Kathy Cole Week1-2 Complete

Week One: April 11-15
Theme/Topic/Study:
.
Interest
Areas/Center
Teacher: Kathy Jackson

Clothes
Goal: Children will learn about clothing items, different materials,clothing words
Monday
Tuesday
Wednesday
Library/Listening area
IELDS:2.C.ECb
Materials:
A variety of print books, audio
books, CD player.
IELDS:2.C.ECb
Materials:
books, CD player.
IELDS:2.C.ECb
Materials:
books, CD player.
IELDS:2.C.ECb
Materials:
books, CD player.
IELDS:2.C.ECb
Materials:
books, CD player.
Blocks Area
IELDS:19.A.ECa
Materials:Cardboard
squares,several types of
materials:
cotton,denim,corduroy,wool etc
Blocks Area IELDS:19.A.ECa

Materials:Cardboard
materials:
cotton,denim,corduroy,wool,
etc
Blocks Area
IELDS:19.A.ECa
Materials:Cardboard
materials:
cotton,denim,corduroy,wool
etc
Blocks Area
IELDS:19.A.ECa
Materials:Cardboard
materials:
Blocks Area
IELDS:19.A.ECa
Materials:Cardboard
squares,several types of materials:
Dramatic Play
IELDS: 28.A.ECc
Materials:Suit case, several
pieces of
clothing:hats,shoes,shirts,etc
Dramatic Play
IELDS: 28.A.ECc
pieces of
Dramatic Play
IELDS: 28.A.ECc
pieces of
Dramatic Play
IELDS:28.A.ECc
pieces of
Music IELDS
:25.A.ECc
Materials: Cd player, variety of
musical Cd's, colored scarfs
Music
IELDS:25.A.ECc:
Materials: Cd player, variety
of musical Cd's, colored scarfs
Water Table
IELDS:
Materials: Texture
swatches/water
Water Table
IELDS:
Materials: Different12.C.ECb
Texture swatches/water
Art
IELDS:25.A.ECd
Paper dolls
Materials:Pattern paper / paper
paper doll pattern/glue sticks
Art
IELDS:25.A.ECd
Customizing a T-Shirt
Materials:Patterns on a TShirt/glue sticks/art
materials ,pom poms,tissue
paper,string, cut scrap
paper/scissors
Music
IELDS:25.A.ECc
Water Table
IELDS:12.C.ECb
Materials: Different
Art
IELDS:25.A.ECd
Making a quilt
Materials:Scraps of material/
squared cardboard/glue sticks
Thursday
Friday
Dramatic Play
IELDS: 28.A.ECc
Materials:Suit case, several pieces
of clothing:hats,shoes,shirts,etc
Music
IELDS:2.5. A.Ecb
Music
IELDS
:2.5. A.Ecb
Water Table
IELDS:12.C.ECb
Materials:
Water Table
IELDS:
Materials: D12.C.ECb
Art
IELDS:25.A.ECd
Weaving paper
Materials: Colored construction
paper/cut strips of construction
paper
Art
IELDS:25.A.ECd
Making vest
Materials: Large paper bags/
different colors of paint
Large Group
Songs/Poems/
Literacy
Skills
Activities
Materials: White board/dry

markers/pointer
Objectives: TSW remember to
to use his or her words, when
there is a conflict
IELDS:25.A.ECc music: begin
to appreciate and participate in
music activities.
25.A.ECb drama: begin to
appreciate and participate in
dramatic activities.
Vocabulary:Hands/feet/yourself
/words
Procedure:
1.TTW introduce the song to
the students by listening to the
cd
2. TTW hum the song before
trying to singing.
3. After humming the song the
TS will see the words to the
song.
4. Model the song for the TS
5. TSW follow along with the
printed words.
6. Model the song for
the
TS. All day long, all day long.
Keep your hands and your feet,
Keep your hands and your feet
To yourself, to yourself.
Assessment: TTW use
observation of the TS to
indicate how many could apply
the skill.
Modification: The student that
needs support have the TS to
sing the as an reminder. The
advance student have them to
explain the song.
Materials: Flannel
board/flannel board pieces 5
little socks
Objectives:TSW practice
counting and simple addition
and subtraction
IELDS:6.A.ECa Count with
understanding and recognize
how many in small sets up
to 5.21
27 6.B.ECb show
understanding of how to count
out and construct sets of
objects of a given number up
to 5.28
Vocabulary: one
/two/three/four/five
Procedure:
1. TTW sing the finger play
song five little socks
2. After singing the song TTW
show TS the flannel board.
3. TTW sing the song again
while using the flannel board
pieces.
4. TTW pick student to
remove /add the socks
Assessment: TTW take photo
of TS.as they do the activity
Modification: For the student
that needs support allow them
to demonstrate by using there
fingers.
The advance student will add
more socks to the flannel
board.
Materials: The children

