Guía de apoyo - LEARNING TOGETHER by Maria Christina Connell Burke

Gu铆a de apoyo para el docente Ciclo de Transici贸n Infantil

Oficina de lenguas extranjeras Radio Interactiva I y II ciclos Departamento de Educación Preescolar

Título: Learnnig Together Diseño, iagramación e ilustración: Ma. Christina Connell Burke 1a edición, 2015. Cualquier forma de reproducción, distribución, comunicación pública o transformación de esta obra sólo puede ser realizada con la autorización de sis titulares, salvo excepción prevista por la ley. Ministerio de Educación Pública de Costa Rica, 2016.

Ministry of Education

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Gu铆a de apoyo para el docente Ciclo de Transici贸n Infantil

• Linguistic Objectives • Study Blocks • How to use this book? Infograph ..............................................

• For you to use Calendar ............................................... Planner ..................................................

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• Block I My Name Is... ....................................... How Do I Look? .................................... My Family ............................................. My School ............................................ The Playground ....................................

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• Block II Shapes and Colors ................................ Numbers ............................................... My Senses ............................................. Safety Signs ..........................................

29 30 32 34 36

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• BLock III Weather Fun .......................................... Caring for Plants .................................... Recycle .................................................. Animals ..................................................

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• Block IV Begining Math ....................................... Comparing ............................................. Where Is? ............................................... What Do I See? ......................................

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• Songs

• Didactic Tips

The objectives used in this Syllabus are stated in terms of linguistic skills. The term skill is used as a micro â&#x20AC;&#x201C; concept, to be distinguished from the macroconcept of the customary division of language skills, that is, into listening, speaking, reading and writing. In the I cycle, the purpose is to integrate and interrelate oral and aural skills as understanding, performing and following relationships in the communication process. The organization reflects the distinction between receptive (listening) and productive performance (speaking) skills.

Planning in the I Cycle is determined by the childâ&#x20AC;&#x2122;s ability to achieve the communicative competence appropriate for the level. Therefore, the study blocks are guides that will help teachers to prepare lessons and foster lifelong learning. It is important that teachers take into account the following: 1. Study Blocks should be developed sequentially as they are given. They allow the development of communicative competence to interact with the environment.

2. It is strictly necessary to keep the appropriate level of difficulty for each study block. Otherwise, students will not achieve the corresponding level for subsequent stages of learning. 3. Unless facing special situations (new schools in the program, students coming from schools where there was no English, students with special needs), teachers should not change the already given sequence.

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At your right you have a small infograph which shows you how to use this book. Each spread sheet is made up of five actvities according to each chosen topic. For each section there are objetives, five creative activities and at the right-end corner youÂ´ll find a list of vocabulary you could use for those actvitites. Each activity can be used for a different grammar and vocabulary lesson: for example, Where do I live?, How many brothers and sisters do I have?, Do I live in a apartment or a house?, and so forth.

OBJECTIVES

It´s a physical strategy wereby the students sit crosslegged on a rug on the floor along, with their teacher, and discuss topics, repeat grammar lessons and expressions, use learned vocabulary, answer questions and so forth.

CIRCLE TIME

Things to learn and how to use them to achieve your target.

Continue this with each of your students.

Go outside the classroom to the playground. Call out one of your students and tell him to stand up when his name is called. You can begin in a moderate rhythm and slowly start speeding up the names to make it more fun. You can use the name tags you did before! Have the name tags on your hands and start calling differente games make your student run towards you and grab the name tag ask him ¨What is your name?¨He/She should answer ¨My name is: Camila¨.

Some of the drawings are repeated in the book. This is for you to know that there is an activirty realated with another done before.

• REPEATED SYMBOLS

Use any type of material, its always better to use recycled ones. It´s up to your imagination to create one. Make any size or shape you wish. This activity will help your student to recognize their names by hearing and visualizing it. You´ll have very nice activity to decorate your classroom.

1. ACTIVITY 1

2. ACTIVITY 2

- Respecting and taking turns

The activities are made for your pleasure and make your job a little bit easier, reinforcing vocabulary and expressions. Try new things and don´t forget to look in the website for ideas.

• ACTIVITIES

• Doing outdoor activities requires a lot of plannig, because there are many factors that can distract the student from the objectives.

• Talk about what you are going to do during the day,

• Talk about todays weather and use the calendar material to show the weather on that particular day.

