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Frog Street Pre-K Curriculum Tour Guide

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Frog Street Pre-K is a comprehensive, research-based program that integrates instruction across developmental domains and early learning disciplines. The program is engaging for both teachers and children and is easy to implement! This tour guide will take you step-by-step through this extensive Pre-K curriculum reviewing samples along the way.

The cornerstones of the Frog Street Pre-K curriculum are:

+ An extensive integration of theme, disciplines, and domains
+ Social and Emotional development includes Dr. Becky Bailey’s Conscious Discipline ®
+ Differentiated instruction
+ Equity of English and Spanish materials and instruction
+ Joyful approach to learning

Learn more at www.frogstreet.com/prek

Published in: Education
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Frog Street Pre-K Curriculum Tour Guide

  1. 1. Frog Street Pre-K Tour Guide Guía para el tour de Frog Street Pre-K Pam Schiller, PhD Alma Flor Ada, PhD • F. Isabel Campoy, PhD Brian Mowry Featuring Becky Bailey’s Conscious Discipline™ and Steve Spangler Science Tour Guide by Marlene Williams Frog Street Press, Inc.
  2. 2. LIBRARY 316 LiteracyLiteracy LITERACY City Bank Frog Street Math 314 Math Frog Street Cafe 310 Social Emotional • Child-Centered • Intentional and Integrated • English and Spanish • Focus on Social-Emotional Development Featuring Dr. Becky Bailey’s Conscious Discipline • Aligned to Head Start Early Learning Framework • ELL Strategies • Adaptations for Young Learners • Special Needs Adaptations • Scaffolding and Challenge Opportunities • High-Interest Materials and Activities • Songs, Stories, Rhymes, Finger Plays, and Games • Opportunities to Laugh and Play • Spangler Science Building a Community of Learners with . . . Comprehensive Curriculum Differentiated Instruction Joyful Learning 2
  3. 3. CITY HALL BIG FROG BOOKSTORE English Big Books Books Books Books 318 Spanish Big Books Gil Elementary Frog Town 3 Theme 1 My School and Me Mi escuela y yo Theme 2 My Family and Friends Mi familia y mis amigos Theme 3 Giants Los gigantes Theme 4 Choices Decisiones Theme 5 Stories and Rhymes Cuentos y rimas Theme 6 I Build! I Create! ¡Puedo construir! ¡Puedo crear! Theme 7 Things That Move Cosas que se mueven Theme 8 Animals Los animales Theme 9 Changes Cambios Table of Contents Presenting Frog Street Pre-K........4 Meet the Authors...........................5 Welcome to the Frog Street Pre-K Community......6 A Close Look at Instruction.......209 Thematic Units Summer School Kids’ Club Club de niños (sold separately)
  4. 4. Presenting Frog Street Pre-K Presenting Frog Street Pre-K! 4
  5. 5. Meet the Authors Meet the Authors A dream team of authors and writers, a true Who‘s Who of early childhood experts, offer a seamless, integrated curriculum to meet the needs of all children. Senior Authors: • Pam Schiller, PhD • Alma Flor Ada, PhD • F. Isabel Campoy, PhD • Brian Mowry Contributing Authors: • Becky Bailey, PhD • Steve Spangler • Marlene Williams • Clarissa Willis, PhD • Emilia Rivas • Sharon MacDonald • Pat Phipps, PhD • Richele Bartkowiak • Karen Hickman • Mary Jo Huff • Pat Edwards, PhD • Monte Selby, PhD • Blanca Enriquez, PhD • Jill Norris • Jean Feldman, PhD • Thomas Moore, PhD • Gerry West • Julie Gintzler • Sharon Burnett • Don Monopoli • Maria Nevarez-Solis • Ella Jenkins • Stephen Fite • Amy Noble 5
  6. 6. 6 Program Components City Hall Step inside City Hall for the heart of the program. Frog Street Pre-K includes nine overarching themes with four weeks of instruction in English and Spanish. Theme 1 My School and Me • Mi escuela y yo Week 1: This Way to PreK! • ¡Camino a Pre-Kinder! Week 2: Physical Me • Mi físico Week 3: My Senses • Mis sentidos Week 4: I Think, I Feel • Yo creo, yo siento Theme 3 Giants • Los gigantes Week 1: Big and Little • Grande y pequeño Week 2: Nature’s Giants • Gigantes de la naturaleza Week 3: Giants Made by People • Gigantes hechos por el hombre Week 4: Make-Believe Giants • Gigantes imaginarios Theme 2 My Family and Friends • Mi familia y mis amigos Week 1: Families • Familias Week 2: Families and Homes • Familias y casas Week 3: Friends and Pets • Amigos y mascotas Week 4: Community • Comunidad Theme 5 Stories and Rhymes • Cuentos y rimas Week 1: Nursery Rhymes • Cuentos infantiles Week 2: Traditional Tales • Cuentos tradicionales Week 3: Folk Tales • Cuentos de hadas Week 4: Ballads and Fables • Romances, cuentos populares y fábulas Theme 6 I Build! I Create! • ¡Puedo construir! ¡Puedo crear! Week 1: Construction Terms • Términos de la construcción Week 2: Tools and Machines • Herramientas y máquinas Week 3: I Can Build • Puedo construir Week 4: I Can Create • Puedo crear Theme 4 Choices • Decisiones Week 1: I Make Choices • Yo tomo decisiones Week 2: Healthy Choices • Decisiones saludables Week 3: Healthy Habits • Hábitos saludables Week 4: Problem Solving • Resolución de problemas
  7. 7. 7Program Components Adaptations for Young Learners Guide is intended for use with children who may need additional support before being introduced to more rigorous lessons.Welcome to Frog Street Pre-K offers an overview of the entire program and is designed to help teachers implement instruction with integrity. Assessment—A Portfolio Approach provides ways to incorporate assessment activities that naturally build in a centers-based environment. Guidelines are provided for managing a portfolio of work for each child. Weekly assessments and checklists are included on the CD- ROM in the book. Strategies for English Language Learners includes important research on second language acquisition, as well as specific classroom strategies that support English Language Learners. Family Connections includes suggestions for family interaction to build a bridge between home and school. The guide is accompanied by a CD-ROM with letters, notes, reminders, activities, and take-home books. Theme 7 Things that Move • Cosas que se mueven Week 1: I Move • Yo me muevo Week 2: Travel • Viajar Week 3: Transportation • Transporte Week 4: Mysterious Movers • Movimientos misteriosos Theme 8 Animals • Los animales Week 1: Farm Animals • Los animales de la granja Week 2: Zoo Animals • Los animales del zoológico Week 3: Bugs • Insectos Week 4: More Bugs • Más insectos Theme 9 Changes • Cambios Week 1: Changes in and Around Me • Cambios en mí y en lo que me rodea Week 2: Earth Changes • La Tierra cambia Week 3: Nurturing Earth • La Tierra nos nutre Week 4: Before and Now • Antes y ahora Strategy Cards support intentional instruction. Store them in the handy pocket at the back of each teacher guide. Frog Street Pre-K Strategies for Intentional Instruction © 2010 Frog Street Press, Inc. ISBN9781601283849 Strategy Cards E Alliteration Definition Alliteration is repeating the same consonant sound at the beginning of several words in close succession. When ● Morning Message ● small-group instruction Use the Pocket Photos in a pocket chart to provide picture support. Develop alliteration skills in order (Phases 1 through 4). Phase 1: Recognize Children will recognize that three words all begin with the same sound. Listen: map, make, mop. Say the words with me: map, make, mop (rojo, ropa, reina). Do these words begin with the same sound? Yes, they all begin with /m/: (Stretch the /m/ as you say the words.) map, make, mop. Phase 2: Identify (alike) Children will identify two out of three words that begin with the same sound. Listen: fox, fast, cat (gato, gusano, ropa). Say the words with me: fox, fast, cat. Two words begin with the same sound. Which two words begin the same fox, fast, cat? Yes, fox and fast begin with the same sound. Phase 3: Identify (different) Children will identify the word that does not begin with the same sound as the other two words. Strategies FSPK_Strategy_Cards.in dd 9 3/25/10 2:13 PM Frog Street Pre-K Strategies for Intentional Instruction © 2010 Frog Street Press, Inc. ISBN9781601283849 Strategy Cards F Definition The onset is the part of the word before the vowel. Not all words have onsets. The rime is the rest of the word beginning with the vowel. Children learn onset and rime after they have developed syllable segmenting and blending, rhyming awareness, and recognition of alliteration. When ● Morning Message ● small-group instruction Onset and Rime Strategies ● Say the onset. Have children say the onset with you. Listen to this sound: /m/. Say it with me: /m/. The beginning sound of milk is /m/. ● Say the rime. Have children say the rime with you. Milk ends with –ilk. Say it with me: -ilk. ● Blend the onset and rime together to say the word. When I blend the beginning sound /m/ and the ending sound –ilk; I make the word milk: /m/ - ilk, milk. Say the sounds with me: /m/ -ilk. Now blend the sounds together: milk. Listen as I do it: /m/ -ilk, milk. Say it with me: /m/ -ilk, milk. Keep in Mind Scaffold children’s acquisition of onset-rime with pictorial support before relying on just the aural interaction. The Pocket Photos or illustrations in books are appropriate pictorial support. FSPK_Strategy_Cards.in dd 11 3/25/10 2:13 PM Frog Street Pre-K Strategies for Intentional Instruction © 2010 Frog Street Press, Inc. ISBN9781601283849 Strategy Cards C Syllables Definition A syllable is a small part of a word consisting of a vowel alone or a vowel-consonant combination. Children can recognize this small unit of sound as a single beat or a clap of the hands. When ● Morning Message ● small-group instruction ● transitions Strategies Phase 1: Segment Syllables Use children’s names for this activity. Clap once for each syllable as you say the name. Di-anne, Dianne How many times did we clap? We clapped two times. Once for Di and a second time for anne. Di (clap), anne (clap), Dianne. Repeat with other names. A-my, Amy Ro-bert, Robert Da-vid, David Extend: Invite children to say each syllable in a whisper baby voice or a giant’s shouting voice. Syllable Name Chant Name, name, what’s your name? I’ve got a name, and you’ve got a name. What’s your name? Da-vid (clap once for each syllable), David FSPK_Strategy_Cards.in dd 5 3/25/10 2:13 PM Frog Street Pre-K Strategies for Intentional Instruction © 2010 Frog Street Press, Inc. ISBN9781601283849 Strategy Cards D Rhyming Words Definition Words that rhyme have the same middle and ending sounds. When ● Morning Message ● small-group instruction Strategies Develop rhyming skills in order (Phases 1-4). Phase 1: Recognize Recognize and say rhyming words. Listen to these words: cat, hat (foca, boca) Both words end with –at. Both words have the same middle and ending sounds so they rhyme. Cat and hat are rhyming words. Phase 2: Identify Identify whether two words rhyme or do not rhyme. I will say two words. Give me a “thumbs-up” if the words rhyme and a “thumbs-down” if they do not rhyme. net, pet hop, mop cat, top cab, tab rug, mug cup, dog brazo, lazo hecho, barbilla hecho, pecho FSPK_Strategy_Cards.in dd 7 3/25/10 2:13 PM Frog Street Pre-K Strategies for Intentional Instruction © 2010 Frog Street Press, Inc. ISBN9781601283849 Strategy Cards A Strategies Segment Sentences Definition Children segment sentences by separating a normally spoken sentence into individual words. When ● Morning Message ● small-group instruction ● transitions ● Place two stick-on notes on a board. Say Benjamin Bunny. Point to each stick-on note as you say each word. Count the words as you point to the notes. ● Place three index cards in a pocket chart. Say I like pizza. Point to each card as you say each word. Count the words as you point to the cards. ● Show children four blocks arranged in a straight line with space between the blocks. Say the sentence My shirt is blue. Point to the first block and say My. Ask children to repeat the word. Continue this process for the remainder of the sentence with each block representing one word in the sentence. ● Invite four children to stand in a line. Assign each child one word to say in the sentence Cathy Cook likes carrots. Have children step forward as they say their word in the sentence. ● Say a sentence and invite children to hold up one finger as each word is said. ● Say a sentence and have a volunteer place one frog counter on a wooden unit block for each word as it is said. FSPK_Strategy_Cards.in dd 1 3/25/10 2:13 PM Frog Street Pre-K Strategies