turn.
book instructions to
complete activity.
and monitor children as they work. After they finish, praise
children and lead them in cool down exercises. VS, VL
-It has a flat face that is a circle.

-It
Askischildren
pointy attothe top.book on page 2. Follow book instructions to
open
complete LM, VS
Here with activity.
me. Ask children to complete the Self-assessment bar.
You lookand
drawing like tell
a Christmas
what theytree!
like to do on Fridays. Have children also
say, “Friday begins with the
Ask children to open their book letter
on_____.”
page 2. Follow book instructions
to complete activity. VS, VL
and tell what they like to do on Fridays. Have children also say,
“Friday beginschildren
and monitor with theasletter
they_____.”
work. After they finish, praise
Ask children to open book on page 4. Play track 53. Follow book
instructions
that to complete activity.
Showhas it, has
children to stand
page up
3. Say andname
the say the
of sentence aloud.
the story and askHe/she may
what they
say, "I love winter."
think the story is going to be about. Turn to page 4 and ask what the VS, VL
children are doing.
Have children Showthe
complete them page 5 and ask
Self-assessment what Emily and Dan
bar.
Have children
are making. openon
Finish their
pagebook on page 3.children
6. Encourage Play trackto 50.
say Pause track
what they
to turn
think the pages.
end ofListen to theis.complete story. If it is necessary, play
the story
track 50 part
againofsothe
children can understand VS, VL
favorite story. Have them sharethe complete
their drawingstory.
with the
rest of the class.
cards. Show each number card. Children must say the number aloud
without help.to open their book on page 3. Follow book instructions
Ask children
to complete activity. VS, LM
who are sitting down must check that the numbers are in the correct
order by counting
have children count from
the21 to 30. out loud to check if they placed
numbers
them in the correct order. Then have them work on this page.
K, LM
children questions throughout and working with their understanding
of the text, you can ask the children to help you build a snowman just
like Emily and Dan did! Using colored construction paper, cut out
large white circles for the snowballs, small black circles for the rocks,
long brown rectangles for the sticks, and a simple black hat. Place the
paper snowman parts in a bag. Sit in a circle. Follow along with the
storychildren
Ask step byto step
opento build the snowman
their book on page 3. just like the
Follow bookchildren in the
instructions
story
to did.
complete activity. K, LM
class. The rest
Ask children: of the class must pay attention and see if the number
he/she
-What
and says
did they
monitor is what
children he/she
do first? asHow wrote
many
they down.
work. snowballs
After theydid they use?
finish, (Take out
praise
children and lead them in cool downplace
the three snowballs from the bag and them on the floor.
exercises. VS, VL
Choose a child to place the snowballs in order to make the
snowman’s body.)
-What goes next? Who puts the rocks on the snowman? (Take out
the rocks from the bag. Choose some children to place the rocks
and
where F). they
Havego.)
children make their bodies into that shape. You can
demonstrate
-What is it ifchildren
missing?
in a circle. Allow children
Who puts find
to theit sticks
difficult.
practice on Repeat
until the several
theysnowman?
feel times.
(Take out
comfortable, and
the wooden
thereafter, sticks
skip from
back in athe bag.
straight Choose
line to two
their children
cone. to place the K, VL
the children
wooden perform the first one. When you change to a third
sticks.)
option, the children
and Emily make?and
-What did Emily perform
WhatDandidput the second
on need
they the one, etc.
snowman
to finish last?snowman?
the Where didDid they
find the hat?
they have fun?" (Take out the hat from the bag. Choose a child to put
the hat
Have on theopen
children snowman.)
book on page 7. Follow book instructions to Ia, VS
complete
Call the letters, one at a children
activity. Have answer them
time, repeating the Self-assessment
once or twice, andbar.
Give each child a magazine page or a newspaper. Ask them to circle

with
Havered all theopen
children letters "Gg"
book onthey
pagecan
11.find.
Play track 60. Follow book
instructions to complete activity. VL, VS
children decorate the girl’s silhouette with the pictures. You can use
it for your bulletin board or hang it up in the classroom.
etc.
Follow
can do book instructions
on a winter to complete
day. Have them drawactivity.
it. Follow book instructions
to complete page. VL, VS
- Play the music, and have children skate around the classroom
following
and monitor the children
music’s cadence
as theyand rhythm.
work. AfterLet them
they havepraise
finish, fun!
again, name them, and say the beginning sound of the word the
pictures depict.turn to page 5. Follow book instructions to complete
Have children
activity. LM, VS
Guidethan
more children
once,towriting
complete theletters
more Self-assessment bar.lowercase. Have
G, capital and
children
Ask children to open their book on page 5. FollowGgbook
go to the board and circle all the letters theyinstructions
can find.
to complete activity. VS, LM
with the letter G. Have them say, “______________ begins with the
letter G.”
the word without your help. Finally, show the flashcard, say the
sentence, and
Ask children toask
openchildren to repeat
book on page 5.after
Play you
trackseveral times.
54. Follow book
instructions to complete activity. VS, VL
Guidechildren
After childrenhave
to answer thedrawing
finished Self-assessment bar.kinds of weather,
the different
ask
the them
board.toThe
choose one and
first child describe
to guess it to their
correctly gets classmates.
a point for his or her
team. The team with more points wins. VL, VS
Ask children
Start to turnup
by warming to for
page 11. Follow
writing book
as it is instructions
described to complete
in the
activity.
Teacher's Guide (warm up writing muscles, write in the air, and
Thinking
write on Skill: Relate Then have children pronounce the letter or
the board).
Have children look at thea pictures
word and trace it with and relate
finger. Finally, eachchildren
guide activity to
with a VL, VS
different kind of weather. Guide children to complete
complete the work in the Writing Skills workbook. Walk aroundthe Self-
assessment
and monitorbar.children as they work. After they finish, praise
Game Zone
Have children bring a stuffed animal to school. They will use it to
Show Sparks Video:
demonstrate what “in Prepositions. Ask children
front” and “behind” mean.to open
Theybook
muston page
follow
6.
AskFollow book
children
your directions
Have to
children turninstructions
open
as you their to
book
say, for
to page complete
on page
example
7. Follow book activity.
2.
“PutHave them
your stuffed
instructions look at each
to animal
complete in
picture
front ofcarefully.
activity. you, behind Askyou,
a child to make
in front the sound
of (name of the ocean.
of classmate), Ask
behind VS, LM
another
(name ofchild to makeinthe
classmate), sound
front of a boy laughing.
of (classroom Continue
furniture), behindasking
different
(classroom children what etc.
furniture),” sound each one makes. Once they have
Start by warming
identified each picture up for
withwriting as it is
the sound, described
play track 51. in the book
Follow
Tell childrenGuide
Teacher's
instructions tocomplete
to turn(warm
to page up13. Have muscles,
writing
activity. children identify
write ineach
the picture.
air, and
Ask while
write on thepointing
board).to aThen
picture,
have"What is this?"
children They maythe
pronounce answer,
letter "It
or
is rain.", etc. VL, VS
word and trace it with a finger. Finally, guide children to
complete theFollow
Play track 62. work in theinstructions
book Writing Skills workbook.
to complete Walk around
activity.
Game Zone
Make some flashcards with boys and girls doing different activities.
You must have a flashcard for a boy, and a flashcard for a girl with
the asame
say activity
sentence with(i.e,the
a boy
word.playing soccer
Repeat and a girl
this activity playing
with soccer).
different
Have children
children. sit in a circle. Lay two or three flashcards out at a time.
Describe a flashcard and activity. Ask children
have children find thetoone
turn
youto are
page 5. Play
track 54. Follow book instructions VL, M
describing
Tell children(Hetoisopen
playingtheirsoccer onto
book vs. Shecomplete
pageis14.
playingactivity.
Play soccer).
track 63.Do the
Follow
same with the
book instructions. rest of the flashcards. Then show one of the flashcards
to a child. Have him/her describe the picture using the correct
pronoun. Do the same with the rest of the children.
Ask children VS, VL
Have childrentoturn
open tobook
pageon 13.page 12.book
Follow Follow book instructions.
instructions. Guide
children to answer the Self-assessment bar.
giving children enough time to write them down. VS, VL
other flashcard and say, "hhhhat." Do this with several words that
begin with the
Ask children to "H"
opensound.
book on page 12. Follow book instructions to
complete
PlayinSparksactivity.
Video: Days VL, VS
like hat. They must getofan
the Week.
object Ask
out ofchildren
the “hat”toand
open bookit on
name by
page 8,
Have
saying, Pronunciation
children
“The Lab.14,
go to___________
word page Play track
Language 57.
begins Encourage
Skills.
with children
the letter H.” to sing
the song while
Thinking pointing to each day of the week. Do this several
Skill: Compare
times.
After children have chosen their favorite day of the week, have them
sit in pairs. They must compare their answers to find out if they have VS, VL
chosen
Have the same
children makeday. Follow book
a weekly instructions
calendar to complete
for the classroom, page. the
marking
important
and monitor things they do
children asevery
they day.
work. After they finish, praise
the door or behind the door?" Put the toy in several places.
Encourage
Emily: Let’schildren
put in ontothe
saysnowman!
the answer aloud, "in front/behind."
Dan: Now the snowman looks children
better. to answer the Self-assessment LM, VS
the corresponding box. Guide
bar.
capital "H." Ask another child to circle a lowercase "h." Ask different
children to circle
with cotton swabs.theAsk
"Hthem
or h" to
they can
look atfind.
the house, name the shapes
they see in it, and draw what the house is missing (door). VS, VL
Have children present their activity to their classmates. They may
say, "House begins with the letter h."
be cloudy on Friday." Then repeat the same sentence but use a sad
or angry tone.
instructions to complete activity. Guide children to answer the Self-
assessment bar. VS, VL
They should answer, "cloudy." Turn to the other team, they must say
the
alongcomplete sentence.
while pointing Do months
to the this withofallthe
theyear.
words.
Play track several
times.
Ask children to turn to page 15, Language Skills. Follow book
instructions to comes
complete activity. VS, M
- What month after April?
-and
What monthchildren
monitor comes before
as theyDecember?
work. Afteretc. they finish, praise
Ask children to open their book on page 10. Follow book instructions
to completesnowflake,
snowflake, activity. etc.). They must determine what comes next
and draw it.repetitions
Follow book VS, LM
at least ten ofinstructions
the pattern to
to complete
make the activity.
necklace long
enough to wear.
to the left side of the line. Ask them to go back to the center of the
line. Alternate
Ask children toboys
openand girls.
complete activity. K, VL
each pronoun: “He is _______________.” “She is
________________.”
children what sound they think it makes. Play track 52. Have children
circle
wordsthefromsound they hear
the second row.in Ask
eachwhich
row. two words they think are
rhyming words. VL, M
Followchildren?
these book instructions
What do to complete
they want toactivity.
build? What do they do at the
end?"
Have children open book on page 3. Play track 50. Encourage them to
"read" along. Pause VL, VS
the snow, have themtrack
drawtotheir
turnfavorite
page. part of the story. Encourage
them to letters,
Call the share their
one drawing
at a time,with their classmates.
repeating them once or twice, and
two words that were similar. Say the words from the second box. Ask
which two words
Ask children theytheir
to open think are on
book rhyming words.
page 16. Play track 65. Follow
book instructions to complete activity. VL, M
have to raise their hands and say, "They rhyme." For example: train-
rain,
of thegoat-boat,
week. Askten-hen,
childrenball-doll,
to turn tosled-weather, week-month,
page 9. Play track 58. Haveetc.
them
sing along while pointing at each month of the year.
VL, VS
Ask children to turn to page 16, Language Skills. Follow book
classmates and/or relatives’ birthdays, holidays, school’s special
events, etc.
and so on. Erase the one and change it to a two. Again have them
notice that theopen
Have children numbers
bookchanged
on page and now it book
11. Follow is number 21, etc.to
instructions
complete activity. VS, LM
student has is the same. After they’ve told you how many buttons
they have in each group,
water or ice crystals. The tell them are
droplets to count them
so small andaltogether.
light that they can
float in the air. You can look for more information about clouds on:
www.weatherwizkids.com/weather-clouds.htm
project is called, the ingredients, and the precautions they must take K, N
while doing
Have children thegoproject.
outside to look for a funny cloud and draw it on a
piece of paper.
are seven days in a week." Then repeat the same sentence but use a
sad or angryto
instructions tone.
complete activity. Guide children to answer the Self-
assessment bar. VL, VS
They should answer, "week." Turn to the other team, they must say
the
Havecomplete
children sentence.
open bookDo onthis
pagewith all the
3. Play words.
track 50. Have children
listen to the complete
Dan/Emily: Yes it is. story.
Snowman: Ie, VL
Ask childrenThank you,
to think Dan/Emily!
about a different ending for the story. Choose
some children to role-play
and monitor children as they it in front
work.ofAfter
the class.
they finish, praise
that has it must come to the front and say the word. The rest of the
class must repeat
Ask children after
to open him/her.
their book on page 6. Play track 55. Tell children
to turndays
to page VS, VL
seven in a 7. Play track
week." 56. that has the flashcard for "week"
The child
must stand
because it isup and repeat
delicious! thetosentence.
Read them the list of ingredients and the
recipe.
snowman. Go step by step telling them what to do as you show them
and work N, K
Put all theon your own
snowmen onsnowman.
display. Be sure to take a lot of photos.
Enjoy!
Call the words one at a time, repeating them once or twice, and
giving children enough timecorresponding
to write thembubbles
down. in the marking VS, VL
expected by filling out the
rubric. VL, VS
SparksDigital
Videos:
Teacher's Guide
for suggested
Sparks Videos.
-flashcards
-magic wand
Sparks Images:
Cone - real
objects
-party hat
Sparks Video:
3D Shapes
-vocabulary
flashcards
-sheets of paper
or
dry erase board
-ten flashcards
with numbers
from 21 to 30
-sheets of paper
or
dry erase board
-sheets of paper
or
dry erase board
-construction
paper
-bag
-magazines or
newspapers
-Kraft paper
-music
-wax paper
Sparks Video:
Counting by Tens
-chalk
-vocabulary
flashcards
Sparks Video:
-weather
Weather /
flashcards
Sunny / Rainy
Sparks Video:
-weather
Weather /
flashcards
Sunny / Rainy
Sparks Video:
-stuffed animals
Prepositions
-vocabulary
flashcards
-fly swatter
-flashcards of
boys and girls
doing different
activities
-picture
flashcards of
words that
begin with the
"H" sound
-big box
Sparks Video:
Days of the Week
-paint
-cotton swabs
-vocabulary
flashcards
Sparks Video:
Months of the
Year
Sparks Image:
Calendar
-yarn
-tape
-loop-type
cereal
-scissors
-glue
-sheets of paper
or
dry erase board
-buttons
-glass jar with
lid
-1/2 cup hot
water
-aerosol can
-ice cubes
-sheets of paper
-vocabulary
flashcards
-vocabulary
flashcards
cheese
-pretzel sticks
-blackberry jam
-grapes
-toothpicks
-small plastic
Weeks 1-2 HealthyDay 1 Day 2 Day 3 Day 4
p. 19-22 Matt’s
Language Skills
*
p. 26 Tablet
18 Letters
Pronunciation Lab SoundsWho Ate and
the p. 19 Vocabulary
Ii p. 12 A p. 13 Clean
Pre-Math Teeth
Cylinder Looks
p. 13 I is for Igloo p. 15 I Can Draw a
Let's Be Creative Cylinder!
*
p. 83 Middle
Writing p. 84 My Ink p. 85 Ii
Sound of I
Weeks 3-4 HabitsDay 11 Day 12 p. 29
Day 13 for p. 87 IiDay 14
Fruits
Language Skills Sounds Kk a Picnic
Pronunciation Lab p. 28 Practicing p. 16 Up on Top - p. 21 Vocabulary
p. 25 Brush Your Down at the Vegetables
Pre-Math
Let's Be Creative Bottom
p. 19 K Is For … p. 21 I Like Fruits
Motor Skills p. 95 Kk
Writing p. 92 My Kite p. 93 Kk p. 94 Let’s Write
p. 96 Review
TabletDay 5
* Day 6
Sounds JjMy Five
p. 24
Day 7 Day 8
p. 25 These
Things Feel
Day 9
p. 23 Better p. 20 Vocabulary Sounds

p. 23 My Senses p. 14 Let’s Count p. 15 Top -
Up to Forty!
p. 17 A Jar Full Bottom
p. 3 Hop a Longer of J’s
Distance
p. 102 Dictation 1 p. 88 Jumping p. 89 Jj p. 90 Let’s Write p. 91 Jj
Day 15
Pronouns * Day 16
p. 32
Words Rhyme?
Day 17
Tablet
Day 18 Day 19
Drama - Cutouts p. 21,22 Review
Sounds Vegetables Are p. 32 Do These
Shapes? p. 22 Vocabulary
Words Rhyme? vocabulary words
p. 23,25 Review
p. 20 How Many p. 23 Who Is
Who?
and Write
p. 97 My Spelling p. 99 Let’s
p. 102 Dictation 3 Words p. 98 Le’t’s Write Practice
p. 101 What’s
Dashboard
Day 10
p. 26 Different
Vocabulary
Tastes words
p. 24 What Can
p. 102 Dictation 2
Day 20
This Is What I
Have Learned!
Unit 5
Portfolio Unit 5
p. 102 Dictation 4
-activate
5-Day Daily Lesson Plan U5 the switching
process and
Day Date promote will
Subject Students play be
learning
All Daily Routine
-stimulate brain
n/a 10
social skills
Daily Routine -reinforce concepts
Language 10
Skills -activate and use prior Pre-Activity
knowledge
Being Healthy -develop social skills 17, 18 25 Activity
-talk about healthy
Who Ate the habits Post-Activity
Apples?
1 Pronunciation
Lab Pre-Activity
-identify the letter Ii 26 25
Letters and Activity
Sounds Ii Post-Activity
Middle Sound
of I 83 20
Cool Down 5
Total mins 85
Daily Routine
Pre-Math 10
Skills Pre-Activity
-identify the 3D shape,
A Cylinder cylinder 12 25 Activity
Looks Like a Post-Activity
Can! Be
2 Let's
Creative
-identify the letter Ii Pre-Activity
fine motor skills
I is for Igloo Post-Activity
My Ink 84 20
Cool Down 5
Total mins 85
Daily Routine 10
Lab -identify new
Language
3 Skills Pre-Activity
Storytelling -
Matt's Tablet Post-Activity
Ii 85 20
Cool Down 5
Total mins 85
Daily Routine 10
Skills -identify numbers 31-
40 13 25 Activity
Clean Teeth
4
Pre-Math
Skills -identify numbers 31-
40 13 25
Clean Teeth
Let's Be Post-Activity
4 Creative -draw a cylinder Pre-Activity
I Can Draw a fine motor skills Post-Activity
Cylinder!
Ii 86, 87 20
Cool Down 5
Total mins 85
Daily Routine 10
Warm Up:
Motor
-develop motor skills (10
Hop a Longer 3 20 Coolmin)
Down:
Distance
Skills (5 min)
5 Storytelling - -distinguish healthy
Pre-Activity
Matt's Tablet habits 19-22, 23 30 Activity
Better Choices write capital and 102 15
Dictation
Cool down1 lowercase letter I 5
Total mins 70
Daily Routine 10
Pronunciation
Lab Pre-Activity
-identify the letter Jj 27 20 Activity
Sounds
My Jj
Senses
6 song
-sing a song
Pre-Activity
-review the five senses 25 Activity
Language
Jumping 88 20
Cool Down 5
Total mins 80
Daily Routine 10
Pre-Math
Skills Pre-Activity
-count up to forty 14 25 Activity
Let's Count Up
to Forty! Post-Activity
Let's Be -identify capital and
7 Creative lowercase letter Jj
Pre-Activity
Writing
A Jar FullSkills
of J's fine motor skills Post-Activity
Jj 89 20
Cool Down 5
Total mins 85
Daily Routine 10
Lab -identify new Activity
vocabulary words 20 25
8
Language
8 Skills -distinguish how things Pre-Activity
feel: hard, soft, rough, 25 25 Activity
These Things or smooth
Writing
Feel ... Skills Post-Activity
Let’s Write 90 20
Cool Down 5
Total mins 85
Daily Routine 10
Skills -identify top and
bottom concepts 15 25 Activity
Top - Bottom Post-Activity
Pronunciation
Lab
9 Listening and
-identify different
Pre-Activity
Identifying 17, 29 25
sounds
Sounds Activity
Listening to
Words' Sounds
Post-Activity
Jj 91 20
Cool Down 5
Total mins 85
Daily Routine 10
Lab
Pre-Activity
-review vocabulary
Vocabulary 19, 20, 24 25 Activity
words
What Can You Post-Activity
Language
10 Skills
-distinguish different
tastes 26 25 Pre-Activity
Different
Tastes Activity
Dictation 2 lowercase letter J 5
Cool Down
Total mins 80
Daily Routine 10
Pronunciation
-listen and repeat Pre-Activity
Lab
words with the sound
Kk 28 25 Activity
Letters and
Brush Your
Sounds Kk Post-Activity
11 Teeth!
-sing a song Pre-Activity
-distinguish healthy 25 Activity
Language
and unhealthy habits
Healthy Habits
11
My Kite 92 20
Cool Down 5
Total mins 85
Daily Routine
Pre-Math 10
Skills Pre-Activity
-identify top-bottom 16 25 Activity
Up on Top -
Down at the Post-Activity
Bottom
12 Let's Be
Creative
-review numbers 1- 40 Pre-Activity
fine motor skills
K Is For. .. Post-Activity
Kk 93 20
Cool Down 5
Total mins 85
Daily Routine 10
Lab -identify new
Skills
13 -identify fruits Pre-Activity
Speaking - speaking skills
Fruits for a Post-Activity
Let’s Write 94 20
Cool Down 5
Total mins 85
Daily Routine 10
Counting Pre-Activity
Fruits and -identify the equal sign 17, 18 25 Activity
Vegetables
Post-Activity
14 Let's Be
Creative
-distinguish fruits Pre-Activity
fine motor skills
I Like Fruits Post-Activity
Review 95, 96 20
Cool Down 5
Total mins 85
Daily Routine 10
Pronunciation
Lab
Pre-Activity
Listening and -identify sounds
Identifying -distinguish the sound 18, 30 25
Sounds "sh"
Activity
15 Listening to
Words' Sounds
Pronunciation
Lab
Listening and -identify sounds