• Greetings and review material you’ve been doing at this point.

- Playgrond Vocabulary - Answer questions - Likes and dislikes - Counting

OBJECTIVES

• White paper • Black marker • Index cards

• Paper • Black marker • Scissors • Any material as paper, cotton balls, color, paint, etc.

Follow the example provided for you.

name, color or paste the material you chose to do this activity.

Make them and cut, scramble the letter so your studentes can build it up again. The example will help you understand.

Write again the name but make it as puzzle.

With the index cards write each of your students name on the

MATERIALS

Use the white paper to write each of your students name and

4. ACTIVITY 4

MATERIALS

Number and name activity

3. ACTIVITY 3

(Infograph)

HOW TO USE THIS BOOK

• Crayon, paper, glue, chair, boy, girl, teacher, pencil, table, door, book, lunchbox, backpack.

VOCABULARY

Write each name of your students on the white papel with the white paper. You won´t be able see it. Break your class in groups, give each one a pencil and mix a litthe bit of water with the watercolors. You´ll begin to see the name of your students while the paint on top of the name you wrote with the white crayon.

• Watercolors • Brushes • White crayon • Paper • Any container to wash/up the brushes.

MATERIALS

5. ACTIVITY 5

This is very useful to review your previous lessons.

Vocabulary words used in the unit.

VOCABULARY

Extra material for you to plan your clases. They are made for you to copy as many time as you like.

MONTH

WHO I AM ? COGNITIVE TARGER • Myself as a unique person, and as part of the family and school. • Self and other people’s appearance, feelings, and emotions. • Personal choices while interacting with others. • Likes and dislikes about family ties, family relationships and the school community. • Attitudes of responsibility, solidarity, creativity and respect in daily activities.

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OBJECTIVES - Letter identification - Name identification - Name rocognition - Introductory dynamics

• Introduce oneself and Exchange Greetings.

1. NAME TAG

• Talk about today’s weather and use the calendar material to show the weather on that particular day. • Motivate the child through the process, in order for him to speak English in school. ◊ Ask one of your students to stand up and put the arrow on the correct weather and enunciate what kind is today´s weather. You can do this every morning before starting your daily activities. • Teach your students the welcome song, lyrics on page 54.

Create a name tag for each of your students.Use any type of material, its always better to use recycled ones. It´s up to your imagination to create one. Make any size or shape you wish. This activity will help your student to recognize their names by hearing and visualizing it. You´ll have very nice activity to decorate your classroom.

2. CALL OUT!

You can use the name tags you did before! Have the name tags on your hands and start calling differente names. Make your student run towards you and grab the name tag. Ask him/her, “What is your name?” The student should answer ”My name is: Camila”. Continue this with each of your students. Then repeat the game with students asking other studetns their name.

3. MY FIRST LETTER IS..?

4. BUILDING MY NAME

MATERIALS

• Paper • Black marker • Scissors • Any material as paper, cotton balls, color, paint, etc.

• White paper • Black marker • Index cards

Use the white paper to write each of your students name and under it the first letter of their name, color or paste the material you chose to do this activity. The student will color the letter or paste a collage to the letter and decorate the card. Follow the example provided for you.

5. MAGIC NAME

MATERIALS • Watercolors • Brushes • White crayon • Paper • Any container to wash/up the brushes. With the index cards write each of your students name on the fisrt lines in big print lletters. Write again the name but make it as puzzle. Make them, cut and scramble the letter so your students can build it up again. The example will help you understand.

VOCABULARY • Crayon, paper, glue, chair, boy, girl, teacher, pencil, table, door, book, name, my, your, his, her.

OBJECTIVES - Learn difference between gender. - Body identification. - New vocabulary.

• Introduce oneself and Exchange Greetings. • Talk about today’s weather and use the calendar material to show the weather on that particular day. • Motivate the child through the process, in order for him to speak English in school. • Start speaking about the body you can use the two posters in the kit to begin a relation between the student and the posters. • Teach gender diffrence, you can do actvities dividing the students into two groups, boys and girls. • You can begin to introduce clothes vocabulary : shirt, shoes, dress, jacket, pants, pajamas, hat, skirt, shorts.

- Identify parts of their face. - Types of emotios.

1. BODY PARTS Use the material that is provided in the Kit. Use the posters to put them around the classroom. Use them to make your student begin to learn about the body and their parts.