for Intentional Instruction © 2010 Frog Street Press, Inc. ISBN9781601283849 Strategy Cards B Phase 1: Blend Words (oral approach) Children will blend two words of a compound word along with body movement. Hold out your right hand and say foot. Hold out your left hand and say ball. Slide your hands next to each other and say football. Now it is your turn. Do it with me. Repeat again with children participating. Compound Word Chant foot ball Slide them together, What could it be? A compound word, Say it with me: foot ball, football Phase 2: Blend Words (pictorial approach) Children will blend two words of a compound word with pictorial support. Display a compound word card. Point to the picture of the foot and say foot. Point to the picture of the ball and say ball. Open the card, and point to the picture of the football and say football. Strategies Compound Words Definition A compound word is two words joined together to form a new word. When ● small-group instruction ● transitions FSPK_Strategy_Cards.in dd 3 3/25/10 2:13 PM Frog Street Press, Inc.www.frogstreet.com FSPK0002001ISBN 9781601283641 All rights reserved . No part of this product may be reprodu ced or utilized in any form or by any means, electron ic or mechan ical,includin g photoco pying,recordin g,or by any informa tion storage and retrieva l system without permiss ion in writing from the publishe r. AssessmentA Portfolio Approach Family Connections Frog Street Press, Inc. www.frogstreet.com ©F. Isabel Campoy - Tracks 1, 2, 6, 7, 9 ©Alma Flor Ada - Tracks 3, 4, 5, 8 ©Alma Flor Ada and F. Isabel Campoy - Track 10 ©Suni Paz - Music and Voice 1. Juega conmigo 2. Aquí vivimos 3. Ballenato 4. Oficios 5. Cucarachita Martina 6. Día de las madres 7. Sube y baja 8. El ciempiés y la cigarra 9. Alto bien alto 10. El Senor Don Gato FSPK0002004 ISBN 9781601283672 All rights reserved . No part of this product may be reprodu ced or utilized in any form or by any means, electron ic or mechan ical,includin g photoco pying,recordin g,or by any informa tion storage and retrieval system without permiss ion in writing from the publishe r. Family Connections
  8. 8. 8 Program Components Literacy Library Check out the unique variety of resources on the shelves of this library. Books for Children 20 I II III III I II So the builder gave the little pig some bricks and the third little pig worked and worked. He built a strong house of bricks. The builder gave the little pig a stack of bricks. The builder went on down the road and the little pig began the slow process of building his new house. He carefully lined up each brick and made a fine, sturdy house. When it was done the little pig went out to find his brothers. The builder stopped the wagon and gave the little pig a stack of bricks. “Thank you, kind sir. These bricks are heavy and difficult to move. But my house will be safe and strong, I approve!” Pig Three wanted to go out to play with the others, but he took his time. He mixed the mortar, smoothed it with a trowel, and built a solid, secure house. The sun slipped out of the afternoon sky. It was nighttime before Pig Three put the last brick in place. He peered out of his door, smiled out at the moon, and then settled down to sleep in his new brick house. The moon in the black velvet sky looked down on the three little pigs—each one sleeping in his own house. El albañil le dio al cerdito algunos ladrillos. Y Cerdito Tercero trabajó y trabajó. Y se hizo una casita de ladrillos muy bien construida El albañil le dio al cerdito un montón de ladrillos y siguió su camino. Cerdito Tercero empezó el largo proceso de construir su casa nueva. Con mucho cuidado fue levantando cada una de las paredes de ladrillo. Y se hizo una casa fuerte y segura. Cuando terminó de construir su casa, el cerdito fue a buscar a sus hermanos. El albañil detuvo el carro. Y le dio al cerdito suficientes ladrillos para hacer su casita. –Gracias señor. Ha sido usted muy amable. Estos ladrillos pesan mucho y son difíciles de mover. Pero mi casa será segura y fuerte. Cerdito Tercero hubiera querido irse a jugar con sus hermanos. Pero se tomó todo el tiempo necesario. Preparó la mezcla de cemento. Untó la mezcla con una espátula entre ladrillo y ladrillo y la alisó bien. Así, poquito a poco, se construyó una casa fuerte y segura. El sol se escondió en el cielo de la tarde. Ya era de noche antes de que Cerdito Tercero pusiera el último de los ladrillos. Se asomó por la puerta, le sonrió a la luna, y se fue a dormir en su casita de ladrillos. Desde el cielo, que parecía en terciopelo negro, la luna miraba a los tres cochinitos, cada uno bien dormido en su propia casa. Alphabet Books Poetry Books Wordless Books Developmental Storybook Wordless books tell a story through illustrations. Differentiate instruction with two stories told at three different levels. Collected by Fanny Frog and Sharon Burnett Illustrated by Laura Nikiel FSPK1002 www.frogstreet.com FSPK1002 Poetry Cover.indd 1-2 12/31/09 12:47 PM Literacy LIBRARY Sample page
  9. 9. 9 Tabletop Pocket Chart Use in small groups or turn any space into a learning center. Place in the Language and Literacy Center for hands-on practice. Program Components Spanish Literacy—Strategies for Young Learners provides strategies and activities to enhance literacy acquisition for Spanish speakers. Literacy CDs offer engaging songs to support letter knowledge, vocabulary development, spatial relationships, and phonological awareness in English and Spanish. (These CDs are packaged in the Lilypad Theatre.) Magnetic Letters This set contains 70 lowercase and 58 uppercase letters. Spanish letters are included. Resource Guides, CDs, and Manipulatives 68 Spanish Literacy © 2010 by Frog Street Press, Inc., Crandall, TX fa fe fi fo fu Use the common word familia to introduce these syllables. Remind children that there are many kinds of families. Children may be part of a family with two parents, one parent, or grandparents. Help children understand that there are all kinds of families and families can change for many reasons (marriage, birth, death). Teach children that families are made up of people who care for and help each other. fa fe fi fo fu familia fe fin foca fuga fama feliz final foto famoso feo fogata sofá Generative Words Word Families& Songs, Rhymes, Poems Riddles& La foto de Raquel F. Isabel Campoy Fue un famoso día aquel en que Fito le hizo una foto a Raquel. Fito cerró un ojo, enfocó, y luego, dio un paso atrás ¡y se cayó sentado! En la foto no salió Raquel sino el cielo de un famoso día: ¡aquél! 1. Choose a from the . 2. Find a . 3. Open the . 4. Turn the page. 5. Read the . How to Read a Book All About Apples All About Apples All About Apples All About Apples All About Apples HowtoWashYourHands 1. Turn on warm . 2. Wet . 3. Use squirt of . 4. Make on . 5. Take one . 6. Dry . 7. Use to turn off . 8. Toss in the . tops palms between fingers wrists 1. Abre el tibia. 2. Mójate las . 3. Usa unas gotas de . 4. Haz espuma en . 5. Toma una . 6. Sécate . 7. Usa la para cerrar la . 8. Tira la en el . Cómolavartelasmanos la parte de arriba las palmas entre los dedos las muñecas JABÓN JABÓN JJAJABÓN JABÓN JJJJJJABÓNÓNÓNÓ JABÓN Rebus Posters visually support children in following multiple-step directions.
  10. 10. 10 Sequence Cards — 34 Sets provide opportunities for retelling stories, ordering and describing events dealing with the passage of time. Frog Town Elementary The schoolhouse stores colorful cards and photographs that children use to practice important literacy skills. Program Components Vocabulary Cards — 216 Cards build robust vocabulary in English and Spanish. Photo Pockets • Pocket Photos • Pocket Letters provide dozens of ways to enhance children’s oral language development and phonological awareness. ©2010 Frog Street Press, Inc. ISBN9781601285232 Sequence Card • Butterfly Life Cycle©2010 Frog Street Press, Inc. ISBN9781601285232 Sequence Card • Butterfly Life Cycle ©2010 Frog Street Press, Inc. ISBN9781601285232 Sequence Card • Butterfly Life Cycle ©2010 Frog Street Press, Inc. ISBN9781601285232 Sequence Card • Butterfly Life Cycle © 2010 Frog Street Press, Inc. ISBN9781601283832 Vocabulary Word Card correr FSPK3033_Vocab Cards Sp.indd 51 4/7/10 9:42 AM © 2010 Frog Street Press, Inc. ISBN9781601284167 Vocabulary Word Card run FSPK3033_Vocab Cards.indd 295 1/21/10 2:55 PM © 2010 Frog Street Press, Inc. ISBN9781601283832 Vocabulary Word Card helicóptero FSPK3033_Vocab Cards Sp.indd 100 2/1/10 8:55 AM © 2010 Frog Street Press, Inc. ISBN9781601284167 Vocabulary Word Card helicopter FSPK3033_Vocab Cards.indd 171 1/21/10 2:54 PM The back of the English card gives the word and its pronunciation in five languages. © 2010 Frog Street Press, Inc. ISBN9781601284150 Pocket Photo Card FSPK3041.indd 99 1/21/10 2:25 PM © 2010 Frog Street Press, Inc. ISBN9781601284150 Pocket Photo Card FSPK3041.indd 93 1/21/10 2:25 PM © 2010 Frog Street Press, Inc. ISBN9781601284150 Pocket Photo Card FSPK3041.indd 153 1/21/10 2:26 PM © 2010 Frog Street Press, Inc. ISBN9781601284150 Pocket Photo Card FSPK3041.indd 189 1/21/10 2:27 PM © 2010 Frog Street Press, Inc. ISBN 9781601284181 Pocket Letter Card Cc Pocket Letter cards.indd 30 1/6/10 3:01 PM
  11. 11. 11Program Components Photo Activity Cards — 138 Cards enhance children’s oral language development. Vocabulary lists, discussion prompts, and activity suggestions appear on the back of each card. Letter Cards are designed to help children with letter recognition and orientation. Alphabet Wall Cards are provided in English and Spanish. © 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards Vocabulary Africa África big grande carnivore carnívoro cat gato cub cachorro India India lioness leona mane melena paws patas prey presa pride orgullo tom gato macho Read If I Were a Lion by Sarah Weeks The Happy Lion by Louise Fatio The Lion and the Mouse by Jerry Pinkney How Loud Is a Lion? by Clare Beaton #95 The Lion The old lion roars a mighty roar And right next door brown bear snores. I guess when you live at the noisy zoo There’s not much else you can do. El león ¡Qué fuerte se escucha rugir al león, y el oso vecino ronca cual dragón! Creo que si vives en un zoológico ruidoso, no puedes ponerte demasiado quisquilloso Things to Talk About ◆ Lions are magnificent animals that are a symbol of courage and nobility. They often appear on family crests and flags. Lions have a short tawny coat and a tufted tail. Male lions, called toms, have a heavy mane around their face and neck. Is this a male or a female lion? ¿Es éste un macho o una hembra? Do you knowwhatthefemalelioniscalled?¿Sabencomoselesllamaalashembras?(lioness• leonas) Baby lions are called cubs. A group of lions is called a pride. ◆ Lions live in Africa and in Northwest India. Show children these locations on a globe. ◆ The lion is a carnivore. It eats primarily meat. It likes to hunt at night. ◆ Lions grow to be about four feet tall. ◆ Why do they call the lion the king of the jungle? ¿Por qué llaman al león el rey de la selva? (the top of the food chain) Is this an accurate name for lions? ¿Es éste un nombre correcto para los leones? Lions are powerful and can easily kill most other animals, but they don’t live in the jungle. They live out on the Savannah. Things to Do ◆ Lions have an excellent sense of balance. Invite children to walk the balance beam as they pretend to be lions. ◆ Give children 4-foot pieces of yarn. Encourage them to find things in the classroom that are the height of a lion or shorter. ◆ Sing “The Lion in the Jungle” • “El león de la selva.” lion león © 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards Spanish set in blueEnglish set in black Nursery Rhyme • Cuentos infantiles Flip Chart Cultural Rhymes • Rimas culturales Flip Book © 2010 Frog Street Press, Inc. 9781601284204 English Alphabet Wall Cards Aa Apple Annie © 2010 Frog Street Press, Inc. 9781601284204 English Alphabet Wall Cards Bb Benjamin Bunny © 2010 Frog Street Press, Inc. 9781601284204 English Alphabet Wall Cards Cc Cathy Cook © 2010 Frog Street Press, Inc. 9781601284211 Spanish Alphabet Wall Cards Carlos el caracol Cc © 2010 Frog Street Press, Inc. 9781601284211 Spanish Alphabet Wall Cards Chico el chimpancé Chch © 2010 Frog Street Press, Inc. 9781601284211 Spanish Alphabet Wall Cards Darío el delfín Dd Compound Word Cards support blending and segmenting of compound words through important visual reinforcement.