Identifying -distinguish the sound 18, 30 25
Sounds "sh"
15 Listening to
Words' Sounds
Post-Activity
Skills
Pre-Activity
-identify the personal
Personal pronouns 30, 31 25 Activity
Pronouns
Dictation 3 lowercase letter K 5
Cool Down
Total mins 80
Daily Routine 10
Brush Your
Teeth! -review songs Pre-Activity
To distinguish rhyming 23, 25, 31 25 Activity
My Senses words
16 Skills
-review names and
Pre-Activity
Vegetables colors of vegetables 32 25 Activity
Are Good for
My Spelling Post-Activity
You!
Words 97 20
Cool Down 5
Total mins 85
Daily
Skills Routine 10
Pre-Activity
How Many
-add numbers 19, 20 25 Activity
Shapes?
Pronunciation Post-Activity
How
Lab Many
17 -distinguish rhyming
Pre-Activity
Do These words 32 25 Activity
Words Post-Activity
Rhyme?
Let’s Write 98 20
Cool Down 5
Total mins 85
Daily Routine 10
Lab -identify new
Skills
18 Pre-Activity
Storytelling - -role-play a story 19-22 25 Activity
Matt's Tablet
Drama- Post-Activity
Let’s Practice 99 20
Cool Down 5
Total mins 85
Daily Routine 10
Lab -review the vocabulary
Vocabulary
19
Pronunciation
Lab -review the vocabulary
words 21, 22 25
19 Let's Be
Creative
-distinguish the
pronouns: I, we, it
Pre-Activity
Who
What’sIs Who? fine motor skills Post-Activity
Missing? 100, 101 20
Cool Down 5
Total mins 85
Daily Routine
Writing, Skills 10
102 20
20 Assessment
Dictation 4
write CVC words
knowledge of concepts
55
seen throughout the
Cool Down 5
Total mins 90
how are you?" Ask for a reply. They must answer, "Good morning, I'm
fine and you?"
Say the date while pointing to your calendar. Say, "Today is Monday,
January 12." Ask children to repeat the date after you.
concepts. Also add to the routine the
Strategies andsongs, poems, and rhymes.
Activities MI
During the first week a Motor Skills activity is presented, you can use it
in a shorter version during the daily routine all through the month.
right choices to be healthy. Ask them to open book on page 17. Follow
book
Have instructions
children keep toon
complete the they
going until page.are able to say the words
without your help and everybody has had a turn. K, Ie
Ask children to think about other ways to stay healthy. Encourage
them to share
Hand out what they
the alphabet do at home
flashcards to have
of the a healthy
letters seen uplifestyle.
to now. Say a
letter. The child that has the letter has to go to the front. Have children
line up in alphabetical order as you call them.
Ask children to open book on page 26. Follow book instructions to VL, VS
complete
of igloo is.activity.
Then have them name other words with this beginning
sound.
as they work. After they finish, praise children and lead them in
cool down exercises. VS, VL
water in Matt’s Tablet story. Have children look at it and talk to them
about the characteristics
Ask children to open bookofon a cylinder.
page 12. Show
FollowSparks images and video.
book instructions to
complete activity. LM, VS
And at the bottom.
You look like a can!
Have childrentocolor
Ask children openthe igloo
book onby using
page 13.aFollow
blue crayon for the capital
book instructions to I’s
and a white
complete crayon for the lowercase i’s. Then have them say,
activity.
“__________ VS, LM
Have children begins
work inwith
teamstheof
letter
three_____.”
to make the letters using their
bodies.
ask, "Do you have a pineapple?" The child that guesses correctly can
choose a cardtoand
Ask children openthebook
rest on
of the
pageclass
19. must try to73.
Play track guess.
Follow book
and say, "pineapple." Guide children to answer the Self-assessment
bar.
think is happening now. On page 21, ask them what do they see. Ask
them, "What
are true. Pausedotoyou think
turn eachthe end Have
page. of thechildren
story is?"
listen to the story
again. VS, VL
Ask questions based on the story page by page. Ask children if they like
to
as play
theyon a tablet
work. or ifthey
After theyfinish,
preferpraise
to playchildren
in the park.
and lead them in
Stick the numbers 31-40 flashcards on the board; they must not be in
order. Ask children
Ask children to openone by on
book onepage
to put
13.them in book
Follow order.instructions to
Ask children to open their book on page 15. Ask children to trace over VS, LM
have found allHave
the cylinder. the numbers, theyathave
children look to work and
the pictures as a say,
team“The
to put them
in order
differentfrom
__________ 1 to
3D objects. 40 on
looks likeShow the floor.
a cylinder.”
childrenThen have them
a flashcard. Tellcut out the
children to pictures
clap if
and shape
the paste them
they seeon the
is a cylinder. You can have children cut out the
cylinders
Have and use
children sharethem towork
their decorate
with atheir
bulletin board. Paste their
classmates. LM, VS
finished work on the bulletin board.
keep the same name throughout the game. When you call, “Fruit
Salad,”
landing all the children should run and sit in the center of the play area.
impact.
Have K, VS
teeth,children jump
etc. It ends several
with times
children trying
lying on to
thejump
floorfarther everytotime.
pretending be
asleep.
Ask children to open their book on page 19. Play track 69. Have
children
good for listen
Matt andto Matt's
what Tablet story
things are at too
not leastgood
twice.
for him. Follow book
instructions to complete activity. Ia, VS
corresponds. You can label the bag with the story’s name.
Guide
Call thechildren
letters, to fillatthe
one Self-assessment
a time, bar. once or twice, and giving
repeating them
children enough time to write them down. VS, VL
Have children create a routine that only has “J” exercises: jump, jog, do
jumping jacks.
Ask children toYou can
open even
book onadd
page juggling and
27. Play playing
track Jacks. book
80. Follow
Have children
instructions torepeat the activity.
complete words on this page emphasizing the "jjj" VL, VS
sound.
to sing along while they point to the body part according to each
sense.
corresponds to each row. Follow book instructions to complete
activity. VS, VL
another time, and have children try to identify who is talking. Guide
children to complete
as they work. After the
theySelf-assessment bar.
finish, praise children and lead them in
to 20. Change number two for a number three, and a four for the zero.
Count aloud while
Have children openpointing.
complete activity. Guide childrenclap,
to answerwhile the Self-assessment bar. LM, VS
Have
Start children
by warming also jump,
up formarch,
writing as itetc.,
is described counting
in theout loud
Teacher's
from
the
Guide 1 to
letter J40.
(warm in the
upjar. Thenmuscles,
writing play a gamewritewhere
in thechildren take
air, and turns
write on the
After
picking
board).
Ask they
aThen
children finished,
picture
tohaveouthave
open of
book them
the
children pointnaming
jarpage
on and at Follow
pronounce
17. thethe
jar book
it. while saying,
or word“Jar
letterinstructionsandbegins
to
with the letter
trace it with
complete J.” You can also use this page to reinforce
a finger. Finally, guide children to complete the work
activity. the cylinder VS, VL
shape
in the pointing out the
Writing Skills jar’s shapeWalk
workbook. by asking,
around “What
andshape
monitor does the jar
children
have?” Have children name objects with this shape.
has it has to stand up and say the sentence aloud. He/she may
say,"Your pillow
Ask children is soft."
to open book on page 20. Play track 74. Follow book
Have children complete the Self-assessment bar.
Ask
Game children
Zone to open their book on page 25.
Thinking
Play Skill:game”
a “touch Describe
with the children. You will tell the children what
Have
Start by warming upthe
to children
touch. For look
exampleat for pictures.
say, “Touchas
writing They
your must
it isbook. describe
in how
How does
described the objects
it feel?”
the You
Teacher's
in the
must pictures
guide them feel.
to This
say is
thean opportunity
word smooth. to work
“Touch with
the
Guide (warm up writing muscles, write in the air, and write on the the
zipperchildren’s
on your
prior
pants knowledge.
or Then
backpack.
board). haveHow does itpronounce
children feel?” You themustletter
guideorthem
wordtoandsay the
word
Follow rough.
book “Touch your
instructions desk.
to How
complete does it
activity.feel?” You must
trace it with a finger. Finally, guide children to complete the work guide VS, VL
them to say the word hard. “Touch your sweater, shirt, or dress. How
in theitWriting
does feel?” YouSkills
mustworkbook.
guide them Walk
to sayaround andsoft.
the word monitor children
the same movements and ask children, "Where is the book?" Children
may
Havesay, "On the
children opentop! On on
book thepage
bottom!"
15. Follow book instructions to
- Where do you have more teeth, on the top or at the bottom?
- How many teeth do you have in all?
Show children the pictures on page 17. Ask them what sound a cow
and a horse make. How does it sound when somebody walks. Continue
identifying each sound.
Ask children to open book on page 17. Play track 71. Follow book VL, VS
Have children turn to page 29. Play track 82. Follow book instructions
to complete
as activity.
they work. After they finish, praise children and lead them in
Ask children to open their book on page 26.

Thinking Skill: Compare
Before
the working
word aloud.on thisout
Hand page,
theask children Call
flashcards. whatoutpart
theofwords
their mouth
one by
they
one. use
The to taste.
child thatAsk,
has “Do
the we
word use our
must lips?
stand Do
up we use
and sayour
it teeth? Do
aloud.
teacher modeling
we use our andTalk
tongue?” thinking
aboutaloud. Follow
the taste buds book
andinstructions to
that the tongue
complete the
has different page.
places VS, M
object correctly earnthat are used
points. to taste “What
Ask children, different flavors.
sense Tell use in
did you
children
this to stick their tongues out and turn to a friend to examine each
game?”
other’s taste buds. You can show them a picture to explain which taste
buds correspond
Have to different
children taste each taste. You can
flavored visit this
foods. Make website:
sure to have food
with the four flavors shown on this page: sweet, salty, bitter, and sour.
www.examiner.com/article/experiment-for-kids-tongue-taste-buds
Then have them look at the pictures and compare the flavors they
have tasted. VS, VL
Follow book
Everyone hasinstructions to name
to write their complete page.favorite taste. Tally the
by their
results.
Call the Which
letters,taste wins?
one at a time, repeating them once or twice, and giving
a card, have children show the card saying, “The word ______ begins
with letter ___.”
instructions VL, VS
Go to page 25. complete
to Play track activity.
78. Ask children to sing the song and pretend
to brush their teeth with their
book on page 25, Pronunciation finger.
Lab. Play Track 78. Follow book
sad face under bad hygiene habits. Follow book instructions to
complete VS, Ia
Look how activity.
white and shiny our teeth are!
Can you guess who is who now?
faces and draw two other things like a sun and a moon, etc. Do this
several times.to open book on page 16. Follow book instructions to
Ask children
Guidethe
have children
cards to complete
must go to thethefront
Self-assessment bar.is twenty-four!" Call
and say, "Here
out
Ask random
children numbers fromon
to open book 1-40.
page 19. Follow book instructions to
complete activity. VL, LM
Have each child go to the front of the classroom and act out the
picture.
as they The restAfter
work. of thethey
children must
finish, guess
praise what the
children and picture is.
lead them in
and say the sentence. Do it several times while changing the tone of
voice, happy,toangry,
Ask children opentired,
book etc.
on page 21. Play track 75. Follow book
Guideofchildren
front to answer
the class, the Self-assessment
telling their classmates which bar.
fruit they have, and
naming its color.
like?” Have them circle the fruits Matt likes and cross out the fruits
that he doesn’t like. VS, VL
Follow
as theybook
work.instructions
After theytofinish,
complete activity.
praise children and lead them in
the front and choose the flashcards that are the same. Stick them on
the board and
vegetables. Askhave themtosay
children "These
turn are18.
to page equal."
Follow book instructions to
equal sign, to show that the numbers are the same. Repeat the activity
with
"Whatdifferent
color arenumbers.
bananas? Do you like to eat grapes? Do you like purple
or green grapes?"
Ask children to open book on page 21. Follow book instructions to
complete LM, VS
take a fruitactivity.
out of the bag. He/she has to smell and feel the fruit and
guess which
as they work. oneAfter
it is. Have each child
they finish, participate.
Ask children to make the sound of a guitar. Ask them to make the
sound a bike bell and the sound of a bus. Continue showing them a
picture and have them make the sound they think it makes.
VL, VS
VL, VS
Ask children to turn to page 30. Play track 83. Follow book instructions
to complete
these activity.
pictures on the board under the corresponding pronoun, while
saying a sentence.
Ask children to open their book on page 30. Follow book instructions
to complete VS, VL
Have childrenactivity.
turn to page 31. Follow book instructions to complete
activity.
Call the letters, one at a time, repeating them once or twice, and giving
Teeth! song. Turn to page 23. Review the My Senses song. Play track
77.
HaveDochildren
the actions
turn suggested
to page 31.toPlay
accompany
track 84.the songs.
Follow book instructions
to complete activity. M, VL
them choose a pair of rhyming words from the board, write it on the
paper, andWhat
broccoli? makecolor
a drawing.
is broccoli? Who likes potatoes? What color are
potatoes?",
Ask childrenetc.
to open their book on page 32. Follow book instructions
to complete activity. VS, VL
down in a circle. Have them take turns standing up and showing the
vegetable, stating
as they work. After its name and color.
they finish, praise children and lead them in
has. Then they have to put together all the Popsicle sticks and count
out
Ask loud howtomany
children opensticks
their they
bookhave in all.19. Follow book instructions
on page
to LM, VS
Askcomplete
children activity.
to turn to page 20. Follow book instructions to complete
activity.
other words sound like ship. Repeat if necessary each word until they
distinguish
Ask childrentheto similar sounds.
open their book on page 32. Play track 85. Follow book
instructions to complete activity. VL, M
share with their classmates their drawings. They may say, "Ship, clip,
and lip are
as they rhyming
work. Afterwords."
they finish, praise children and lead them in
and say the sentence; do it several times while changing the tone of
voice: happy,toangry,
instructions tired,activity.
complete etc. Guide children to answer the Self-
assessment VS, VL
choose. Say,bar.
"Draw on the first space an onion, on the second a
tomato,
Ask children toHave
etc." openchildren compare
their book their
on page 19.drawings
Play trackwith
69.aHave
partner.
children "read"
Matt: Yes, I wantalong as they
to play listen to the story.
soccer.
Sam: OK! Kicktothe ball, Matt. K, VL
Ask children change some parts of the story and practice it with a
partner. Choose some children
as they work. After they finish, to role-play it in front
praise children andof lead
the class.
them in
the flashcard and say the sentence. Do it several times while changing
the
Ask tone of voice:
children happy,
to open theirangry, tired,
book on etc.
page 21, 22. Play track 75, 76.
Follow book instructions to complete activities. VS, VL
VS, VL
must go to the front and say the sentence that corresponds to that
word. Do this
them bring until
toys, everyone
dolls, actionhas participated.
figures, etc., from home to represent the
pronouns they will be working with.
Have children open their book on page 23. Follow book instructions to
complete K, VL
they mustactivity.
go look for a thing from the classroom and come back to the
circle and show it.
Start by warming up for writing as it is described in the Teacher's VS, VL
Guide (warm up writing muscles, write in the air, and write on the
Call the words one at a time, repeating them once or twice, and giving
children VS, VL
expectedenough time
by filling outto write
the them down.bubbles in the marking
corresponding
rubric. VL, VS
SparksDigital
videos:
Teacher's Guide
for the suggested
Sparks videos.
-alphabet
flashcards
-towels
Sparks Images:
Cylinder - real
objects -big can of
coffee
Sparks Video:
3D Shapes
-crayons
-vocabulary
flashcards
-number
flashcards
-number
flashcards
-3D shapes
flashcards
-bag
-pictures of
objects related
to the story
-small mirrors
Sparks Video:
-small opaque
Senses
containers
-numbers
flashcards
-magazines
-oversized jar
vocabulary
flashcards
-vocabulary
flashcards
-food with
different flavors
-number
flashcards
-vocabulary
flashcards
Sparks Video:
Fruits and
-fruit
Vegetables
drawings/picture
s
Sparks Image:
Fruits
-20 foam/plastic
cups
-fresh fruits
-bag
-pictures that
represent
pronouns
-sheets of paper
Fruits
Sparks Videos: -pictures of