clothing
Objectives: TSW maintain a
knowledge of colors and
combinations of colors
IELDS:8.A.ECa sort, order,
compare, and describe objects
according to characteristics or
attribute(s).
36 8.A.ECb Recognize,
duplicate, extend, and create
simple patterns in various
formats.
Vocabulary:Red/blue/green/pin
k/purple/yellow/black/brown/e
tc
Procedure:
1.TTW tell the TS we will play
I Spy.
2. TTW say to the TS I Spy
someone wearing yellow/blue.
3. TCW guess who's wearing
those colors.
4. All TSW participate in this
game
Assessment: Concept mapping
of the children indicating how
many could do the activity
Modification: For the student
that needs support allow them
to pick only one color
The advance student have to a
AB color combination with
Materials: The children hands

Objectives: TSW repeat the
finger play and apply the
movement also
IELDS 1.A.ECa Follow simple
one-, two- and three-step
directions.
4.C.ECb With teacher
assistance, recognize and match
words that rhyme.
Vocabulary: Mittens/number
words/one/two/three etc
Procedure:
1.TTW introduce the finger
play Ten Warm Mittens
2. TTW model the finger play
3. TTW have the children repeat
and apply the movement as well
Assessment: Observation that
will indicate how many student
were able to accomplish this
activity
Modification: Student which
needs support shorten the poem
to five little mitten instead of
ten.
Advanced students will
continue the poem starting with
six little mittens
Materials: Song chart with

pictures/pointer
Objectives:TSW repeat a song
about clothing and getting dress.
IELDS 31.B.ECb engage in
cooperative group play
30.B.ECa describe self using
several basic characteristics
Vocabulary: Shirt/shoes/teeshirt/pants/socks,etc
Procedure:
1.TTW introduce the song This Is
The Way We Put On Our Clothes.
2. TTW point to words of the
song. and recite
3. TTW model one to two lines of
the song.
4.TSW mimic the teacher.
Assessment:TTW video record the
TS to indicate the skill level
Modification:For students who
need support TSW demonstrate
the gestures of the song. The
advance students will make up
verses to the song.
Read-Aloud
Book: The Mitten
Book: Ella Sarah Gets Dressed
Book: The Mitten
Book: Ella Sarah Gets Dressed
Book: The Mitten
Reading# 1
Reading #1
Reading #2
Reading #2
Reading #3
Materials: Book / The

Mitten/pictures of the animals
Materials: The book Ella

Sarah Gets Dressed/ Pictures
of the
dress/shoes/socks/pants/hat
Materials: Book/ The Mitten
Materials: The book Ella Sarah

Gets Dressed/ Pictures of the
dress/shoes/socks/pants/hat
Materials: Book / The

Mitten/pictures of the animals/
Magnetic whiteboard/magnets/dry
eraser marker
Objectives:TSW understand
that sequencing means
remembering directions
IELDS:9.B.ECa show
understanding of location and
ordinal position.
9.B.ECb Use appropriate
vocabulary for identifying
location and ordinal position.
Vocabulary:
Sequence/mole/hedge
hog/badger/
burrowed/jostle/talons/lumber/s
ilhouette/enormous/muzzle/snu
ffling.
Procedure:
1. TTW introduce the book to
TS
2,TTW point out the cover of
the book.
3. TTW talk about what it
shows
4. TTW give the TS
opportunities to talk about what
they see.
5. TTW ask questions about
what they see.
Assessment: TTW use open
-ended question to indicated an
understanding of what was read
Modification: To support the
student with difficulties have
an additional book for them to
look at.
Advance students have them to
give a description of how they
feel about the story
Objectives:TSW identify
words and construct meaning
from text and illustration
IELDS:2.C.ECa interact with
a variety of types of texts (e.g.,
storybooks, poems, rhymes,
songs).
3.A.ECb With teacher
assistance, retell detail(s)
about main topic in a
nonfiction book.
Vocabulary:
Pink polka-dots pants/dress
with orange and green
flowers/purple and blue stripes
socks/yellow shoes/ red hat
Procedure:
1. TTW introduce the book to
TS
2.TTW point out the cover of
the book.
shows
4. TW give the TS
opportunities to talk about
what they see.
what they see.
Assessment:TTW use open
-ended question to indicated
an understanding of what was
read
Modification:To support the
pictures to go along with the
text. Advance student give
Objectives: TSW sequence