  12. 12. 12 Lilypad Theatre Storytellers and musicians are playing to a packed house using these resources. Program Components 34 Story Folders “Animal Habitats” • “Los hábitats y las casas de los animales” “Diego’s Fifth Birthday” • “Diego cumple 5 años” “Food Nursery Rhymes” • “Rimas infantiles en torno a la comida” “Forest Friends” • “Los amigos del bosque” “Giant” • “Un gigante” “Half-Chicken” • “Mediopollito” “Henny Penny” • “La gallina Tina” “Hip! Hip! Hooray!” • “¡Hurra! ¡Hurra! ¡Lo hicimos!” “I Can, Can You?” • “Yo puedo hacerlo, ¿puedes hacerlo tú? “I Like School” • “Me gusta la escuela” “I Use My Senses” • “Yo uso mis sentidos” “Itsy Bitsy Spider” • “La araña chiquitita” “Jack and the Beanstalk” • “Juan y los frijoles mágicos” “Johnny Appleseed” • “Juan Manzanero” “Little Red Hen” • “La gallinita roja” “Little Red” • “Gorrita Roja” “Monster Coaster” • “Monstruosa, la montaña rusa” “My Aunt Violet” • “Mi tía Violeta” “My Mother Plants Strawberries” • “Mi mamá siembra fresas” “My Noisy House” • “Mi casa ruidosa” “Old MacDonald” • “El viejo Donaldo” “Silly Nellie” • “Nelly, la pavita tonta” “Smart Cookie’s Creative Cookies” • “La galletas creativas de lista” “The Chihuahua and the Leopard” • “El perrito chihuahua y el leopardo” “The Corn Seed” • “Semillita de maiz” “The Gingerbread Boy” • “El muñequito de jengibre” “The Great Enormous Rock” • “Una piedra enorme” “The Princess and the Pea” • “La princess y el guisante” “The Shoemaker and the Elves” • “El zapatero y los duendes” “The Sun and the Moon” • “El Sol y la Luna” “The Three Bears” • “Los tres osos” “There Was an Old Lady Who Swallowed a Fly” • “Ésta era una viejita que se tragó una mosca” “Three Little Kittens” • “Tres lindos gatitos” “Zanzibar Zoo” • “El zoológico de Zanzibar English and Spanish Story Folders have the English and Spanish story text printed on the folder and an inside pocket for storing the magnetic story props.
  13. 13. 13Program Components 9 © 2010 Frog Street Press, Inc. Storytelling Tips Storytelling Tips Choose a story that is right for you Look for stories that are age appropriate. Find stories that you like. Look for inspiration in picture books. Collect stories from family, friends, and community members. Create your own stories. Learn the story Read the story several times. Divide the story into a beginning, a middle, and an end in your mind so you have an outline to follow. Retell the story many times Record yourself telling the story, and listen to the recording. Identify areas in which you can improve by adding more details or sound effects. Practice telling the story to your family and friends. Speak naturally Use your normal speaking voice and pace for the majority of the story. To create dramatic moments and make story characters come alive, add voice inflections, accents, and sound effects and vary the volume of your voice. Ask questions After reading or telling a story, ask children open-ended questions. Invite children to explore the beginning and the end of a story. Talk about the story setting, and ask children to imagine the same story taking place in a different setting. Discuss the characters with children, and invite them to imagine the same story with different characters. RESOURCE GUIDE Creative Storytelling Mary Jo Huff FSPK2008 www.frogstreet.com Mary Jo is a nationally-known keynote speaker, author, storyteller, recording artist, and early childhood educator. Her passion is to pass her world forward. She believes that stories and puppets open doorways to reading and writing. Her latest CD “Storytelling for Kids!” has been named the CD of the year by Creative Child Magazine. Mary Jo Huff FSPK2008 Spine Cover.indd 1 3/4/10 1:45 PMCreative Storytelling includes tips for easy storytelling techniques, including patterns and props to make the stories, finger plays, and poems come alive. Storytellers on Frog Street DVD provides English and Spanish theme-related stories Spacefrog teaches children to visualize appropriate spacing between words. Digital Online Library provides convenient access to all teacher guides, literature, and resources. Use this online library to project stories for large and small classroom lessons. Music by Dr. Jean Dr. Thomas Moore Don Monopoli Stephen Fite Dr. Monte Selby Ella Jenkins Suni Paz Frog Street Pre-K Interactive Software is custom-designed software developed in conjunction with the instructional program. CD Collection Music CDs Dr. Jean on Frog Street CD Songs of You and Me • Canciones de ti y de mí CD Songs of Little Creatures • Canciones de los animalitos CD Songs for Learning Fun • Canciones para aprender con diversión CD Songs of Our Earth • Canciones de nuestra tierra CD Frog Street Friends CD Feelin’ Froggy CD Nursery Rhyme CD Listening CDs Small Book Listening CD (English) Small Book Listening CD (Spanish) English and Spanish Frog Street Pre-K ©2010 Frog Street Press, Inc. www.frogstreet.com FSPK0003213 ISBN 9781601284389 Interactive Software All rights reserved. No part of this product may be reproduced or utilized in any form or by any means,electronic or mechanical,including photocopying,recording,or by any information storage and retrieval system without permission in writing from the publisher. Dr.Jeanon FrogStreetCD ©Jean Feldman 1. Compound Boogie 2. Let Me SeeYou Boogaloo 3. Patelina Matalina 4. Rise and Shine 5. The Cool Bear Hunt 6. Shake a Hand 7. Mother Gooney Bird 8. Dr. Knickerbocker 9. I Had a Bird 10. Hello Friend 11. Hola Amigo Frog Street Press, Inc. www.frogstreet.com FSPK0003203 ISBN 9781601284280 All rights reserved. No part of this product may be reproduced or utilized in any form or by any means, electronic or mechanical,including photocopying,recording, or by any information storage and retrieval system without permission in writing from the publisher. ProducedbySchillerEducationalRes ources,LLC.EngineeredandmixedbyJeffSmithatSouthwestRecordings.ArrangedbyPatrickBrenn an. Spanish Lyrics, adaptations and translations by Emilia Rivas. Spanish vocals performed by Am y Fela n,M aryCarmenAlmaguer,andMercedGarcia.EnglishvocalsperformedbyRicheleBartkowiakand P atrickBrennan.Copyright2006. 1. Señora Luna 3. Juan Manzanero 5. Lluvia, lluvia, vete ya 7. Vivan los campos 9. Allá en el mar 11. La canción del clima 13. Gota de rocío 15. Cuando el tiempo frío está 17. Estrellita de cristal 19. El invierno ya está aquí 21. La Tierra es nuestro hogar 23. El mundo está aquí, en nuestras manos 25. Y la hierba verde creció y creció 27. El otoño ya llegó 29. Blancas campanitas 31. De colores 33. ¡Que llueva, que llueva! 35. Las semillas brotan 2. Mister Moon 4. Johnny Appleseed 6. Rain, Rain, Go Away 8. I Love the Mountains 10. Down by the Bay 12. The Weather Song 14. Little Drop of Dew 16. When I'm Chilly 18. Twinkle, Twinkle Little Star 20. Winter Is Coming 22. Earth Is Our Home 24. We've Got the Whole World in Our Hands 26. The Green Grass Grew All Around 28. Falling Leaves Song 30. White Coral Bells 32. America the Beautiful 34. It's Raining 36. The Seeds Grow FSPK0003207 ISBN 9781601284327 Frog Street Press, Inc. www.frogstreet.com Bilingual CD Includes a handy CD carrying case! Storytellers FSPK0003202 ISBN 9781601284273 1. Little Red House 2. Five Little Monkeys 3. The Gingerbread Girl 4. Modern Three Bears 5. Honey Jar 6. Twinkle, the Star 7. The Gift 8. Anansi and the Pig 9. El chivo en la huerta 10. El gallo, la gallina el frijol Frog Street DVD ©2010 Frog Street Press, Inc. www.frogstreet.com ©2006 Mary Jo Huff, Storytellin’Time™ - Tracks 1-5 on All rights reserved. No part of this product may be reproduced or utilized in any form or by any means,electronic or mechanical,including photocopying,recording,or by any information storage and retrieval system without permission in writing from the publisher. Storytellers Frog Street DVD on ProducedbySchillerEducationalResources,LLC.EngineeredandmixedbyJeffSmithatSouthwestRecordings.ArrangedbyPatrickBrenn an. Spanish Lyrics, adaptations and translations by Emilia Rivas. Spanish vocals performed by Am y Felan,M aryCarmenAlmaguer,andMercedGarcia.EnglishvocalsperformedbyRicheleBartkowiakand P atrickBrennan.Copyright2006. 1. Campanero 3. Si estás feliz de la vida 5. ¿Sabes leer como leo yo? 7. Vicente en el pajar 9. Nuevos amigos 11. El país del dulce 13. Hoy día es el santo 15. Soy de Texas 17. Juntos 19. Mi lucecita 21. Catalina Margarina 23. Ésa es Carmen 25. Son tus orejas tan largas 27. Ven mi bebito 29. Es amor 31. ¿Quién se comió las galletitas de mamá? 33. Vente mi amiga 35. Hombros, rodillas y los pies 37. Abre y cierra 2. Are You Sleeping? 4. If You're Happy and You Know It 6. These Are Things I Like to Do 8. Farmer in the Dell 10. Make New Friends 12. Have You Been to Candyland? 14. Today Is a Birthday 16. I'm a Texas Star 18. Side by Side 20. You Are My Sunshine 22. Catalina Magnalina 24. This Is Tiffany 26. Do Your Ears Hang Low? 28. Hush Little Baby 30. Skidamarink 32. Who Took the Cookies? 34. Say, Say My Playmate 36. Head, Shoulders, Knees, and Toes 38. Open, Shut Them FSPK0003204 ISBN 9781601284297 Frog Street Press, Inc. www.frogstreet.com Bilingual CD ProducedbySchillerEducationalRes ources,LLC.EngineeredandmixedbyJeffSmithatSouthwestRecordings.ArrangedbyPatrickBrenn an. Spanish Lyrics, adaptations and translations by Emilia Rivas. Spanish vocals performed by Am y Fela n,M aryCarmenAlmaguer,andMercedGarcia.EnglishvocalsperformedbyRicheleBartkowiakand P atrickBrennan.Copyright2006. 