Two Week Teaching Manual Assignment Two Week Teaching

1
Two-Week Teaching Manual Assignment

1. Choose a theme/ unit
2. Develop activities/lessons based on the theme/ unit across content areas (Language Arts, Math, Science, and
Social Science).
3. Curriculum Component: Determine the type of activity: Small Group; Whole Group; Centers
4. Complete all areas of the activity plan for each content area, daily, for a two-week period.
5. Note: When creating the objectives, remember to include opportunities for higher-order thinking. Refer to Blooms
taxonomies.
The two week1. Complete
2. Complete
3. Complete
Teaching manual should include the following:

the brainstorming plan, and turn in a copy.
the week one and week two outlines.
the week one and two lesson plans (math, science, language arts, and social science).
All final drafts are due: 10/21/15
2
Two Week Teaching Plan
Brainstorming
Theme: Pets-Animals
Goal(s): Learn about different pet-animals and their different shapes and sizes.
Objectives: Develop four-to-five objectives for the unit
1. Classify the differences in animals.
2. Recognize house pets from wild animals.
3. Choose the foods that pets-animals eat.
4. Match the different places that animals pets can live.
5. Have the children role-play how they play with their pets at home.
Activities
Whole Group:
1. Read aloud-book.
2. Identify the animals in the book.
3. Sing songs about animals.
4. Make animal sounds in group.
5. Sound out the animal sound that I point to out the book.
6. Count the animals on the page out of the read aloud book.
7. Choose an animal of their choice.
3
8. Question of the Day.
Small Group
1. Identify animals that are the same color.
2. Make animals with play dough.
3. Have the children play a matching game.
4. Count the animals from 1-10.
5. Ask question about the differences in the pets-animals.
6. Paint a pet-animal, or decorate it with different color craft paper.
Centers
1. Writing Lab- Write and color the letters the begun with the students favorite animals/pets.
2. Block area- Build animals/pets out of blocks.
3. Dramatic Play area- The students will set up a pet/animal store.
4. Water table- Explore washing different animals/pets with soapy water.
5. Table toys- Match animal cards, fix animal puzzle, and build with magnets.
6. Library- Look at the different animals in books.
7. Computer- Play a matching with animals/pets.
Books
1. Harold finds a voice
2. Rocket writes a story
3. Pete the cat and the
New Gay
6.
7.
8.
Songs
1.Oh McDonald had a
farm
2. A,B,C alphabet song
3.
Poems
1. Whale
2. Bat
3. Bear
4
4. Little Chick
5. Gossie
9.
10.
4.
5.
4. Fuzzy Wuzzy
5. Caterpillar Garden
Week 1 Outline
Theme: Pet/ Animals
Unit:
Read Aloud
Day 1
Harold finds a voice
Day 2
Day 3
Rocket writes a story Harold finds a voice
Reading # 1
Reading# 1
Reading # 2
Day 4
Rocket writes a
story
Reading # 2
Day 5
Reading # 3
Centers Planning Worksheet

Center
Sand and Water
Dramatic Play
Book Area
Art Table
Art Easel
Puzzles and Manipulatives
Writing Center
Blocks
Materials Needed (Who will
Will have different plastic animals in the water table.

Play with different stuff animals. Set up a pet store with the stuff animals.
Students will look at the different animals in the books.
Create different animals with play dough.
Paint their favorite animal.
Puzzles games about animals.
Write the first letter that their favorite animal starts with.
Build an animal out of blocks.
Stuff animals-Children
bring what?):
I will bring some stuff animals,

books, and
play dough
Animals puzzles and matching games
SWPL
Day 1
Songs
Oh McDonald
had a farm
Poems
Bear
Predictable Book
Little Chick
Day 2
Day 3
Day 4
Oh McDonald
had a farm
Whale
Bear
Little Chick
Day 5
Oh McDonald
had a farm
Whale
Little Chick
Literacy Skills
(Language Arts
Activities)
The teacher will

ask the students
question about
the story of the
read aloud book.
The teacher will
have the
students identify
the different
animals in the
story.
The teacher will

have the
students paint
the letters that
began with the
animals-pets
names.
The teacher will

ask the students
question about
the story of the
read aloud book.
The teacher will
have the
students identify
the different
animals in the
story.
The teacher will

have the
students paint
the letters that
began with the
animals-pets
names.
Scheduling Conversations: Lunch, Recess, Quiet Time, & Centers

Day 1
Day 2
Day 3
Day 4
Centers
Lunch
Centers
Lunch
The teacher will ask The teacher will ask The teacher will ask The teacher will ask
the children to name the children what
the children to name the children what
an animal.
letter they colored.
an animal.
letter they colored.
The teacher will

ask the students
question about
the story of the
read aloud book
The teacher will
have the
students identify
the different
animals in the
story.
Day 5
Centers
The teacher will ask
the children to name
an animal.
Small Groups
Content Area:
High Support
Medium Support
Small Groups Planning Worksheet

Day 1
Day 2
Day 3
Day 4
Small tables
Small tables
Small tables
Small table
The students will
The students will
paint a picture of
paint a picture of
Little Chick.
Little Chick.
The students will

play a matching
The students will

play a matching
Day 5
Small table
The students wi
paint a picture o
Little Chick.
game with
matching every
animal-pet that is
yellow in the
classroom.
Low Support
The students will

identify the
animals-pets
that are the
same size and
different colors.
Materials
Needed: Who
will bring what?
Matching cards
of animals. I will
bring the cards.
Paint and color
pencils.
game with
matching every
animal-pet that is
yellow in the
classroom.
The students will
identify the
animals-pets
that are the
same size and
different colors.
Science/Social Science Planning Worksheet
The students
identify the
animal-pets that
are the same
size and
different colors.
Science/Social
Science
Materials: Who
will bring what?
Day 1
Day 2
Day 3
Day 4
Day 5
The teacher will

have the
children
observe and
describe
characteristics
of the earth.
The teacher
will discuss
changes in
weather and
season.
The teacher will

have the
children
observe and
describe
characteristics
of the earth.
The teacher
will discuss
changes in
weather and
season.
The teacher
will have the
children to
observe and
describe the
characteristic
s of the earth.
None needed
Week 2 Outline
Theme: Pet/animals
Unit:
10
Read Aloud
Day 1
Rocket writes a
story
Day 2
Pete the Cat and the
New Guy
Day 3
Little Chick
Day 4
Pete the Cat and the
New Guy
Day 5
Little Chick
Reading # 3
Reading# 1
Reading # 1
Reading # 2
Reading # 2
Centers Planning Worksheet

Center
Sand and Water
Dramatic Play
Book Area
Art Table
Art Easel
Puzzles and Manipulatives
Writing Center
Blocks
Materials Needed (Who will
bring what?):
Will have different plastic animals in the water.