events or directions by using
pictures.
IELDS 9.B.ECa show
ordinal position.
nonfiction book.
Vocabulary:
Sequence/mole/hedge
hog/badger/
burrowed/jostle/talons/lumber/
silhouette/enormous/muzzle/sn
uffling.
Procedure:
1. TTW show the cover of the
book The Mitten.
2. TTW ask the children to
recall the animals in the story.
3.TTW reread the story.
Assessment: Audio taping to
VES indicate the success of
the activity
Modification: TSW difficulties
putting dots on the pictures to
put in order.
Advance student put number
on the pictures to put in order.
Objectives: Increase their

comprehension of phases
IELDS:2.C.ECa interact with a
variety of types of texts (e.g.,
storybooks, poems, rhymes,
songs).
1.E.ECe With teacher
assistance, use adjectives to
describe people, places, and
things
Vocabulary: Pink polka-dots
pants/dress with orange and
green flowers/purple and blue
stripes socks/yellow shoes/ red
hat
Vocabulary: Pink polka-dots
pants/dress with orange and
green flowers/purple and blue
stripes socks/yellow shoes/ red
hat
Procedure:
1.TTW reread the book
2. TTW give the TS pictures of
the dress/pants/shoes/s
3.TTW read the phrase-I want
to wear my pink polka-dot
pants or my dress with orange
and green flowers.
4. TSW repeat the phrase
back.
5. TSW stand up that has the
identifying picture to the phrase
indicate the success of the
activity
Modification:TSW difficulties
will state what they would like
Objectives:SW recall the events of

a story from the beginning to the
end.
IELDS:9.B.ECa show
ordinal position.
vocabulary for identifying location
and ordinal position.
Vocabulary: Sequence/mole/hedge
hog/badger/
burrowed/jostle/talons/lumber/silh
ouette/enormous/muzzle/snuffling
Procedure:
1. TTW reread The Mitten.
2. TTW draw a large mitten on the
board .
3. TTW ask the student which
animals went into the mitten in
order.
4. TTW put the animals on the
mitten in order with magnets.
Assessment: Video recording will
be done to show the student
compression
Modification: Students with
difficulties allow them use
counting objects. Advance student
will demonstrate doing something
in order
more combinations of phases

to consider
Small
Groups
to wear. Advance student TTW

give them a more difficult
phase to say .
Medium
Medium
Medium
Low
Medium
Group Activity #1
Group Activity #1
Group Activity #1
Group Activity #1
Group Activity #1
Materials:Clothing bingo
card /bingo chips/picture of
clothing
Materials: Colored
construction
paper /strips of construction
paper,
Materials: Small season chart

chart/winter/summer clothing
pictures
Materials: Different colors of

play dough
Materials: Egg carton/ buttons
Objectives: TSW be able to

match the same picture to their
board
IELDS:7.A.ECa Compare,
order, and describe objects
according to a single attribute.
8.B.ECa With adult
assistance,represent a simple
repeating pattern by verbally
describing it or by molding it
with object or action
Vocabulary:
Bingo/clothes/matching/shirt/p
ants/socks/etc
Procedure:
1.TSW get a clothes bingo
card.
2. TTW have matching card so
the TSW be to match to their
board.
3. TSW will match four
clothing objects on their board
to win.
4. TSW call BINGO when they
have made their matches
Assessment:The teacher will
conduct a performance task to
analyze what student can
accomplish the task.
Modification: The student with
difficulties will have a partner
helping them
Advance student will have
word clothing bingo
Objectives:TSW be able to
weave a pattern with the two
/three strips of paper.
IELDS:8.B.ECa With adult
8.A.ECb Recognize, duplicate,
extend, and create simple
patterns in various formats.
Vocabulary:Weave/pattern
Procedure:
1.TTW demonstrate how to
weave a pattern to TS.
2.TSW attempt to weave
have work sample of
completed activity
Modification:The student with
difficulties have them to glue
strips of paper to make a
pattern
Advance student will weave
material together
Objectives:TSW identify and

sort clothing pictures
IELDS:10.B.ECa organize,
represent, and analyze
information using concrete
objects, pictures, and graphs,
with teacher support.
12.F.ECa observe and discuss
changes in weather and
seasons using common
vocabulary
Vocabulary:
Sort/weather/clothes/season
Procedure:
1.TTW will have TS stand
around the table.
2. TTW give clothing picture
cards to students.
3. TTW ask each child to place
their picture on the right
season.
Assessment: The teacher will
do concept mapping to
measure their abilities
difficulties will be given
example of hot and cold
The advance student will be
ask the beginning sounds of
the pictures
Objectives:TSW create different