Fruits and vegetables
Vegetables
Yummy
-Popsicle sticks
-sheets of paper
or dry erase
board
-vocabulary
flashcards
-sheets of paper
marked with
four spaces
-vocabulary
flashcards
-vocabulary
flashcards
-toys that
represent
pronouns
p. 35-38 A Trip to
Language Skills p. 34 What Is
*
p. 41 Favorite
Letters and the Museum
Pronunciation Lab Your
Sounds Ll
p. 35 Vocabulary
p. 21 3D Hot?
Pre-Math
Shapes
p. 25 L IsAre
ForHere
… What’s Cold?
p. 27 Hot and Cold
Let's Be Creative
Motor Skills
Writing p. 103 Lion, Lion! p. 104 Ll p. 105 Let’s Write p. 106 Ff
Weeks 3-4
Language Skills * Day 11
p. 44Nn
Sounds Dinner
Day 12
* Day 13
p. 45 Good
Day 14
Pronunciation Lab p. 40 Yummy,

p. 40 Yummy, p. 25 Healthy p. 26 More or Less
Pre-Math Food for Me! on
p. 35 Noodles p. 37 Fruity Sixty
Let's Be Creative Letter N
Motor Skills p. 114 Nn
p. 111 Smelly
Writing Nose! p. 112 Nn p. 113 Let’s Write
p. 115 Review
Day 5 Day 6Do
p. 40 What Day 7 Day 8 Day 9
the Museum p. 41 What We
You LikeMm
Sounds for
Like for Breakfast
*
Breakfast? p. 36 Vocabulary
p. 39 I Love Eggs p. 23 Fifty Chart p. 24 Counting
p. 29 M Is for p. 31,33 Numbers
p. 4 Gallop With Mandala by Tens
Rhythm p. 107 Mr.
p. 122 Dictation 1 p. 108 Mm p. 109 Let’s Write p. 110 Mm
Mouse
Day 15 Day 16
Choices Day 17 Day 18 Day 19
p. 48 Personal the Museum
p. 46 Pronouns Drama - Cutouts vocabulary words
47 Do These
Personal Sounds
p. 27
33 Mr. Alligator Words Rhyme?
Listening p. 35-38 A Trip to
Loves Big p.
p. 48
28 Letters
Addition
Numbers
and Write
Review p. 177 My p. 119 Let’s
Spelling Words p. 118 Let’s Read Practice
p. 121 What’s
Dashboard
Day 10
vocabulary words
p. 43 My Healthy
p. 44 Listening to
p. 122 Dictation 2
Day 20
This Is What I
Have Learned!
Unit 6
Portfolio Unit 6
p. 122 Dictation 4
-activate
5-Day Daily Lesson Plan U6 the switching
process and
Day Date promote will
Subject Students play be
learning
All Daily Routine
-stimulate brain
n/a 10
social skills
Daily Routine -reinforce concepts 10
Skills
Pre-Activity
-distinguish healthy
Let's Eat! 33, 34 30 Activity
from unhealthy food
What is Your Post-Activity
Pronunciation
1 Lab -identify the "L" sound
Pre-Activity
41 25 Activity
in words
Letters and
Sounds Ll Post-Activity
Lion, Lion! 103 20
Cool Down 5
Total mins 90
Daily Routine
Pre-Math 10
Skills Pre-Activity
-distinguish 3D shapes 21 25 Activity
3D Shapes Are
Here and Post-Activity
-assemble different
2 There!
Let's Be
Creative
shapes to make an Pre-Activity
image 25 30 Activity
L Is For ...
fine motor skills
Ll 104 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify vocabulary
35 25 Activity
words
Vocabulary
Storytelling - A
Trip to the Post-Activity
Museum
Let’s Write 105 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
-distinguish hot from Pre-Activity
cold
Listening and 22 25 Activity
Speaking -
speaking skills Post-Activity
What's
Let's BeHot?
4 Creative
-identify hot and cold Pre-Activity
fine motor skills
4 -identify hot and cold
Hot and Cold
Ff 106 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
Gallop with Coolmin)
Down:
Rhythm
Skills (5 min)
5 Storytelling - A
-describe events from Pre-Activity
a story 35-38, 39 30 Activity
Trip to the
-make a mind map
Museum
Dictation 1 lowercase letter L 5
Cool Down
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-identify the sound of
42 25 Activity
the letter Mm
39
ISounds Mm
Love Eggs
6 -describe what Pre-Activity
Language children had for 30 Activity
Skills breakfast
What Do You Post-Activity
Mr. Mouse 40
107 20
Cool Down 5
Total mins 90
Daily Routine 10
Skills
Fifty Chart Post-Activity
Let's Be
7 Creative -identify the letter M Pre-Activity
M Is for Skills fine motor skills
Writing
Mandala Post-Activity
Mm 108 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
36 25 Activity
vocabulary words
Language
8 Skills
-compare what they
Pre-Activity
41 30 Activity
like for breakfast
What We Like
8 -compare what they
41 30
like for breakfast
What We
Writing Like
Skills
for Breakfast Post-Activity
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
-count by tens up to 50 24 25 Activity
Counting by
Tens Post-Activity
Let's Be
-count by tens up to
9 Creative
fifty
Pre-Activity
31, 33 30 Activity
-demonstrate use of
NumbersSkills
Writing by
Tens
Mm 110 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
-review vocabulary Pre-Activity
words
Vocabulary 35-36, 44 25 Activity
-distinguish the sound
"oo" Post-Activity
Listening
Skills to
10 Pre-Activity
Lunch Time! -classify healthy food 42, 43 30 Activity
My Healthy Post-Activity
Dictation 2 lowercase letter M
Cool down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-identify the sound Nn 43 25 Activity
Letters and
Yummy,Nn 40
11 Yummy Pre-Activity
-describe dinner food 30 Activity
Language
Writing Skills
Skills 44 Post-Activity
Smelly Nose! 111 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills Pre-Activity
Healthy Food
for Me! Post-Activity
Let's Be
12 Creative -identify the letter Nn Pre-Activity
fine motor skills
12 Creative -identify the letter Nn
NoodlesSkills
Writing on fine motor skills
Letter N Post-Activity
Nn 112 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
37 25 Activity
vocabulary words
Lab
Yummy, 40 Pre-Activity
13 Yummy! Activity
-identify healthy food 30
Language
Writing
Skills Skills 45 Post-Activity
Good Food for
Cool Down 5
Total mins 90
Daily Routine 10
Skills -distinguish more from
26 25 Activity
less
More or Less Post-Activity
Let's Be
14 Writing
CreativeSkills
-count up to sixty Pre-Activity
Nn fine motor skills
Fruity Sixty Post-Activity
Review 114, 115 20
Cool Down 5
Total mins 90
Daily Routine 10
Listening to Pre-Activity
-identify sounds
Words' Sounds 45, 33 25 Activity
different objects make
Pre-Math
Listening and Post-Activity
Skills
15 -identify the
Pre-Activity
Writing Skills less/greater than signs 27 30 Activity
Mr. Alligator
Loves Big -review, recognize, and Post-Activity
Letter
NumbersReview
write capital and 116, 122 20
lowercase letter N
Cool down 5
Dictation 3
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-identify rhyming
46 25 Activity
Do These words
16
-identify rhyming
46 25
Do These words
Words Post-Activity
Skills
Rhyme? -classify healthy and
16 unhealthy food
Pre-Activity
Smart Choices
Writing Skills -review personal 46, 47 30 Activity
pronouns Post-Activity
Personal
My Spelling
Words 177 20
Cool Down 5
Total mins 90
Daily Routine 10
Language
Skills Pre-Activity
-review the use of
48 30 Activity
pronouns
Personal
Pronouns Post-Activity
17 Listening and -listen and identify
Identifying sounds
Pre-Activity
34, 47 25 Activity
Sounds -identify rhyming
words Post-Activity
Do These
Let’s Read 118 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify new
38 25 Activity
vocabulary words
Vocabulary
18 Storytelling - A
Pre-Activity
-role-play a story 35-38 30 Activity
Trip to the
Writing
MuseumSkills Post-Activity
Drama- 119 20
Let’s Practice
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-review vocabulary
words 37, 38, 48 25 Activity
Vocabulary
Writing Skills -review letter sounds Post-Activity
Letters Review
Pre-Math
19 Let’s
SkillsRead
Pre-Activity
and Write -add objects 28 30 Activity
Addition Post-Activity
What’s
Missing? 120, 121 20
Cool Down 5
Total mins 90
Daily Routine
Writing Skills 10
122 20
20 assessment
Dictation 4
write CVC words
55
seen throughout the
20
Cool down 5
Total mins 90
morning, I'm fine and you?"
Say the date while pointing to your calendar. Say, "Today is
Monday, January 12." Ask children to repeat the date after you.
concepts. Also add to the routine the songs, poems, and rhymes.
During the first weekStrategies
a Motor Skills
andactivity is presented, you can
Activities MI
use it in a shorter version during the daily routine all through the
month.
healthy food they eat everyday. Have them draw what they
thought of moves
As the ball on the around
plate. the circle, everyone in the group gets to
know one rest
another’s K, VL
food. The of thefavorite
class hasfood.
to guess what it is. Ask children one
by
many words as you can with theeveryone
one to go to the board, until "L" sound:has hadlong,
love, a turn.
light, etc. Try
to emphasize the sound so children can imitate it.
instructions toacomplete activity. VL, VS
can do it with partner too, lying down on the floor. Take pictures
of
around and monitor children asL and
the children making the letter theyhang
work.them on they
After the wall.
finish,
must think about objects that are related with the 3D shapes and
draw them intothe
Ask children corresponding
open book on page box.
Then, have
complete children
activity. open book on page 25. They must cut out the LM, VS
shape,
shapes and guessa what
to make it is square
lion. The before taking it outbody,
is the lion’s from the
the circle
bag andis
showing
the lion’s
capital ithead,
and to theand
class.
lowercase the triangles
letter aretheir
L using the fingers.
lion’s mane.
ThenHave children
call out one
paste
of the the
twoshapes. Thenask
letters and give them wiggly
children to make eyes for the
it with lion’s
their eyes
fingers.
and pipeoncleaners
shapes forbody.
the lion’s the whiskers
Have them andsay,
legs.
“I see ________ VS, VL
________ (number, shape).”
card and say the sentence aloud and have children repeat after
you. Do this several
Ask children to opentimes.
book on page 35. Play track 91. Follow book
stand up and say the sentence that goes with it. Guide children to
answer the Self-assessment bar.
what Peter is eating. Show page 37 and ask what is happening.
Turn to page
children 38 and
to "read" ask what
along. Pausethey think
track happened
to turn at theto
page. Listen end.
the
complete story again. VS, VL
to draw their favorite part of the story. Have them share their
drawing
around andwithmonitor
their classmates.
children as they work. After they finish,
Play Sparks images and video. Ask children to open book on page
22. Follow
lunch book the
and draw instructions to complete
missing one. Then askactivity.
children, “What can
Peter have on Sundays?” Have them circle it indry
a different color. N, VS
the end of the activity have children help you off what’s wet
with some towels.
the blue circle when they hear a word related to cold. Tell children
Askjump
to children to red
to the open book
circle on page
when they27. Follow
hear a word book instructions
related to hot. to
the board, and children can stick the picture under the correct K, LM
word.
- Macaroni - Make a circle with both arms.

-gallop
Ravioli
to-anStand backmove
object, to back with it,
around a partner.
and gallop back as fast as
possible. K, VL
- Mr. Tall - Stretch up high.
-Have
Mr. Slow - Move
children openslowly.
their books on page 35. Play track 88. Ask
children
Game
Ask to
children "read"
Zone -to The
open along.
Magic
theirBox
book on page 39. Follow book
Ask children
instructions to
to bring
completean object from home that begins with the
activity. Ia, VL
-What did Peter learn?
letter
Guide M. Place
children all
to the objects
answer in a big box. Addbar.
the Self-assessment other objects that
Call
beginthe letters,
with one
the letters atthey
a time,
have repeating
already them once
learned. or twice,
After placingand
all
giving children
the objects enough
in the time to
box, close write
it so the them down.
children can’t see what’s VS, VL
inside. Each child will have an opportunity to be a “magician.” The
“magician” has to put his or her hand in the “Magic Box” and pull
an object that begins with the letter M. The child must say the
name of the object. If the child names it correctly, he or she keeps
"mmmother,
the object. If themmmoon, mmme,
child takes out anetc." Lookthat
object for as manybegin
doesn’t wordswith
that
have
Have the
the letter "m"
M, he
children sound.
or she
open hasontopage
book say the
42. name of the
Play track 98.object
Followand its
book
beginning sound,
instructions and putactivity.
to complete it back in the box. The game ends when VL, VS
each child
Yum, yum,has yum.an object that begins with the letter M.
(make circular
Ask children tomovements
turn to pagetouching tummy)
40, Language Skills. Follow book
instructions to complete activity. M, VL
Peter in the story and remind them that if they eat only unhealthy
food,
around they
and willmonitor
be grumpy, tired,asand
children have
they little After
work. energy.they finish,
complete activity. Have them jump, clap, march, etc., while

counting up to 50.
- Color number 44 orange.
At the end, ask them, “What number has more than one color?” VS, LM
Start by warming up for writing as it is described in the
Guide
Give children
each
Teacher's child
Guideto answer
four
(warm the
up Self-assessment
craft sticks. Ask them
writing bar.
to form
muscles, the in
write letter
the "M".
air,
Ask
page,them
and write what
haveon sound
the board).
children the letter
sit in a Then "M"
circle havemakes.
children
and play pronounce
pleasant and quietthe
letter or word
background and trace it with a finger. Finally, guide children
music. VS, VL
Ask children to
to complete thethink
workof in
words that begin
the Writing withworkbook.
Skills the letter "M."
WalkHave
them say the words aloud.
child that has it, has to go to the front and say the name of the
card. The resttoofopen
Ask children the class
bookmust say 36.
on page the Play
sentence.
track 92. Follow book
Guideon
work children to answer
the Venn Diagram.theThey
Self-assessment
must compare bar.
what they like to
have for breakfast.
Ask children to open their book on page 41. Follow book
instructions to complete activity. Ia, VS
and write on the board). Then have children pronounce the
letter or word and trace it with a finger. Finally, guide children Ia, VS
to complete the work in the Writing Skills workbook. Walk
Have
aroundchildren share their
and monitor diagram
children as with
they their
work.classmates.
After they finish,
them aloud. Then count, while pointing to each child, "10, 20, 30,
40,
Ask 50!"
children to open book on page 24. Follow book instructions to
down
Start bymust check that
warming thewriting
up for flashcards
as itare
is in the correct
described in order
the by
counting
front
Teacher's out loud
of theGuide from
classrooms
(warm 10
and to 50.
upstand in the
writing correct write
muscles, orderin from
the10-50.
air,
Once
Repeat
andthe
out the
write children
this activityhave
on the Have
numbers. withfinished
board).differentpasting
Thenturn
children the
children.
havetochildrennumbers
page 33.pronouncein order
Tell them totheby
paste
tens,
letter
the have them
or wordinand
numbers name the numbers
trace it order.
the correct out loud while clapping,
with a finger. Finally, guide children VS, K
jumping,
to complete and the
marching.
work inThey
the can do it Skills
Writing in slowworkbook.
motion, fast, and
Walk
very fast.
that identifies the word first earns a point for his/her team. Play
the
Ask game
childrenuntil
to all
openthetheir
children have participated.
Follow instructions for the book
weeklyondictation
page 35. Play track 91. Turn to
page 36.
1. LowercasePlay track 92.
m once more. Ask them to point to each picture as VL, M
"oo." Play track
2. Capital
they M
children turnsthe
listen to word.other healthy and not-so-healthy foods they
naming
3. Lowercase
Teamwork
know. Follow m, capital
- Healthy
book M Collage
Lunch
instructions toitcomplete activity.
choose
4. Capital a healthy
M, lunch
lowercase and
m draw on the paper bag. Follow book
Draw a big
instructions lunchbox
to complete on a piece of
activity. Kraft paper. Have children cut Ia, VS
5. Dictate either capital or lowercase M
out healthy food pictures from magazines and paste and have children
them tell
on it.
teacher what they
Hang it in the classroom. wrote down.
with the sound "N," "nnno, nnnice, nnnothing, nnnear," etc. Ask
children to repeat
Ask children after
to open bookyou.
on page 43. Play track 99. Follow book
with
StartN!”
by Once
warmingeveryupchild
for has written
writing as itaisnumber, you in
described willthe
have a
letter
repeat N
Teacher's full of
the poem. colorful
GuidePlay
(warmnumbers.
track Display
upseveral
writingtimes. the letter
Encourage
muscles, in the classroom.
children
write in to
the air,
repeat
and aloud.
write on Invite
the children
board). to
Then say the
have poem
children without help.
pronounce
foods, such as circle, cross out, etc. Follow book instructions to the
Bonusor
letter
completeActivity
word and trace it with a finger. Finally, guide children
activity. VS, VL
Have childrenthe
to complete make a drawing
work of their Skills
in the Writing favorite food for dinner.
workbook. Walk
Have them say, “My favorite dinner is ______.”
aloud. Then, count from one to sixty pointing to each finger of the
six
Askchildren.
children You can also
to open bookcount by tens.
on page 25. Follow book instructions to
cups.
They canto
children invent
say adifferent
word thatgames
startstoo!
with "N." For example say,
"nnno." Do this several times.
VS, VL
Set out
Start bya warming
variety of updifferent kindsas
for writing of uncooked noodles:
it is described spaghetti,
in the
macaroni, penne, rigatoni, elbows, etc. Have
Teacher's Guide (warm up writing muscles, write in children spread glue
the air,
inside
Ask the
andchildren letters
write ontothe and then
board).
open book onchoose
Then
page nine
have pieces
children
35. Follow of each kind
pronounce
book of
theto
instructions
noodles
letter or and
complete wordglue
and
activity.them
traceonitthe letters.
with PointFinally,
a finger. out thatguide
the words
children VS, VL
noodles and nine
to complete begin in
the work with
thethe letter Skills
Writing N. Have them say,Walk
workbook. “Noodles
begin with the letter N.” “Nine begins with the letter
around and monitor children as they work. After they finish, N.”
you say a sentence use different tones of voice: happy, sad, angry,
etc.
instruction to complete activity. VS, VL
participate.
Bonus Activity The team with more points wins. Guide children to
answer
In the
advance, Self-assessment
make a large bar.
plate
their book on page 40, Pronunciation on the Lab.
patio. Youtrack
Play can 96.
draw it with
Encourage
chalk
Start or
by
children use masking
warming
to food
say the up tape.
poem.for Make
writing sure
as itto
ishave the
describedfood
in groups’
the
know each
divisions
Teacher's andGuide group
titles: helps
fruits,
(warm uptheir
vegetables,
writingbodies grow
grains,
muscles, and bein
protein,
write strong
and in
dairy.
the air,
different
Provide
and writeways.
children You
on thewith can find
pictures
board). more
Then information
of have
different on this website:
foods pronounce
children and have them the
take VS, N
letterturns placing
andtheir picture
it withinathe
http://www.choosemyplate.gov/food-groups/
or word trace corresponding
finger. food children
Finally, guide group on
the plate. Youthe
to complete canwork
also use
in theplay food orSkills
Writing have workbook.
children bringWalkreal
food examples from home.
Point to each set and ask children which one has more and which
one has less.
and which set has less. Follow book instructions to complete
activity. VS, LM
number of
Have abytray
Start children
ready with
warming on for
up each
fruit team as
already
writing tocut
see ifdescribed
it isintothere
smallare less
pieces “cones”
(grapes,
in the
than
from “cubes.”
cherries,
Teacher's limes,
11 to 20, bananas,
the
Guide etc,).
third from
(warm up 21 Give children
to 30,
writing and soa on
muscles, piece ofin
until
write each
they fruit.
thecount
air,
Have
up
and to them
60.
write dip
on the
the pieces
board). in different-colored
Then have children paint
Ask children to open book on page 37. Follow book instruction and
pronounce stamptheittoon
the numbers.
letter or word
complete Have children observe the shapes they are making,
and trace it with a finger. Finally, guide children LM, VS
activity.
and say what the
to complete theywork
look inlike.
theWhen done,
Writing haveworkbook.
Skills them first Walk
count out
loud from 1 to 60, then by tens.
you. Have children open book on page 45. Play track 101. Follow
book instructions to complete activity.
Follow instructions for the weekly dictation.
Ask children
N to turn toFinally,
page 33. VL, VS
1. Capital
from the second row. askPlay track
three 89.children to do the
more
I2. Lowercase
third
Game
am hungrynalligator,
arow.
Zone
3.
IAskCapital
Have N, lowercase
children
willchildren
eat the onemake an
that’s nalligator
greater! mouth with their hand, and go to
4. Lowercase to
n, open book
capital N on page 27. Follow book instructions to
the board
complete to eat the
activity. bigger number. They can make sound effects VS, LM
5. Dictate either capital or lowercase N and have children
while eating the number. Give an opportunity to each child to tell
teacher what
participate. theydifferent
Write wrote down.numbers on the board for each child.
second row and ask which two they identify as similar. Do the
same with the
Ask children tothird
openand fourth
book row.46. Play track 102. Follow book
on page
VL, M
Hand
Start out sheets of up
by warming paper
for or dry erase
writing as itboards. Tell them
is described to draw
in the
the
eat rhyming
Teacher's words
healthy Guide from
food. Guide
(warm each row.
children to answer
up writing the Self-assessment
muscles, write in the air,
bar.
and have
also writethem
on the board).
practice theThen
otherhave children
pronouns theypronounce thewith
have learned
letter
the helpor of
word
the and
hand,trace
suchitaswith a finger.
I, we, he, she,Finally,
and it. guide children Ia, VS
Have childrenthe
to complete turnwork
to page 47.Writing
in the Follow book
Skillsinstructions
workbook.to Walk
complete activity.
that children notice the difference between singular and plural just
by listening
Have to open
children you. So giveonthem
book pageseveral examples.
complete activity. VS, VL
draw a hand pointing to two or more people. Have them share
their work
children to by
dosaying "you."
the same with the pictures of the second row.
Finally, three more children
Have children turn to page 34. have totrack
Play complete the page.
90. Follow book
Ask children to turn to page 47. Follow book instructions to
complete
around and activity.
monitor children as they work. After they finish,
child that has it has to go to the front and say the name of the
card. The resttoofopen
Ask children the class
bookmust say 38.
on page the Play
sentence.
track 94. Follow book
Guide children
Encourage
Teacher's to answer
children
Guide (warm the
to "read" Self-assessment
up along
writingasmuscles, bar.
they listen to the
write in story. Ask
the air,
Ask
and children
different
write onto change
questions
the for the
every
board).
Peter: Can I eat a banana? story.
page
Then Instead
of
have the of Peter
story.
children eating
pronounce junk food,
the
he eats
letter
Mrs. orhealthy
word
Smith: foodtrace
Of and
course,forPeter.
lunch. What
it with
You acan!wouldFinally,
finger. be different
guideinchildren
the K, VL
story? What healthy food would Peter eat? Have
to complete the work in the Writing Skills workbook. Walk them role-play
their
aroundnew story.
and monitor children as they work. After they finish,
Bonus Activity
Make big posters with numbers from 1 to 9 (big enough for
and showtothem
children step the next card.
on them) Continue them.
and laminate with all the buttons
Have words that you
spread
are
out reviewing.
on a tray, as children will use them to count. Place
instructions. Ask them to turn to page 38. Play track 94. Followthe
flashcards
book on the floor and call three children to come to the front.
instructions. VS, VL
Have childrenofturn
Say, “(name to page
student) 48.
step onFollow
numberbook instructions
3, and (name oftostudent)
complete
step on
there activity.
in number
all?" Do 5.”
thisThe third child
exercise has to gonumber
with different to the tray and gather
of boys and
the same
girls. amount of buttons as the number that each
Ask children to open book on page 28. Follow book instructions one of histo
or
her teammates
complete activity. is standing on. He or she must add both numbers VS, LM
by counting the buttons and write the correct total amount of
buttons on the board. Give everybody a chance to add.
Start by warming up for writing as it is described in the VS, VL
and write on the board). Then have children pronounce the
letter or word and trace it with a finger. Finally, guide children
Call the words one at a time, repeating them once or twice, and
giving children enough time to write VS, VL
outcomes expected by filling out the them down. bubbles in the
corresponding
marking rubric. VL, VS
SparksDigital
videos:
Teacher's Notes Assessment Refer
Resources
to Materials @Home
Teacher's Guide
for the suggested
Sparks videos.
-beach ball
Sparks Video: -3D shapes

