ANIMAL'S MOBILE

                                       

Objective: Kids use "need" and "have" as they talk about an animal.

Curricular areas:

Language arts-written language: Uses words from their oral vocabulary, personal word list and class lists.

Science: Describes de basic needs of local plants and animals.

Visual arts-Creating/Communicating: Uses feelings, observation, memory and imagination as sources for images.

Learning outcomes: Kids use vocabulary knowledge to talk about animals. Kids describe animals needs. Kids take turns to share ideas. Kids use imagination as source for images during drawing an animal.

Final product: An animal mobile.

DAILY ROUTINE: Brain fitness. Skip count by 2's using counters or tokens (20 minutes).

ACTIVITIES:

1. Draw your favorite animal on a sheet of paper.

2. Use two cards to write "have" and "need" on each one.

3. On a different sheet of paper write what your animal "have".

4. Write what your animal "need" on a different sheet of paper.

5. Use yarn to attach the cards and the sheets of paper to the drawing.

EVALUATION:

Mission accomplished if you follow all steps and show your work with the class speaking English.

You almost have it if you do all but still speaking Spanish.

You are developing habilitated if you copied someone else's  work.

You need help if you couldn't complete your mission.

VISUALIZING

We read and develop a reading comprehension skill every Tuesday. Today kids developed "visualize" it means that they imagine something when they listen a word or a story, but not only see an imagine in their minds, kids listen, taste, smell and feel as they "visualize".

Kids listened the text below and share what they visualized, then illustrate it and answer the questions.

TEXT:

Quiero que visualicen una paleta de dulce. Ésta paleta tiene un palo 

         blanco y está envuelta. Visualízate sosteniendo  esta paleta. Quiero que

         te des cuenta del color, forma y tamaño de la paleta.  Algunas paletas 

         son grandes, otras son pequeñas, algunas redondas y otras son planas.

         ¿La tuya como se ve? Ahora quiero que te visualices quitándole la 

         envoltura. Escucha el sonido  al momento de quitar la envoltura. Pon la

         envoltura en la basura. Ahora quiero que te visualices saboreando la

         paleta. ¿Qué sabor tiene tu paleta? Vuelve a probarla, ahora pon la 

         paleta en tu boca, si no es grande. Saboréala por un rato, Escucha el 

         ruido que hace cuando choca con tus dientes.  Ahora dale una mordida. 

         Escucha el sonido que hace cuándo la muerdes.  Ahora mastica tu

         paleta y ten el sabor en tu boca.  Algunos pedacitos del dulce se te

         pegaron  en los dientes.  Ahora visualízate sacando la paleta de tu boca, 

        y observa que quedó en el palo. ¡Ahora abre los ojos!

After sharing what kids visualized, kids will have time to illustrate it.

Then, answer the questions:

1. What color is your lollipop?

2. What size is it?

3. What shape is your lollipop?

4. How does it taste?

5. How does your lollipop look after you bite it?

Here you can watch kids' work.

http://youtu.be/Xv6iqoczGFQ

http://youtu.be/kUd8E_sCMrw

http://youtu.be/45se8jCtM-c

http://youtu.be/_FQn0ekET-E

READING COMPREHENSION

Objective: kids will show comprehension of text by illustrating a similar situation lived.

Curricular area: Language arts - Written language.

Develop skills: Utiliza textos diversos en actividades guiadas o por iniciativa propia, e identifica para qué sirven. (SEP)

Learnig outcomes: Expresa sus ideas acerca del contenido de un texto cuya lectura escuchará, a partir de un título, las imágenes o palabras que reconoce. (SEP)

Final product: A video that contains kid's ideas or connections made. 

ACTIVITIES: 

1.Visit http://youtu.be/E-MU0Y14tos and read the title.

2. Watch the illustrations (you may pause the video until you are ready to continue).

3. What do you think the text will be about?

4. Read the text or ask somebody to read the text for you and listen.

5. Draw four pictures that retell some similar experience that you lived before.

6. Film your drawings and explain what's going on.

7. Post your video in Facebook and tag your teacher.

SORTING BY ATTRIBUTES.

Objective: Kids will be able to sort a given set of familiar objects using a single attribute.

Curricular area: Mathematical thinking - shape form and space.

Developing skills: Sorts a given set of familiar 3-D objects using a single attribute, such as size or shape. (PLO'S)

Final product: Three pictures of different set of objects, sorted by a single attribute (shape, size, color, etc.)

ACTIVITIES:

1. Look at the pictures below:

Sorting by colors:

Sorting by shape:

Sorting by size:

2. Get the next app Sorting Colors & Shapes HD Lite Free - Children's educational games for kids and toddlers by Andrey Minkov

https://appsto.re/mx/hnFK8.i so you can practice sorting.

3. Make three different sets of toys, sorted using a different attribute each time.

4. Take a picture of each set and label the attribute used.

5. Post your pictures as a comment in this blog entrance, or on Facebook tagging your teacher. Remember to sign your post.

HOW MANY...?

Objective: Kids will be able to answer "How many" questions using "There is" and "There are" structures.

Curricular areas: 

Mathematical thinking, Number.

Develop skills: Uses the last number counted in a set to identify how many. (PLO'S)

Language arts, writing and representing.

Develop skills: Expresa gráficamente las ideas que quiere comunicar y las verbaliza para construir un texto escrito con ayuda de alguien. (SEP)

Final product: Five written sentences about how many animals or objects are in 5 different pictures.

Steps:

1. Look at the pictures below and read the questions.

2. Count animals or objects in the pictures according to the question.

3. Use "There is" for singular and "There are" for plural and complete with the last number counted in the picture, like: "There is a potato." or "There are five bananas."

4. Post your answer as a comment in this blog entrance.

5. Remember to sign your comment.

Ready?

How many elephants are there?

How many Easter eggs are there?

How many complete planes are there?

How many snails are there?

How many cats are there? And bonus question: How many triangles are there?

USE OF "THIS IS" AND "THESE ARE"

Objective: kids will be able to use "this is" and "these are" as they recognize singular and plural.

Final product: Three sentences using "this is" and three more using "these are".

Kids will develop: Expresa gráficamente las ideas que quiere comunicar y las verbaliza para construir un texto escrito con ayuda de alguien.

Steps:

1. Look for three pictures of food in singular and three in plural.

2. Label them.

3. Make sentences using "This is" or "These are" and the food in pictures.

4. Watch the correct use of "a" and "an" in singular sentences.

5. Post the sentences and pictures as comments on this blog.

Example:

 This is an orange.

These are grapes.