Children will play with different stuff animals.
Children will look at the animal in the books.
Create animals out of play dough.
Paint their favorite animal
Put together animal puzzles.
Write the first letter of the animal that they choose.
Make an animal out of the blocks
Plastic animals, play dough, animal puzzles, and animals books are needed.
I will bring the materials.
SWPL
Language Arts (Songs, Word play, Letters-SWPL) Planning Worksheet

Day 1
Day 2
Day 3
Day 4
Day 5
11
Songs
A,B,C alphabet
song
Poems
Caterpillar
Garden
Predictable
Book
Gossie
A,B,C alphabet
song
Fuzzy Wuzzy
Caterpillar
Garden
Gossie
A,B,C alphabet
song
Fuzzy Wuzzy
Caterpillar
Garden
Gossie
12
Literacy Skills
(Language Arts
Activities)
The teacher
will ask the
students
question about
the animalspets colors in
the read aloud
story.
Day 1
The teacher will ask the
students what color was
Little Chick in the read
aloud story.
The teacher
will have the
students make
animals out of
play dough.
The teacher
will ask the
students
question about
the animalspets colors in
the read aloud
story.
The teacher
will have the
students make
animals out of
play dough.
The teacher
ask the
students
question about
the animal-pets
colors in the
read aloud
story.
Scheduling Conversations: Lunch, Recess, Quiet Time, & Centers

Day 2
Day 3
Day 4
students what animal they
made with the play dough.

little Chick in the read
aloud story.

students what animal they
made with the play dough.
Day 5
little chick in the read
aloud story.
13
Small Groups Planning Worksheet

Small Groups
Content Area:
High Support
Day 1
The students will
play a matching
game with animal
cards with assist of
the assistant
teacher.
Medium Support
Low Support
Day 2
Day 3
The students play a
matching game with
animal cards with
the assist of the
assistant teacher.
The children will

count the animals
cards from 1-10
with the help of
teacher assistant.
The students will

play with table toys
such as magnets,
logos, or puzzles.
Day 4
Day 5
The students play

matching game wit
animal cards with
the assist of the
assistant teacher.
The children will

count the animals
cards from 1-10
with the help of the
teacher assistant.
The students will

such as magnets,
logos, or puzzles.
The students will

such as magnets,
logos. or puzzles
14
Materials Needed:
Who will bring
what?
Matching card
game. Table toys. I
will bring the animal
cards.
Science/ Social
Science
Day 1
Day 2
Day 3
Day 4
Day 5
The teacher will

have the students
identify and
compare properties
of objects.
The teacher will

explore technology
tool with the
students that aid in
scientific inquiry.
The teacher will

have the students
identify and
compare properties
of objects.
The teacher will

explore technology
tool with the
students that aid in
scientific inquiry.
The teacher will

have the students
identify and
compare propertie
of objects.
Science/Social Science Planning Worksheet
15
Materials: Who will
bring what?
Magnifying glass
Week #1
Week: #1
Ms. Riffin
Classroom: Caterpillars-212
Grade: Pre-K
Theme: Pet/Animals
Teacher(s): Ms. Berry,
School: Children Home +Aid
Illinois Early Learning Development Standards/Benchmarks: IELDS

Reading: 1.A.ECb; 2.D.ECa; 2.B.ECc
Writing: 5.A.ECb; 4.D.ECc
Math: 6.A.ECg; 6.A.ECf
Science: 12.E.ECa; 12.F.ECa
Social Studies: 17.A.ECa; 14.C.ECa
Subject Monday
Readin Materials: Book
g
Objectives:
The students will
classify the different
animals.
The students will
Tuesday
Materials: Small
group: Book
Rocket writes a
story
Objectives:
The students
will classify the
Wednesday
Materials: Book
Objectives:
The students will
classify the different
animals.
The students will
Thursday
Materials:
Small group:
Book Rocket
writes a
story
Objectives: The
students will
Friday
Materials: Book
Objectives:
The students will
identify the main
characters of the
story.
16
listen to the story, and
identify various pets
and animals.
IELDS: 1.A.ECb
Respond appropriately to
questions from others.
different
animals.
The student will
listen to the
story and
identify various
pets and
animals.
IELDS: 2.D.EDa With

teacher assistance, discuss
illustrations in books and
make personals
IELDS: 2.D.ECc
connections to the
With teacher
pictures and story.
assistance,
identify main
character(s) of
the story.
Procedures:
1. The teacher will
Procedures:
read Harold finds
1. The
a voice to the
assistant
children.
teacher
will ask
2. The teacher will
the
identify and point
children
out various
to name
illustrations to
some of
support student
the
understanding.
animals
3. During the reading
in the
of the story, the
story
teacher will
book
highlight various
Rocket
listen to the story, and