3D Shapes -bag
-construction
paper
-wiggly eyes
-pipe cleaners
-vocabulary
flashcards
-sheets of
paper
-dry erase
board
Sparks Images: -zip-lock bags

Hot and cold -cold water
-hot water
Sparks Video: -plastic bowl
Opposites -towels
-red circle
-blue circle
-old
-old
magazines
-objects
beginning with
the Mm sound
-big box
-large piece of
paper
-craft sticks
-vocabulary
flashcards
Sparks Video:
-10-50
Counting by
flashcards
tens
50
-scissors
-glue
-colored
-vocabulary
flashcards
-fly swatters
-Kraft paper
-magazines
-scissors
-glue
-Kraft paper
-food
Sparks Video: vocabulary
Yummy, flashcards
Yummy Poem -sheets of
paper
-plastic cups
-permanent
markers
-different kinds
of dry noodles
-glue
-different kinds
of dry noodles
-glue
-vocabulary
flashcards
Sparks Video:
Yummy,
-different-
Yummy Poem
colored bags
Sparks Image:
My Plate
-cube/cone
picture
-different fruit
-different-
colored paint
-sheets of
paper or dry
erase board
-sheets of
paper or dry
erase board
-construction
paper
-white paper or
dry erase
board
-vocabulary
flashcards
-vocabulary
flashcards
Weeks 1-2 Day 1
Arrives! Day 2 Day 3 Day 4
p. 3-6 Alina, the
Language Skills Garden poem Lucky Bee!
Pronunciation Lab p. 2 Day and p. 4 Vocabulary
p. 10 Letters and p. 2 Spring p. 3 I Can Count
Pre-Math Numbers Up
p. 3 O Is for p. 9to Seventy!
Spring
Let's Be Creative Octopus Butterfly
p. 123 Middle
Writing p. 124 Oranges! p. 125 Oo
Sound of Oo
*
Weeks 3-4 Day 11 Day 12 Day 13a p. 127Day
Oo 14
p. 13 What
Language Skills p. 12 How Do Plant Needs to Words’ Sounds
p. 12 Letters and Grow
Pronunciation Lab Sounds Qq p. 6 Vocabulary
p. 7 Addition p. 8
15How Many
Do These
Pre-Math Are Left?
Let's Be Creative p. 2 Q Is for Quilt
Motor Skills p. 135 Qq
Writing p. 132 Quail p. 133 Qq p. 134 Let’s Write
p. 136 Review
Day 5
Lucky Bee!
* Day 6
Sounds What
p. 8 Pp Do
Day 7 Day 8
p. 9 Day and Night
Day 9
*
p. 7 First, Next,
Compare p.9 Sun and Moon
p. 9 Sun and Moon p. 6 Above and
p.
p. 5
7 Comparing
P Is for Puzzle p. 5 Day and
p. 2 Roll a Ball Night
With Two Hands
*
p. 142 Dictation 1 p. 128 My Pencil p. 129 Pp p. 130 Let’s Write p. 131 Pp
Day 15 Day
p. 16 16
Toys Day 17 Day 18 Day 19
That Lucky Bee!
p. 2 Listening and Identifying Sounds Drama - Cutouts p. 6,7 Review
Identifying p. 7 Vocabulary
p. 9 Too Many vocabulary words
Sounds p. 16 Do These
Toys
and Write
p. 137 My Spelling p. 139 Let’s
p. 142 Dictation 3 Words p. 138 Let’s Write Practice
p. 141 What’s
Dashboard
Day 10
Spring!
vocabulary words
p. 13 Listening to
p. 142 Dictation 2
Day 20
This Is What I
Have Learned!
Unit 7
Portfolio Unit 7
p. 142 Dictation 4
Day Date Subject Students will be able to Pages Time Lesson Cycle
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily
SpringRoutine
Arrives! 10
1-2
Day and Night -use and activate prior Pre-Activity
knowledge
30 Activity
Pronunciation -develop social skills
Lab -identify spring Post-Activity
Pronunciation 8
This Is My
1 Lab
-identify the letter "o"
Pre-Activity
10 25 Activity
and its sound
Letters and
Middle Sound
Sounds Oo Post-Activity
of Oo 123 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math skills Pre-Activity
-identify and write
2 25 Activity
numbers 61-70
Spring Numbers
Post-Activity
-identify the beginning
2 Let's Be
Creative
sound of octopus Pre-Activity
-demonstrate use of
O is for Octopus Post-Activity
fine motor skills
Oranges! 124 20
Cool Down 5
Total mins 90
Daily Routine 10
4 25 Activity
words and sentences
Language Skills
3 -listen to and follow a
Pre-Activity
story
Alina, the Lucky
Bee! Post-Activity
Oo 125 20
Cool Down 5
Total mins 90
Daily Routine 10
I Can Count Up
to Seventy! Post-Activity
4 Let's Be
Creative
-count by tens up to 70 Pre-Activity
fine motor skills
Spring Butterfly
4 Let's Be
Creative
-count by tens up to 70
fine motor skills
Spring Butterfly Post-Activity
Oo 126, 127 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
Roll a Ball With Coolmin)
Down:
Two Hands (5 min)
5 Storytelling -
-identify the order of
Pre-Activity
Alina, the Lucky 3-6, 7 30 Activity
events in a story
Bee!
Dictation 1 lowercase letter O 5
Cool Down
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-identify the sound and
11 25 Activity
write the letter Pp
Letters and
Lab
Sounds Pp Post-Activity
9
6 Sun and Moon -describe what they
song
Pre-Activity
see during the day and 30 Activity
during the night
8
What Do You
My Pencil 128 20
Cool Down 5
Total mins 90
Daily Routine 10
Count and Pre-Activity
Compare -compare numbers 4, 5 25 Activity
Comparing Post-Activity
7 Let's Be
Creative
-review the letter "P" Pre-Activity
fine motor skills
P Is for Puzzle Post-Activity
Pp 129 20
Cool Down 5
Total mins 90
Daily Routine 10
5 25 Activity
words
Lab 9
8 Sun and Moon -sing a song Pre-Activity
-classify daytime and 30
nighttime activities
8 Sun and Moon -sing a song
song -classify daytime and 30 Activity
nighttime activities
Language Skills 9 Post-Activity
Cool Down 5
Total mins 90
Daily Routine 10
-identify above and
6 25 Activity
Above and below
Below Post-Activity
9 Let's Be
Creative
-describe day and night Pre-Activity
fine motor skills
Day and Night Post-Activity
Pp 131 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
Vocabulary words 4-5, 13 25 Activity
-identify the "oi" sound
Listening Post-Activity
LanguagetoSkills
10 -recognize spring Pre-Activity
Colorful Spring! -compare spring with 10, 11 30 Activity
other seasons
Spring Day Post-Activity
write capital and 142 20 Pre-Activity
Dictation
Cool down 2 lowercase letter P 5
Total mins 90
Daily Routine 10
Pronunciation
Lab -identify the sound of Pre-Activity
the letter Q 12 25 Activity
Letters and -trace the letter Q
Sounds Qq Post-Activity
11 Language Skills
-observe the plant
Pre-Activity
12 30 Activity
How Do Plants growth stages
Grow? Post-Activity
Quail 132 20
Cool Down 5
Total mins 90
Daily Routine 10
-add numbers 7 25 Activity
Addition
Post-Activity
12 Let's Be
Creative
-identify the letter Q Pre-Activity
fine motor skills
Q Is for Quilt
12 Let's Be
Creative
-identify the letter Q
fine motor skills
Q Is for Quilt Post-Activity
Qq 133 20
Cool Down 5
Total mins 90
Daily Routine 10
6 25 Activity
words
13 Language Skills
-review the plant
Pre-Activity
13 30 Activity
What a Plant growth stages
Needs to Grow Post-Activity
Cool Down 5
Total mins 90
Daily Routine 10
-solve subtractions 8 30 Activity
How Many Are
Left?
Lab Post-Activity
14 Listening to
-identify the "ng"
sound in words
Pre-Activity
14, 15 25 Activity
Words' Sounds -identify rhyming
words Post-Activity
Do These
Review Words 135, 136 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-identify different
2 25 Activity
Listening and sounds
Identifying Post-Activity
Language
Sounds Skills
15 -identify the Pre-Activity
This and That demonstrative 14, 15 30 Activity
pronouns this - that
Writing Skills
This or That -review, recognize, and Post-Activity
Dictation
Cool down3 lowercase letter Q 5
Total mins 90
Daily Routine 10
Listening and -identify sounds Pre-Activity
Identifying -identify rhyming 3, 16 25 Activity
Sounds words
Post-Activity
-describe objects - toys
16 Language Skills
-listen to a Pre-Activity
16 30
Listening and
Speaking - Toys
16 Language Skills
-listen to a
conversation 16 30 Activity
Listening and
Speaking - Toys
speaking skills
Words 137 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre- Math Skills Pre-Activity
-classify objects in a
9 25 Activity
graph
Too Many Toys
Let's Be Post-Activity
17 Creative
Science Project
-follow steps in a Pre-Activity
science project 11 30 Activity
- Color-
Changing Post-Activity
Flowers
Cool Down 5
Total mins 90
Daily Routine 10
7 25 Activity
words and sentences
18 Storytelling - -role-play a story
Pre-Activity
Alina, the Lucky -reproduce a dialogue 3-6 30 Activity
Bee!
Drama - Cutouts Post-Activity
Cool Down 5
Total mins 90
Daily Routine 10
6-7 25 Activity
words
19 Let's Be
Creative
-follow steps in a
recipe
Pre-Activity
12 30 Activity
Let's Cook - -demonstrate use of
Yummy Bees! fine motor skills Post-Activity
Cool Down 5
Total mins 90
Daily Routine
Writing Skills 10
142 20
20 Assessment
Dictation 4
write CVC words
55
they have seen
Cool down 5
Total mins 90
the first week a Motor Strategies
Skills activityand Activities You can use it in a
is presented. MI
shorter version during the Daily Routine all through the month.
differences, point them out. In winter there is snow, there are no

flowers.
try to findInthe
spring
toy there are flowers,
following the cluesbutterflies, bees,that
that the group babyhidanimals,
it givesetc.
VL, K
them. If they
that they will say, “night”
listen it means
to a poem aboutthat the “seekers”
a garden arePlay
in spring. “cold”
trackor115.
far
Play tracktoagain
children go toand
the encourage children
board. Continue thetogame
repeat. Invite
until childrenhave
all children to
participated.
guess what animal it is. Once they guess the animal, encourage them to
say, “______________ begins
work. After they finish, praise with the letter
children andO.”
exercises. VS, VL
Have all cards mixed up on the desk. Ask a child to go to the front and
tell him/her to form the number you mention from 61 to 70, by placing
Ask children
the two to open
numbers book E.g.
needed. on page 2. Follow
sixty-two, bookflashcards
number instructions
sixto
+ two.
first child on each team must write the number as quickly as possible. VS, LM
complete activity.
Hold a poster board between them so they can’t see each other. If they
write
Show the number
children correctly,
different haveofeach
pictures childthat
animals roll astart
die to getthe
with points
letterfor"o",
Then haveone
including themof count the dots
an octopus. Telland say,that
them “Mytheyoctopus has
will be ___ circles.”
working with
“Octopus begins with the letter ___.” VS, VL
Ask children
work. After to share
they theirpraise
finish, work with their and
children classmates.
exercises. VS, VL
one, encourage them to repeat after you. Next, show each flashcard
but
Ask this timeto
children sayopen
the complete sentence.
book on page 4. PlayHave
trackchildren repeat
111. Follow each
book
VS, VL
Guide children to complete the Self-assessment bar.
Ask children if they have ever seen a bee. Tell them that they will hear a
Have children
story of a veryopen
luckybook on page
bee whose 3. Play
name track Show
is Alina. 107. Pause
them to change
each picture
pages. Ask children to "read" along as they listen to the track. VL, VS
Where did she land? Who found her? How does she feel now?, etc. Play
track
work.again.
After they finish, praise children and lead them in cool down
exercises. VS, VL
Write numbers from 1 to 70 on the board. They must be mixed up. Ask
a child to go to the front, mention any number, he/she must find it and
Ask
circlechildren to open
it. Do this book
until all on page
children 3. Follow
have book instructions to
participated. VS, LM
complete activity.
You will need number flashcards: 10, 20, 30, 40, 50, 60, 70. Show each
flashcard one by one. Ask children to say the number they see aloud.
VS, LM
10 to 70, following the same order. When done, have children count by
tens from 10 to 70. They can jump, march, etc., while counting. VS, LM
Ask children
they theirpraise
finish, work with the rest
children andoflead
the class.
them in cool down
exercises. VS, VL
to find a space and stay there. Make sure they don’t go too far away or
under theball
- Roll the furniture. Theafter
softly, run blindfolded children
it, pick it up, andmust
comewalk
backaround
to thetrying
start
Have children lay down to pretend “being asleep” for 30 seconds. Have K, VS
point.
them “wake up and get out of bed” (they have to get up slowly), then
walk around to
Ask children slowly
openstretching.
book on page 3. Play Track 107. Ask children to
pictures and
read along. determine the order of events by placing the number
stickers under the corresponding picture: 1-first, Ia, VS
to the picture they are holding. Guide children to2-next,
answerand
the3-last.
Self-
assessment bar.
children enough time to write them down. VL, Ia
Write on the board several letters that have been seen up to now. Point
to a letter, have children sound it out. Include the letter "P."
Ask children to open their book on page 11. Play Track 118. Follow book VL, VS
Explain that to
instructions they must pass
complete the potato around very quickly. When the
activity.
music stops, the child that is holding it must leave the circle after saying
aTell
word that begins
children or ends
that they with aletter
will learn new “p.”
songTurn
thatyour backthe
is about to the
sun and
see during daytime and nighttime and draw it in the corresponding
the moon. Read the song by verses several times. Have children repeat
boxes. Follow book instructions Ia, N
very simple sentences like, “I seetoa complete activity.
yellow sun, I see a white moon, I see
the blue sky,” etc.
exercises. VS, VL
signs. You can remind them about how Mr. Alligator always like to eat
the bigger number. Have two children come to the front and give them
Have children
a number compare
flashcard eachone.
to each group of objects
Have by counting
a third child come tothe theobjects
front
to VS, LM
and100” poster
placing theon the board,
correct stickerthis way
sign children
in the willAsk
circles. look at it when
children they
to turn to
need to. Have the children work in teams. Give each team several
“number
Reinforcecups” and “sign
the letter P withcups” to work with.
the children. Have Make sure“The
them say, you have
wordcups
Ask children to open book on page 7. Follow book instructions
________ begins with the letter _______.” Have each child name to an
Ask children
they theirpraise
finish, activitychildren
while saying "P is for
and lead thempuzzle."
in cool down
exercises. VS, VL
one, encourage them to repeat after you. Next, show each flashcard
but
Ask this timeto
children sayopen
the complete sentence.
book on page 5. PlayHave
Trackchildren repeat
112. Follow aloud
book
VS, VL
Tell children to turn to page 9, Pronunciation Lab. Play Track 116.
Encourage children to sing along.
Ia, N
Ask children to turn to page 9, Language Skills. Follow book instructions
Ia, N
to complete
involved activity. or situations related to nighttime and daytime. Put
in activities
the pictures
work. Afterinthey
a basket
finish,orpraise
shoebox for children
children to look
and lead at on
them in their
cool own.
down
exercises. VS, VL
Show Sparks images: above and below.

visualize the above and below concepts. Follow book instructions to
complete VS, LM
below theactivity.
moon.” “Place the shovel below the flower.” “Place the jump
rope below the ball.”
Before working on thisetc. Playtake
page, untilthe
everybody has to
children out hadlook
a turn.
at the sky.
Have them say what color the sky is, and compare it with the sky at
night. N, VS
complete
When theyactivity.
finish working on this page, have them say what they like to
do during
work. thethey
After daytime andpraise
finish, nighttime.
children and lead them in cool down
exercises. VS, VL
Show children the vocabulary flashcards as you mention each one.