object with the play dough
IELDS:11.A.ECb develop and
use models to represent their
ideas, observations, and
explanations through
approaches such as drawing,
building, or modeling with clay
19.A.ECd Use eye-hand
coordination to perform tasks
Vocabulary:
Playdough/pound/shape/roll/roll
ing pins/popsicle stick/people
cookie
Procedure:
1.TTW give the children play
dough.
2.TSW put the play dough on
the table.
3.TSW roll/pound/shape with
the play dough.
4. TTW ask TS to describe what
types of clothing they are
making
Assessment: The will use
pictures of TS performing the
activity.
difficulties they will use the
play dough /popsicle stick
The advance student will use
rolling pins/people shape
cookie cutters
Medium
Objectives:TSW classify by using

one to one correspondence
IELDS: 7.A.ECa Compare, order,
and describe objects according to a
single attribute
8.A.ECa sort, order, compare, and
describe objects according to
characteristics or attribute(s).36
Vocabulary:Buttons/numbers/matc
h/count
Procedure:
1. TSW will look at the number in
the compartment.
2.TSW count the buttons for the
corresponding number.
3.TSW put the buttons into that
compartment of the corresponding
number
complete a checklist indicating
which student could accomplish
the activity
Modification: The student with the
difficulties put the buttons on a
dotted correspondence number
card
The advance student will have two
egg cartons to show two digit
numbers
Medium
Medium
Low
Medium
Group Activity #2
Group Activity #2
Materials:Language
Development Cards
Objectives:TSW reinforce
target vocabulary.
IELDS:1.A.ECb Respond
appropriately to questions from
others. 1.A.ECc provide
comments relevant to the
context.
Vocabulary:Different clothing
words
Procedure:
1.TTW show the TS the
clothing picture card.
2. TTW will ask question about
the picture.
use anecdotal notes for an
outcomes of activity.
difficulties have the student to
describe the picture. The
advance student will write the
name of the clothing picture.
Group Activity #2
Materials: Lacing string/large
spools or lacing card/pipe
cleaners
Objectives:SW thread the
objects with the string
IELDS:12.D.ECa describe the
effects of forces in nature
19.A.ECd Use eye-hand
coordination to perform tasks.
Vocabulary: Lacing
/string/beads/hole/pipe
cleaners/lacing card/spools
Procedure:
1. TSW pick the object they
want to use.
2.The SW take a lacing string
and put it through the hole of
the bead.
3. If the TS picks a lacing
card, TSW thread it through
each whole
do a performance assessment
task on all the students
difficulties will use the pipe
cleaners to thread the lacing
objects. The advance student
will lace a lacing board
Group Activity #2
Materials: Texture tiles
Group Activity #2
Materials: Color cards/number
cards
Objectives: TSW explore the

scene of touch by examining a
variety of textures.
Objectives: TSW identify

color/numbers on the cards
IELDS:12.C.ECa identify,
describe, and compare the
physical properties of objects.
12.C.ECb experiment with
changes in matter when
combined with other
substances.
IELDS:8.A.ECa
Sort,order,compare and describe
objects according to
characteristics or attributes
6.A.ECe differentiate numerals
from letters and recognize some
single-digit written numerals
Vocabulary:
Feel/soft/bumpy/smooth/finger
s
Vocabulary:Red/blue/yellow/gr
een/one/two/three/four/five
/six/seven/eight/nine
Procedure:
1.TTW give TS a texture
square.
2. TTW asks TS to describe
the square texture.
3.TSW share with a classmate
Procedure:
1.TTW pass out six cards
2.TSW match the cards by color
or by numbers
3.TSW after matching all the
cards they TSW display them
matches on the table.
4.TTW have the remaining
cards faced down on the table.
5. TTW explain if TS needs a
mac
Assessment: Notation will be

taken of TS responses
difficulties have them touch
things they are familiar with.
The advance student to predict
what it might feel like before
touching it

use a performance assessment
task to gauge the students.
difficulties cover the numbers
and play by the colors. The
advances student play will play
with number/colored cards
Materials: Laminated picture

clothing card/words
Objectives:TSW recognize and
match two picture cards
IELDS: 8.A.ECa
Sort,order,compare and describe
objects according to characteristics
or attributes
8.B.ECa With adult assistance,
represent a simple repeating
pattern by verbally describing it or
by modeling it with objects or
actions.
Vocabulary: Clothing words
Procedure:
1.TSW pass out five cards.
2. TSW make matches in their
hands.
3. TSW will leave a the remaining
cards on the table in a pile faced
down .
4. TSW find the matching cards in
their hand.
5.TSW ask each other do they
have their card in their hand.
6TSW say Go fish.
7 TSW pull a card from the faced
down cards to find a match.
Assessment:Notations will be
done to recognize what child can
achieve the objective
difficulties have them to lay cards
face up to find matches.
Why do you think we need