1. Un elefante 3. Mi linda abejita 5. La canción de los insectos 7. La araña chiquitita 9. Cinco patitos 11. Nadie me quiere 13. Diez monitos 15. Mi zancudito 17. Tres tortugas tramposas 19. Cinco mariquitas 21. Aquí en mi jardín 23. Caballito 25. La feria de los animales 27. Las mascotas de Emilia 29. El oso subió a la montaña 31. El cocaburra 33. Los ratones bailarines 35. El señor Don Gato 2. One Elephant 4. Baby Bumblebee 6. The Insect Song 8. Itsy Bitsy Spider 10. Five Little Ducks 12. Nobody Likes Me 14. Ten Little Monkeys 16. My Pet Mosquito 18. Three Tricky Turtles 20. Five Little Ladybugs 22. All Around My Yard 24. Horsie 26. Animal Fair 28. Amelia's Pets 30. The Bear Went Over the Mountain 32. Kookaburra 34. Three White Mice 36. El Señor Don Gato FSPK0003205 ISBN 9781601284303 Frog Street Press, Inc. www.frogstreet.com Bilingual CD Frog Street Friends CD ©Stephen Fite – Tracks 1-3 ©Monte Selby – Tracks 4-6 ©Thomas Moore – Tracks 7-9 ©Monopoli/The Learning Station – Track 10-12 ©Smithsonian Folkways Recordings – Tracks 13-15 ©Sharon MacDonald – Tracks 16-19 11. Spring Is Here 12. New Chicken Dance 13. DidYou Feed My Cow? 14. Dulce, Dulce 15. Big, Bigger, Biggest 16. LittleTree House 17. A Piece of String 18. Sloobers 19. Community Workers Frog Street Press, Inc. www.frogstreet.com FSPK0003208 ISBN 9781601284334 1. Wiggles, Jiggles, Giggles 2. It Makes Me Jump 3.Your Five Senses 4.You Can Do It! 5. WatchThem Change 6. Push, Pull, Swing 7. Rock and Roll Pat-a-Cake 8. Itsy Bitsy Spider 9. Warm Up Chant 10. Nutrition Song Allrightsreserved.Nopartofthisproductmaybereproducedorutilizedinanyform or by any means, electronic or mechanical, including photocopying, recording, or by any inform atio n storageandretrievalsystemwithoutpermissioninwritingfromthepublisher. Feelin’ Froggy ©Frog Street Press - Tracks 1, 20-36 Dallas Wind Symphony - Track 13 ©Sharon MacDonald - Tracks 17-19 ©Schiller Educational Resources - Tracks 2-12, 14-16 1. Frog Street Branding Song 2. My Mother is a Baker 3. My Hands on My Head 4. My Busy Garden 5. Can you Move with Me? 6. Hamburger 7. Fast Food 8. Apples and Bananas 9. Roly-Poly Caterpillar 10. City Travel 11. My Bonnie Lies Over the Ocean 12. Buckle Up 13. Stars and Stripes Forever 14. Sara Sidney 15. Miss Mary Mack 16. If I Had Wings 17. Stack Up the Blocks 18. Watermelon Pie 19. Body Talk in Rhyme 20. School is Fun 21. Miss Fanny Frog 22. My Ten Best Friends 23. Penelope Pig 24. Zippity Zoo 25. La escuela es divertida 26. Mis mejores amigos 27. Cathy Cook 28. Hippo Hop 29. Katy Kangaroo 30. Willie and Wanda 31. Uncle Ugbee 32. Eduardo el elefante 33. Leo el león 34. Rosalinda la reina 35. Rodrigo el perro 36. Zamora el zorro ©2010 Frog Street Press, Inc. www.frogstreet.com FSPK0003209 ISBN 9781601384341 CD Allrightsreserved.Nopartofthisproductmaybereproducedorutilizedinanyform or by any means, electronic or mechanical, including photocopying, recording, or by any inform atio n storageandretrievalsystemwithoutpermissioninwritingfromthepublisher. Nursery Rhyme FSPK0003212 ISBN 9781601284372 1. Little Miss Muffet 2. Hey Diddle, Diddle 3. One, Two, Buckle My Shoe 4. Little Boy Blue 5. Jack and Jill 6. Peter, Peter, Pumpkin Eater 7. One, Two, Three, Four, Five 8. The Itsy Bitsy Spider 9. There was an Old Woman Who Lived in a Shoe CD ©2010 Frog Street Press, Inc. www.frogstreet.com All rights reserved. No part of this product may be reproduced or utilized in any form or by any means,electronic or mechanical,including photocopying,recording,or by any information storage and retrieval system without permission in writing from the publisher. ProducedbySchillerEducationalRes ources,LLC.EngineeredandmixedbyJeffSmithatSouthwestRecordings.ArrangedbyPatrickBrenn an. Spanish Lyrics, adaptations and translations by Emilia Rivas. Spanish vocals performed by Am y Fela n,M aryCarmenAlmaguer,andMercedGarcia.EnglishvocalsperformedbyRicheleBartkowiakand P atrickBrennan.Copyright2006. 1. La canción del abecedario 3. La canción de los colores 5. Los meses del año 7. La canción de los opuestos 9. La hora de las rimas 11. ¿Me escuchan? 13. Pan con mermelada 15. A limpiar 17. El rap de las rimas infantiles 21. ¿Qué va siempre junto? 23. Ésta es la banda de Miguel 25. Las llantas del bus 27. Si estamos todos juntos 29. Pasitos 31. Dedo pulgar 33. El cacharrito 35. ¡Al suelo y a rodar! 37. Buenos días 2. The Alphabet Song 4. The Color Song 6. Months of the Year 8. Sing a Song of Opposites19. Bu-Bu-Burbujas 10. Rhyme Time 12. Are You Listening? 14. Bread and Jelly 16. Clean Up 18. Nursery Rhyme Rap 20. B-B-B-Bubbles 22. What Goes Together? 24. Old MacDonald Has a Band 26. The Wheels on the Bus 28. The More We Get Together 30. Put Your Little Foot 32. Where Is Thumbkin? 34. Little Hunk of Tin 36. Stop, Drop, and Roll 38. Good Morning to You FSPK0003206 ISBN 9781601284310 Frog Street Press, Inc. www.frogstreet.com Bilingual CD FSPK0003210 ISBN 9781601284358 Spanish Listening CD 1. Camino a Pre-Kinder 2. El cuerpo habla en rimas 3. Los sentidos 4. Es amor 5. Conocer a los abuelos 6. Casas de todos clases 7. Sara, la iguana que se escapó 8. Ayudantes del vecindario 9. Cinco enormes dinosaurios 10. Gigantes de la naturaleza 11. Gigantes hechos por el hombre 12. Había una vez en Dragonladia 13. El regalo 14. Comidas de todo el mundo 15. Buenos modales de la A a la Z 16. Las decisiones consideradas de Carlitos 17. Gorrita Roja 18. El príncipe sapo ©2010 Frog Street Press, Inc. www.frogstreet.com All rights reserved. No part of this product may be reproduced or utilized in any form or by any means,electronic or mechanical,including photocopying,recording,or by any information storage and retrieval system without permission in writing from the publisher. Small Book Disk 1 of 2 Games and Patterns CD offers ready-to-print sorting mats, patterns, and cutouts to support math and literacy lessons. Games and Patterns Frog Street Press, Inc. www.frogstreet.com FSPK0003218 ISBN 9781601284914 CD-ROM All rights reserved. No part of this product may be reproduced or utilized in any form or by any means,electronic or mechanical,including photocopying,recording,or by any information storage and retrieval system without permission in writing from the publisher.
  14. 14. 14 Big Frog Bookstore and Tadpole Bookstore Everyone loves a new book! The Big Frog and Tadpole Bookstores stock an amazing variety of genres in both large and small books. Program Components Nonfiction Informational TextPredictable Text Personal Narratives Nature’s Giants Gigantes de la naturaleza Welcome to Zippity Zoo Bienvenidos al zoológico de Zippity A Chance for Esperanza Una oportunidad para Esperanza The Song of the Teeny Tiny Mosquito El canto del mosquito
  15. 15. 15 This Way to Pre-K Camino a Pre-Kinder Body Talk in Rhyme El cuerpo habla en rimas Our Senses Los sentidos Skidamarink Es amor Meet My Grandparents Conocer a los abuelos Homes for Everyone Casas de todas clases Sara Sidney’s Runaway Adventure Sara, la iguana que se escapó Neighborhood Helpers Ayudantes del vecindario Five Huge Dinosaurs Cinco enormes dinosaurios Nature’s Giants Gigantes de la naturaleza Giants Made by People Gigantes hechos por el hombre Once Upon a Time in Dragon Land Había una vez en Dragolandia The Gift El regalo Food Around the World Comidas de todo el mundo A to Z Ps and Qs Buenos modales de la A a la Z Charlie Chipmunk’s Thoughtful Choices Las decisiones consideradas de Carlitos Little Red Gorrita Roja The Frog Prince El príncipe sapo The Rooster Who Went to His El gallo que fue a la boda de su tío Uncle’s Wedding Can You See the Shapes? ¿Ves las figuras? Machines Large and Small Máquinas grandes y pequeñas The Do-Nothing Machine La máquina de no hacer nada Dance! ¡A bailar! Our Muscles Los músculos Can You Move with Me? ¡Ven y muévete así! Gram Is Coming to My House Abuelita se viene a mi casa Mysterious Movers Fuerzas misteriosas Farm Animals Animales de la granja Welcome to Zippity Zoo Bienvenidos al zoológico de Zippity The Song of the Teeny Tiny Mosquito El canto del mosquito In the Cow’s Backyard La hamaca de la vaca Cristina and the Frog Cristina y la rana Twinkle, the Little Star Chispita, la estrellita A Chance for Esperanza Una oportunidad para Esperanza Before and Now Antes y ahora Program Components Program Components So she got Sara ready and out the door they flew just as the clock struck half past two. 10 11 Little Red Gorrita Roja Sara Sidney’s Runaway Adventure Sara, la iguana que se escapó Classics Fiction Fantasy Poetry 4 FSPK315 LB.indd 4 2/18/10 5:02 PM The father was called Fire Eater. 5 FSPK315 LB.indd 5 2/18/10 5:02 PM Body Talk in Rhyme El cuerpo habla en rimas Once Upon a Time in Dragon Land Había una vez en Dragolandia 2 Teeth chatter FSPK107 LB.indd 2 2/19/10 2:08 PM Hands clap Feet patter 3 FSPK107 LB.indd 3 2/19/10 2:09 PM Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Theme 6 Theme 7 Theme 8 Theme 9 Theme Book Titles 35 literature titles in English and Spanish
  16. 16. 16 Hands and Fingers Manos y dedos 17Attributes © 2010 by Frog Street Press, Inc., Crandall, TX Differentiated Instruction Level 1 Use words that describe shape when giving instructions. ■■ Have children locate objects in the room that have a circular shape. ■■ Cut sponges into geometric shapes for sponge painting. ■■ At snack time, provide a variety of crackers and dry cereal for children to sort ■■ into piles by shape. Level 2 Describe the shape of objects in the room: ■■ The bottom of this glass has a circular shape. El fondo de este vaso tiene forma circular. Have children make rectangular, triangular, and circular shapes with clay and ■■ then use those shapes to make designs or objects. Level 3 Place scraps of wood cut into geometric shapes in the Woodworking Center. ■■ Invite children to build with the wooden shapes. City Bank Open an account at the City Bank for engaging math books, valuable resources, music, and manipulatives. Program Components 32 Building Math Skills and Concepts © 2010 by Frog Street Press, Inc., Crandall, TX Sorting and Classifying Find a Match Encontrar la pareja Target Skills physical attributes■■ visual discrimination■■ comparative measurement■■ left and right discrimination■■ Activity 1. Place three to four pairs of shoes on the floor in a pile. Have children match pairsof shoes and tell why they matched them as they did. Encourage children to tell asmuch as possible about each pair of shoes. 2. To help children find matches or become aware of the thinking processes involvedin matching, have them identify which shoes are the same color■• shoes are the same length■• of two shoes is longer■• of a pair is the right shoe and which is the left ■• shoes are tall and which are short ■• 3. Invite children to name the colors of the shoes. MaTChING PaIRS Level 1 Materials several pairs of shoes of different styles ■■ (e.g., child’s tennis shoes, girl’s black dress shoes, woman’s high heels, cowboy boots, man’s loafers, baby booties, ballet slippers, galoshes, flip-flops) City Bank Frog Street Math 314 Math Building Math Skills and Concepts features activities that help young children move through a continuum of math skills. Math Library AngLegsTM connecting cubes frog counterschain links pattern blocks attribute buttons Moving to Math CD Camino a las matemáticas CD (These CDs are packaged in the Lilypad Theatre.) Manipulatives Three Bears’ Rap El rap de los tres osos These Bones Estos huesos Five Silly Monkeys Cinco monos tontos The Numeral Dance El baile de los números Manos y dedos Pam Schiller and Richele Bartkowiak traducido por Emilia Rivas Frog Street Press, Inc. www.frogstreet.com FSPKXXX FPO Hands and Fingers Pam Schiller and Richele Bartkowiak Frog Street Press, Inc. www.frogstreet.com FSPKXXX FPO ProducedbySchillerEducationalResources,LLC.EngineeredandmixedbyJeffSmithatSou thwest Recordings. Spanish lyrics, adaptations and translations by Emilia Rivas. Vocals perform ed by JoseR.Cavazos,ElizabethDeLaRosa,MadalinHernandez,JenneMadridandGianaMejarez. e h q x y Camino a las Matemáticas Moving to Math 1. Si eres listo y lo sabes 2. Manos y dedos 3. Bailarines de colores 4. Estos huesos 5. El rap de los tres osos 6. El baile de la osa Brenda 7. El baile de los números 8. La marcha de los números 9. Un dinosaurio 10. ¡Hola, lindo sapito! 11. Tiquiti tiquiti toc 12. Cinco monos tontos 13. Cinco lindos sapitos Frog Street Press, Inc. www.frogstreet.com FSPK0003215 ISBN 9781691284044 Game patterns included on the Games and Patterns CD.