Ask childrenchildren
Encourage to turn toto repeat
page 13. Playyou.
after Track
Do120. Follow book
this several times.instructions
Next,
to complete activity. VL, M
Write the four words on the board. Have children look at them and say
if the "oi" sound is at the beginning, middle, or at the end of the word.
- Spring is the first season of the year.
-Thinking
Spring begins on March 21st.
Skill: Compare
VL, Ia
After children
classroom, youhave drawna their
will have pictures,
beautiful have them
classroom full ofsit in pairs.Take
flowers! They
pictures of the children with their flower, print them out, and use them
Follow instructions for the weekly dictation VS, VL
1. Lowercase p
to now including the letter "q." Show one and ask a child to say a word
that starts with that letter. Continue showing different letters.
Ask childrenchildren
Encourage to opentobook
nameonwords
page 12.
thatPlay
startTrack
with119. Followyou
the letter book
are VL, VS
“q” and decorate it using paint, crayons, glitter, etc. Put an array of art
materials out and let the children be creative. Once the squares are dry,
Show Sparks images of plant and tree growth stages. Explain how a
Ask
plantchildren
grows. to open
Have book on
children page 12.
observe theFollow book
sequence instructions
and to
point at the
complete activity. N, VS
choose them, too) to place the cards in order. Once the cards are in
order,
work. have
Afterchildren namepraise
they finish, and describe
childreneach
andstep.
exercises. VS, VL
three other shapes. Tell children to count each one. Say: 2 + 3 = 5 (write
the
Ask number).
children toDoopen
this book
several
ontimes, changing
page 7. the number
Follow book of shapes
instructions to you
VS, LM
complete activity.
beanbag and the third one a paper and a pencil. Each child must toss
Ask children to
the beanbag ontoopen
thetheir
grid.book
Theyon page
must call2.out
Have
thethem lookwhere
number at the the
letters
and say how many capital Q's and lowercase q's they see. Have them
name some words that begin with this letter. VL, LM
Follow book instructions to complete activity. VL, LM
You can use this page to reinforce the triangle and the square. Have
work.
childrenAfter
countthey
the finish, praise
triangles childrenonand
and squares thelead
quilt.them
Havein coolsay,
them down“I
exercises. VS, VL
Encourage children to repeat after you. Do this several times. Next,

show each flashcard again as you say the sentence. Have children
Ask children
repeat to open
after you. bookshow
Finally, on page
each6.flashcard.
Play Track 113. Follow
Children shouldbook
say the VS, VL
Ask children to open book on page 12. Review the steps of how a plant
Ask children
grows. Have to turnlook
them to page 13.step
at each Follow
andbook
nameinstructions
them. to complete
activity. N, VS
Have children share their work with their classmates. Guide them to
answer
as theythe Self-assessment
work. bar. praise students and lead them in
After they finish,
my bedroom.” Paste the six teddy bears. “My brother came in and took
away three.”to
Ask children Take
openaway
bookthree. Ask,8.
on page “How many
Follow teddy
book bears dotoI have
instructions
Have children share their answers by asking each one what they wrote LM, VS
complete activity.
down. You may ask, "How many teddy bears are left? Six teddy bears
Have
minuschildren
three areopen
...?"book on page 14. Play Track 121. Follow book
Ask children to
turn to page 15. Tell them that they have to find the
activity.
words that rhyme with oil. Play Track 122 several times. Follow book VL, M
Encourage children activity.
to share their activity by pointing to one of the
work. After they finish,
pictures they colored. They praise children
may say, "boil and lead
rhymes them
with oil,"inetc.
cool down
exercises. VS, VL
Ask children to open book on page 2. Point to each picture and ask
them what sound they think it makes. Encourage them to be creative
and
Play sound themFollow
Track 109. all out.book instructions to complete activity. VL, VS
Show an image to a child. Ask him/her to make the sound it makes. The
rest of the class must try to guess what it is.
Game Zone
Ask
Stickchildren
some oftotheopen book onflashcards
vocabulary page 14. Follow book
from this instructions
unit to and
on the board
Ask children to turn to page 15. Follow book instructions to complete
activity. Guide children
Call the letters, one at ato answer
time, the Self-assessment
repeating bar. and giving
them once or twice,
them what sound they think it makes. Encourage them to be creative

and sound them
Ask children all out.
to turn Play16.
to page Track
Tell110.
themFollow bookhave
that they instructions to
to find the
complete activity. Show an image to a child. Ask him/her
words that rhyme. Play Track 123 several times. Follow book to make the VL, M
Ask children to share their work.
instructions to complete activity. They may say, "Sing rhymes with king,"
etc.
Show Sparks image: Toys. Ask children to open book on page 16.
Thinking Skill: Describe
VS, VL
Alina’s toys?” “What color are her friend’s toys?” Have them circle the
toys VS, VL
toys Alina and her
on a table friend
outside oftook
yourto the park. for everybody to admire.
classroom,
Don't
work. forget
After to givefinish,
they a name to thechildren
praise exhibition!
and lead them in cool down
exercises. VS, VL
Thinking Skill: Classify

Have
Guidechildren
childrenlook
to fillatinthe
thetoys in the
graph. illustration.
Follow They will classify
book instructions them
to complete
VS, LM
activity.
Ask children to present their activity to the rest of the class. They may
say, "There are three teddy bears in the box," etc.
Show children each of the objects they will need to make the science
of the project in front of the children. Say each step aloud. Have
project.
children N, VL
display allimitate you. in a bulletin board titled, “Look How Our
the drawings
Flowers Changed!”
exercises. VS, VL

show each flashcard again as you say the sentence. Have children
Ask children
repeat to open
after you. bookshow
Finally, on page
each7.flashcard.
Play Track 114. Follow
Children book
should say the VL, VS
Ask children to open book on page 3. Play Track 107 several times.
friends. Give them all an opportunity to be Alina, the Lucky Bee. Have
children role-play the story VL, K
Friend: Look, our friends areincoming!
teams in front of the class.
Alina:
work. Thank
After you
theyfor helping
finish, me. children
praise You are very
andgood
lead friends!
them in cool down
exercises. VS, VL

show
take aeach
card flashcard
and nameagain asisyou
it. If it say the
correct, sentence.
he/she earnsHave children
a point for his/her
repeat after you. Finally, show each flashcard. Children
team. Ask a child from the second team to go to the front. He/she should say the VS, VL
Do the take
should sameaprocedure,
card and namebut this
it. Iftime ask children
it is correct, to say
he/she theasentence
earns point too.
to earn a point.
Show children all the ingredients they will use. You may say, "We will
Hand outYummy
prepare the ingredients
Bees. Wetowill theneed
children.
slicedHave children
purple grapes,make
slicesthe
of
Yummy Bees N, K
Ask a child to following
go to the the
front book
andinstructions.
ask him/her to tell the rest of the class
how
work.he/she
Aftermade the Yummy
they finish, praise Bee.children and lead them in cool down
exercises. VS, VL
3. dog
VL, Ia
4. pot
Complete the "This Is What I Have Learned!" page. You will find it at the VL, Ia
end of each book. It is a self-assessment tool consisting of a brief
Digital
Teacher's Notes Assessment Refer to
Resources Materials @Home
Teacher's Guide
for the suggested
-pictures of
winter
-pictures of
spring
-crayons
-two fly
swatters
-animal pictures
-number
flashcards
-dice
-purple paint
-cotton swabs
-vocabulary
flashcards
-number
flashcards
-crayons
-number
flashcards
-crayons
-bandanas
-balls
-sets of pictures
about the story
-potato
-music
Sparks Video:
Day and night
-sheets of paper
Sparks Image:
Day and night
-clear plastic
cups
-permanent
marker
-"Let's Count to
-green and blue
100!" poster
crayons or
colored pencils
-scissors
-glue
-vocabulary
flashcards
-pictures of
children,
families, and
families, and
animals
-2 poster
boards
-Opposites
Sparks Images: poster
Above and below -vocabulary
flashcards
-crayons or
colored pencils
-silver glitter
-cotton
-glue
-vocabulary
flashcards
-flowers
-flower graph
flashcards
-square pieces
of paper
-craft materials
-hole-punch
Sparks Images:
Plant and tree -big cards
growth stages
triangle,
diamond,
square, and
circle
-chalk
-beanbag
-blue, orange,
and green
crayons or
colored pencils
-blue, orange,
and green
crayons or
colored pencils
-vocabulary
flashcards
-pictures of
objects on this
page
-vocabulary
flashcards
-modeling clay
Sparks Images: -construction
Toys paper
-toothpicks
-modeling clay
Sparks Images: -construction
Toys paper
-toothpicks
-white flowers
-water
-food coloring
-small vases
-scissors
-vocabulary
flashcards
-vocabulary
flashcards
-cheddar
cheese
-provolone
cheese
-cream cheese
p. 19-22 3
What’s Day 4
Up!
Language Skills Happening to
p. 25 Letters and Me?
p. 19 Vocabulary
Pronunciation Lab Sounds Rr
p. 10 Different p. 11 Counting
Pre-Math Sports Sport Balls on
p. 13 R Is for Red p. 15 Eighty
Let's Be Creative Racket my Jersey
Motor Skills
Writing p. 143 The Rope p. 144 Rr p. 145 Let’s Write p. 146 Rr
Sports p. 30 Playing Is
Language Skills Good for Me
Pronunciation Lab p. 24 Soccer’s My p. 21 Vocabulary
p. 14 Left or
Pre-Math Right? p.
p. 23 Letter T Hat p. 16
25 Adding
Playing
Let's Be Creative Hopscotch!
Motor Skills p. 154 Tt
Writing p. 151 The Tub p. 152 Tt p. 153 Let’s Write
p. 155 Review
Me?
Day 5
*
Day 6
p.26p.Letters andto
Day 7
* Day 8
p. 26 I Am
Day 9
* *
25 I Need
Sounds Ss p. 23 The Hokey
p. 12 Which Are p. 13 Left and
p. 17 S Is for Sports p. 19,21 Growing
p. 3 Toss a Ball Up!
Into a Basket
p. 162 Dictation 1 p. 147 My Sock p. 148 Ss p. 149 Let’s Write p. 150 Ss
DayWhat’s
p. 19-22 15 Fun Day 16 Day 17 Day 18to
Happening Day 19
Happening to p. 18 Listening Me? Words
Sounds
Me? p. 32 Hobbies We p. 30, 31 Do These Drama - Cutouts p. 21, 22 Review
and Identifying p. 22 Vocabulary
Words Rhyme? vocabulary words
Sounds
Listening &
and Write
p. 156 My p. 158 Let’s
p. 162 Dictation 3 Spelling Words p. 157 Let’s Write Practice
p. 160 What’s
Dashboard
* p.
Day 10
27 I Am
Vocabulary words
p. 28 Listening to
p. 162 Dictation 2
Day 20
This Is What I
Have Learned!
Unit 8
Portfolio Unit 8
Spelling Words
Review
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily Routine 10
Language Skills
knowledge
Growing Up! 17, 18 30 Activity
-identify different
sports Post-Activity
Sports Time!
Pronunciation
1 Lab
-identify the letter R
and its sound
Pre-Activity
25 25 Activity
-trace the letter Rr
Letters and
-follow commands Post-Activity
Sounds Rr
The Rope 143 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify numbers 71-
10 25 Activity
80
Different Sports
Post-Activity
Let's Be
2 Creative -review the letter R Pre-Activity
R Is for Red fine motor skills
Racket Post-Activity
Rr 144 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab -identify and repeat
19 25 Activity
vocabulary words
Vocabulary
3 Storytelling -
Pre-Activity
-read along a story 19-22 30 Activity
What's
Happening to Post-Activity
Me?
Cool Down 5
Total mins 90
Daily Routine 10
Counting Sport
Balls Post-Activity
Let's Be
4 Creative -count up to 80 Pre-Activity
fine motor skills
4 Creative -count up to 80
Eighty on My fine motor skills
Jersey Post-Activity
Rr 146 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
Toss a Ball Into Coolmin)
Down:
a Basket (5 min)
5 Storytelling -
What's
Pre-Activity
-read along a story 19-22, 23 30 Activity
Happening to
Me?
Dictation
Cool Down 1 lowercase letter R 5
Total mins 90
Daily Routine 10
Pronunciation
Lab -identify the letter Ss Pre-Activity
and its sound 26 25 Activity
Letters and -trace the letter Ss
Language
Sounds Ss Skills Post-Activity
6 I Need to
-describe how exercise Pre-Activity
and resting is good for 24, 25 30 Activity
Exercise! you
Post-Activity
IMy
Need to Rest!
Sock 147 20
Cool Down 5
Total mins 90
Daily Routine 10
-match pairs of
12 25 Activity
Which Are opposites
Opposites? Post-Activity
7 Let's Be
Creative
-review the letter S
and its sound
Pre-Activity
17 30 Activity
-demonstrate use of
S Is for Sports fine motor skills Post-Activity
Ss 148 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
-identify vocabulary Pre-Activity
The Hokey words 23, 20 25 Activity
Pokey -sing a song
Post-Activity
8 Language Skills
-identify changes as
26 30 Pre-Activity
children grow up
I Am Growing!
8 Language Skills
-identify changes as
26 30 Pre-Activity
children grow up
I Am Growing!
Activity
Post-Activity
Cool Down 5
Total mins 90
Daily Routine 10
-identify left and right
13 25 Activity
-follow commands
Left and Right
Post-Activity
-recognize how people
9 Let's Be
Creative
grow from baby to Pre-Activity
adult 19-21 30 Activity
Growing Up! -demonstrate use of
Ss 150 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
words
-identify the sound
"th" Post-Activity
Listening to
10 Language Skills -demonstrate how a Pre-Activity
person changes from a 27 30 Activity
I Am Changing! baby to a child
Dictation
Cool Down 2 lowercase letter S 5
Total mins 90
Daily
Lab Routine 10
-identify the letter T Pre-Activity
Letters and
and its sound 27, 24 25 Activity
Sounds Tt
-sing a song
Post-Activity
Soccer's My
Language Skills
11 -identify different
Enjoying Sports 28, 29 30 Pre-Activity
sports
Activity
All Kinds of Balls
Post-Activity
The Tub 151 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify right and left 14 25
Left or Right?
12
Pre-Math Skills
-identify right and left 14 25 Activity
Left or Right?
Post-Activity
12 Let's Be
Creative
-reinforce the letter T Pre-Activity
fine motor skills
Letter T Hat Post-Activity
Tt 152 20
Cool Down 5
Total mins 90
Daily Routine 10
21 25 Activity
words
13 Language Skills
-identify the Pre-Activity
importance of playing 30 30 Activity
Playing Is Good
active games
for Me Post-Activity
Cool Down 5
Total mins 90
Daily Routine
Pre-Math Skills 10
Pre-Activity
Addition -solve additions 15, 16 25 Activity
Adding Sport Post-Activity
Let's Be
Balls
14 Creative
-order numbers from
one to ten
Pre-Activity
25 30 Activity
-demonstrate use of
Playing fine motor skills
Hopscotch! Post-Activity
Review 154, 155 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab
-listen and identify Pre-Activity
Listening and
sounds
Identifying 17, 29 25
-listen to words with
Sounds Activity
the sound "ie"
15 Listening to
Words' Sounds
-read along a story Pre-Activity
Storytelling -
-identify personal 19-22 30 Activity
What's
interests
Happening
Writing to
Skills -review, recognize, and Post-Activity
Me? write capital and 162 20
Dictation 3 lowercase letter T
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-listen and identify
18 25 Activity
Listening and sounds
Identifying
Sounds
16 Hobbies Are Fun
Pre-Activity
-identify hobbies 31, 32 30 Activity
Hobbies We
Like
Words 156 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills
-solve subtractions Pre-Activity
Speaking - speaking skills
Subtraction Post-Activity
Pronunciation
17 Lab
-identify rhyming
Pre-Activity
30, 31 25 Activity
words
Do These Words
Rhyme? Post-Activity
Cool Down 5
Total mins 90
Daily Routine 10
22 25 Activity
words
18 Storytelling -
-role-play a story
Pre-Activity
What's 19-22 30 Activity
-reproduce a dialogue
Happening to
Me? Post-Activity
Cool Down 5
Total mins 90
Daily Routine 10
Lab -reinforce vocabulary
21-22 25 Activity
words
Vocabulary
19 Action Words
Pre-Activity
-identify action words 33, 34 30 Activity
Matching Action Post-Activity
Words
19
Cool Down 5
Total mins 90
Daily Routine 10
My Spelling -review, recognize, and
161, 162 20
20 Words Review
Assessment write CVC words
55
they have seen
Cool Down 5
Total mins 90
During the first week aStrategies
Motor Skillsand Activities
activity is presented. You can use it MI
in a shorter version during the Daily Routine all through the month.
girl, and that everyday you grow up. Ask them what they think
happens
Ask childrenwhento they
opengrowtheirup.
book How
on dopagethey
17.know they are
Tell them growing
to color up?
the little
Have children sit in a circle. Have K, VL
boy and then the grown-up boy. them take turns choosing a picture
from the box and acting it out in front of the class. The rest of the
children
Do the "r" must guess
sound, what sport
encourage it is. Itto
children doesn’t
imitatematter
it. Tellifthem
somethat
sports
they
Ask children to open book on page 25. Play track 135.
will hear some words and if they listen to the "r" sound in them, theyFollow book
ground and roll over on the floor. Choose a different leader to start
again at “REACH.” Emphasize
as they work. After they finish, on the beginning
praise sound
children andoflead
eachthem
action.
in
to go to the front. Say a number from 71 to 80. For example, say 73,
the child must take a 7 and a 3. Ask him/her to show the number to
Have children
the rest of theopen
class.book
He/sheon may
pagesay
10.73
Follow book
aloud. instructions
Invite to
several children
front of the board. Divide your board into two sections and write VS, LM
complete activity.
scattered numbers from 71 to 80 on each side. Name one of these
numbers at a time.
Write different Theonfirst
words thechild to touch
board, the right
some with number
the letter on some
r and the
Ask children
without to open
it. Have bookgoontopage
children 13. Follow
the front bookthe
and circle instructions
words that to
complete activity. VL, VS
the color of the racket (red), and say its beginning sound too. Have
children say, “The
as they work. word
After ___________
they begins
finish, praise with the
children andletter
lead___.”
them in
Encourage children to repeat after you. Show each flashcard again but
this time say the sentence. Do this several times. Finally, show the
Ask children
flashcard to open
so that bookcan
children on page 19.word
say the Play and/or
track 129. Followwithout
sentence book
VL, VS
Tell children they will "read" along a story. Show them each picture of
Ask children
the story to open
while askingbook
whaton page
they 19. will
think Playhappen
track 126. Encourage
on each scene.them
to "read" along. Pause to change pages. Play track again. VL, VS
Ask children to draw their favorite part of the story on a sheet of paper
or
as on thework.
they dry erase board.
After they finish, praise children and lead them in
from 10 to 80 (Refer to the digital Teacher's Guide to see the picture).