identify various pets
and animals.
IELDS: 1.A.ECb
identify the main

characters of the
story.
IELDS: 2.D.ECc
With teacher
IELDS: 2.D.EDa With
assistance,
teacher assistance, discuss identify main
illustrations in books and character(s) of
make personals
the story.
connections to the
pictures and story.
Procedures:
1. The assistant
teacher will
ask the
Procedures:
children to
1. The teacher will
name some
read Harold finds a
of the
voice to the children.
animals in
the story
2. The teacher will
book Rocket
identify and point out
writes a
various illustrations to
story.
support student
2. The
understanding.
children in
the group
of the story, the
will name
teacher will highlight
some of the
various pets and
animals that
animals.
they can
4. At the end of the
remember
IELDS: 1.A.ECb
IELDS: 2.D.EDa With
teacher assistance, discuss
illustrations in books and
make personals
connections to the
pictures and story.
Procedures:
1. The teacher will read
Harold finds a voice to
the children.
2. The teacher will
identify and point out
various illustrations to
support student
understanding.
of the story, the
teacher will highlight
various pets and
animals.
story, the teacher will
ask students specific
questions about the
17
pets and animals.
story, the teacher
will ask students
specific questions
about the animals
and pets in the
story.
Assessment:
students specific
questions about the
animals in the story.
The teacher will
require students to
identify and compare
various pets/animals.
The teacher will
record this
information in an
anecdotal record.
Vocabulary: animals, pets
Modification: For
students, who need
additional support,
picture cards of various
pets/animals will be
writes a
story, the teacher will
story.
ask students specific
2. The
questions about the
children
animals and pets in
will name
the story.
some of
the
animals
Assessment:
that they
can
students specific
remembe
questions about the
r from the
story.
The teacher will
require students to
Assessment:
The teacher will
The teacher will
ask each child in
record this
her group to
information in an
name an animal
anecdotal record.
from the story.
The teacher will
use a checklist to Vocabulary: animals, pets
record the
information.
Modification: For
students, who need
Vocabulary :
additional support,
Cat, dog, and
bird.
available to support
comprehension.
Modification:
from the
story.
animals and pets in

the story.
Assessment: The
teacher will ask
each children in
her group to
name an animal
from the story.
The teacher will
use a checklist to
record the
information.
Assessment:
students specific
questions about the
The teacher will
require students to
The teacher will
record this
information in an
Vocabulary: Cat,
anecdotal record.
dog, and bird.
Vocabulary: animals, pets
Modification:
The children
that need help
remembering the
story the
assistant will
read the story
again.
Assistant
Teachers
Instructional
Modification: For
students, who need
additional support,
comprehension.
Assistant Teachers
Instructional
18
comprehension.
Assistant Teachers
Instructional
Responsibilities: The
assistant teacher will
collect assessment data
based on student
responses using an
anecdotal recording form.
______________________
__
Writing
Materials: Small
group
Writing paper,
pencil, and
crayons.
Objectives: The students
will identify with writing
different letters of the
alphabets.
IELDS: 5.A.ECb Use
scribbles, letter like
form, or letters/word to
The children
that need help
remembering the
story the
assistant teacher
will read the
story again.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
record the
children
progress on the
checklist.
Materials:
Small group
Alphabet
letters
Objectives: The
students will
identify
individual sound
through
activities.
IELDS: 4.D.ECb
With teacher
Responsibilities:
The assistant
teacher will
record the
children
progress on a
checklist.
based on student
responses using a
checklist.
______________________
__
Materials: Small
group Writing
paper, pencil, and
crayons.
Materials:
Small group
Alphabet
letters
Materials: Small
group Writing
paper, pencil and
crayons.

will identify with wring
alphabets.
Objectives: The
students will
identify
individual sound
through
activities.

will identify with writing
alphabets.
Assistant Teachers
Instructional
based on student
responses using a
checklist.
______________________
__
IELDS: 5.A.ECb Use

scribbles, letter like form,
or letters/word to
represent written
IELDS: 4.D.ECb
With teacher
IELDS: 5.A.Ecb Use

scribbles, letter like form,
or letter/word to
represent written
19
represent written
language.
Procedures:
1. The teacher will
give the students
paper and
crayons.
2. The teacher will
ask the students
to write the letter
A on the paper
with a crayon.
3. The teacher will
assist the students
that need help
writing their
letter.
Assessment: The teacher
will ask the students
what letter they wrote.
The teacher will record
the progress of the
students on a checklist
recording form.
Vocabulary: A
Modification: The
assistance,
language.
demonstrate
understanding of
the one-one
correspondence
Procedures:
of letters and
1. The teacher will
sounds.
give the students
paper and
Procedures:
crayons.
1. The
2. The teacher will
teacher
ask the students to
will hold
write the letter A
up an A
on the paper with
alphabet
a crayon.
letter.
3. The teacher will
2. The
assist the students
teacher
that need help
will
writing their letter.
pronounc
e the
Vocabulary: A
sound of
the letter
A- B to
Modification: The
the
students that need help
students. writing the letter A will be
3. The
provided support with
teacher
picture cards of alphabet
will ask
letters.
the
students
to
pronounc
e the
assistance,
language.
demonstrate
understanding of Procedures:
the
1. The teacher will
correspondence
give the students
of letters and
paper and
sounds.
crayons.
2. The teacher will
Procedures:
ask the students to
1. The
write the letter A
teacher
on the paper with
will hold
a crayon.
up a
3. The teacher will
letters Aassist the students
B
that need help
alphabet.
writing their letter.
2. The
teacher
will
pronounc
e the
sound of
will ask the students what
the letters letter they wrote. The
A-B to
teacher will record the
the
progress of the students
students. on a checklist recording
3. The
form.
teacher
will ask
the
Vocabulary: A
students
to
pronounc Modification: The
20
writing the letter A will
be provided support with
picture cards of alphabet
letters.
sound of
those
letter.
Assessment: The
teacher will ask
Assistant Teachers
the students to
Instructional
pronounce
different letter
sounds. The
collect information of the teacher will
students progress using
record this
a checklist recording
information on
form.
an anecdotal
recording form.
Assistant Teachers
Instructional
collect information of the
students progress using a
checklist recording form.
e the
sound of
those
letters.
Assessment:
The teacher will
ask the students
to pronounce
different letter
sounds. The
teacher will
record this
information on
an anecdotal
recording form.
Vocabulary: AB, alphabet

letters and
sounds.
Vocabulary: A-B
alphabet letters
and sounds.
Modification:
The students
that needed
additional help
support,
alphabet letters
magnets,
alphabet cards,
and books will
Modification:
The students
that that needed
additional help
support,
alphabet letters
magnets,
alphabets cards
and books will

writing the letter A will be
provided support with
picture card of alphabet
letters.
Assistant Teachers
Instructional
collect information on the
students progress using a
checklist recording form.
21
Math
Materials: Small
group plastic
blocks
Objectives:
The students repeat
patterns by modeling it
with objects.
IELDS: 8.B.ECa With
adult assistance represent
a simple repeating
pattern by verbally
describing it or by
modeling it with objects
or action.
be available for
the students.
be available for
the students.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
pronounce
alphabet letters
and there sounds
to the students in
a small group.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
pronounce
alphabet letters
and there sounds
to the students in
a small group.
Materials:
Small group
Objectives:
The students
will recognize
how many there
are in a set of 1
to 2 without
counting them.
IELDS: 6.A.ECf
Verbally recite
numbers from 1
to 10.
Materials: Small
group plastic
blocks
will repeat patterns by
modeling it with objects.
IELDS: 8.B.ECa With
a simple repeating
pattern by verbally
describing it or modeling
it with objects or action.
Procedures:
Materials:
Small group
Materials: small
group
Objectives:
The students
will recognize
how many there
are in a set of 1
to 2 without
counting them.
Objectives:
The students will repeat
patterns by modeling it
with objects.
IELDS: 6.A.ECf
Verbally recite
numbers from
1to 10.
IELDS: 8.B.ECa With