Is there a order you put on
Why do you do you wear
Where do clothes come from?
What is you favorite outfit?
Focus
warm clothes ?
your clothes?
clothes for different weather?
Read Book/Science/ Where
Question (s)
Did My Clothes Come From
Outdoor Experiences: Introducing a clothes line and clothes pins. Have a clothes line outside with material hanging from it.
Family Partnerships: Ask a family member to come in and give their experience about the laundromat.
Wow! Experiences: Taking a walk to see what people are wearing around the neighborhood.
Week Two: April 18-22
Teacher: Kathy Jackson
Theme/Topic/Study: Clothes
Monday
Interest
Areas/Centers
Goal: Children will learn about clothing items, different materials,clothing words
Tuesday
Wednesday
Thursday
Friday
IELDS:2.C.ECb
Materials:
books, CD player.
IELDS:2.C.ECb
Materials:
books, CD player.
IELDS:2.C.ECb
Materials:
books, CD player.
IELDS:2.C.ECb
Materials:
books, CD player.
IELDS:2.C.ECb
Materials:
A variety of print books,
audio books, CD player.
Blocks Area
IELDS:19.A.ECa
Materials:Cardboard
materials:

Materials:Cardboard
materials:
cotton,denim,corduroy,woo,l etc

Materials:Cardboard
materials:
etc
Blocks Area
IELDS:19.A.ECa
Materials:Cardboard
materials:
Blocks Area
IELDS:19.A.ECa
Materials:Cardboard
materials:
etc
Dramatic Play IELDS:

28.A.ECc
pieces of
Dramatic Play
IELDS:28.A.ECc
pieces of
Music
IELDS:25.A.ECc
Music IELDS
:2.5. A.Ecb
Water Table
IELDS:12.C.ECb
Materials: Different texture
swatches/water
Water Table
IELDS:12.C.ECb
swatches/water
Art IELDS:25.A.ECd
Making a
Materials:Scraps of material/
squared cardboard/glue sticks
Art IELDS:25.A.ECd
Weaving paper
Materials: Colored construction
paper/cut strips of construction
paper
Dramatic Play
IELDS: 28.A.ECc
pieces of
Music IELDS
:25.A.ECc
Water Table
IELDS:
swatches/water
Art IELDS:25.A.ECd
Paper dolls
Materials:Pattern paper / paper
paper doll pattern/glue sticks
Dramatic Play
IELDS: 28.A.ECc
pieces of
Music IELDS:25.A.ECc:
Water Table
IELDS:
Materials: Different12.C.ECb
texture swatches/water
Art IELDS:25.A.ECd
Materials:Pattern of a shirt /glue
sticks/art materials ,pom
poms,tissue paper,string, cut
scrap paper/scissors
Dramatic Play
IELDS: 28.A.ECc
pieces of
Music
IELDS
:2.5. A.Ecb
of musical Cd's, colored
scarfs
Water Table
IELDS:
Materials: D12.C.ECbifferent
texture swatches/wate
Art IELDS:25.A.ECd
Making vest
Materials: Large paper bags/
different colors of paint
Large Group
Songs/Poems/
Literacy Skills
Activities
Materials: Flannel board/flannel

board pieces
Objectives:TSW recognize the
clothing pieces and dress the
boy/girl
context.
Vocabulary:Pants/hats/shoes/soc
ks etc
Procedure: 1.TTW display
girl/boy flannel undressed.
2.TTW take a clothing piece
and apply it to boy/girl.
3.TTW ask TS what was the
name of the item.
4.TTW ask TS what item should
be next.
Assessment: Concrete mapping
will be administered for the out
come
difficulties have them apply the
clothes and TS will tell them the
clothing The advance student
will have clothing word cards
Materials:The children clothes