  17. 17. 17 Science Museum Explore the Science Museum for great books and science resources. Program Components Science Library Frog Street Press, Inc. www.frogstreet.com FSPK0001100Printed in China BL SC_PERF_Their Mouths_13x13_NS1 1 10/13/09 5:37:24 PM Frog Street Press, Inc. www.frogstreet.com FSPK0001101Printed in China BL SC_PERF_ Their Eyes_13x13_NS.1 1 10/13/09 5:35:35 PM Tools for Science Exploration Featuring Spangler Science Activities and Manipulatives How Do Animals Use Their Ears? • ¿Como usan los oídos los animales? Frog Street Press, Inc. www.frogstreet.com FSPK0001102Printed in China BL SC_PERF_ Their Ears_13x13-NS.1 1 10/13/09 5:33:59 PM mixing tray magnetic wand graduated pipettes test tubes and rack rainbow peepholes energy beads How Do Animals Use Their Mouths? • ¿Como usan la boca los animales? How Do Animals Use Their Eyes? • ¿Como usan los ojos los animales? Animal Lives Frog Street Press, Inc. www.frogstreet.com FSPK0001103Printed in China La vida de los animales Frog Street Press, Inc. www.frogstreet.com FSPK0001104Printed in China FSP_SC_Animal Lives_13x13.indd 1 10/13/09 5:13:00 PM
  18. 18. 18 Program Components Fanny’s House contains the fabulous Fanny Frog puppet! She is a constant reminder that there is great joy in learning. Frog Street Cafe Support social and emotional development with an exciting menu of resources. Social-Emotional Library It Starts in the Heart CD includes 19 songs to support social-emotional development. All songs have been translated into Spanish and appear in the appendix in teacher guides where they are used. (This CD is packaged in the Lilypad Theatre.) Helping Hands Frog Street Press, Inc. www.frogstreet.com FSPK0001400Printed in China _Cov_Helping hands (Paperback) 9/17/09 11:22 AM Page 1 Manos amables Frog Street Press, Inc. www.frogstreet.com FSPK0001401Printed in China FSP_Helping Hand_Cov.indd 1 10/13/09 5:22:34 PM Jack Hartmann M.A. 1. It Starts in the Heart 2. Get Ready 3.Welcome 4.ThatWas Helpful 5. IWishYouWell 6.My School Family 7.Caring Friends 8.Look at Me 9.Friendship Chant 10.Friendship Chant (instrumental) 11. S.T.A.R.Song 12.Let’s Celebrate 13.AllTogether 14.You Did It! 15.Shubert Shuffle 16.People to People 17.Te deseo lo mejor (IWishYouWell) 18.Todos juntos (Let’s Celebrate) 19.De gente a gente (People to People) 20.Look at Me (instrumental) Frog Street Press, Inc. www.frogstreet.com FSPK0003216 ISBN 9781601284457 Fanny Frog’s House Pocket Cubes have clear pockets on all sides. Slide photos of children in pockets for small group games.
  19. 19. Program Components HERRAMIENTAS QUE ME AYUDAN HERRAMIENTAS QUE ME AYUDAN Frog Street Press, Inc. www.frogstreet.com FSPK0001501Printed in China FSP_Tools that help me_COV.indd 1 10/1/09 3:35:36 PM Multiple Intelligences in the Early Childhood Classroom offers suggestions for implementing Multiple Intelligence Theory. TOOLS THAT HELP ME TOOLS THAT HELP ME Frog Street Press, Inc. www.frogstreet.com FSPK0001500Printed in China FSP_Tools that help me_COV_Tools that help me_qx doc 9/28/09 9:48 AM Page 1 31 © 2010 by Frog Street Press, Inc., Crandall, TX Multiple Intelligences Profile for Teachers Linguistic inteLLigence I consider books, magazines, and newspapers to be a very important part of life. I can hear words in my head before I read, speak, or write them down. I get more out of listening to the radio or an audio recording than I do from seeing pictures or other visual images. I enjoy word games like crossword puzzles, Scrabble®, anagrams, or Password®. I enjoy entertaining myself or others with tongue twisters, nonsense rhymes, or puns. Other people sometimes have to stop and ask me to explain the meaning of the words I use in my writing and speaking. English, social studies, and history were easier for me in school than math and science. When I drive down a freeway, I pay more attention to the words written on billboards than to the scenery. My conversation includes frequent references to things that I’ve read or heard. I like to talk through problems, explain solutions, and ask questions. never sometimes Often Always Multiple Intelligences Profile for Teachers For each of the following intelligence categories, place a check mark in a column to indicate if the activity or experience is something you do never, sometimes, often, or always. The cat- egories with the most check marks indicate the intelligences which are your areas of strength (always and often) or weakness (never and sometimes). 34 Continuum of Physical Development © 2010 by Frog Street Press, Inc., Crandall, TX Gross Motor Movement Pulling Jalar Target Skills spatial and directional awareness■■ posture■■ awareness of body parts■■ movement of body parts■■ balance■■ flexibility■■ Materials small objects (e.g., blocks,■■ pencils, boxes) heavier objects with■■ handles (e.g, tubs, wagons, boxes) Activity 1. Have children sit at a table. Place a small object at arm’s length from each child. Have children use one hand to pull the object closer. If children must lean, have them lean from the waist. 2. Increase the weight of the objects until children must use two hands to pull. 3. Place a lightweight object on the floor about arm’s length from each child. Have children squat or bend as they reach out toward the object. As they pull the object closer, they will bend their arms and straighten their backs. Be sure children do not bend at the waist to pull a heavy object. PullInG level 13 56 Continuum of Physical Development © 2010 by Frog Street Press, Inc., Crandall, TX Gross Motor Movement Catching Atrapar Target Skills spatial and directional awareness■■ posture■■ awareness of body parts■■ movement of body parts■■ balance■■ flexibility■■ pushing■■ pulling■■ Materials beanbags or 8-10'' rubber balls■■ Activity 1. At the basic level, have children extend their arms and trap the ball against their chest with their arms and hands. 2. At the next level, have children extend their arms and catch the ball with their hands away from their body. 3. Finally, have children move toward the ball, catch it with their hands away from their body, and draw the ball in to their body. Ball handlInG level 24 47 © 2010 by Frog Street Press, Inc., Crandall, TX Communication Disorders Communication Disorders Communication is divided into receptive and expressive language. Receptive language describes how children receive messages and information. Expressive language describes how children deliver messages and express themselves. Children can receive messages much earlier than they can generate them. Therefore, children’s receptive language develops before their expressive language. Children with speech and language delays understand directions best when they are communicated with short and simple sentences♦♦ may require assistance understanding how to respond or what is being required so they will♦♦ feel comfortable participating may require an alternative method of communication, such as a communication board♦♦ benefit from feeling understood by others♦♦ may require assistance to know which words to use and how to say them in a way that♦♦ others around them can understand RESOURCE GUIDE Guidelines & Strategies For Children With Special Needs Dr. Clarissa Willis Clarissa Willis is currently an author and consultant living in North Carolina. She was formerly the Associate Director of the Center of Excellence in Early Childhood Learning and Development at East Tennessee State University. She has worked for the past 20 years on behalf of children with autism spectrum disorder and their families. Dr. Clarissa Willis FSPK2006 www.frogstreet.com FSPK2006 Spine Cover.indd 1 3/4/10 1:42 PM RESOURCE GUIDE Multiple Intelligences in the Early Childhood Classroom Dr. Patricia Phipps Pat Phipps is an early childhood consultant. She was a professor in the Graduate School of Education at George Mason University and in the College of Education at the University of Houston. Pat served as the Executive Director of the California Association for the Education of Young Children (CAEYC) until 2005 and is the past Vice President of the National Association for the Education of Young Children (NAEYC). She now resides in Texas. Dr. Patricia Phipps FSPK2005 www.frogstreet.com FSPK2005 Spine Cover.indd 1 3/4/10 1:40 PM RESOURCE GUIDE Continuum of Physical Development Dr. Pam Schiller FSPK2002 www.frogstreet.com Pam Schiller is a freelance early childhood consultant and author. Dr. Schiller has been a childcare administrator for several years and has also taught in the public schools as a kindergarten teacher. She served as Head of the Early Childhood Department at the University of Houston where she directed the Lab School. Dr. Schiller now shares her extensive knowledge with educators and parents across the United States and throughout the world. Dr. Pam Schiller FSPK2002 Spine Cover.indd 1 3/4/10 1:35 PM Continuum of Physical Development scaffolds activities to meet individual needs of children. Guidelines and Strategies for Children with Special Needs provides assistance and helpful information for teachers working in inclusive classrooms. beach ball Manipulatives eyedropper tweezers stencils Use as stencils or templates. tactile balls Kid’s Castle Special Needs Differentiate instruction with a variety of useful tools and resources. Physical Development Move and learn with resources for both fine and gross motor development. dot cubes (number cubes) beanbags parachute 19
  20. 20. My Family and Friends Mi familia y mis amigos My Family and Friends Mi familia y mis amigos Table of Contents Week 1 Week 2 Week 3 Week 4 Week 1 Week 2 Week 3 Week 4 Families Familias...................................16 Families and Homes Familias y casas................... 52 Friends and Pets Amigos y mascotas...............88 Community Comunidad............................124 Appendix...............................159 These pages taken from the My Family and Friends Mi familia y mis amigos Teacher Guide. 20
  21. 21. My Family and Friends  •  Mi familia y mis amigos  •  My Family and Friends 21 Theme ProjectTheme Project Week 1 Week 3 Week 2 Week 4 Create a Friends and Family • Mis amigos y familia bulletin board or album. The purpose is to get to know one another through sharing pictures of those we love. This display helps children connect their home family to their school family. It promotes a positive school climate of caring. This will be a yearlong project—a living entity. It will change as siblings are born, children take trips, relatives come to visit, and other events occur. If wall space for this display is not available, create a photo album or scrapbook. Create a photo album of your family and your life. Share your album during circle time or during home visits. Include photos of the children that you have taken during home visits, open house, or in the classroom. School personnel may also be part of your album. Books to Support Theme from Frog Street Press Daisy Doll (family, compound words) Dogs Can Bark Elmo the Elephant (friends) Fernanda la foca (friendship) Follow the Treasure Map (position and direction words) Frog Street “Sing & Read” Shape Collection Funny Fish (firefighters, safety) Ivana la iguana (iguana, Sara Sidney) Jack and the Sack Mis mejores amigos (friendship) My Ten Best Friends (friendship) Nellie Nurse (nurses) Nena la naranja (week 5, math, counting) One to One (one-to-one correspondence) Rodrigo el perro (pets) Rowdy Rides Up, Down, All Around (directions) Sorting Shapes Younger and Older (family) Ask parents or children to send pictures for the Friends and Family • Mis amigos y familia board or album. Specifically ask for pictures of pets this week. We will be discussing pets as part of our families during this week. Create a school family song or chant for your class. Post it on the board or in the album or scrapbook. If you have a class visitor from the community during the week, make sure you photograph the visitor and add the photo to your School Family. Discuss the Friends and Family board or album as a continuing project for the rest of the year. Invite the children to continue to share photographs of trips they take, new siblings when they are born, and any other family or friend event they wish to share with their School Family. Sample Pages