The children to
Ask children have to climb
open thepage
book on ladder
11.from 10 book
Follow to 80 instructions
in order. Each
to time
LM, VS
complete activity.
Previously make number flashcards (10-80 by tens), one for each child.
Hand them out to children. Call out a number. Have children stand up
LM, VS
jersey however they wish. Provide them different craft materials to
decorate LM, VS
classroom.it.
ball in the air using any part of the body. Once one ball is up, get two
balls intoballs
or three the baskets.
going at You can set
the same it upKeep
time. so that theofchildren
count are tossing
the number of
like-colored balls into like-colored baskets. They can toss
breathing in. Then ask them to put their arms down while breathing small, K, VL
medium,
out. Haveandthem large ballsthe
repeat into small, three
activity medium, andFinally,
times. large baskets.
you can You
play
Ask children
quiet, gentle to open bookmusic
background on page
and19. Play
have track 126.
children Have
lie on children
their backs,
read along as they listen to the track. Play it several times.
- Problem: what goes wrong in the story
Ia, VS
- Solution: how the problem is solved
Guide
3. children
Capital to answer
R, lowercase r they Self-assessment bar.
4. Lowercase r, capital R VL, Ia
5. Dictate either capital or lowercase R and have children tell teacher
has the "s" sound, they must do the sound aloud. For example say,
"mother,"
Ask children children
to openmust
theirremain
book on quiet.
pageSay,
26."scissors,"
Play track children must
136 several
This activity VL, VS
times. Followreinforces the lettertoS complete
book instructions and reviews the sports. Draw and
activity.
cut out a big letter S (up to a meter tall) on
the board. Talk to them about the importance of being a piece of Kraft paper.
active Have
to grow
children
up cut out pictures of different sports from magazines and then
askhealthy.
them, “Do Encourage
you know those
whatchildren
it means who areyou
when not can't
exercising to do so.
stop yawning
Ask children to open book on page 24. Follow book
or you are feeling tired?” Then state, “Those things happen when instructions toyou Ia, VL
activities. In the
don't get the second
sleep skit, need.
that you you willIt ispretend that you for
very important have
youhad
to sleep
enough
as they sleep.
work. Act verythey
After energetic,
finish, well-tempered,
praise childrenand andhappy
lead while
them in
Show Sparks Video: Opposites. Mime all the pairs of opposites. Invite
Ask children
children to open
to mime too.book on page say,
For example 12. They
"tall"must match
(stretch the pairs
as much of
as you
opposites as suggested on the book. VS, LM
must match the opposites. You can also work with the “Thinking Skills
Cards.”
Ask children to open their book on page 17. Before children color the
letter S, have them trace it several times with their finger while saying
Followthat
book instructions VL, K
word begins with thetoletter
complete activity.
S. Have him/her say the word aloud.
Repeat activity with different children.
then the left hand. Continue with the right foot and left foot. Now,
they are ready
Ask children to to start
turn the song.
to page Ask track
20. Play children
130.toFollow
open book
bookon page
VL, M
Guide Children to answer the Self-assessment bar.
Before working on this page, talk to the children about how their
bodies have changed as they have grown, and how they will continue
VS, N
www.primaryresources.co.uk/pshe/powerpoint/growing_up.ppt
Have children look at each row of pictures. Have them talk about how
things change when they are growing. Then have children choose the VS, N
Ask children
pictures thatto areopen book on page 26. Follow book instructions to
related.
complete activity.
one with current pictures. Don't forget to add your pictures too.
Children
as will love
they work. to look
After theyatfinish,
your baby picture!
praise Demonstrate
children and lead how
themmuch
in
Tell children that when you say, "right" they will have to jump to the
right. Have
Thinking them
Skill: stand again on the line. Say, "left" they must jump to
Classify
VS, LM
After
- jumpchildren
on yourhave finished coloring the arrows, have them classify
left foot.”
- wiggle the fingers on your left hand.”
Bring pictures of animals (baby and adult animals). Explain to children
an
how adult. Thengrow
animals havejust
children paste
as people the
do. pictures
Put in the on
the pictures corresponding
the desk.
picture frames on page 21. N, VS
Have children point to each picture and say, "He is a baby," "He is a
boy,"
as they"Hework.
is an adult."
After they finish, praise children and lead them in
Have all the vocabulary flashcards. Show them one by one. Children
must say the word aloud. Do this several times. Show the flashcards
go to the
again but front and take
this time, one. He/she
ask them must
to say the say the word and ask a
sentences. VL, M
classmate
Ask children to open their book on page 28. all
to say the sentence. Do this until children
Play haveFollow
track 138.
book instructions to complete activity.
Game Zone - The Magic Wand
were children
Have babies. They
takecan also
turns compare
being thewith
touched things they
your used to
“magic” do when
wand and
they were the
babies and the Ia, VS
also trace outlines andthings they them
then send do now. home to be decorated as a
homework/family
Call the letters, oneproject.
at a time, repeating them once or twice, and giving
beginning sound of the word “Tag.” Have children run around on the
playground while you chase them. When you tag a child he or she
Ask
mustchildren
name ato openthat
word book on page
begins 27. Play
or ends withtrack 137. T.
the letter Follow
Give book
children
children go back to page activity.
24. Play track 134. Encourage children to sing VL, M
along and pretend to kick a ball as they sing. Ask children to think
about Sparks
Show a sportImage:
that begins
Sportswith the
equipment. Revisit the story “What’s
Happening to Me?” (Track 126) and talk about the sport Andy plays in
http://www.takethemagicstep.com/coaching/families/training-exercise/benefits-of-exercise-for-children/
racket, to swim, etc. The team rolls the ball to another team and Ia, VS
guesses what
an answer, sport
give themit is.
clues. Follow book instructions to complete
page. Guide children
as they work. After they to answer thepraise
finish, Self-assessment
children andbar.lead them in
When they hear, "right" they have to make a half turn to the right. Ask
them to face to the front again. Say, "left" and they have to face left.
VS, LM
VS, LM
complete activity.
Review with children words that begin with the letter "T." Say different
each child’s
words, somehead
that and
startthen
withstaple the strip
the letter (Refer
"T" and to that
some the digital
do not. Ask
Teacher's Guide to see the picture). VL, VS
Askthey
as children to share
work. After their
they activity. They may
finish, praise say, "Tand
children is for turtle,"
lead themetc.
in
Ask children
flashcard to open
so that bookcan
say the Play and/or
sentence book
VS, VL
Have children look at the pictures and talk about them. Ask them if
Have children
they know open
these book ongames.
traditional page 30. Follow
Talk bookabout
to them instructions to on
the games
Have children take turns playing (Refer to the digital Teacher's Guide
to
as see
theythe picture).
work. After they finish, praise children and lead them in
For this activity you will need a domino set. Give each child a tile and a
sheet of paper.
Ask children Have book
to open children write15.
on page theFollow
addition andinstruction
book solve it. When
to
VS, LM
complete activity.
Ask children to turn to page 16. Follow book instructions to complete
activity.
Give children pages from magazines. Be sure that they have numbers
numbers on the
that children can hopscotch.
cut out. Have Follow
thembook instructions
cut out numbersto complete
from one to ten.
activity. VS, LM
times with their right foot and 10 times with their left foot, while
saying,
as they“right,
work.right,
Afterright
they…finish,
left, left, left …”
Have children open their book on page 17. Have them make the
sounds of each image. Say, "What sound do you think the stapler
makes?" Continue with each picture.
VL, M
Play track 127. Follow book instructions to complete activity.
Tell children to turn to page 29. Play track 139. Follow book
Ask children questions about the story. You may ask, "Who is the story
Have
about?children open booktoonAndy?
What happened page Was
19. Play tracketc.
it real?" 126. Have children
read along. VL, VS
with the rest of the class. They may say, "My favorite part of the story
is _____________."
children enough time to write them down. VL, Ia
each image. Say, "What sound do you think the wind makes?" Ask
different children to make the same sound. Continue with each
Play "Charades."
Play track 128. Follow
Ask abook
child instructions
to go to the to complete
front, activity. any
show him/her VL, VS
image from this page. He/she must make the sound. The rest of the
class must trythat
Tell children to guess
todaywhat
you willit is.be talking about hobbies. Ask them if
complete
they knowactivity.
what a Ask children
hobby to turn
is. Explain to page
children 32.a Follow
that hobby book
is an activity
instructions to complete activity. VL, Ie
Have children bring a picture of themselves practicing a hobby. Have
them
as theytake turnsAfter
work. showing
theytheir picture
finish, andchildren
praise talking about theirthem
and lead hobby.in
them some balloons. Each team has to make up a subtraction story

Subtraction
and represent it with the balloons. They must pop the balloons they
Listen to the conversation. LM, VS
Ask children
Teacher: theAndy,
Look, following
therequestions, “Whatsoccer.
is a boy playing sport is the boy playing?”
“What sport does the teacher like?” Circle these two sports.
Write pairs of rhyming words on separate flashcards. Make enough
cards for every activity.
child to have one. Have
Have children
children turn
standtoup
page
and31. Play
give
track 141. Follow book instructions to complete activity. VL, M
Ask children to share their activities. They may say, "Thin rhymes with
chin."
as theyetc.
work. After they finish, praise children and lead them in
Ask children
flashcard to open
so that bookcan
say the Play and/or
sentence book
VS, VL
Ask children to open book on page 19-22. Play track 126 several times.
the story events (beginning, middle, and end). Once the children have
the cards Wow,
in order, have them VL, VS
Teacher: Andy! You canretell the story.
do many things!
Have them role-play the story in front
as they work. After they finish, praise of the class. and lead them in
children
Have all the vocabulary flashcards ready. Show them one by one.
Children must say the word aloud. Do this several times. Show the
go to the front
flashcards againand
buttake
this one.
time He/she
ask themmust saythe
to say thesentences.
word and ask a
VS, VL
classmate
Hand out the flashcards. Say one of the sentences. The have
to say the sentence. Do this until all children child that has
the corresponding card must go to the front and say the word.
Show children the Sparks Video: Wonder Child.
Draw - pink
Have VS, VL
wins achildren name
point for theirthe actions
team. theythe
Repeat didprocess
not circle.
with action words like
jump, dance, etc.
3. sun
VL, Ia
4. mug
Complete the "This Is What I Have Learned!" page. You will find it at VL, VS
the end of each book. It is a self-assessment tool consisting of a brief
Digital
Teacher's Guide
for the suggested
-pictures of
people playing
sports
-box
-number
flashcards
0-9 , one extra 7
-red and yellow
crayons or
colored pencils
-spaghetti
-glue
-vocabulary
flashcards
-sheets of paper
or dry erase
board
-construction
paper
-number
flashcards 10-80
flashcards 10-80
by tens
-different craft
materials
-beach balls
-balls
-laundry baskets,
boxes, or
trashcans
-kraft paper letter

S
-magazines
cutouts
Sparks Video:
How to Grow
Healthy
-opposites
Sparks Video: flashcards
Opposites -Thinking Skills
cards
-glue
-scissors
-crayons or
colored pencils
Sparks Images: -children's

Boys and girls pictures
growth stages -yarn
Sparks Images: -children's
Boys and girls pictures
growth stages -yarn
Sparks Images: -green and blue

Left and right markers
-animal pictures
-crayons or
colored pencils
-scissors
-glue
-vocabulary
flashcards
Sparks Images: -magic wand

Boy and girl -kraft paper
growth stages -craft materials
Spark Image:
Sports -ball
equipment
colored pencils
-scissors
-glue
-tissue paper
-construction
-vocabulary
flashcards
-chalk
-a marker to play
hopscotch: a
little stone, bottle
cap, button, etc.
-domino set
-sheets of paper
-magazines
-scissors
-glue
-piece of paper
or dry erase
board
advance to bring
a photo of
themselves
practicing a
-balloons
-rhyming words
-flashcards
-vocabulary
flashcards
-vocabulary
flashcards
Sparks Video:
Wonder Child
p. 37-40 Be3 Day 4
Language Skills Whatever You
p.
p. 36
40 Red Light,
Letters and
Pronunciation Lab Sounds Uu Want!
* p. 38 When I p. 20 Happy
Pre-Math p. U
19Is for Community
p. 27 p. 29 I Am a
Helpers
Let's Be Creative Uncle Firefighter!
p. 163 Middle p. 164 Up, Up
Writing p. 165 Uu
Sound of Uu Umbrella
Weeks 3-4 Day 11 Day 12 Day 13 p. 167Day
Uu 14
p. 46, 47 More
*
Language Skills Sounds Ww Than One
Pronunciation Lab p. 45 Land, p. 39 Down by
p. 39 Down by p. 24 What p. 25 Addition
Pre-Math Comes
p. 37 WFirst?
Is for p. 39 Hidden
Let's Be Creative Wagon Number
Motor Skills p. 175 Ww
p. 172 Slippery
Writing Worm p. 173 Ww p. 174 Let’s Write
p. 176 Review
Day 5 City Day 6 Day 7 Day 8 Day 9
You Want! p. 43 My Favorite
p. 41 Letters Place in the City
Listening & and p. 35 Vocabulary
Sounds Vv p. 21 My 100
Chart
p. 31 V Is for Vase
* p. 22
p. 33, 35 Before
Build a
p. 4 Catch and City
Throw p. 168 Flowers in a
p. 181 Dictation 1 p. 169 Vv p. 170 Let’s Write p. 171 Vv
Vase
ThoseDay 15 Day 16
Community
Day 17 Day 18
Whatever You Day 19
p. 52 I See, I
Identifying
Helpers Sounds p. 45, 46 Do Want! vocabulary words
Sounds Think, I Wonder
p. 49 These or These Words Drama
p. - Cutouts
37 Vocabulary
p. 38 When I Grow p.Rhyme?
26 Subtraction p. 38 When I
p. 177 Ending p. 178 My p. 179 Let’s Read p. 180 Writing My

p. 181 Dictation 3 Sounds in Words Sentences and Draw! Sentences
Dashboard
Day 10
vocabulary words
*
p. 43 Listening to
p. 23 After
p. 181 Dictation 2
Day 20
This Is What I
Have Learned!
Unit 9
Portfolio Unit 9
p. 182 Dictation 4
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily Routine 10
Skills
knowledge
City Tour 35, 36 30 Activity
Red Light,
Pronunciation -identify the sound of
1 Lab the letter U Pre-Activity
-listen to the "u" sound 40 25 Activity
Letters and at the beginning of a
Middle
Sounds Sound
Uu word Post-Activity
of Uu 163 20
Cool Down 5
Total mins 90
Daily
Skills Routine 10
-trace the numbers Pre-Activity
Choo-Choo
correctly from 81 to 90 18, 19 25 Activity
Train
-count up to 90 by tens
Post-Activity
Firefighter
2 Let's Be
Creative
-identify capital and
lowercase letter U
Pre-Activity
27 30 Activity
-demonstrate use of
U Is for
Up, Up Uncle fine motor skills Post-Activity
Umbrella 164 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
Vocabulary words 34, 38 25 Activity
-sing a song
Language
When I Grow Post-Activity
3 Skills
-listen to a story Pre-Activity
-predict what will 37-40 30 Activity
Storytelling -
happen in a story
Be Whatever Post-Activity
You
Uu Want! 165 20
Cool Down 5
Total mins 90
Daily
Pre-MathRoutine 10
-recognize and write
Skills Pre-Activity
numbers from 91 to
100 20 25 Activity
Happy
-order numbers from
Community -identify Post-Activity
Let's Be 91 to 100community
Helpers
4 Creative
helpers
-put parts together to
Pre-Activity
29 30
4 Creative
29 30 Activity
make a whole
I Am a
Firefighter!
Uu fine motor skills 166, 167 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
(5 min)Skills:
Motor
(10 min)
Motor Skills
-develop motor skills 4 25
Catch and
Throw
Cool Down:
Language (5 min)
Activity
Storytelling -
-identify the main idea
Be Whatever 37-40, 41 30
in a story
You Want!
The Story
Writing Is
Skills -review, recognize, and Post-Activity
About ... write capital and 181 20
Dictation
Cool Down 1 lowercase letter U 5
Total mins 90
Daily Routine 10
Pronunciation lowercase letter V
the letter V 41 25 Activity
Letters and -listen to the "v" sound
Language
Sounds Vv at the beginning of a Post-Activity
6 Skills -identify places in a
city
Pre-Activity
42 30 Activity
Listening and -develop listening and
Flowers in- a speaking skills
Speaking Post-Activity
Places
Vase in a City 168 20
Cool Down 5
Total mins 90
Daily Routine 10
-count up to 100
-write missing
Skills
numbers in a 100 chart 21 25 Activity
-follow instructions to
My 100 Chart Post-Activity
complete an activity
7 Let's Be
Creative
-review the "v" sound
-trace the letter "V"
Pre-Activity
31 30 Activity
-demonstrate the use
V Is for Vase of fine motor skills Post-Activity
Vv 169 20
Cool Down 5
Total mins 90
Daily Routine 10
35 25 Activity
words
Vocabulary
8 Skills
-review places in a city Pre-Activity
-identify personal 43 30 Activity
My Favorite
interests
Place in the Post-Activity
City
Cool Down 5
Total mins 90
Daily Routine 10
-identify the number
Skills
that comes before a 22 25 Activity
given number, 1 to 9
Before Post-Activity
9 Let's Be
Creative
-reinforce the places in
a city
Pre-Activity
33, 35 30 Activity
Build a City of fine motor skills Post-Activity
Vv 171 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
-reinforce vocabulary Pre-Activity
words
-distinguish the "ou"
sound Post-Activity
Listening to
10 Pre-Math
Skills
-identify the number Pre-Activity
that comes after a 23 30 Activity
given number, 1 to 9
After
Dictation
Cool Down 2 lowercase letter V 5
Total mins 90
Daily
Lab Routine 10
the letter W
-listen to the "w" Pre-Activity
Letters and
sound at the beginning 42, 39 25 Activity
Sounds Ww
of a word
Skills -listen to the "w" Post-Activity
Down by the means of
11 Means of
transportation Pre-Activity
-classify means of 44, 45 30 Activity
Transportation
transportation by the
way they travel: land, Post-Activity
Land, Water,
Slippery Worm 172 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math
Skills -identify sequence of Pre-Activity
events: first, next, and 24 25 Activity
What Comes last
First? Post-Activity
Let's Be
12 Creative
-reinforce the letter W
-trace the letter W
Pre-Activity
37 30 Activity
W Is for
of fine motor skills Post-Activity
Wagon
Ww 173 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
words
Down by the 39, 36 25 Activity
-sing a song
Station
Post-Activity
Language -identify regular plural
13 Skills nouns Pre-Activity
-compare two nouns 46, 47 30 Activity
More Than and recognize which
One one is plural Post-Activity
Cool Down 5
Total mins 90
Daily Routine 10
Skills -solve additions with
25 25 Activity
numbers 1-10
Addition Post-Activity
-reinforce the number Pre-Activity
Let's Be
14 Creative
100
-solve a puzzle using a
Activity
39 30
color code
Hidden
-demonstrate use of
Number
Review 175, 176 20
Cool Down 5
Total mins 90
Daily Routine 10
Pronunciation
Lab Pre-Activity
-produce and Activity
Listening and recognize sounds
Identifying different objects make 32, 44 25
Sounds -identify the "oo"
sound in words
15 Listening to
Words' Sounds
-identify Pre-Activity
These and
demonstrative 48, 49 30 Activity
Those
adjectives
15
-identify
demonstrative 48, 49 30
Those
adjectives
These or write capital and 181 20
Dictation
Cool Down 3 lowercase letter W 5
Total mins 90
Daily Routine 10
Listening and -recognize sounds Pre-Activity
Identifying different objects make 33, 38 25 Activity
Sounds -sing a song
-identify community
16 Community
helpers Pre-Activity
-relate community 50, 51 30 Activity
Helpers
helpers to the place
Ending Sounds where they work Post-Activity
Where
in WordsDo 177 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math -represent subtraction Pre-Activity
Skills with objects
26 30 Activity
-solve subtractions
Subtraction
Pronunciation with numbers 1-10 Post-Activity
17 Lab
-recognize rhyming
Pre-Activity
45, 46 25 Activity
Do These words
Words Post-Activity
Rhyme?
My Sentences 178 20
Cool Down 5
Total mins 90
Daily Routine 10
37 25 Activity
words
Vocabulary
Pre-Activity
37-40 30 Activity
Be Whatever -repeat a dialogue
You
Let’sWant!
Read and Post-Activity
Drama-
Draw! 179 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
Vocabulary words 36-37, 38 25 Activity
-sing a song
When I Grow -encourage children to Post-Activity
Language
19 Skills make careful Pre-Activity
observations and 52 30 Activity
I See, I Think, I thoughtful
19
52 30
I See, I Think, I thoughtful
Writing
Wonder... My interpretations Post-Activity
Sentences 180 20
Cool Down 5
Total mins 90
Daily Routine
Writing Skills 10
write sentences using
182 20
20 Assessment
Dictation 4
CVC words and
knowledge high
of the
55
concepts seen
Cool Down 5
Total mins 90
Strategies
poems, and rhymes. During the first and Activities
week a Motor Skills activity is presented. You can use it MI
in a shorter version during the Daily Routine all through the month.
"What do you see? What do you think the unit is about? What other means of
transportation do you know? What places have you visited in the city? etc." Tell what the
Havesay:
you children follow book instructions to complete page 35. K, VL
“Red light” means STOP!
with
“Greenthelight”
"u" sound:
meansuncle,
GO! under, up, etc. Try to emphasize the sound so children can
imitate it. Then write
Have children open book eachonword
pageon40.
the board.
Play trackChoose somebook
155. Follow children to go to the
instructions board and
to complete
VL, VS
activity.
classroom that begin with the letter U. They must show their classmates what they found
and say, “___________
monitor begins
children as they with
work. the letter
After U.” praise children and lead them in cool
they finish,
down exercises. VS, VL
are pointing to each number. When done, point at numbers from 81 to 90 while naming
them. Have children repeat each number after you. Then point at numbers from 81 to 90
Play Sparks
again, video:
but this timeCounting by Tens.
let children nameHave children turn
the numbers. to page
Finally, have19. Followopen
children booktheir
instructions
book
Write the numbers LM, VS
to complete activity.from 80 to 90 all over the board. With a fly swatter, the child must slap
number 80 first and then continue finding and slapping the rest of the numbers in order up
to 90, on
Write while
thenaming
board thethem. Guide
capital children
letter U andtolowercase
answer the Self-assessment
letter bar.use their body
u. Have children
to make these two letters. Have them use their arms to make the capital letter U and their
Have children open book on page VS, VL
children to share their activity with27.
theFollow
rest ofbook instructions
the class to trace
while saying, the letters.
"Uncle begins with the
letter U."
monitor children as they work. After they finish, praise children and lead them in cool
Show each vocabulary flashcard as you say the word aloud and have children repeat after
you.
HaveRepeat
childrenseveral times.onNext,
open book pageshow eachtrack
34. Play card149.
and Follow
have children name them.
book instructions to complete
And takeGuide
care of you, and VL, M
activity. children to take care
answer theofSelf-assessment
you. (point at a classmate)
bar.
I can be a firefighter, I can be a firefighter, (hands on top of head simulating a firefighter
hat)
Show children page 37. Read the title of the story. Ask them if they know the names of the
Have children
community open they
helpers booksee
on page 37.page.
on this Play Show
track 145.
themAsk children
page to "read"
38. Have along.
children Pausethey
say what
track to turn page. Listen to the story more than one time. VS, VL
Ask children if what they predicted really happened in the story. Have them say if they liked
the story.children
monitor Why or why not?work. After they finish, praise children and lead them in cool
as they
numbers. Play music and have children put the numbers in order from 91 to 100. When
done, have each child raise their flashcard and name it. The rest of the children must say if
Havepieces
Cut children open book on
of construction pageand
paper 20. write
Follow book instructions
a number to complete
on each one. activity. from 1
Choose numbers VS, LM
to 100. Place the numbers in a big bag. Have children sit in a circle and take a number from
the
Havebag. Each child
children namemust name the number.
the community helpers Have
in thechildren take
story "Be turns until
Whatever Youthere areAsk
Want!" no
them what community helper Sophie and Tom were. Tell them that today they will make a
VS, K
- Glue the pants at the bottom of the jacket.
-Have
Now,each
the child
firefighter VS, K
go to isthe
ready!
frontYou canclass
of the use the firefighters
to show to decorate
their firefighter andagive
bulletin board.
him/her a
name. Have them say, "This is a firefighter, his/her name is __________:"
turning point and back, stepping only on his or her newspapers. Each child must lay a
newspaper on the floor, step on it, lay the other in front of him or her, step on it, move the
Station 3: Throwforward,
first newspaper a beanbagandatstep
a target,
on it,aiming to have
repeating it landuntil
the action on orheinor
the target.
she reaches the
Station 4: Throw and catch a ball overhand with a partner. Have children stand in front of a
Have children run around. Then shout, “freeze.” Choose a child to be the “train engineer.” K, VL
He or she will go around and choose a child to line up behind him or her as if they were a
train (they have to do this walking). Continue this activity until the “train engineer” has
collected everyone. Now the “train” is ready to go back to the classroom.
Have children open their book on page 37. Play track 145. Ask children to "read" along.
Read story at least twice.
Have children turn to page 41. Follow book instructions to complete activity.
VS, VL
After children have read the story several times, have them talk about the characters, the
setting, and what their favorite part was. You may ask them if they liked the end. If not,
children
Call may choose
the letters, one ata adifferent end for the
time, repeating themstory.
once or twice, and giving children enough
time to write them down. VL, Ia
Show them how you nearly bite the top of your bottom lip with the front teeth. Have
children imitate it. Say, "vvvalentine, vvviolet, vvvegetables, vvvest, etc." Draw pictures on
Have children
the board while open book on page
pronouncing 41. PlayThen
the words. trackwrite
156.the
Follow
wordbook instructions
under to complete
each picture. Choose
things VL, VS
activity.with other beginning sounds learned and laminate them. Have children sit in a circle.
Spread all the pictures on the floor. Choose a child to be the “vacuum.” He or she has to
“vacuum” (choose)
Before working a cutout
on this page,with thethe
talk to beginning
childrensound
aboutVthe
making the sound
different places of a vacuum
that are near
Sophie: Oh, I did not know you like the museum.
school. Have them name some places near their house. You can take pictures of the places
Tom: Yes, Sophie. I like to visit the museum VS, VL
Ask children the following questions, “What every Sunday!
is Sophie's favorite place in the city?” “What is
Tom’s
monitor favorite
childrenplace?” Have
as they them After
work. circle they
Sophie and Tom’s
finish, praisefavorite
childrenplaces.
and lead them in cool
Stick the Let's Count to 100! poster on the board. Point to each number while saying it.
-Have
Colorchildren
numberrepeat
24 green.
after you.
- Color number 35 purple. VS, LM
-Guide
Colorchildren
numberto 42answer
orange.the Self-assessment bar.
Give each child a pipe cleaner. Have them form the letter V. Say words with different
beginning sounds. Every time you say a word that begins with the letter "V," children must
Have children open them
book say,
on page 31. Follow book instructions VS, VL
flowers. Then have “______ is for _________.” Have to complete
them activity.
look around the
classroom for things that have the “v” sound.
Have children open their book on Language Skills page 42. Have them look at the places in
the city and name them.
Have children turn to page 35. Play track 150. Follow book instructions to complete activity. VS, VL
Guidechildren
Have childrensit
toin
answer theDisplay
a circle. Self-assessment
the "placesbar.
in a city" flashcards on the floor. Ask them to
choose their favorite place and show it to their classmates while saying, "The __________ is
my
Havefavorite place
children open in book
the city."
on page 43. Follow book instructions to complete activity. Ia, VS
write it on the front of the menu. Have children use the menus in a pretend play
“Restaurant.”
each number while children repeat them. Then point at a number and say, "What number
comes before 8?" Place the arrow on top of number 8. Have children say, "7." Do the same
Have children
What number open
comesbook on page
before 60? 22. Follow book instructions to complete activity. LM, VS
What number comes after 99?
What number sit
Have children comes beforePut
in a circle. 99?the "places in a city" flashcards in a bag. Have each child
children “shape” the buildings
take a flashcard, name it, and putoutitand staple
back in thethe bags
bag. closed.
Have Place the
all children different “buildings”
participate. When
on a table to have children recreate events in the city while they play. K, VS
You can make an exhibition. Display the city on tables, outside your classroom. Give a name
to the exhibition.
two teams. Have each team line up in front of the board. You have to describe each
flashcard. The first child in each team must touch the flashcard you have described and
activity.
name it. Then ask children
The child who does what sound
it first, they
earns heardfor
a point in all the words.
his/her team. Have
Repeatthem
the repeat
activityafter
until VL, M
you, "ou." Play track once more. Ask them to point to each picture as they listen
repeat it. Then ask them, "Which community helper can help you when you are hurt?" Next, to the
have them point at the picture of the word "mouse" and repeat it. Then ask them, "Which
Make a cardboard arrow pointing to the right. Show Sparks Image: Numbers 1 to 10. Point
at each number while children repeat them. Then point at a number and say, "What
Havemaychildren open book onSkills
pageCards”
23. Follow LM, VS
You use the “Thinking to dobook instructions
different activitiestowith
complete activity.Guide
the children.
children to answer
Call the letters, onethe
at aSelf-assessment
time, repeatingbar.them once or twice, and giving children enough
Game Zone - Let’s Wiggle!