Objectives:TSW recognize their
clothes by the song
IELDS:1.B.ECb With teacher
assistance, participate in
collaborative conversations with
diverse partners (e.g., peers and
adults in both small and large
groups) about age-appropriate
topics and texts.
30.C.ECd demonstrate
engagement and sustained
attention in activities.
Vocabulary:
Wearing/pants/shoe/socks/jacket/
dress/blue jeans/stand/tee shirt etc
Procedure: 1. TTW introduce the
song If you are
wearing_______stand up
2. TSW stands up after TT say
what clothing item TS is wearing
3. TSW look at what they are
wearing so they can respond the
gesture
Assessment: The teacher will do
an video taping of the performing
activity to determine if objective
was meet
difficulties by hearing their name
The advance student clothing
colors will be applied to the song
Materials: Whiteboard/dry
eraser
marker/magnets/clothing
pictures
Objectives:
TSW graph what each student
is wearing
IELDS:30.C.ECd demonstrate
engagement and sustained
attention in activities.
6.A.ECd Connect numbers to
quantities they represent using
physical models and
informal representations.24
Vocabulary:
Graphing/pants/socks/shoes/gy
m shoes/etc
Procedure: 1. TTW introduce
the word graphing and explain
the meaning.
2.TTW have the pictures on
the board in a horizontal line.
3.TTW make rows for the
pictures
4.TTW will ask each student
what they have on
5.TTW draw tally marks by
each item TS says
6. TT and TSW count /classify
how many students could
could successfully complete
the objective
difficulties will help count TT
count the tally marks. The
advance student will count and
copy the number word
Materials: Clothing pieces/

poster board/pointer
Materials:white magnetic
board/dry eraser marker
Objectives:TSW repeat the

movement/song for the The
Clothing Pokey
Objectives:TSW recall the

fasteners on their clothing
IELDS:
IELDS:19.A.ECa engage in
active play using gross- and
fine-motor skills. 19.A.ECb
move with balance and control
in a range of physical activities.
Vocabulary:Hat/mittens/scarfs/s
ocks/shoe/etc
Procedure:
1. TTW introduce the song.
2.TTW point to the words
/pictures to song
3.TTW model one/two lines of
the song with the movement.
4TS /TTW sing the song with
the movement also.
Assessment: The will do a video
taping of the children to see
their level of comprehension.
difficulties will only do a few
of the movements
The advance student will do all
of the movements of the song
Vocabulary:Buttons
/zippers/snapping/hooks/etc
Procedure:1. TSW look at
their clothing..
2. TTW make
columns on the
board'
3.TTW put the pictures of
fastener on the board in the
columns.
4.TTW ask the student which
fastern do they have on their
clothes.
5.TTW make tally marks on
there responses.
6.TSW talk about there about
there discovery.
do a concept mapping to
determine the comprehension
of the objective
Modification:The student
with difficulties will count
the tally marks in smaller
quantities (ex) in fives
For the advance student will
count and have the word
number to match
Read-Aloud
Book: Froggy Gets Dress
Book: Pete the Cat I Love My

White Shoes
Reading# 1

Reading # 2
Reading #1
Materials: Book / Froggy Gets
Dress
Objectives:TSW understand that
sequencing means remembering
directions
IELDS:9.B.ECa show
ordinal position.
Vocabulary: Froggy/long
john/pants/shirt/socks/boots/coa
t/hat,scarf,mittens
Procedure: 1. TTW introduce
the book to TS
2,TTW point out the cover of
the book.
shows
4. TTW give the TS
opportunities to talk about what
they see.
what they see.
Assessment: TTW use open
Modification: To support the
student with difficulties have an
additional book for them to look
at.
Advance students have them to
give a description of what parts
of the story they liked
Book:Pete the Cat I Love My

White Shoes
Materials: Book Pete the Cat I

Love My White Shoes
Objectives:TSW identify words
and construct meaning from text
and illustration
IELDS:2.B.ECa With teacher
assistance, ask and answer
questions about books read
aloud31.A.ECb Recognize the
feelings and perspectives of
others
Vocabulary:White/red/blue/brown
/wet/singing/feeling
Procedure: 1. TTW introduce the
book to TS
2.TTW point out the cover of the
book.
3. TTW talk about the front cover
4. TTW give TS time to predict
the story
5. TTW read the book.
6. TTW ask questions about the
story
Assessment:TTW use open
Modification:To support the
colored cards to assist the student
Advance student will have cards
with name of the colors.