  22. 22. My Family and Friends  •  Mi familia y mis amigos  •  My Family and Friends22 From the Experts From the Experts Conscious Discipline™ Tips Spangler Science Playing with Science Steve Spangler Becky Bailey, PhD When my twin boys were in preschool, I occasionally got the privilege of being the Helping Dad for the day. I’m not sure how much“helping”went on when I was at school, because I found myself playing with the best of them. It didn’t take long for me to forget my writing deadlines or lesson plans or other responsibilities because I was so caught up in the art of playing. Oh, yes… there is an art and science to playing. After a quick scan of the room, I zoomed in on the building blocks where I found a little guy who was having problems keeping his structure from falling down. It was Helping Dad to the rescue! I made a recommendation to my playing partner that we use big blocks on the bottom of the tower to make it more stable and to keep it from falling. He looked at me with those five-year-old eyes and said,“That’s so dumb! It’s supposed to fall over…because that’s why it’s fun!”What was I thinking? As teachers, we must remember that playing and learning go hand in hand and it’s so important that we model this style of learning to our students. When the teacher discovers something new by playing and experimenting in front of her students, the students will learn from this behavior. It took a simple experience like this to remind me that I didn’t need to have a structured activity or worksheet to make a discovery, test out a prediction, explore something new, or just to have fun. I needed this experience to remind me that I must MAKE the time to play so that I can continue to learn and grow as a teacher. Conscious Discipline advocates creating a positive school climate through the creation of the School Family™. Within the School Family, children and adults have a sense of belonging. In Theme 1, My School and Me, we began to build the School Family climate during the Greeting Circle with Brain Smart Start activities (stress reduction activities) and connecting rituals. We established The Kindness Tree, Ways to be Helpful Board or Book and the Safe Place to encourage children to be meaningful contributors to the welfare of others. In Theme 2, Family and Friends, we will continue building the School Family by creating The Friends and Family Book and the Job Board. In addition, here are two centers that can be used to nurture the School Family. The We Care Center, to be introduced during Week 2, provides children with a symbolic way of expressing empathy, encouragement, and affection for others. Suggested materials include: Band-Aids stuffed heart blanket heart-shaped or star-shaped glasses stuffed animal heart-shaped stickers facial tissues paper, markers, preprinted note cards or notepads CD player with calming music The Celebration Center provides a way to celebrate life events, individual achievements (losing a tooth, learning to button, birth of a sibling), and contributions to the School Family™ (using a big voice, helpful hands). You can introduce the Celebration Center when an opportunity arises naturally. Your job is to find the gift that each child or adult has to offer and celebrate it. Suggested materials include: • celebration chair • a prop box that contains items to use in the celebration (necklaces, theme glasses or hats, ribbons, and so on). Bailey, Becky (2000). I Love You Rituals. New York: Harper Collins Bailey, Becky (2001). Conscious Discipline, revised. Oviedo, Florida: Loving Guidance Sample Pages
  23. 23. My Family and Friends  •  Mi familia y mis amigos  •  My Family and Friends 23 Character Education Focus Cultural Sensitivity: The Family Pam Schiller, PhD Alma Flor Ada, PhD Eliminating the concept of the other or the idea of different and adopting the notions of diversity and uniqueness is not easy: it requires unlearning biases, a constant in most peoples’upbringing. There is a long tradition of ethnocentrism, of viewing one’s culture as the normal one, and all others as not normal. This is so prevalent, that most times we don’t see our culture. The notion, for example, of“ethnic foods”is a misconception: all food is ethnic; all food belongs to a particular group of people. Hamburgers and hot dogs are just as ethnic as burritos or curried chicken. It is only because they belong to the dominant culture that their ethnicity becomes invisible. Activity ●● Discuss the concept of family to help children understand that families are formed by people who care for each other. Sometimes they live together, sometimes they don’t. ●● Invite children to explore the concept that families change: when someone is born, or someone dies, or someone gets married, or someone who lived elsewhere now comes to live in the home. Use numbers to show how different families can be. Encourage children to provide as many examples as possible: a family of two people—father and child, foster mother and child, . . . ; or of three people—mother and two children, grandparents and a child, . . . ; or of four people— mother, father and two children, … . The combinations will be numerous and they will contribute to opening children’s minds to diversity. Have children draw their families. Turn their drawings into a book. The My Family and Friends theme provides several opportunities for teaching tolerance and helpfulness. Tolerance • tolerant • tolerante—involves learning to accept and appreciate differences. Helpfulness • amabilidad • helpful • amable—is the practice of aiding and assisting others. It is also an attitude. For many children their family may have been their only window into the outside world. They may assume that all families are the same. They may have developed habits related to playing alone, to having access to whatever they want, and to being waited on. Here are some tips for teaching children to be tolerant and helpful. Incorporate activities that focus on differences—how many children like melons, live in apartments, have traveled outside the state, were born in May, have siblings, and so on. Provide variety in art materials, snacks, stories, field trips, music, routines, and so on. Encourage the children to try new things. ●● Use materials that promote diversity. ●● Assign jobs in the classroom ●● Invite children to brainstorm a list of things they still need help doing (getting to school, cutting, cooking). Make a list of things they can do to help others (putting on a smock, building, cleaning up). ●● Include group projects such as murals, a garden, or caring for a class pet. Sample Pages
  24. 24. My Family and Friends  •  Mi familia y mis amigos  •  My Family and Friends24 Early Authors F. Isabel Campoy, PhD Self-published books should be protected, in order to preserve them through multiple readings. Laminate each page before binding them, or insert the sheets in page protectors (two at a time, back to back, to better resemble a book) and then place them in a simple binder. As you get ready to create more self-published books, remind the children that these books are special because they are about them. Encourage children to think about what they would like to say in their books and begin to develop their awareness as protagonists of their stories and authors of their books. Activity: Create a How Old Am I? • ¿Cuántos años tengo? book Create the self-published collective book How Old Am I? • ¿Cuántos años tengo? Print with large font on top of each page: I am (child’s name). Me llamo (nombre del niño). (Paste or scan child’s photo.) I am (a boy or a girl). I am (child’s age). Yo soy (un niño o una niña). Tengo (edad del niño) anos. I am a wonderful child. Soy un niño/una niña maravilloso/maravillosa. As you read the book, move your hand under the words. Read the last line with emphasis and enthusiasm and encourage children to“read”with you. Take a moment on each page to focus on the child in the photo. Make an encouraging statement or point out a positive characteristic about the child. For example: Jaime has a wonderful smile. Jaime tiena una sonrisa encantadora. or María is always cheerful. María siempre está alegre. Sincere statements that focus on aspects of character will highlight intangible attributes that may otherwise go unnoticed. Ada, Alma Flor and Campoy, Isabel (2004) Authors in the Classroom: A Transformative Education Process. Portland, Oregon, Allyn and Bacon Dr. Jean Transition Tips Buddy Sticks Partner activities are a wonderful way to encourage social skills and reinforce academic skills. Children can look at books with a partner, play games with a partner, draw pictures with a partner, and do many other activities. To insure that no one gets left out, put pairs of identical stickers on the bottom of large craft sticks (one sticker on each stick). You will need as many sticks as there are children in your classroom. Place the sticks with the stickers on the bottom in a plastic cup. Each child draws a stick and then walks around the room looking for the buddy stick with the matching sticker to find their partner. If you have an odd number of children, the last child can choose which partners she wants to join. Sample Pages
  25. 25. My Family and Friends  •  Mi familia y mis amigos  •  My Family and Friends 25 Pam Schiller’s Brain Booster Pam Schiller, PhD Pat Edwards, PhD Family Connections The collection of parent visions is an extension of parent stories of children’s literacy development. In order to help children succeed in the eyes of all (school, society, and parent), it is important to understand a parent’s vision of school success for their child. Parents who support their children’s academic achievement often hold powerful visions of school success—this is why the exercise of having parents write a vision statement is so powerful. Here are a couple suggestions for collecting parents’visions. Parent Vision Survey This survey collects basic information about the family (names, number of siblings, email contact information) as well as narrative information from questions (“What do you like to do as a family?”---“What does your child like to do with his or her free time?”---“What are your child’s needs”?) Parents’ Vision for Children’s Education Form ●● This form allows parents to reflect on their vision and explain it, in their own words, as they respond to questions. ●● What is your vision for your child’s classroom (how should it look, be set up, decorated)? What is the teacher doing? What are the students doing? ●● What is your vision for your role in your child’s education? For your child as a student? For your child’s future? To form an even more complete picture of a family’s vision of educational success, teachers can elicit vision statements from both younger children who can use their drawings to convey their images and older students who can answer questions similar to those asked their parents. Collecting and incorporating parent (and child) visions, helps parents feel as if they are involved with and have contributed to their children’s education. Parent (and child) visions help the teacher understand the specific aspects of parent and children’s visions that make them unique individuals. Edwards, P. A. (2009). Tapping the potential of parents: A strategic guide to boosting student involvement through family involvement. New York: Scholastic. Children are the result of a complex interplay between their genetic compositions and the experiences they encounter within the environment. This accounts for the vast differences in each of us. Recent findings indicate that the environment plays a far greater role in building the structure and capacity of the brain than was previously believed. Therefore, we hold a tremendous opportunity in our hands. Experience wires the brain, and repetition strengthens the connections. Positive experiences during fertile times result in positive outcomes. Negative experiences result in negative outcomes. Curriculum is the sum total of all experiences children encounter from the moment they enter the classroom to the moment they leave. Plan positive experiences using the“Windows of Opportunity”as your guide. Window Wiring Opportunity Greatest Enhancement Emotional Intelligence Trust Impulse Control 0 – 48 months 0 – 14 months 16 – 48 months 4 years to puberty Social Development Attachment Independence Cooperation 0 – 48 months 0 – 12 months 18 – 36 months 24 – 48 months 4 years to puberty Thinking Skills Cause and Effect Problem-Solving 0 – 48 months 0 –16 months 16 – 48 months 4 years to puberty Motor Development 0 – 24 months 2 years to puberty Vision 0 – 24 months 2 years to puberty Reading Foundation Skills Early Sounds Vocabulary 0 – 24 months 4 – 8 months 0 – 24 months 2 – 7 years 8 months to puberty 2 – 5 years Sample Pages