a simple repeating
pattern by verbally
describing it or by
modeling it with objects
or actions.
22
Procedures:
1. The teacher will
give each student
four blocks.
2. The teacher will
make a pattern
and show it to the
students.
3. The teacher will
ask the students to
make a red-blue
pattern.
4. The teacher will
ask the students
what color will
come next in the
pattern.
about their pattern
arrangements. The
teacher will ask the
students what pattern
color will be next. The
teacher will use a
checklist recording form
to document the students
progress.
Procedures:
1. The
students
will count
the color
blocks
from 110.
2. The
teacher
will
remove
two
blocks
then ask
the
students
to count
them.
3. The
teacher
will ask
the
students
how
many
blocks are
there left
after
counting
them.
1. The teacher will

give each student
four blocks.
2. The teacher will
make a pattern
and show it to the
students.
3. The teacher will
ask the students to
make a red-blue
pattern.
4. The teacher will
ask the students
what color will
come next in the
pattern.
about their pattern
arrangements. The
color will come next. The
teacher will use a
to document the students
progress.
Vocabulary: Red-blue
Procedures:
1. The
students
will count
the color
block
from 110.
2. The
teacher
will
remove
two
blocks
then ask
the
students
how
many are
there left
after
counting
them.
Assessment: The
teacher will ask
the students to
count the blocks
without stopping
until they get to
the number ten.
The teacher will
Procedures:
1. The teacher will
give each student
four blocks.
2. The teacher will
make a pattern
and show it to the
students.
3. The teacher will
ask the students to
make a red-blue
pattern. The
teacher will ask
the students what
color will come
next in the
pattern.
about their pattern
arrangements. The
color will come next. The
teacher will use a
to document this
information of the
students progress.
23
Vocabulary: Red, blue
Assessment: The
teacher will ask
the students to
Modification: The student count the blocks
that need additional
without stopping
support, picture cards
until they get to
and various game of
the number ten.
different patterns.
The teacher will
use a checklist
recording form
Assistant Teachers
to document the
Instructional
progress of the
students.
assistant teacher will help
the students arrange their
patterns.
Vocabulary:
Numerals 1-10
Modification:
The students
that need
support, will be
given number
cards, objects to
count, and
numbers to
count.
Assistant
Teachers
Modification: The
students that need
additional support,
picture cards and various
game of different
patterns.
Assistant Teachers
Instructional
the students arrange their
patterns.
use a checklist to
document the
progress of the
students.
Vocabulary :
Numerals 1-10
Modification:
The students
that need
support, will be
given number
cards, objects to
count, and
numbers to
count.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
record the
progress of the
students on a
checklist
recording form.
Vocabulary : Red- blue

Modification: The
students that need
support, will be give
number cards, objects to
count, and numbers to
count.
Assistant Teachers
Instructional
student arrange their
patterns.
24
Science
Materials: Water
will explore concepts and
information related to
Earth.
IELDS: 12.E.ECa
Observe and describe
characteristics of earth,
water, and air.
Procedures:
1. The teacher will
have the students
explore the water,
by touching the
water cold and
warm texture.
2. The teacher will
ask the students to
turn on the water
faucet.
3. The teacher will
Instructional
Responsibilities:
The assistant
teacher will
record the
progress of the
students on a
checklist
recording form.
Materials:
Objectives: The
students will
explore changes
related to the
weather and
seasons.
IELDS:
12.F.ECa
Observe and
discuss changes
in weather and
season using
common
vocabulary.
Procedures:
1. The
teacher
will ask
the
students
Materials: Water
Materials:
Materials: Water

Earth.
Objectives: The
students will
explore changes
related to the
weather and
seasons.
Objectives:
IELDS: 12.E.ECa
water, and air.
Procedures:
1. The teacher will
have the students
explore the water,
by touching the
water cold and
warm texture.
2. The teacher will
ask the students to
turn on the water
faucet.
3. The teacher will
IELDS:
12.F.ECa
Observe and
discuss changes
in weather and
season using
common
vocabulary.
Procedures:
1. The
teacher
will ask
the
students
IELDS: Materials:
Earth.
IELDS: 12.E.ECa
water, and air.
Procedures:
1. The teacher will
have the students
explore the water,
by touching the
water cold and
warm texture.
2. The teacher will
25
ask the students to
touch the water.
4. The teacher will
ask the students is
the water cold or
warm.
will monitor the student
to see if they can
distinguish between cold
and warm.
Vocabulary: Cold, warm
Modification: The teacher
will assist the students
that did not understand
the feeling between cold
and warm. The teacher
will use a checklist
recording form to
document the activity.
Assistant Teachers
Instructional
assist the students as they
to look
out the
window.
2. The
teacher
will ask
the
students
to tell her
what it
look like,
is it
raining,
snowing,
or is it
sunny
outside.
Assessment: The
teacher ask the
students about
the weather
outside. The
teacher will use a
checklist
recording form
note this activity.
Vocabulary:
Raining,
snowing, or
ask the students to

touch the water.
4. The teacher will
ask the students is
the water cold or
warm.
to see if they can
and warm.
Modification: The
teacher will assist the
students that did not
understand the feeling
between cold and warm.
The teacher will use a
to document the activity.
Assistant Teachers
Instructional
to look
out the
window.
2. The
teacher
ask the
students
to tell her
what it
look like,
is it
raining,
snowing,
or is it
sunny
outside.
Assessment: The
teacher ask the
students about
the weather
outside. The
teacher will use a
checklist
recording form
note this activity.
Vocabulary:
Raining,
snowing, or
sunny.
ask the students to

turn on the water
faucet.
3. The teacher will
ask the students to
touch the water.
4. The teacher will
ask the students is
the water cold or
warm.
to see if they can
and warm.
Modification: The
teacher will assist the
students that did not
understand the feeling
between cold and warm.
The teacher will use a
to document the activity.
Assistant Teachers
26
explore and complete the
assignment.
sunny.