2. HEAD AND SHOULDERS, KNEES AND TOES..!

Its important to signal which body part you are referring to, and then start asking your students question like: “Where is your head, Julio?“, Camila, tell me where are your hands?”, “Julio, tell me where Camila’s hands are?“, “Camila, ask Julio where his head is“.

This song helps you engange with your students moving around in the classroom. You can also sing the song in a circle. It’s all part of kinetic devolpment and the children love it. You can begin with the basic parts of the body and eventually you can start to add new parts of the body. LYRICS ON PAGE 54.

3. BUILDING MY BODY

4. EMOTIONS

5. X-RAY HANDS MATERIALS

MATERIAL

• Black countruction paper • White chalk • Cotton buds • Glue

• Construction paper • Scissors • Glue • Black marker • Masking tape

MATERIAL • Construction paper • Scissors • Glue or tape • Ice cream sticks Cut the construction paper in several shapes: a circle (for the head), make two types of rectangles (two for the legs and two for the arms), a square for the torso and two circles for each hand. Before you paste them on the classroom make sure you label each one. Follow the example provided for you.

Cut three circles (the size of a cup) Draw different types of faces and write of the back each of the emotion you drew (happy, sad, angry.). It will all depend of what level your students have. You can use them to show your emotions towards them.

Get a black construction paper for each of your students, trace their hands with the whtie chalk. Hand each one 10 cotton buds and make them paste them on each finger as the example below.

VOCABULARY • Eyes, nose, mouth, ears, hand, arms, legs, happy, sad, angry, hands, feet, cotton buds.

OBJECTIVES - Learn family member names - Differente family member - Types of families

• Introduce oneself and exchange greetings.

1. MEMBER CHART

2. MY FAMILY MATERIALS

• Talk about today’s weather and use the calendar material to show the weather on that particular day.

• White paper • Colors, paint, crayons, markers and so forth.

• Motivate the child through the process, in order for him to speak English in school. • Talk about different activities or trips families do together. • Talk about a family, you could find pictues of differente families and explain that every family is different.

With carboard paper draw a house with nothing in it. Write family member in a column as shown in the exmple above. Give each of your studentes a colored square, each one should have a diffrente one. You will ask your students “Who lives in your house?“, make them put a square on each of the members of their homes.

Make your students draw their family. After they finish label each of the members. You can use them to show your students that their are different types of families. You can even motivate your children to show their class their own family using words like ¨this is my grandmother, this is my father...¨

3. FAMILY SONG

4. FAMILY TREE

5. IN MY HOUSE LIVES... MATERIALS • Magazines • Paper • Scissors • Glue stick

This song helps you to use your hands and fingers. Every finger is a family member.Children learn about family member and you reinforce counting and recognizing his/her bosy parts.

Their is no recipe for this one, you just have to use your imagination. Use the drawigns your students made of their families and put them on the buletin board. You can use any type of material, silk paper, carboard for the tree trunk, yarn for the branches.

Make a house in 11x17 incarboard paper for each of your students, make only the roof and section the house in parts. Use the example below. Give them each a scissor and make them cut the paper to demostrate who lives in their own house, tell them to put each of the participant in a room.

It´s on the page you can reproduce getting copies of it. LYRICS ON PAGE 54.

You can use any type of material, silk paper, carboard for the tree trunk, yarn for the branches. You can use any type of material, silk paper, carboard for the tree trunk, yarn for the branches. You can use any type of material, silk paper, carboard for the tree trunk, yarn for the branches.

VOCABULARY • Mother, father, brother, sister, baby, Grandmother, grandfather, family, house, garden, living room, bedroom, kitchen.

OBJECTIVES - Recognize areas of the school. - Practice psychomotor skills. - Name things in the classroom. - Likes and dislikes.

• Introduce oneself and exchange greetings.

2. SCHOOL VOCABULARY

1. NAME TAGS

• Talk about today’s weather and use the calendar material to show the weather on that particular day. • Motivate the child through the process, in order for him to speak English in school. • Reinforce the vocabulary youve taught before like class material, school schedule, and other to make them understand thier surroundings.

MARKERS

COLORS

CRAYONS Name tag are very useful to create visual contact identifiying the object with the word. This will help your students identify the different objects and materials around the classroom.