Have children figure out how many parts of their body they can wiggle: toes, nose, fingers,
Have children
hips, legs, open
arms, etc.book
If youonknow
pagesomeone
42. Play track 157.wiggle
who can Followtheir
bookears
instructions
invite themto complete
to show
take a lot of people from one place to another. Have children turn to page 39. Play track VL, M
activity.
154. Ask children to sing along. Divide the class in groups of four. Have them form a train.
The first
Play child
Sparks on the
Video: trainWater,
Land, will beorthe engineer.
Air? Have them
Have children open walk
theiraround
book onthe classroom
page while
44. Before
Have
workingchildren
on thiswork ontalk
page, thistopage
the by classifying
children aboutthe means means
different of transportation according
of transportation. to
Have
where they travel:they
land,represent.
water, or You
air. can use the vocabulary flashcards, as well as other VS, VL
of transportation
pictures
monitor to ensureas
children proper
theyassociation.
work. After they finish, praise children and lead them in cool
NEXT, (write the word NEXT on the board) I brush my teeth.
LAST, (write the word LAST on the board) I rinse my mouth with water.
Have children open book on page 24. Follow book instructions to complete activity. VS, LM
again. Have them tell you which one comes next and which one comes last. Then point at
the pictures in order from first to last. Have children say the words “first, next, and last,”
Divide children in groups of four. Ask them to form the letter W using their bodies. You can
take pictures of the human letters and display them on a bulletin board.
Have children
children open bookwagon
on page VS, LM
Have color the red37.
andFollow
paste book instructions
two caps to complete
on the wheels. Then activity.
have them say,
“The word _____________ begins with the letter ____.”
the big whistle!” the child at the front of the train must pretend to pull the cord. Have
children take turns being the “engineer.” When done, ask them to name the vehicle they
Have children turn to page 36. Play track 151. Follow book instructions to complete activity. VL, M
Have each child choose one of the vocabulary flashcards and say a sentence. Guide children
to answer the Self-assessment bar.
Ask three boys to go to the front. Have one boy stand alone and the other two together.
children circle
Point at the boythe letter
and say,“s”
"Heiniseach word.
a boy." Then,
Write thehave
wordchildren
"boy" onturn
thetoboard.
page 47. Follow
Then pointbook
at
the word while saying the plural. Do the same with the rest of the children. You can swap
roles so that
monitor each as
children child getswork.
they an opportunity
After theytofinish,
say a singular and a plural
praise children andnoun.
lead them in cool
that the aces will count as number 1. Have children sit in pairs. Give half a deck of cards to
each
Have couple.
childrenHave
openthem
bookdivide the25.
on page cards out book
Follow evenlyinstructions
between the two of them.
to complete HaveYou
activity. bothcan
LM, VS
suggest children to draw small dots next to each number to solve the additions.
Hand some clay to the children. Have them use the clay to make the number 100.
Have children open book on page 39. Follow book instructions to complete activity.
LM, VS
When children are done working on this page, you may stick the “Let’s Count to 100” poster
on the board. Have children practice counting up to 100 while you are pointing to each
number. children as they work. After they finish, praise children and lead them in cool
monitor
pictures. Have each child make the sound of it. Play track 147 and have children listen to it.
Have them compare the sound they made with the one in the track. Follow book
Have children turn to page 44. Play track 159. Follow book instructions to complete activity.
Stick on the board the "look" symbol flashcard. Have children say the name of it. Write the VL, M
word look on the board and circle the "oo." Make the sound "oo." Have children think of
words with this sound and name them.
Game Zone
Have children
Take the open
children book
out on playground.
to the page 48. Follow
Havebook
theminstructions to complete
stand in a big activity.
circle. Place someThen
school
have them turn to page 49. Follow book instructions to complete activity. VS, VL
VS, VL
Guide
Call thechildren
letters, to complete
one therepeating
at a time, Self-assessment bar.or twice, and giving children enough
them once
Have children open their book on page 33. Have them look at the pictures and name the
animals. Choose children randomly to imitate these animal sounds.
Play track 148. Follow book instructions to complete activity. VL, M
And take care of you, and take care of you. (point at a classmate)
I can be a firefighter, I can be a firefighter, (hands on top of head simulating a firefighter
Show Sparks Image: Different professions. Before working on this page, show children the
Have children
Community look atposter
Helpers the pictures. Have
and name them
each one.talk about
Talk thethese
about places where people
community work. Ask
helpers:
children to relate each community helper to the place he or she works. VS, VL
helper is the most popular and which is the least. Another activity can be to invite parents
to schoolchildren
monitor to talk about
as theytheirwork.
jobs. After they finish, praise children and lead them in cool
Give children some play dough. Write a subtraction sentence on the board, for example: 6 –
4 =. Children must make six play dough balls, then squish four, and finally say the answer: 2.
You
Havewrite the number
children open book in the sentence
on page and read
26. Follow it for
book the children
instructions before writing
to complete a different
activity. VS, VL
Write the answers on the board. Have children check their work.
Write on one side of the board some of the rhyming words seen up to now. On the other
activity. Have
side of the children
board, writeturn
theirtomatching
page 46. pairs.
Play track
Choose161.a Follow
child tobook
comeinstructions
to the fronttoand
complete
match
activity. VL, M
Have children
monitor circle
children asthe
theyletters
work. thatAfter
are the
theysame in each
finish, rhyming
praise word.
children and lead them in cool
you. Next, show the flashcard, children must say the word without your help. Then say the
sentence as you show each flashcard. Children must repeat after you. Do this several times.
Have children
Finally, hand out open
thebook on pageSay
flashcards. 37.a Play
word.track
The152.
childFollow book
that has instructions
it must tofront
go to the complete
and VS, VL
activity.
Have children open book on page 37. Play track 145. Encourage children to "read" along as
Sophie: Oh,toI want
they listen to beAsk
the story. a firefighter too!
different questions for every page in the story.
Tom: That’s great! We are going to be the best firefighters. K, VL
Ask children to add a scene to the story. Encourage them to think of a different ending or
add characters
monitor children to the story.work. After they finish, praise children and lead them in cool
as they
and show them a flashcard, they must say the word and the sentence. If they say it
Icorrectly,
can be a the
firefighter, I canabe
team earns a firefighter,
point. (handssay
If they cannot onthe
topword
of head simulatingthe
or sentence, a firefighter
other team
hat) VL, M
To putchildren
Have out theclose
flames, to book
their put out
andthe flames.
name the (hands pretending
community helperstoinbe
theholding
song. a hose to put
Have children open book on page 52. Have them look at the picture and point at each child
wonder?”
as you name Encourage children
them: film to answer
director, painter,by starting
cook, thebuilder,
doctor, sentences
andwith “I see …”, “I think
soldier.
…”, or “I wonder …“ Ia, VL
Ia, VL
Choose some
monitor children
children to share
as they work.their thoughts
After and answers
they finish, praise with the class.
children and lead them in cool
3. My bib is yellow.
4. The box is blue. VL, Ia
5. I like gum.
Complete the "This Is What I Have Learned!" page. You will find it at the end of each book. VL, Ia
It is a self-assessment tool consisting of a brief summary that integrates the main concepts
Digital
Teacher's Guide
for the suggested
-objects or
pictures that
begin with the
letter u
Sparks Video: -Let's Count to

Counting by Tens 100! poster
-red and blue
crayons or
colored pencils
-brown yarn
-glue
-vocabulary
flashcards
-number
flashcards 91-
100
-construction
paper
-crayons,
-big bag
markers or
markers or
colored pencils
-scissors
-glue
-newspaper
sheets
-balls
-magazine
pictures
-pictures of
places
-Let's Count to
100! poster
-pipe cleaners
-pencil, crayons,
or colored
pencils
-orange
tempera
-vocabulary
flashcards
-magazines
-folders
-scissors
-glue
-cardboard
Sparks Image: arrow
Numbers 1 to 10 -Thinking Skills
cards bags
-paper
-newspaper or
recycled paper
-crayons,
markers, or
colored pencils
-vocabulary
flashcards
-cardboard
Sparks Image: arrow
Numbers 1 to 10 -Thinking Skills
cards
Sparks Video:
Land, Water, or
Air?
-crayons or
colored pencils
-bottle caps
-vocabulary
flashcards
-vocabulary
flashcards
-construction
paper letter "s"
-decks of cards
-clay
-crayons or
colored pencils
-Let's Count to
100! poster
-"Look" symbol
flashcard
-school objects
-school objects
Sparks Images: -graph

Different -community
professions helpers pictures
-play dough
-vocabulary
flashcards
-vocabulary
flashcards
Weeks 1-2 Sea Day 1 Day 2 Day
p. 55-58 3
The Day 4
Language Skills Dolphin and the
p. 56
54 Letters and
*
Pronunciation Lab SoundsSharks and Octopus
Xx p. 27 What I See p. 53 At the
Pre-Math p. 28 Counting
in the Sea p. 43 Mario and
Let's Be Creative p. 41 X Is for X-ray
Tony
p.183 Ending p. 184 Xylo, Xylo,
Writing p. 185 Xx
Sound of Xx Xylophone
Weeks 3-4 Day 11 Day 12 Day 13 p. 187Day
Xx 14
Pronouns Review
p. 66 He Is – She
Language Skills
*
p. 58 Is
65 Letters
Pronunciation Lab SoundsWho Is and
Zz p. 31 What p. 60 Listening to p. 32 Jump and
Pre-Math Jump!
We
p. 49Like
Z Isto Do…at
For p. 51 Summer
Let's Be Creative Mandala
Motor Skills p. 195 Zz
p. 192 Hungry
Writing Zebra p. 193 Zz p. 194 Let’s Write
p. 196 Review
Octopus Fun p. 62 Ocean
*
Sounds Yy Animals
p. 61 A Fun
p. 55 Mr. Sun * p. 29 First,
p. 54 Five Little they Live?
Listening & Skin

p. 45 Y Is for Yarn p. 47 Smooth
p. 5 Kick a Ball
p. 188 I See Yarn
p. 201 Dictation 1 p. 189 Yy p. 190 Let’s Write p. 191 Yy
Everywhere!
Day 15 Day 16 Day 17 Dayand
Dolphin 18 the Day 19
p. 67 He Is – She p. 68 I Have p. 69 He Has – p. 70 I See, I Think,
Words Rhyme? She Has Octopus vocabulary
Is
Sounds I Wonder words
Drama
p. - Cutouts
52 Vocabulary
Number Line
p. 63 Rhyming p. 64 Letters
p. 34 Number
p. 197 Letter p. 198 My p. 199 Let’s Read p. 200 Writing My