assignment.
Modification:
The teacher will
assist the
students that
could not explain
the weather.
Modification:
The teacher will
assist the
students that
could not explain
the weather.
Social
Studies
Materials: Blue
objects- Stuff
animals
will follow direction of
finding objects.
IELDS: 17.A.ECa Locate
objects and places in
familiar environment.
Procedures:
Assistant
Teachers
Instructional
Responsibilities:
The assistant
will record the
students
progress in the
activity.
Materials:
Objectives: The
students will
understand the
ways group
make choices
and decisions.
IELDS:
14.A.ECa
Participate in
voting as a way
Instructional
assignment.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
will record the
students
progress in the
activity.
Materials: Blue
objects- Stuff
animals
finding objects.
Procedures:
Materials:
Objectives: The
students will
understand the
ways group
make choices
and decisions.
IELDS:
14.A.ECa
Participating in
voting as a way
Materials: Blue
objects- Stuff
animals
finding objects.
Procedures:
27
1. The teacher will
ask the students to
locate all the blue
objects in the
classroom and put
them on the small
tables.
2. The teacher will
ask the students to
name the blue
object that they
found.
will observe the students
interaction in the
classroom. The teacher
will document the
students that found the
correct color animal. The
teacher will use a
of the students progress.
Vocabulary : Blue, locate,
name
Modification: The
with colors, will be giving
of making
decisions.
Procedures:
1. The
teacher
will ask
the
students
would
they like
to vote on
whether
to go to
the
playgrou
nd or the
grossmotor
room.
2. The
teacher
asked the
students,
who all
wants to
go to the
playgrou
nd raise
your
hands.
3. The
teacher
1. The teacher will

ask the students to
locate all the blue
objects in the
classroom and put
them on the small
tables.
2. The teacher will
ask the students to
name the blue
object that they
found.
interaction in the
will document the
teacher will use a
name
Modification: The
of making
decisions.
Procedures:
1. The
teacher
will ask
the
students
would
they like
to vote on
whether
to go to
the
playgrou
nd or the
grossmotor
room.
2. The
teacher
asked the
students,
who all
wants to
go to the
playgrou
nd raise
your
hands.
3. The
teacher
1. The teacher will

ask the students to
locate all the blue
objects in the
classroom and put
them on the small
tables.
2. The teacher will
ask the students to
name the blue
object that they
found.
interaction in the
will document the
teacher will use a
name
Modification: The
28
support with a color
chart.
Assistant Teachers
Instructional
record the students
progress on a checklist
recording form.
asked the
students,
who all
wants to
go to
gross
motor
room
raise your
hands.
Assessment: The
teacher will
observe the
students actions.
The teacher will
use a checklist
recording form
to document the
students
performance in
the voting
activity.
Vocabulary:
Vote, decision,
and decision.
Modification:

chart.
Assistant Teachers
Instructional
record the students
recording form.
asked the
students,
who all
wants to
go to
gross
motor
room
raise your
hands.
Assessment: The
teacher will
observe the
students actions.
The teacher will
use a checklist
recording form
to document the
students
performance in
the voting
activity.
Vocabulary:
Vote, decision,
and decided.
Modification:
The teacher will

chart.
Assistant Teachers
Instructional
record the students
recording form.
29
The teacher
assist the
students that did
not vote.
assist the
students that did
not vote.
Assistant
Teachers
Instructional
Responsibilities
Assistant
Teachers
Instructional
Responsibilities
Week#2
Week: #2
Ms. Ruffin
Classroom: Caterpillars - 212
Grade: Pre-K
Theme: Pet/Animals
Teacher(s): Ms. Berry,
School: Children Home + Aid
Illinois Early Learning Development Standards/Benchmarks: IELDS