Reading # 3
Reading #2
Materials: Book/ Froggy Gets
Dress
Objectives: TSW sequence
events or directions by using
pictures.
IELDS 9.B.ECa show
ordinal position.
nonfiction book.
john/pants/shirt/socks/boots/co
at/hat,scarf,mittens
Procedure:
1.TTW show the cover of the
book Froggy Gets Dress.
2. TTW ask the children to
recall Froggy getting dress
reread the story.
activity
putting dots on the pictures to
put in order.
Advance student put number
on the pictures to put in order.
Materials: Book Pete the Cat I

Love My White Shoes
Objectives: TSW listen to the
story and discuss their feelings
IELDS:30.A.ECa Recognize
and label basic emotions
31.A.ECb Recognize the
feelings and perspectives of
others
Vocabulary:
Red/blue/brown/white/wet/singi
ng/feeling
Procedure:
1.TTW reread the book
2.TTW ask TS what they
remembered about the story.
3.TTW read the phrase I love
my white shoes,my white shoes
4.TSW repeat the phrase
back.
activity
will just say the shoe they like
instead of the phrase.
Advance student TTW give
them a more difficult phrase
(ex) I love my white shoe with
the red strings wearing my blue
socks.
Materials: Book Froggy Gets

Dress/white board/magnets/
pictures of Froggy undress/
pictures of froggy
clothes/velcro
Objectives:SW recall the
events of a story from the
beginning to the end.
IELDS:9.B.ECa show
ordinal position.
john/pants/shirt/socks/boots/c
oat/hat,scarf,mitten
Procedure:
1.TTW do the final reading of
Froggy Gets Dress
2.TTW have the picture of
Froggy undressed
3. TTW ask the student what
clothes did he put on first a
4. TSW tell the teacher what
clothes to put on him
5. TTW velcro each piece on
him
Assessment: Video recording
will be done to show the
student compression
Modification: Students with
difficulties allow them to
come and help velcro the
pieces
Advance student will
describe how they get dress
Small Groups
Medium
Medium
Medium
Medium
Medium
Group Activity #1
Group Activity #1
Group Activity #1
Group Activity #1
Group Activity #1
Materials:Clothing bingo card

/bingo chips/picture of clothing
Materials: Egg carton/ buttons
clothing
Materials: Egg carton/

buttons
Materials: Small season chart

chart/winter/summer clothing
pictures
Objectives:TSW identify and
sort clothing pictures
IELDS:
Vocabulary:
Sort/weather/clothes/season
Procedure:
1. TTW will have five students
to stand around the table.
2. TTW give clothing picture
cards to students.
3. TTW ask each child to place
their picture on the right season.
Assessment: The teacher will do
concept mapping to measure
their abilities
Modification:The struggling
student will be given examples
of hot/cold. The advance
student will be ask the
beginning sounds of the pictures

board
IELDS:7.A.ECa Compare, order,
and describe objects according to
a single attribute.
8.B.ECa With adult
Vocabulary:
Bingo/clothes/matching/shirt/pant
s/socks/etc
Procedure:
1. TSW get a clothes bingo card.
board.
3. TSW will match four clothing
objects on their board to win.
helping them. Advance student
will have word clothing bingo
Objectives:TSW classify by
using one to one
correspondence
IELDS: 7.A.ECa Compare,
according to a single attribute
8.A.ECa sort, order, compare,
and describe objects according
to characteristics or
attribute(s).36
Vocabulary:Buttons/numbers/
match/count
Procedure:
1. TSW will look at the
number in the compartment.
2.TSW count the buttons for
the corresponding number.
3.TSW put the buttons into
that compartment of the
corresponding number
which student could
accomplish the activity
the difficulties put the buttons
on a dotted correspondence
number card. The advance
student will have two egg
cartons to show two digit
numbers

board
8.B.ECa With adult
Vocabulary:
Bingo/clothes/matching/shirt/pa
nts/socks/etc
Procedure:
1. TSW get a clothes bingo
card.
board.
3. TSW will match four clothing
objects on their board to win.
Objectives:TSW classify by
using one to one
correspondence
IELDS: 7.A.ECa Compare,
according to a single attribute
8.A.ECa sort, order, compare,
and describe objects
according to characteristics or
attribute(s).36
Vocabulary:Buttons/numbers/
match/count
Procedure:
1. TSW will look at the
number in the compartment.
2.TSW count the buttons for
the corresponding number.
3.TSW put the buttons into
that compartment of the
corresponding number
complete a checklist
indicating which student
could accomplish the activity
Modification: The student
with the difficulties put the
buttons on a dotted
correspondence number card
The advance student will
have two egg cartons to show
two digit numbers
Group Activity #2
Group Activity #2
Group Activity #2
Group Activity #2
Group Activity #2
Materials: Texture tiles
Materials:Language Development
Cards
clothing
Materials:Language
Development Cards
Materials:Clothing bingo card