  26. 26. My Family and Friends • Mi familia y mis amigos • My Family and Friends Wonderful Word of the Week Program Materials for the Week Week 1 OverviewWeek 1 Overview Families come in all shapes and sizes but no matter the shape or the size, families take care of each other. Children will explore the many ways families may be defined. fabulous fabulosa Items Used Every Day My Family and Friends • Mi familia y mis amigos Teacher Guide, Fanny Frog puppet Big and Small Books Cristina and the Frog • Cristina y la rana, Little Red • Gorrita Roja, Skidamarink • Es amor, Fanny Frog’s Fantastic Poems and Rhymes, Going Down Frog Street A to Z, Abeceloco, A to Z Ps and Qs • Buenos modales de la A a la Z, The Numeral Dance • El baile de los números, Meet My Grandparents • Conocer a los abuelos Story Folders and Props “The Three Bears” • “Los tres osos”, “My Mother Plants Strawberries” • “Mi mamá siembra fresas”, “My Aunt Violet” • “Mi tía Violeta”, “Silly Nellie” • “Nelly, la pavita tonta” CDs Songs of You and Me • Canciones de ti y de mí, It Starts in the Heart, Small Book Listening, Songs of Little Creatures • Canciones de animalitos, Moving to Math, Camino a las Matemáticas, Leaping Literacy, Feelin’ Froggy, Songs for Learning Fun • Canciones para aprender con diversíon, Family Connections, Patterns Vocabulary Cards family • familia, mother • mamá, father • papá, fabulous • fabulosa, grandmother • abuela, grandfather • abuelo Photo Activity Cards #32, #42, #70, #71, #72, #73, #92, #96, #97 Compound Word Card birdcage Rebus Posters How to Wash Your Hands • Cómo debes lavarte las manos, Pledge to the Flag • Cómo decir el juramento a la bandera, How to Paint at the Easel • Cómo pintar en un caballete, How to Set the Table • Cómo poner la mesa Manipulatives attribute buttons, connecting cubes, chain links, pocket cube, magnetic letters, frog counters, tweezers, pocket chart 26 Sample Pages
  27. 27. 27My Family and Friends • Mi familia y mis amigos • My Family and Friends Things to Make & Do Focus for the Week Books to Share Preparations Week 1 Day 1 ● Make a Commitment Poster (p. 171). ● Collect family photos or have children draw family pictures to share during the math lesson. ● Gather (from the previous theme) or make clothespins for each child (p. 171). ● Prepare “The Three Bears” • “Los tres osos” story props. ● Reproduce the note about pebbles, the Theme Letter, and the PATT Mat (Family Connections CD). Day 2 ● Prepare “My Mother Plants Strawberries” • “Mi mamá siembra fresas” story props. ● Make the Shadow Match gameboard (p. 167). ● Reproduce note about small box (Family Connections CD). Day 3 ● Make photo blocks for each child (p. 167). ● Gather ingredients for Fabulous Orange Ball cookies (p. 166). ● Reproduce message for Fabulous Orange Ball cookies (Family Connections CD). Day 4 ● Prepare “Silly Nellie” • “Nelly, la pavita tonta” story props. ● Collect construction paper shapes for Creativity Center. ● Print Zanzibar Zoo of zany delights or En el grande zoológico de Zanzibar on chart paper. ● Reproduce the alphabet picture cards (Family Connections CD). Day 5 ● Make numeral necklaces (p. 167). ● Draw a straight line on one sheet, a curved line on a second, and a curved and straight line on the third. ● Make three or four gel bags (p. 166). ● Make numeral cards 0 through 29 (p. 167). ● Make matching numeral clothespins (p. 166). ● Reproduce note about teaching a family member “Georgie Porgie” • “Tatito Luchito” (Family Connections CD). Character Education: Tolerance • Tolerancia Helpfulness • Amabilidad Literacy: Oral Language, Vocabulary, Phonological Awareness Letter Knowledge: English—F, f, M, m, T, t, C, c Spanish—F, f, M, m, C, c, P, p Math: One-to-One Correspondence, Counting Look in your own library for these books that complement this week’s theme. Many of the illustrations and photographs can be used to spark discussion and confirm observations. ¿Eres mi mama? by P.D. Eastman ¿Me quieres, mamá? by Barbara M. Joosse All Kinds of Families! by Mary Ann Hoberman Are You My Mother? By P.D. Eastman La familia by Clare Beaton El mejor abrazos del mundo by Sara Nash Emerald Blue by Anne Marie Linden La mi familia by Carmen Lomas Garza Families by Anne Morris Families by Debbie Bailey Mi papi by Mathew Price Poppa’s New Pants by Angela Medearis Quiero a mi mama porque by Laurel Porter Gaylord Quiero a mi papa porque by Laurel Porter Gaylord Sample Pages 27
  28. 28. My Family and Friends • Mi familia y mis amigos • My Family and Friends Lesson Planner Greeting Circle Content Connection Math and Science Literacy Lesson and Practice Activities in Learning Centers Read-Aloud Time Moving and Learning Closing Circle Day 1 Day 2 Week 1 Building community Morning Message Grandmother’s Buttons • Los botones de abuela game Little Red • Gorrita Roja Relate story to “wish you well” gesture Explore possible lessons in story Meet My Grandparents • Conocer a los abuelos Introduce table of contents Think about names grandfathers are called Discuss the work of families Categorize family jobs ● Listen to story ● Match tools to shadows ● Create “to do” lists Recognize how many without counting ● Create a three collage ● Retell “The Three Bears” • “Los tres osos” Social Studies— Compare jobs mothers do Reflecting on the day Building community Morning Message “The Farmer in the Dell” • “Vicente en el pajar” musical game Cristina and the Frog • Cristina y la rana Introduce vocabulary Use picture cues to make predictions Cristina and the Frog • Cristina y la rana Check predictions List character family members Create a family word web Discuss different families ● Copy words with magnetic letters ● Draw family portraits ● Create stick puppets Make cube towers to represent number in a family ● Construct cube towers ● Practice setting a table Literacy—Retell “The Three Bears” • “Los tres osos” and match chairs, beds, and bowls to bears Reflecting on the day Week 1 Writer’s Corner Library & Listening Creativity Station Construction Center Language and Literacy Center Writer’s Corner Math Center Creativity Station Pretend and Learn Center Language and Literacy Center FSPK0000204 Frog Street Press, Inc.www.frogstreet.com Printed in China FSP_Mee t my grandmoth er_COV.in dd1 1 10/1/09 4:59:51 PM 28 Sample Pages
  29. 29. My Family and Friends • Mi familia y mis amigos • My Family and Friends Week 1 Day 4Day 3 Day 5 Building community Morning Message “The Numeral Dance” • “El baile de los números” song and dance A to Z Ps and Qs • Buenos modales de la A a la Z Discuss good manners Enjoy an alphabet book The Numeral Dance • El Baile de los números Introduce movement vocabulary Move in new ways Compare alphabet letters Recognize straight and curved lines ● Trace letters on gel bags ● Paint large letters ● Write letters in sand Recognize patterns in counting Compare the way numerals look ● Step through a digit matrix path ● Match clothespins to correct numerals Fine Arts— Recognize rhyming words Reflecting on the day Building community Morning Message Grandpa’s Glasses • Los anteojos del abuelo game “My Aunt Violet” • “Mi tía Violeta” story folder Discuss extended family members Introduce compound words Meet My Grandparents • Conocer a los abuelos Discuss names grandmothers are called Introduce Pledge of Allegience Listen for a special word in a story List things grandmothers enjoy ● Copy children’s names for grandparents ● Listen to a story ● Draw grandparents Compare chain links to show few and many Count chain links ● Counting game ● Pretend to have a picnic Math and Fine Motor— Make Fabulous Orange Ball cookies Reflecting on the day Building community Morning Message Duck, Duck, Duckie • Pato, pato, patito game Skidamarink • Es amor Introduce animal parent and child names Discuss animal families “Silly Nellie” • “Nelly, la pavita tonta” story folder Enjoy a funny story Introduce idea of “silly sayings” Compare animal families Chart mother and baby animal names ● Illustrate animal family chart ● Draw an animal family ● Retell a story with story props Discuss a duck’s webbed feet Develop strategy for counting groups of objects ● Pretend to feed ducklings ● Match mother and baby animals Literacy and Science—Read about animal families Introduce alliteration Reflecting on the day Writer’s Corner Writer’s Corner Library & Listening Creativity Station Creativity Station Creativity Station Language and Literacy Center Sensory Table Math Center Sensory Table Gross Motor Area Pretend and Learn Center Science Center Fine Motor Center FSPK0000204 Frog Street Press, Inc.www.frogstreet.com Printed in China FSP_Mee t my grandmoth er_COV.in dd1 1 10/1/09 4:59:51 PM 29 Sample Pages
  30. 30. My Family and Friends • Mi familia y mis amigos • My Family and Friends Weekly Theme CentersWeek 1 Pretend and Learn Center Creativity Station Weekly Theme CentersWeek 1 Weekly centers are designed to support intentional instruction through the integration of learning goals. Small modifications are made each day to tie the activities in the centers more closely to the daily focus and to create novelty. Teachers choose the extent to which they provide the adaptations. Materials homemaking materials, a variety of dress-up clothes, cookware, baby items, food items, aprons, polishing rags, dust rags, socks, toy tools, empty food containers, suitcase, articles to go in the suitcase, tablets for grocery list, and calendars for tracking family schedules Day 1. Suggest children cook and serve a meal. 2.Encourage children to perform household jobs, such as washing dishes, folding laundry (matching socks), fixing broken toys (with safe or toy tools), polishing furniture, polishing shoes, and putting groceries away. 3. Suggest children pack their suitcase for a trip to grandmother’s house. Provide a rebus list of what should be packed. 4.Encourage children to clean house, sweep, dust, shake rugs, and so on. 5. Challenge children to sort the clothing into categories according to something they have in common: men’s clothing and women’s clothing, dress-up and casual clothing, summer and winter clothing. Reflect: Whyisitimportantforfamiliestosharetheworkinthehome?¿Porqué esimportantequelasfamiliascompartaneltrabajodelacasa? Whatdoyoudo tohelpathome?¿Cómoayudanustedesenlacasa? Program Materials How to Paint at the Easel • Cómo pintar en un caballete rebus poster, paper, tempera paint, paintbrushes, play dough Day 1. Paint pictures of families. With permission transcribe names of family members on children’s paintings. 2.Paint pictures of extended family members. With permission transcribe names of extended family members. 3. Paint pictures of family homes. 4.Use play dough to fashion family pets or paint pictures of pets. If children choose to paint their pets, with permission transcribe the pets’ names onto the paintings. 5. Use play dough to shape alphabet letters. Reflect: What makes a family a family? ¿Qué hace que una familia sea una familia? 30 Sample Pages
  31. 31. My Family and Friends • Mi familia y mis amigos • My Family and Friends Week 1 Weekly Learning Centers Materials magnifying glasses, picnic basket with pretend foods, magnetic letters Day 1. Have a pretend family picnic. 2.Play Mother, May I? • ¿Mamá, puedo? (p. 202). For diversity, play Father, May I? • ¿Papá, puedo? 3. Play Aunt Bessie’s Scarf • El pañuelo de tía Bessie (p. 200) 4.Encourage children to look for homes of insects. Provide magnifying glasses for close-up looks. 5. Hide magnetic letters on the playground and invite children to have a letter hunt. When they are finished, have them check to see if they have found the entire letter family (A to Z). Materials stationery, envelopes, pens and pencils Encourage children to write letters to or draw pictures for their family. Change recipients during the week. Day 1. Write to mom or dad. 2.Write to a sibling or friend. 3. Write to grandmother or grandfather or an aunt or uncle. 4.Write to a pet (or write a letter asking for a pet). 5. Practice writing upper- and lowercase letters (the alphabet family). Writer’s Corner X.A.1. X.A.2. III.B.2. III.B.3. V.C.3. Technology Sounds and Rhymes—Compound Words Child segments and combines compound words. Frog Street Math—Listen and Find It Child uses positional and directional vocabulary. 31 Sample Pages