Reading: 1.A.ECb; 2.C.ECd; 1.A.E.Cc
Writing: 4.B.ECa; 4.B.ECd
Math: 9.A.ECb; 6.A.ECa
Science: 12.C.ECa; 13.B.ECb
Social Studies: 14.D.ECa; 18.A.ECa
Subject
Monday
Tuesday
Wednesday
Thursday
Friday
30
Reading
Materials:
Book Rocket
writes a story
Materials: Book
Pete the Cat and
the New Guy
Objectives: The
students will
demonstrate
understanding
through-age
appropriate
response.
Objectives:
1. The
students
will
identify the
front and
back of
book.
Materials:
Book Little
Chick
Materials: Book
Pete the Cat and
the New Guy
Materials:
Book Little
Chick
Objectives: The
student will use
oral
communication.
Objectives:
2. The
students
will
identify the
front and
back of
book.
Materials:
Book Little
Chick
IELDS: 1.A.ECc
Provide comment
IELDS: 2.C.ECd
IELDS: 1.A.ECb
relevant to context. IELDS: 2.C.ECd
Identify the front
Identify the front
Respond
and back covers
and back covers
appropriately to
Procedures:
of books and
of books and
questions from
1. The
display the correct
others.
teacher will display the correct
orientation of
orientation of
ask each
books and pagebooks and pageProcedures:
student a
turning
skills.
turning skills.
1. The
question
teacher will
from the
Procedures:
Procedures:
ask the
read aloud
1. The
1. The
students
story Little
teacher
teacher will
about the
Chick.
will show
show the
character in
2. The teacher
the
students
the story.
ask the
students
the front of
2. The
student to
the front of
the book
teacher will
speak clear
the
book
and
ask the
and loud so
and
explain this
student did
the class
explain
this
is the front
they wash
can hear
is the front
of a book.
their hands
them.
Objectives: The
student will use
oral
communication.
IELDS: 1.A.ECc
Provide comment
relevant to context.
Procedures:
1. The
teacher will
ask each
student a
question
from the
read aloud
story Little
Chick.
2. The teacher
ask the
student to
speak clear
31
yet.
3. The teacher
will wait for
the student
response.
Assessment:
The teacher
will ask
students
specific
questions
about the
animals
The teacher
will ask the
students to
identify and c
Vocabulary:
Question,
response
Modification: The
students, who need
additional support,
picture cards of
various
pets/animals will
be available to
support
of a book.
2. The
teacher
will then
show the
students
the back of
the book
and
explain to
them that
this is the
back of a
book.
3. The
teacher
will ask the
student to
show her
which is
the front
and which
is the back
of the
book.
Assessment: The
teacher will note
which student
remember the
front from the
back of the book.
The teacher will
Assessment: The
teacher will ask
the students a
question. The
teacher recorded
the information of
their progress on a
checklist form.
Vocabulary: Clear,
loud
Modification: The
students that did
not response to the
question will
receive additional
with the read
aloud story.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will record
the information of
the students
2. The
teacher will
then show
the
students
the back of
the book
and
explain to
them that
this is the
back of a
book.
3. The
teacher will
ask the
student to
show her
which is
the front
and which
is the back
of the
book.
Assessment: The
teacher will note
which student
remember the
front from the
back of the book.
The teacher will
record the
and loud so
the class
can hear
them.
Assessment: The
teacher will ask
the students a
question. The
teacher recorded
the information of
their progress on a
checklist form.
Vocabulary: Clear,
loud
Modification: The
students that did
not response to the
question will
receive additional
with the read
aloud story.
Assistant
Teachers
Instructional
Responsibilities:
32
comprehension.
Assistant
Teachers
Instructional
Responsibilities:
Collect assessment
data based on
student responses
using a checklist.
record the
information on a
checklist
recording form.
progress on the
checklist form.
Modification: The
student, who need
additional
support, various
books and
example will be
used.
Modification: The
student, who need
additional
support, various
books and
example will be
used.
Writing
Materials:
Small groupsAlphabet
The assistant
teacher will record
the students
information on
checklist form.
Vocabulary:
Front, back, and
book.
Vocabulary:
Front, back, and
book.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
record the
students
information on a
checklist form.
Materials:
information on a
checklist
recording form.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
record the
students
information on a
checklist form.
Materials:
Materials:
Small group
Alphabet
Materials:
33
letters
letters
letters
letters
letters
Objectives: The
students will
demonstrate and
understanding of
the alphabets.
Objectives: The
students will
recognize the
letter of their
names.
Objectives: The
students will
demonstrate and
understanding of
the alphabets.
Objectives: The
students will
recognize the
letter of their
names.
Objectives: The
students will
demonstrate and
understanding of
the alphabets.
IELDS: 4.B.ECa
With teacher
assistance, recite
the alphabet.
IELDS: 4.B.ECd
With teacher
assistance, begin
to form some
letters of the
alphabet,
especially those in
own name.
IELDS: 4.B.ECa
With teacher
assistance, recite
the alphabet.
IELDS: 4.B.ECd
With teacher
assistance, begin
to form some
letters of the
alphabet,
especially those in
own name.
IELDS: 4.B.ECa
With teacher
assistance, recite
the alphabet.
Procedures:
1. The
teacher will
ask the
each
student to
sing or
pronounce
their
alphabet.
2. The teacher
will ask
each
student
what letter
does their
name start
with of the
alphabets.
3. The teacher
Procedures:
1. The
teacher
will give
each
student the
letter that
began with
their first
names.
2. The
teacher
will give
the
students
some craft
Procedures:
1. The
teacher will
ask the
each
student to
sing or
pronounce
their
alphabet.
2. The teacher
will ask
each
student
what letter
does their
name start
with of the
alphabets.
3. The teacher
Procedures:
1. The
teacher will
ask the
Procedures:
each
1. The
student to
teacher will
sing or
give each
pronounce
student the
their
letter that
alphabet.
began with
2. The teacher
their first
will ask
names.
each
2. The
student
teacher will
what letter
give the
does their
students
name start
some craft
with of the
paper and
alphabets.
a pencil.
3. The teacher
34
will ask the
student to
point the
letter on the
alphabet
chart.
Assessment: The
teacher will make
a note of the
student that were
able to pronounce
their alphabets.
The teacher will
record the
information on a
checklist form.
paper and
a pencil.
3. The
teacher
will then
ask the
students to
write the
letter that
start with
their
names on
the craft
paper.
Assessment: The
teacher will
observe the
student on their
Vocabulary:
fine motor skills.
Alphabet letters
The teacher will
record the
Modification: The students
students that need information on a
additional support, checklist form to
the teacher will
observe their
give the them
progress.
alphabet cards,
alphabet letters,
Vocabulary: letter
and letter games
of first name.
Assistant
Teachers
Modification: The
teacher will
will ask the

student to
point the
letter on the
alphabet
chart.
Assessment: The
teacher will make
a note of the
student that were
able to pronounce
their alphabets.
The teacher will
record the
information on a
checklist form.
3. The
teacher will
then ask
the
students to
write the
letter that
start with
their
names on
the craft
paper.
Assessment: The
teacher will
observe the
student on their
fine motor skills.
The teacher will
Vocabulary:
record the
Alphabet letters
students
information on a
Modification: The checklist form to
students that need observe their
additional support, progress.
the teacher will
give them alphabet Vocabulary: letter
cards, alphabet
of first name.
letters, and letter
games.
Modification: The
teacher will
provide additional
Assistant
support, for the
will ask the