Create flashcards using school vocabulary, words like playground, the courtyard, slide, swing and so forth. It´s important to use pictures instead of drawings when you are students are learnig vocabulary. You can use the example given in the Kit with other vocabularies and find printables on the web page.

3. MY FAVORITE PART 4. HAND PUPPETS OF SCHOOL MATERIALS • Paper • Colors or crayons

MATERIALS • Sock • Yarn • Markers • Cardboard paper • Scissors • White Glue

5. WHERE AM I? With the puppets made in the previous activity you can go outsie and begin to use expresiion like ¨Where is Marias puppet ?¨ and create an interaction with your student making them go anywhere in their surroundings and answer ¨Maria´s puppet is on the swing¨You´ll reinforce vocabulary you have seen before and make them release energy by moving around.

Use paper and make your students draw their favorite part of the school. Create your own way to teach your students to name and identify objects, toys in the classroom. The child will learn to express likes and wants. Using anything from the classroom.

Ask your students to previously bring an old sock to school. Use the cardboard paper to make the eyes, make sure you make two for each one. The yarn is to make the hair of the puppet. Organize all the material on the tables where the children are sitting. Provide each child. Mke sure you asses each student individually to help them create their own puppet.

VOCABULARY pencil, crayons, markers, table, chair, flashcards, scissors, yarn, glue, pupper, hair, eyes.

OBJECTIVES - Playgrond Vocabulary - Answer questions - Likes and dislikes

• Introduce oneself and exchange greetings.

- Counting - Respecting and taking turns

2. WHAT DO I SEE?

1. OUTSIDE

• Talk about today’s weather and use the calendar material to show the weather on that particular day. • Motivate the child through the process, in order for him to speak English in school.

MARKERS

COLORS

• Talk about what you are going to do during the day. •

Doing outdoor activities requires a lot of plannig, because there are many factors that can distract the student from the objectives.

CRAYONS

Begin by saying the different parts of the playground, you can use commands as “Julio go to the slide” and make your student go towards the object you are reffering to. Always use several students to see which one is compreheding the learning process.

The playground is a good place where your students can enjoy the fresh air and release energy. Mankiing them do actvities around the playground will better the learning process. Not all students like the outdoors but make them understand that is no just what they like, they must respect the other one´s likes.

3. HIDE AND SEEK

4. PLAYGROUND PICTURE

This is a popular children’s game where any number of players hide from each other, to be found by one or more seekers. You probably are familiar with this game. If you have a big number in students divide them by groups. Be sure to supervise each child and limit the hiding areas to ensure you are in contro on the activity. They´ll learn to start saying “Ready or not, here I come!” to locate the students hidden.

MATERIAL • Color or markers • White paper

5. COMMANDS Commands are very important they are action that make the students pay attention. Using words as ¨go and get your book¨ or ¨sit in the chair¨ ¨stand on your feet¨ are just of few of the different ones you can teach your students. Pointing at objects while asking them to grab and objet or get it. It helps to make a direct contact with your students.

After having a solid learning on the elements of the playground make your students draw a picture of their favorite palce in the playground. While painting you´ll begin to introduce them with the colors and also sharing and taking turns to use them. Late you can paste on the wall as decoration and and go on eith other actvieties.

VOCABULARY - Outdoors, slide, cheating, energy, movement.

I COMMUNICATE WITH OTHERS IN DIFFERENT WAYS COGNITIVE TARGER • Body communication. • Communication with others through symbolic language, body language and signs. • Safety and traffic signs. • Body health and hygiene as means for a positive image. • Respect to others opinions and sings in the community. • Different forms of art, literature and music from various cultures and other ways of expression. • The use of commands for following directions and safeties. • Symbolic language in drawings, directions, advises and safeties in a given context.

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OBJECTIVES - Recognize and use color red. - Apply the classification ability - Identify the basic shapes- rectangle, circle, square,- Apply the direction and position ability. triangle and star. - Recognize and use color blue, green, yellow,

• Introduce oneself and exchange greetings.

1. BASIC SHAPES

2. POPSICLE SHAPES MATERIALS

• Talk about today’s weather and use the calendar material to show the weather on that particular day.