  32. 32. My Family and Friends • Mi familia y mis amigos • My Family and Friends Greeting Circle Moving and Learning Week 1 Day 1 Unite ● Sing “Catalina Magnalina” • “Catalina Margarina” (p. 182). ● Point out that Catalina got her name from her mother whose name is the same. What is Catalina’s mother’s name? ¿Cómo se llama la mamá de Catalina? Ask if any children are named after a family member. ● Tell children that today they will continue learning about families. Disengage the stress response ● If a STAR Helper has been added to your classroom jobs, allow him to choose one of the four calming strategies and lead the class. If not, you choose a calming strategy (p. 168 and 169). ● Review the four calming strategies: S.T.A.R, Pretzel • La rosquita, Drain • Dejar ir, and Balloon • El globo. Remind the children that the icons for these strategies are posted in the Safe Place. Connect ● Have children select a partner and row a boat together as they sing “Row, Row, Row Your Boat” • “Rema, rema, sin parar” (p. 173). Pretend that the weather has turned stormy. Have children sing the song again, this time working and cooperating with their rowing partners to keep the boat steady in the rough sea. Remind children it is their job to help keep the classroom safe. ● Implement the Absent Child Ritual • Ritual para el niño ausente (p. 170). If no children are absent, give a cheer: No one is absent today. Everyone in our School Family is here. Let’s shout out a cheer, hip-hip-hooray! Nadie está ausente hoy. Toda la Familia Escolar está aquí. Vamos a echar unas porras: ¡Qué viva la escuela! ¡Qué viva! ● Use Fanny Frog to assist with the Welcome Back Ritual • Ritual del regreso al salón (p. 170) for children returning to school. Commit ● With the Safe Keeper Box • Caja para sentirse seguro in hand, recite the School Family Chant (p. 170). Morning Message ● Say the words slowly, pausing between each word. Have children count the number of words. ● Write one word at a time, having children say each word with you. ● Display the letter cards for F, f, and m or f and m for Spanish. Invite volunteers to circle the letters. ● Ask children to say each letter name to a neighbor. ● Discuss buttons. Ask if children have ever seen a button sewn onto a shirt or other article of clothing. Ask: Who sewed the button? ¿Quién cosió el botón? Tell them that you are going to play a game using buttons. These buttons belong to Grandmother • Abuela. ● Invite children to play Grandmother’s Buttons • Los botones de abuela. Hide attribute buttons around the room, and invite children to see how many they can find. ● Social Skills ● Alphabet KnowledgeI.A.1 I.A.3. I.B.1.c. I.B.2.a. I.B.2.c. I.C.2. I.C.6. II.A.1. II.A.2. II.D.1. III.B.1. III.C.1. IV.D.1. V.A.3. VIII.B.1. Week 1 Day 2 Families are fabulous. Las familias son fabulosas. Learning Goals Materials ● Shows competence in initiating social interactions I.C.2. ● Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal I.C.4. ● Names at least 20 upper- and at least 20 lowercase letters III.C.1. fabulous fabulosa ● Songs of You and Me • Canciones de ti y de mí CD (“Catalina Magnalina” • “Catalina Margarina”) ● attribute buttons ● letters cards—English—F, f, m Spanish—f, m ● Commitment Poster and clothespin for each child ● Fanny Frog puppet Vocabulary Head Start ● Uses socially-appropriate behavior with peers ● Recognizes words as a unit of print ● Recognizes that letters of the alphabet are a special category of visual graphics that can be individually named 32 Sample Pages
  33. 33. My Family and Friends • Mi familia y mis amigos • My Family and Friends Read-Aloud Time Week 1 Day 2 Vocabulary Vocabulary table of contents índice page number número de página maps mapas grandfathers abuelos immediately inmediatamente sweet powder talco dulce sensations sensaciones anxiously ansioso FSPK0000203 Frog Street Press, Inc. www.frogstreet.com Printed in China FSP_Meet my grandmother_COV_Meet my grandmother_qx doc 9/17/09 10:23 AM Page 1 FSPK0000204 Frog Street Press, Inc. www.frogstreet.com Printed in China FSP_Meet my grandmother_COV.indd1 1 10/1/09 4:59:51 PM Special Needs Adaptations When reading aloud to a child it is especially important that the child be able to see your face as well as the book. Some children, especially those with ADHD or autism, are very reluctant to sit in a group while you read to them. Make sure the child is seated on a surface that is not distracting for him. For example, try a beanbag chair, a cushion, or an orange therapy ball. If possible, introduce the read-aloud book to the child before you begin to read it to the group. Allowing the child to be familiar with his surroundings, and the materials involved in the activity will help the child be more relaxed and increase the likelihood he will enjoy the story. Learning Goals ● Identifies similarities and differences in characteristics of families. VII.A.2. ● Provides appropriate information for various situations II.B.3. ● Culture ● Geography ● Oral LanguageII.B.3. II.D.1. III.D.3. IV.D.1. VII.A.2. I.C.6. I.D.2. Little Red • Gorrita Roja Materials: chart paper ● Discuss and provide examples of vocabulary words. Explain that sensations or sensaciones are our bodies’reaction to things like the feeling of cold when we touch ice or the feeling of excitement when a friend is coming over to play. Reread Little Red • Gorrita Roja ● Discuss how Little Red and her mother wanted to send Grandmother a basket of food so that she would know that she was loved and that they cared about her. It was a wish you well gesture. Ask: How do the members of your family show they care about each other? ¿Cómo demuestran los miembros de tu familia que todos son importantes para todos? ● Little Red’s mother placed soup, fruit, and bread in the basket. What would you put in a basket for your grandmother? ¿Qué pondrían en una canasta para sus abuelitas? Record responses on chart paper. ● What do you think the author wanted us to learn from this book? ¿Qué creen que el autor quería que nosotros aprendiéramos con este cuento? How do you think the author expected us to feel when we heard this story? ¿Cómo creen que el autor esperaba que nos sintiéramos al escuchar este cuento? II.B.3. II.D.1. III.D.2. IV.D.1. VII.A.2. VII.D.4. III.A.3. III.A.2. V.A.3. Meet My Grandparents • Conocer a los abuelos ● Display the cover of the book. Invite a volunteer to point to the photograph. Ask another volunteer to point to the words on the page. Read the title, pointing to each word. Have children predict the relationship between the two people in the photograph and determine what they are doing. ● Turn to the table of contents. Explain that this section of the book tells us where to find information. Demonstrate by pointing to the words Meeting Grandfathers • Conociendo a los abuelos. Tell the children that this information is located on page 4. ● Turn to page 4. Explain that this part of the book is about a grandfather who came to the United States from Cuba. Point to the map. Say: The map helps us locate different places where people live. This is Cuba. El mapa nos ayuda a ubicar los diferentes lugares donde vide la gente. Esta es Cuba. ● Ask children to listen carefully and look closely at the photographs as you read. Remind them that both the words and the photographs provide information. Provide examples of things seen in the photographs, but not mentioned in the text (color of clothing, time of day). ● Read and discuss pages 4 through 13. ● Review the different names the grandfathers • los abuelos are called. Have children share the names they call their grandfathers. Record their answers on chart paper. Count the number of different names. Head Start ● Uses language to express ideas ● Asks and answers questions and makes comments about print materials ● Identifies personal and family structure 33 Sample Pages
  34. 34. My Family and Friends • Mi familia y mis amigos • My Family and Friends LiteracyLiteracy Focus ● Teach children the rhyme, “Family Fun” • “Diversión familiar” (p. 193). Ask children what their family does for fun. Point out that families play together but they also work together. Taking care of each other and providing food and shelter is part of the work that families do. Families are fabulous! ● Display the vocabulary card for fabulous and fabulosa and discuss the meaning of the word. Invite a volunteer to identify the first letter in the word and then place the card on the letter wall. Develop ● Remind children of the definition you created for families. Discuss how the work (cooking, cleaning, buying groceries, taking the trash out, feeding pets, washing the car) family members perform fits into this definition. Remind children that family members are helpful to each other. ● Taking care of family needs requires family members to be cooperative. They share the work so that no one family member is burdened with everything. Ask: What does it mean to be cooperative? ¿Qué significa ser colaborador? ● Brainstorm a list of jobs that are performed in the home. When the list is complete, discuss the jobs and who is responsible for the work. Help children determine that different people in the family perform different jobs. The person who cooks in one family may not be the person who cooks in another family, and in some families, people may take turns. The roles family members play may be different in each family. ● Place family jobs • trabajos de la familia in a Venn diagram—outside jobs and inside jobs. Draw two interlocking circles on chart paper. Print outside jobs • trabajos extremos in one circle and inside jobs • trabajos intemos in the second circle. The intersection of the two circles will be used for jobs that can be both inside and outside. For example, cooking might be both if an outside grill is used. Transition to Practice Activities ● Describe center activities. ● Dismiss into centers by asking which family jobs they prefer to perform: cooking, feeding the pets, or mowing the yard. If you had to choose between cooking, feeding the pets, or mowing the yard, how many of you would choose mowing? Si tuvieran que escoger entre cocinar, darle de comer a las mascotas o cortar el pasto, ¿cuántos de ustedes escogerían cortar el pasto? Mowers can choose a center. How many of you would choose cooking? ¿Cuántos escogerían cocinar? You may choose a center. Send the remaining group to centers. Week 1 Day 2 Learning Goals ● Uses a large speaking vocabulary, adding several new words daily II.D.4. ● Identifies similarities and differences in characteristics of families VII.A.2. ● Uses some appropriate writing conventions when writing or giving dictation IV.D.1. work trabajar job trabajo role papel/rol perform desempeñarse cooperative colaborador burdened preocupado fabulous fabulosa Materials ● vocabulary card—fabulous ● vocabulary card—fabulosa ● chart paper ● markers English Language Learners Special Needs Adaptations Answering questions can be challenging. Start by asking general yes or no questions. Make sure the child is seated where he can hear you and see your face. Next ask a specific question which requires a yes or no answer. For a child who is non-verbal or has limited vocabulary, encourage her to nod her head yes or no when you ask her a question. II.A.3. II.D.6. II.E.6. II.E.8. Invite children to use their Family Posters to identify family members and describe each family member’s job within the family. II.D.1. II.D.4. IV.D.1. VII.A.2. VII.B.1. ● Social Studies ● Writing ● Vocabulary rojo Recommended for Small Group Vocabulary Head Start ● Identifies personal and family structure ● Recognizes a variety of jobs and the work associated with them ● Identifies personal preferences 34 Sample Pages
  35. 35. My Family and Friends • Mi familia y mis amigos • My Family and Friends Practice Activities ● Listening Comprehension ● Writing ● Vocabulary Week 1 Day 2 Construction Center Library & Listening Construction Center Writer’s Corner Materials: writing props for schedules (calendars, tablets, to do list) Invite children to pretend to put activities on calendars, in tablets, or on a “to do” list. Reflect: What kind of activities do you need to keep track of? ¿De qué clase de actividades tienes que llevar el control? Where will you keep your calendar or list so you can see it easily? ¿Dónde pondrían su calendario o lista para verlos fácilmente? Materials: kitchen and garage tools (wooden spoon, spatula, salad plate, ruler, screwdriver, wrench), Shadow Match gameboard (p. 167) Challenge children to match each tool to its shadow. Reflect: How do you know which tools and which shadows go together? ¿Cómo saben cuáles herramientas y cuáles sombras van juntas? Materials: Meet My Grandparents • Conocer a los abuelos small books, Small Book Listening CD (English and Spanish) Invite children to listen to the story. Reflect: Ask questions about the activities in the photographs. II.A.1. II.B.1. III.A.1. III.A.2. III.D.3. I.C.5. II.A.2. V.C.4. VI.A.1. VI.A.2. IX.B.2 IV.A.1. IV.B.1. English Language Learners Special Needs Adaptations Use centers to introduce the concept of partial participation or job sharing. For example, in the Construction Center one child can point to the correct match as the other child places the correct card on the game board. In the Library Center children can take turns turning the pages. In the Writer’s Corner, a child with limited motor skills might dictate her information to her assistant (a friend). II.A.3. II.D.6. II.E.6. II.E.8. Provide magazines and newspapers for children to cut out pictures that represent activities on their “to do” list. Ask children to tell about their activity and transcribe a description of the activity next to the picture. Head Start ● Attends to language during stories or other learning experiences ● Demonstrates flexibility, imagination, and inventiveness in approaching tasks and activities ● Develops eye-hand coordination ● Manipulates writing, drawing, and art tools 35 Sample Pages

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