student to
point the
letter on the
alphabet
chart.
Assessment: The
teacher will make
a note of the
student that were
able to pronounce
their alphabets.
The teacher will
record the
information on a
checklist form.
Vocabulary:
Alphabet letters
Modification: The
students that need
additional support,
the teacher will
give them alphabet
cards, alphabet
letters, and letter
games.
Assistant
Teachers
35
Instructional
Responsibilities:
The assistant
teacher will assist
with the students
singing and
pronouncing
alphabet activity.
Math
Materials:
Small groups
Different
shapes
Objectives: The
students will name
and match
different shapes.
IELDS: 9.A.ECb
Sort collections to
two-and threedimensional
shapes by type
(e.g. triangles,
provide additional
support, for the
children that
could not write
the letter of their
first name.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will assist
the students in
writing the letters
of their names.
Materials:
Small groups
Objectives: The
students will
began
understanding of
numbers, number
names, and
numerals.
IELDS: 6.A.ECa
Count with
understanding
how many in
small sets up to 5.
Teachers
Instructional
Responsibilities:
The assistant
teacher will assist
with the students
singing and
pronouncing
alphabet activity.
children that
could not write
the letter of their
first name.
Materials:
Small groups
Different
shapes
Materials:
Small groups
Objectives: The
students will name
and match
different shapes.
IELDS: 9.A.ECb
Sort collections to
shapes by type
(e.g. triangles,
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will assist
the students in
writing the letters
of their names.
Objectives: The
students will
began
understanding of
numbers, number
names, and
numerals.
IELDS: 6.A.ECa
Count with
understanding
how many in
small sets up to 5.
Instructional
Responsibilities:
The assistant
teacher will assist
with the students
singing and
pronouncing
alphabet activity.
Materials:
Small groups
Different
shapes
Objectives: The
students will name
and match
different shapes.
IELDS: 9.A.ECb
Sort collections to
shapes by type
(e.g. triangles,
36
circle, cubes,
spheres,
pyramids).
Procedures:
1. The teacher
will give
each
students
two
triangle,
two square
and two
circle
shapes.
2. The teacher
will
demonstrat
e how to
match the
shapes
together.
3. The teacher
will ask the
students to
match the
shapes
together.
Assessment: The
teacher will ask
Procedures:
Assessment:
Vocabulary: Red,
blue
Procedures:
1. The
teacher
will write
the
numbers 1,
2, and
three on a
sheet of
paper.
2. The
teacher
will give
the
students
objects to
place on
the right
number.
3. The
teacher
asked the
students to
place the
amount of
object on
the
numbers.
circle, cubes,
spheres,
pyramids).
Procedures:
Assessment:
Vocabulary: Red,
blue
Procedures:
1. The
teacher will
give each
students
two
triangle,
two square
and two
circle
shapes.
Procedures:
Procedures:
1. The
1. The
teacher will
teacher will
give each
write the
students
numbers 1,
two
2, and
triangle,
three on a
two square
sheet of
and two
paper.
circle
2. The
shapes.
teacher will
give the
2. The teacher
students
will
objects to
demonstrat
place on
e how to
the right
match the
number.
shapes
3. The
together.
teacher
3. The teacher
asked the
will ask the
students to
students to
place the
match the
amount of
shapes
object on
together.
the
numbers.
Assessment: The
teacher will ask
Assessment: The
the students to
2. The teacher
will
demonstrat
e how to
match the
shapes
together.
3. The teacher
will ask the
students to
match the
shapes
together.
Assessment: The
teacher will ask
the students to
circle, cubes,
spheres,
pyramids).
37
the students to
name the shapes
that they matched
together. The
teacher will record
the students
progress on a
checklist form.
Vocabulary:
Triangle, square,
and circle.
Modification: The
students that need
additional support,
the teacher will
provide matching
cards, games,
matching activity.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will assist
the student with
matching their
shapes.
Assessment: The
teacher will make
a note of the
students that were
able to put the
right amount of
object on the right
number. The
teacher will use a
checklist
recording form to
record the student
progress.
Vocabulary: 1, 2,
and 3.
Modification: The
teacher will
provide additional
support, for the
student that need
help with their
numbers.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
name the shapes

that they matched
together. The
teacher will record
the students
progress on a
checklist form.
Vocabulary:
Triangle, square,
and circle.
Modification: The
students that need
additional support,
the teacher will
provide matching
cards, games,
matching activity.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will assist
the students with
matching their
shapes.
teacher will make

a note of the
students that were
able to put the
right amount of
object on the right
number. The
teacher will use a
checklist
recording form to
record the student
progress.
name the shapes

that they matched
together. The
teacher will record
the students
progress on a
checklist form.
Vocabulary: 1, 2,
and 3.
Modification: The
students that need
additional support,
the teacher will
provide matching
cards, games,
matching activity.
Modification: The
teacher will
provide additional
support, for the
student that need
help with their
numbers.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
record the
students progress
Vocabulary:
Triangle, square,
and circle.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will assist
the students with
matching their
shapes.
38
Science
Materials:
Small group
record the
students progress
on the checklist
form.
Materials:
Small group
Magnifiers
glass
Objectives: The
students will
describe the
Objectives: The
physical properties students will
of objects.
explore
technology tools.
IELDS: 12.C.ECa
Identify, describe, IELDS: 13.B.ECb
and compare the
Become familiar
physical properties with technological
of objects.
tools that can aid
in scientific
Procedures: The
inquiry.
teacher will give
the students some
Procedures: The
play dough and
teacher will ask
ask them what it
the students to
feels like. The
look through a
teacher ask the
magnifying g lass
students does it
to explore the
feel soft, hard, or
different sizes it
wet.
can magnify.
The teacher ask
The teacher Will
the students can
ask the students to
play dough turn
pick an object
back into flour.
from the
on the checklist
form.
Materials:
Small group
Objectives: The
students will
describe the
physical properties
of objects.
IELDS: 12.C.ECa
Identify, describe,
and compare the
physical properties
of objects.
Procedures: The
teacher will give
the students some
play dough and
ask them what it
feels like. The
teacher ask the
students does it
feel soft, hard, or
wet.
The teacher ask
the students can
play dough turn
back into flour.
Materials:
Small group
Magnifiers
glass
Objectives: The
students will
explore
technology tools.
IELDS: 13.B.ECb
Become familiar
with technological
tools that can aid
in scientific
inquiry.
Materials:
Small groups
Objectives: The
students will
describe the
physical properties
of objects.
IELDS: 12.C.ECa
Identify, describe,
and compare the
physical properties
of objects.
Procedures: The
teacher will give
the students some
Procedures: The
play dough and
teacher will ask
ask them what it
the students to
feels like. The
look through a
magnifying g lass teacher ask the
students does it
to explore the
feel soft, hard, or
different sizes it
wet.
can magnify.
The teacher ask
The teacher Will
ask the students to the students can
play dough turn
pick an object
back into flour.
from the
39
Assessment: The
students were ask
to use their sense
of touch and smell.
The teacher will
use a checklist
form to record the
students answers.
classroom and
look at it through
the magnifying
glass.
The teacher will
ask the students
did the object
become large or
small.
Vocabulary: Soft,
hard, and wet.
Assessment: The
students were ask
to use their sense
of touch and smell.
The teacher will
use a checklist
form to record the
students answers.
classroom and
look at it through
the magnifying
glass.
The teacher will
ask the students
did the object
become large or
small.
Assessment: The
students were ask
to use their sense
of touch and smell.
The teacher will
use a checklist
form to record the
students answers.
Assessment: The
student were ask
to look at and
object with a
Modification: The magnifying glass.
students that need The teacher will
additional support, document the
the teacher will
students activity
provide more
using a checklist
activities.
recording form.
Vocabulary: Soft,
hard, and wet.
Assessment: The
student were ask
to look at and
object with a
Modification: The magnifying glass.
students that need The teacher will
additional support, document the
the teacher will
students activity
provide more
using a checklist
activities.
recording form.
Vocabulary: Soft,
hard, and wet.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will record
the students
activity on a
checklist form.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will record
the students
activity on a
checklist form.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will record
the students
activity on a
checklist form.
Vocabulary:
Magnifying glass,
small, and large.
Modification: The
students that need
help using a
magnifying glass,
will receive help
from the assistant
teacher.
Vocabulary:
Magnifying glass,
small, and large.
Modification: The
students that need
help using a
magnifying glass,
will receive help
from the assistant
teacher.
Modification: The
students that need
additional support,
the teacher will
provide more
activities.
40
Social Studies
Materials:
Objectives: The
students will
discuss what it
means to become a
leader.
IELDS: 14.D.ECa
Develop an
awareness of what
it means to be a
leader.
Procedures: The
teacher will ask a
different student
to help with setting
the lunch table.
The teacher will
ask a different
student to be a line
leader. The teacher
will ask a student
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will help
the students use
the magnifying
glass properly.
Materials:
Objectives: The
students will
describe
similarities and
difference
between self and
others.
IELDS: 18.A.ECa
Recognize
similarities and
differences in
people.
Procedures: The
teacher will ask
the students to
name the students
in the classroom
that have the
same color hair.
The teacher will
Materials:
Objectives: The
students will
discuss what it
means to become a
leader.
IELDS: 14.D.ECa
Develop an
awareness of what
it means to be a
leader.
Procedures: The
teacher will ask a
different student
the lunch table.
The teacher will
ask a different
leader. The teacher
will ask a student
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will help
the students use
the magnifying
glass properly.
Materials:
Objectives: The
students will
describe
similarities and
difference
between self and
others.
IELDS: 18.A.ECa
Recognize
similarities and
differences in
people.
Procedures: The
teacher will ask
the students to
name the students
in the classroom
that have the
same color hair.
The teacher will
Materials:
Objectives: The
students will
discuss what it
means to become a
leader.
IELDS: 14.D.ECa
Develop an
awareness of what
it means to be a
leader.
Procedures: The
teacher will ask a
different student
the lunch table.
The teacher will
ask a different
leader. The teacher
will ask a student
41
to pick a book to
read for group
time.
ask the student to