p. 201 Dictation 3 Review Sentences and Draw! Sentences
Dashboard
Day 10
p. 63 What Do
vocabulary
You See? words
p. 59 Listening to
p. 201 Dictation 2
Day 20
This Is What I
Have Learned!
Unit 10
p.Portfolio
6 TheseUnit 10
Are the
Motor Skills I
Have
p. 202Practiced
Dictation 4
learning
All Daily Routine
-stimulate brain
n/a 10
Total mins 10
Daily Routine 10
Language Skills
knowledge
Trip to the Sea 53, 54 30 Activity
Sharks and Fish! -identify the sound of
Pronunciation
1 Lab the letter X Pre-Activity
-listen to the "x" sound 56 25 Activity
Ending
Sounds Sound
Xx of word Post-Activity
Xx 183 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills -trace the numbers Pre-Activity
correctly
27 25 Activity
What I See in -count up to 100 by
the Sea tens Post-Activity
2 Let's Be
Creative
-identify the "x" sound
in words
Pre-Activity
41 30 Activity
-demonstrate use of
X Is for X-ray
Xylo, Xylo, fine motor skills Post-Activity
Xylophone 184 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab Pre-Activity
-identify vocabulary
Vocabulary
-recite a poem
-predict what will Post-Activity
Language Skills
At the Beach
3 happen in a story
-listen to a story
Pre-Activity
-identify main
The Dolphin and
characters, plot, and Post-Activity
the Octopus
Xx setting in a story 185 20
Cool Down 5
Total mins 90
Daily Routine 10
-count sets by tens 28 25 Activity
Counting by
Tens -count numbers in Post-Activity
4 Let's Be
Creative
order by tens up to 100
Pre-Activity
43 30
Mario and Tony
4 Let's Be
Creative -put parts together to
43 30 Activity
make a whole
Mario and Tony -demonstrate use of Post-Activity
Xx fine motor skills 186, 187 20
Cool Down 5
Total mins 90
Daily Routine 10
Warm Up:
Motor
Kick a Ball Coolmin)
Down:
-identify the main idea (5 min)
Language Skills
in a story Pre-Activity
-demonstrate self-
5 Storytelling -
The Dolphin and
knowledge about likes Activity
and dislikes 55-58, 59 30
the Octopus
-identify the
differences between a
My Favorite Post-Activity
Writing real and a make
Part of the Story -review, recognize, and
Skills
believe
write story and
capital 201 20
Dictation
Cool Down 1 lowercase letter X 5
Total mins 90
Daily Routine 10
Pronunciation -identify the sound of
Lab the letter Y Pre-Activity
-listen to the "y" sound 57 25 Activity
Lab
Sounds Yy word Post-Activity
-identify a season and
6 Mr. Sun
compare seasons
55 Pre-Activity
-use a graphic 30 Activity
Language Skills
organizer
Summer
I See YarnFun 60-61 Post-Activity
-describe a fun summer
A Fun Summer
Everywhere! 188 20
Cool Down 5
Total mins 90
Daily Routine 10
-identify first, middle,
29 25 Activity
First, Middle, and last concepts
and Last Post-Activity
7 Let's Be
Creative
-reinforce the "y"
sound
Pre-Activity
45 30 Activity
Y Is for Yarn of fine motor skills Post-Activity
Yy 189 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
Vocabulary words 50, 54 25 Activity
-sing a song
8
-identify vocabulary
words 50, 54 25
-sing a song
Five Little Post-Activity
8 Language Skills
-identify ocean animals
-demonstrate self-
Pre-Activity
62 30 Activity
knowledge about likes
Ocean Animals
and dislikes Post-Activity
Cool Down 5
Total mins 90
Daily Routine
Pre-Math Skills -classify animals by the 10
place where they live Pre-Activity
Listening and -classify clothes by
30 25 Activity
Speaking - seasons
Where Do They -develop listening and Post-Activity
Live? Be animals
speakingtopic
skills
9 Let's
Creative
-distinguish ocean Pre-Activity
animals with smooth 47 30 Activity
skin
Smooth Skin Post-Activity
Yy 191 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
words
-distinguish the "ch"
sound Post-Activity
Listening to
10 Language Skills
-read high frequency
Pre-Activity
63 30 Activity
What Do You words in a sentence
See?
Dictation
Cool Down 2 lowercase letter Y 5
Total mins 90
Daily Routine 10
Pronunciation lowercase letter Z
the letter Z 58 25 Activity
Letters and -listen to the "z" sound
Sounds Zz at the beginning of a Post-Activity
-reinforce personal
11 Personal pronouns Pre-Activity
Pronouns -draw pictures to 64, 65 30 Activity
Review represent personal
pronouns Post-Activity
Hungry Zebra 192 20
Cool Down 5
Total mins 90
Daily Routine 10
Pre-Math Skills -use a graphic
organizer Pre-Activity
What We Like -compare beach 31 25 Activity
to Do at the activities with a
12
31 25
to Do at the activities with a
Beach ... classmate Post-Activity
-reinforce the letter Z
12 Let's Be
Creative
-trace upper and Pre-Activity
lowercase letter Z 49 30 Activity
Z Is For... Post-Activity
of fine motor skills
Zz 193 20
Cool Down 5
Total mins 90
Daily Routine 10
Lab
words
Vocabulary 51, 60 30 Activity
-distinguish the "ue"
sound Post-Activity
Listening to
13 Language Skills
-identify the verb to be
Pre-Activity
66 25 Activity
-read simple sentences
He Is - She Is
Post-Activity
Cool Down 5
Total mins 90
Daily Routine 10
-position numbers on a
32 25 Activity
number line
Jump and Jump!
Post-Activity
Let's Be -reinforce summer
14 Creative concept Pre-Activity
-reinforce colors 51 30 Activity
Summer -develop creativity and
Mandala imagination Post-Activity
Review 195, 196 20
Cool Down 5
Total mins 90
Daily Routine 10
-produce and recognize
Listening and sounds different Pre-Activity
Identifying objects make 47, 61 25 Activity
Sounds -identify rhyming
words Post-Activity
15 Language Skills -reinforce the use of Pre-Activity
the verb to be 67 30 Activity
He Is - She Is -read simple sentences
Dictation
Cool Down 3 lowercase letter Z 5
Total mins 90
Daily Routine 10
Lab
-identify rhyming
Do These Words words 62, 63 25
Rhyme? -read a poem
16 Rhyming Words
in a Poem
Pronunciation
Lab
-identify rhyming
Do These Words words 62, 63 25 Activity
Rhyme? -read a poem
16 Rhyming Words
in a Poem
Post-Activity
Language Skills -identify the verb to Pre-Activity
have 68 30 Activity
I Have -read simple sentences
Post-Activity
Letter Review 197 20
Cool Down 5
Total mins 90
Daily Routine 10
-interpret an addition
Adding With a on a number line Pre-Activity
Number Line -solve additions with 33, 34 25 Activity
numbers 1-10
Number -write numbers Post-Activity
17 Language Skills
-identify the verb to Pre-Activity
have 69 30 Activity
He Has - She
-read simple sentences
Has Post-Activity
My Sentences 198 20
Cool Down 5
Total mins 90
Daily Routine 10
52 25 Activity
words
Vocabulary
Pre-Activity
55-58 30 Activity
The Dolphin and -reproduce a dialogue
the
Let’sOctopus
Read and Post-Activity
Drama-Cutouts
Draw! 199 20
Cool Down 5
Total mins 90
Daily Routine
Pronunciation 10
Lab -reinforce vocabulary Pre-Activity
words
51-52, 64 30 Activity
Vocabulary -reinforce beginning
sounds Post-Activity
19 Language Skills -encourage children to
Letters Review Pre-Activity
make careful
70 25
I See, I Think, I observations and Activity
thoughtful
Wonder...
Writing My Post-Activity
interpretations
Sentences 200 20
Cool Down 5
Total mins 90
Daily Routine
Writing Skills 10
write sentences using
they have seen 202 20
20 Dictation 4
CVC words and high
throughout this unit 6 55
Motor Skills
-assess the 5
Cool Down
Total mins 90
it in a shorter versionStrategies and Activities
during the Daily Routine all through the MI
month.
the picture. Ask them, "What do you see? What do you think the
unit is about? What other ocean animals do you know? What do you
like
Havetochildren
do whenfollow
you go to the
book beach? etc."
instructions Then tellpage
to complete them53.what the K, Ie
- Swim backward.
-make
Swimthe
forward.
capital "X" using their arms and lowercase "x" using their
fingers. Call
Have children a letter
open at a time
book and 56.
on page havePlay
children makeFollow
track 174. it using their
book
VL, VS
instructions
pipe cleaners,tocraft
complete
sticks,activity.
etc. They can form the letter X using their
bodies too.
Walk around and monitor children as they work. After they
finish, praise children and lead them in cool down exercises. VS, VL
Stick the Let's Count to 100! poster on the board. Have children
count by tens up
Have children to 100
open bookwhile you 27.
on page areFollow
pointing to each
book number.to
instructions
LM, VS
complete
and 100 onactivity.
the board. As you point at each number, children have
to
Have children the
name it, at makesame
the time they march
"x" sound. in place.
Have them nameFirst, pointthat
words slowly
Have
begin children
and endglue
withcotton swabs on the fingers, hand, and arm, as if
this sound.
they were bones. If you wish to make it look more like a real X-ray, VL, VS
Have children
cut the cotton say,
swabs“__________
into smallerbegins
pieceswith thetoletter
(Refer ___.” Have
the digital
them share
Walk around their
andwork with the
monitor rest ofas
children the class.
Show each flashcard as you say the word aloud and have children
repeat after you.
Have children openRepeat
bookseveral
on pagetimes. Next,
49. Play show
track each
167. cardbook
Follow and
have children
instructions name
toturn them.
complete activity. Guide children tovocabulary
answer thewords
Self- VL, M
Have children to page 53. Have them look for
assessment bar.
in the poem. Play track 153. Follow book instructions to complete
activity.
Have children open book on page 55. Ask them if they know the
Play
namestrack 164.ocean
of the Ask children
animalsto "read"
they along.
see on thisPause
page. track
Have to turnto
them
page. Listen to the story more than one time. VS, VL
Ask children, "Who are the main characters in the story? Where
does
Walkthe story and
around takemonitor
place? What was the
children storywork.
as they about?"After they
Play Sparks video "Counting by Tens." Have children repeat numbers

by tens
Have to 100open
children several times.
LM, VS
complete activity. Guide children to answer
and give one to each child. Play music thethem
and ask Self-assessment
to line up in bar.
order from 10 to 100. When the music stops, they must be standing
Have children open book on page 43. Have them name the
characters they see on this page. Have them name the missing ones.
K, LM
Follow book instructions to complete activity. as fast as you point to K, LM
each number. Children must say the numbers
each
Walkone. Change
around andthe speedchildren
monitor several times.
Give each child a feather. When you say, “Go” the children must
start blowing the feather in the air. Whoever can keep the feather
full
up inlegthe
length.
air theAsk children
longest to place
(using theor
only his ball
her(do not use
breath) regulation
is the winner. K, VL
soccer balls with hard coverings that may hurt a child’s foot
stretching, ask children to make their bodies still. You can play when
a
“Freeze” game: have them move around to the sound of light music
Have children open book on page 55. Play track 164. Ask children to
Have
"read"children
along. turn to page 59. Follow book instructions to complete
activity.
(real) story and a fiction (make believe) story. Have children watch
the following video: Ia, VL
https://www.youtube.com/watch?v=GK8S_WzuL3k
experienced something similar and how they dealt with the
situation.
giving children enough time to write them down. VL, Ia
encourage children to repeat it. Do this several times. Finally,

pronounce
Have childrenwords
openwith different
book on pagesounds including
57. Play theFollow
track 175. "y" sound.
book
Make flashcards with all the alphabet letters in upper and VL, VS
lowercase. Make several uppercase Y’s and several lowercase y‘s. Sit
in front
Have of the open
children children
bookandonhold
pageup55,
the flashcards one
Pronunciation at Have
Lab. a time.them
Have
namechildren
what theylook
seeaton
thethis
pictures
page. and
Ask, compare
"How do them by when
you feel talkingyou
about the differences between thebyseasons. VL, M
classroom. You can add more fun playing a CD with ocean wave
sounds.
your directions. Here are some examples:

- Color the last
The whale goesfish red.the dolphin goes in the middle, and the
first,
- Color the seal in the middle yellow. LM, VS
-Guide
Colorchildren
the last to
seal purple.the Self-assessment bar.
answer
Give each child some play dough. Have them make the letter Y.
the
When letters.
done,Then
eachhave
childthem
mustfill
saythe letterswith
a word withthis
different colored
beginning sound.
yarn. Say, “The word ____________ begins with the letter _____.” VS, VL
Have children
Walk around share their work.
and monitor Have as
children them say,work.
they "Y is for Yarn."
After they
children to repeat after you. Show each flashcard again but now say
Have children Do
the sentence. open
thisbook on page
several 50.Finally,
times. Play track
show168.
theFollow book
flashcard so
instructions to complete activity. Guide children to answer the Self- VL, M
assessment bar.
VL, M
deep)
Third one said, “I want to sleep.” (three fingers up, rest head on
Show children page 62. Have them look at the ocean animals and
Have
namechildren open
them. Give book
each on apage
child turn62. Follow book
to choose instructions
an ocean to
animal and
complete activity. Ia, N
fact about it. On the following day, have them share the picture and
the
Walk information
around andgathered
monitorwith the rest
children asofthey
the class.
work. After they
complete activity.
Thinking Skill: Classify
Tony: My bestlook
Have children friendat is
thetheanimals
seahorse.
andWho is your
classify thembest friend,
by the place
ready. Write the word “summer” and paste a picture of a sun on LM, VS
Mario?
one and put the word “winter” along with a picture of a snowman
on
Havethechildren
other. Mix
sit inallathe clothes
circle. Placeup and
the put them
ocean onflashcards
animals a pile on the
in a
Have children open book on page 47. Follow book instructions
bag. Have each child take a flashcard, name it, and say how its skin to
complete VS, N
When the activity.
children are done working on this page, have them name
different
Walk aroundanimals
sea and monitorthat have smooth
children asskin
theytoo.
work. After they
floor, facing down. Encourage children to "read" the words. Have

them turn the
instructions to flashcard
completeto check ifThen
activity. theyask
"read" it correctly.
children Havethey
what sound
children open book on page 49. Play track 167. Have them
heard in all the words. Have them repeat after you, "ch." Play track point to VL, M
once
Have more. Askname
children themother
to point to each
words picture
that have theas"ch"
theysound.
listen to the
Write on the board "I see the________." Point at each word while
Have children
reading. Have open book
children on page
repeat after63. Follow
you. Havebook instructions
children choose ato
have “read” the sentence correctly. Give an opportunity to each pair
to
Call“read” their sentence.
the letters, one at a time, repeating them once or twice, and
this sound is the sound that the letter Z makes. Have them repeat
after
Have you words
children withbook
open this beginning
on page 58. sound, "zzzzoo,
Play track 176.zzzzero,
Follow book
-instructions
Form a letter VL, VS
to zcomplete
with theiractivity.
body while laying down on the floor.
- Make a “zoom” sound like a car, truck, etc.
-Teamwork
Look for zeros in magazines.
complete activity. Have
Use the “Pronouns” children
poster turn
for this to page
activity. 65.itFollow
Stick on thebook
board.
Guide around
Walk childrenand
to answer
monitorthechildren
Self-assessment bar. After they
as they work.
Show Sparks image: Beach activities. Talk about the different

activities people
Thinking Skill: con do at the beach.
Compare
Ia, LM
Have children talk about what they like to do at the beach. They
Ia, LM
Have each pair of children share their Venn Diagrams with the class.
Divide children in groups of three. Ask them to form the letter Z
Have
using children openYou
their bodies. book ontake
can page 49. Follow
pictures book
of the instructions
human to
letters and
When the zebra is ready, have children say, “______ begins with the
letter
Walk ___.”
around and monitor children as they work. After they
Show children one vocabulary flashcard at a time. Name it and have

them repeat after
Have children openyou.
bookDoonthis several
page times.
51. Play Then
track 169. show the book
Follow
flashcards one more time, but this time have children
instructions to complete activity. Guide children to answer the name them.
Self- VL, M
Have children
assessment turn to page 60. Play track 178. Follow book
bar.
Write "He is a boy" on the left side of the board. Write "She is a girl"
Have
on thechildren open
right side book
of the on page
board. Ask 66. Follow
a boy and abook instructions
girl to to
go to the front.
flashcards on the floor, facing down. Have each child take a
flashcard
Walk aroundand say,
and“He is a __________.”
monitor “She work.
children as they is a _____________.”
After they
Make a big number line on the floor using masking tape. Have each
child
Have jump to the
children opennumber
book onyoupage
call 32.
out.Follow
Ask them
booktoinstructions
stand up ontothe
LM, VS
complete activity.
one gives the instructions and the other one jumps accordingly.
Then, have them switch roles. Repeat this activity with other
Stick on the board the following flashcards: sun, sand, beach, wave,
their favorite
and ocean. summer
Have activity.
children look atHave
themchildren openthem.
and name book Ask,
on page 51.
"What
Follow book instructions to complete activity. VL, VS
Have children share their Mandala. Have them name the colors they
used
Walkand talk about
around their favorite
and monitor children summer activity.
Have children open book on page 47. Choose one child at a time.
Have
Point children
to one ofturn
the to pagepicture
animal 61. Playand
track 179.
have Followmake
him/her book the
the rhyming words. They must use a different color for each pair of
rhyming words.
Write on the board "He is" and "She is." Have each child use these
Have
wordschildren openabook
to complete on page 67. Follow book instructions to
sentence.
Havethe
Call each childone
letters, readatone of the
a time, sentences
repeating on the
them oncepage.
or twice, and
Have children open book on page 62. Play track 180. Follow book
VL, M
Have children turn to page 63. Follow book instructions to complete
activity. VL, M
Have children repeat the poem after you. Then have them read it by
themselves. You may use choral reading.
Stick on the board the "I" flashcard. Write next to it "have a" and
Have children
then stick open book
the "whale" on pagePoint
flashcard. 68. Follow
at eachbook instructions
flashcard to
and word
(pets, toys, school objects, etc.). Have each child roll the die and say,
“I havearound
Walk a ___________.”
and monitor children as they work. After they
different additions on the board. Then choose some children to

represent the additions
Have children open bookononthe number
page line. Ask
33. Follow them
book to stand to
instructions up
Thinking LM, Ia
completeSkill: Relate
activity.
Dictate ten different numbers. Call the numbers, one at a time,
repeating themflashcard
Stick the "He" once or on
twice,
the and giving
board. children
Write next toenough
it "hastime to
a" and
Have children
then stick open bookflashcard.
the "dolphin" on page 69. Follow
Point book
at each instructions
flashcard to
and word
__________.” The girl has to point at the boy saying, “He has a
___________.”
say the word without your help. Then say the sentence as you show
each
Have flashcard. Children
children open bookmust repeat
on page 52. after you. Do
Play track this
170. several
Follow book
VS, VL
Have children open book on page 55. Play track 164. Encourage
Mario:
childrenDon’t worry,
to "read" Tony.
along as they listen to the story. Ask different
Tony: K, VL
a part of the story youare
Oh Mario, you a very
don't good
like? friend!
Why?" Encourage children to
imagine an alternate ending for the story.
correctly, the team earns a point. If they cannot say the word or
sentence,
Have childrenthe other
listen team
to thehas
"ABCtheRap"
opportunity to 21.
song track say Then
the word
haveor them
sentence
name words andthat
earnhave
the point. Turn tobeginning
the following the second team and
sounds: o, p,show
q, r, s, t, VS, VL
Have children
u, v, w, open
x, y, and z. book on page 64. Follow book instructions to
complete activity.
Have children open book on page 70. Have them look at the picture.
wonder?”
Choose some Encourage
childrenchildren
and havetothem
answer by starting
name the sentences
what things they see in
with “I see …”, “I think …”, or “I wonder …“ Ia, VL
Choose some children to share their thoughts and answers with the
class.
4. They have a dog.
VL, Ia
5. She is in the bus.
Complete the "This Is What I Have Learned!" page. You will find it at VL, Ia
the end of each book. It is a self-assessment tool consisting of a brief
Digital
Teacher's Guide
for the suggested
-chopsticks
-rulers
-pencils
-markers
-cotton swabs
-pipe cleaners
-Let's Count to
100! poster
-cotton swabs
-glue
-vocabulary
flashcards
-number
flashcards
Sparks Video: 10, 20, 30, 40,
Counting by Tens 50, 60
70, 80, 90, 100
-scissors
-music
-glue
-sheets of paper
-sheets of paper
-Let's Count to
100!
poster
-feathers
-balls
-letter Y
flashcards
-abc flashcards
Sparks Videos:
Sunny, The Four
Seasons
Spark Image:
Beach items
Sparks Image:
Things showing -vocabulary
first, middle, and flashcards
last
-play dough
-different-
colored yarn
-glue
-vocabulary
flashcards
-vocabulary
flashcards
-strips of paper
-summer and
winter clothes
-2 laundry
baskets
flashcards
-blue watercolor
paint
-brushes
-gray crayon
-vocabulary
flashcards
-vocabulary
flashcards
-sentence strips
-Pronouns
poster
Sparks Images:
Beach activities
Sparks Images:
Beach activities
-red and blue
crayons or
colored pencils
-scissors
-glue
-vocabulary
flashcards
-vocabulary
flashcards
-masking tape
-chalk
-vocabulary
flashcards
-crayons or
colored pencils
-music
-crayons or
colored pencils
-blue crayon or
colored pencil
-blue crayon or
colored pencil
-vocabulary
flashcards
-box to make die
-pictures of
different objects
-masking tape
-vocabulary
flashcards
-vocabulary
flashcards
-vocabulary
flashcards

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Lesson September

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Remember, this is the master planning document, so you will only be able to vie

Monthly Plan 1 Daily Plan 1

How to use this

Monthly Plan 3 Daily Plan 3

Monthly Plan 4 Daily Plan 4

Monthly Plan 5 Daily Plan 5

Monthly Plan 6 Daily Plan 6

Monthly Plan 7 Daily Plan 7

Monthly Plan 8 Daily Plan 8

Monthly Plan 9 Daily Plan 9

Monthly Plan 10 Daily Plan 10

Friday 1 st Daily Routine -develop social skills by

Monday Daily Routine

tuesday Daily Routine

Wednesd Daily Routine

thursday Daily Routine

Show children -bell

Ask children if they remember "Hello" and "Good Morning" songs.

on their clothes and/or on classroom objects. Have children observe the

Review numbers p. 37 Tracing p. 38 Writing p. 39 Number

Pre-Math Skills Pre-Activity

Let’s Be Creative -develop listening skills

Encourage children to count from 11-20.

white erase board or a piece of paper. Ask children to compare between

Have children open book on page 12. Follow instructions to complete

Sparks Video: -big piece of

Toby the Post-Activity

number flashcards (previously made) mixed up. Ask children to

beginning sound of "E." Encourage them to try to say words that

identify the missing numbers. As children call out the numbers,

several objects or pictures. Ask children to distinguish between

Call the numbers, one at a time, repeating them two or three

Have children open book on page 1. Follow book instructions to

-It has a flat face that is a circle.

Give each child a magazine page or a newspaper. Ask them to circle

p. 23 Better p. 20 Vocabulary Sounds

Listening and -identify sounds

Ask children to open their book on page 26.

Sparks Videos: -pictures of

Pronunciation Lab p. 40 Yummy,

- Macaroni - Make a circle with both arms.

complete activity. Have them jump, clap, march, etc., while

Sparks Video: -3D shapes

Sparks Images: -zip-lock bags

differences, point them out. In winter there is snow, there are no

Show Sparks images: above and below.

Show children the vocabulary flashcards as you mention each one.

Encourage children to repeat after you. Do this several times. Next,

them what sound they think it makes. Encourage them to be creative

Thinking Skill: Classify

Encourage children to repeat after you. Do this several times. Next,

Encourage children to repeat after you. Do this several times. Next,

from 10 to 80 (Refer to the digital Teacher's Guide to see the picture).

them some balloons. Each team has to make up a subtraction story

-kraft paper letter

Sparks Images: -children's

Sparks Images: -green and blue

Sparks Images: -magic wand

p. 177 Ending p. 178 My p. 179 Let’s Read p. 180 Writing My

Game Zone - Let’s Wiggle!

Sparks Video: -Let's Count to

Sparks Images: -graph

Listening & Skin

p. 197 Letter p. 198 My p. 199 Let’s Read p. 200 Writing My