/bingo chips/picture of
clothing
Objectives: TSW explore the

scene of touch by examining a
variety of textures.
IELDS:12.C.ECa identify,
describe, and compare the
physical properties of objects.
12.C.ECb experiment with
changes in matter when
combined with other substances.
Vocabulary:
Feel/soft/bumpy/smooth/fingers
Procedure:
1.TTW give TS a texture
square.
2. TTW asks TS to describe the
square texture.
3.TSW share with a classmate
Assessment:The teacher use
notion of TS responses
difficulties have them touch
things they are familiar with.
The advance student to predict
what it might feel like
Objectives:TSW reinforce target

vocabulary.
comments relevant to the context.
words(ex) coat,sweater etc
Procedure:
1.TTW show the TS the card
with the picture on it.
2. TTW ask TS to describe the
picture.
3. TTW ask question about the
picture
4. TTW record their responses
Assessment: The teacher use
notation of the responses
difficulties will have example of
the cards. The advance student
will the written words to the
pictures

board
8.B.ECa With adult
Vocabulary:
Bingo/clothes/matching/shirt/p
ants/socks/etc
Procedure:
card.
board.
clothing objects on their board
to win.
4. TSW call BINGO when
they have made their matches
Objectives:TSW reinforce target

vocabulary.
context.
words(ex) coat,sweater etc
Procedure:
1.TTW show the TS the card
with the picture on it.
2. TTW ask TS to describe the
picture.
3. TTW ask question about the
picture
4. TTW record their responses
Assessment: The teacher use
notation of the responses
difficulties will have example of
the cards. The advance student
will the written words to the
pictures

match the same picture to
their board
according to a single
attribute.
8.B.ECa With adult
Vocabulary:
Bingo/clothes/matching/shirt/
pants/socks/etc
Procedure:
card.
2. TTW have matching card
so the TSW be to match to
their board.
clothing objects on their
board to win.
4. TSW call BINGO when
they have made their matches
Modification:The student
with difficulties will have a
partner helping them.
Advance student will have
word clothing bingo
Focus
Question (s)
Why do you wear clothes for

different weather?
Do you have a favorite outfit ?
Outdoor Experiences: Taking a walk to the nearest laundromat

Family Partnerships: Have a parent come in to read a story
Wow! Experiences: Have a fashion show of their favorite outfit
Do you like winter clothes or

summer clothes?
Where do clothes come from?
What did you learn about

clothes ?

Kathy Cole Week1-2 Complete

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Kathy Cole Week1-2 Complete

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Week One: April 11-15

Teacher: Kathy Jackson

Blocks Area IELDS:19.A.ECa

Materials: White board/dry

Materials: The children

Materials: The children hands

Materials: Song chart with

Book: The Mitten

Book: Ella Sarah Gets Dressed

Book: The Mitten

Book: Ella Sarah Gets Dressed

Book: The Mitten

Materials: Book / The

Materials: The book Ella

Materials: Book/ The Mitten

Materials: The book Ella Sarah

Materials: Book / The

Objectives: TSW sequence

Objectives: Increase their

Objectives:SW recall the events of

more combinations of phases

to wear. Advance student TTW

Materials: Small season chart

Materials: Different colors of

Materials: Egg carton/ buttons

Objectives: TSW be able to

Objectives:TSW identify and

Objectives:TSW create different

Objectives:TSW classify by using

Objectives: TSW explore the

Objectives: TSW identify

Assessment: Notation will be

Assessment:The teacher will

Materials: Laminated picture

Why do you think we need

Week Two: April 18-22

Teacher: Kathy Jackson

Blocks Area IELDS:19.A.ECa

Blocks Area IELDS:19.A.ECa

Dramatic Play IELDS:

Materials: Flannel board/flannel

Materials:The children clothes

Materials: Clothing pieces/

Objectives:TSW repeat the

Objectives:TSW recall the

Book: Froggy Gets Dress

Book: Pete the Cat I Love My

Book: Froggy Gets Dress

Book:Pete the Cat I Love My

Materials: Book Pete the Cat I

Book: Froggy Gets Dress

Materials: Book Pete the Cat I

Materials: Book Froggy Gets

Materials:Clothing bingo card

Materials: Egg carton/ buttons

Materials: Egg carton/

Materials: Small season chart

Objectives: TSW be able to

Objectives: TSW be able to

Materials: Texture tiles

Materials:Clothing bingo card

Objectives: TSW explore the

Objectives:TSW reinforce target