name the students
that have different
color hair.
Assessment: The
The teacher ask
teacher will
the students that
document the
have the same
student that were
color hair to stand
leaders for the day. up.
to pick a book to
read for group
time.
ask the student to

name the students
that have different
color hair.
Assessment: The
The teacher ask
teacher will
the students that
document the
have the same
student that were
color hair to stand
leaders for the day. up.
to pick a book to
read for group
time.
Vocabulary: Line
leader, lunch
helper, and pick
story book.
Vocabulary: Line
leader, lunch
helper, and pick
story book.
Vocabulary: Line
leader, lunch
helper, and pick
story book.
Modification: The
students that have
not participated in
being a leader in
the classroom, the
teacher assign
them next to lead
in the classroom.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
document the
Assessment: The
teacher ask the
students similarity
and difference
question.
The teacher will
use an anecdotal
recording form to
record the student
progress.
Vocabulary:
Similarity,
difference
Modification: The
students that have
not participated in
being a leader in
the classroom, the
teacher assign
them next to lead
in the classroom.
Modification: The
student that need
additional
support, the
assistant teacher
will assist with
different
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
document the
Assessment: The
teacher ask the
students similarity
and difference
question.
The teacher will
use an anecdotal
recording form to
record the student
progress.
Assessment: The
teacher will
document the
student that were
leaders for the day.
Vocabulary:
Similarity,
difference
Modification: The
students that have
not participated in
being a leader in
the classroom, the
teacher assign
them next to lead
in the classroom.
Modification: The
student that need
additional
support, the
assistant teacher
will assist with
different
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
document the
42
student leadership
in the class using a
checklist form.
activities.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
record the
students progress
during the
activity.
student leadership
checklist form.
activities.
Assistant
Teachers
Instructional
Responsibilities:
The assistant
teacher will
record the
students progress
during the
activity.
student leadership
checklist form.

Two Week Teaching Manual Assignment Two Week Teaching

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Two Week Teaching Manual Assignment Two Week Teaching

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Two-Week Teaching Manual Assignment

Teaching manual should include the following:

All final drafts are due: 10/21/15

Centers Planning Worksheet

Will have different plastic animals in the water table.

I will bring some stuff animals,

The teacher will

The teacher will

The teacher will

The teacher will

Scheduling Conversations: Lunch, Recess, Quiet Time, & Centers

The teacher will

Small Groups Planning Worksheet

The students will

The students will

The students will

Science/Social Science Planning Worksheet

The teacher will

The teacher will

Centers Planning Worksheet

Will have different plastic animals in the water.

Language Arts (Songs, Word play, Letters-SWPL) Planning Worksheet

Scheduling Conversations: Lunch, Recess, Quiet Time, & Centers

The teacher will ask the

The teacher will ask the

Small Groups Planning Worksheet

The children will

The students will

The students play

The children will

The students will

The students will

The teacher will

The teacher will

The teacher will

The teacher will

The teacher will

Science/Social Science Planning Worksheet

Teacher(s): Ms. Berry,

School: Children Home +Aid

Illinois Early Learning Development Standards/Benchmarks: IELDS

IELDS: 2.D.EDa With

listen to the story, and

identify the main

animals and pets in

Objectives: The students

Objectives: The students

IELDS: 5.A.ECb Use

IELDS: 5.A.Ecb Use

Vocabulary: AB, alphabet

students that need help

IELDS: 8.B.ECa With

1. The teacher will

Vocabulary : Red- blue

Objectives: The students

ask the students to

ask the students to

explore and complete the

1. The teacher will

1. The teacher will

support with a color