• Popsicle sticks • Carboard paper • Scissors • Glue stick

• Motivate the child through the process, in order for him to speak English in school. • Use the shapes provided for you on the KIT. • Start with one shape at a time, later on you can do several at a time asking your students. • Ask the students if they know any names of shapes. • Inquire about where they see different shapes around their homes or outside. • Say to the class the following: “Today we will be learning about 5 basic shapes- circles, squares, triangles, rectangles, and stars. • The shapes are perfect to paste them on the bulletin borad or the wall.

Use the shapes providen in the Kit, there are five basic shapes, the preschool students will be able to recognize and name each shape with 100 percent accuracy. They will learn to draw each shape to the best of their ability name at least one defining characteristic of each shape.

For this activity the student will learn how to make a square, rectangle and triangle. Make a model of each one, you can divide the tables as activity four, crating stations. Cut the carboard paper in small squares but the popsicles sticks must fit in it.

3. BUILD A BUG

4. COLOR THE SHAPE 5. ORDER SHAPES

MATERIALS

MATERIAL

MATERIALS

• Construction paper • Scissors • White glue •Black marker

• White cardboard paper • Scissors • Black marker • Paint brushes • paint

• Construction paper, newspaper, white paper, etc. • Scissors

Cut several shapes as shown in the example. Make your students construct their own bug.Use the marker to do the eyes and mouth. Engange with your students supervising that they know which shape they are pasting.

Cut differente shapes and sizes, they can be any color. You can cut at least ten por each shape. Make a group circle and disorganize the shapes. Divide the kids in teams and asign each one with a shape. Count till three and tell them to recolect all of the shapes in less than one minute. The first team to get all their shapes wins.

Cut big shapes aprox. 50x60 cm, cut them and place the each on a diffrente table.Divide your group in teams for each table. you can indicate that in table number one the circle station will be there and do the same with th rest of the shapes. Use finger paint and make your students paint with their finger each shape. It shouldn´t take you more than one minute to paint each shape. This will help you organize your time so each student go through each station.

VOCABULARY • circle, star, triangle, rectangle, bug, butterfly, oder, instructions

OBJECTIVES - Count number until number 10. - Compare different things. - Construct patterns. - Reinforce scissor skills.

• Introduce oneself and exchange greetings. • Talk about today’s weather and use the calendar material to show the weather on that particular day. • Motivate the child through the process, in order for him to speak English in school. • Use the number to paste them on the bulletin borad or on the wall.

1. NUMBER FLASHCARDS Use the flashcards to begin showing your students a little bit of math. t´s up to you to color and decorate it. These flashcards are a very useful aid to evaluate the learning of the child as a individula. your students a little bit of math. t´s up to you to color and decorate it. These flashcards are a very useful aid to evaluate the learning of the child as a individula. your students a little bit of math. t´s up to you to color and decorate it. These flashcards are a very useful aid to evaluate the learning of the child as a individula.

2. TRACE THE SHAPE MATERIALS • Paper • Color, markers, etc.

Make your students follow the lines traced (as shown in the example), you can do this activity with one shape. Later when your students have finally learned that shape in particular. You can do the same activity but with a different shape.

3. CLOUDY NUMBERS 4. CARROT NUMBERS

5. FISH BOWL

MATERIALS

• Cardboard paper • Construction paper • Scissors

•

Cut out 10 clouds and number each from 1 to 10. Cut out raindrops in one color, or in several colors or shades to create more options for patterning. Shuffle the cloud cards. Begin the game by either turning the clouds upside down so that the numbers written on them cannot be seen, or have one person hold them. Ask your child to pick a cloud, turn it over and name the number. Place the cloud number side up and ask your child to put the matching number of raindrops under it. Then repeat steps 1 to 3.

Brown, Green and construction paper • Scissors • Glue

orange

• Constuction paper • Scissors • Black marker On the white paper draw the shape of a fish bowl. With different color consstrcution paper draw the silohuette of a fish, make sure the fish a fit in the bowl. This a game you can play with your students while evaluating that they are learning math by counting ho many fish are in the bowl.

Encourage your kids to cut 5 orange triangles. These will become your carrots. Write the numbers 1-5 and have the kids glue the carrots in numerical order. They then cut 15 green paper strips, for the carrot tops. This is a simple counting activity that is perfect for woking on number recognition and scissor skills.

1 VOCABULARY • Number from 1 to 10, carrot, vegetable,fish, cloud.

OBJECTIVES - Oral language. - Basic tastes: sweet, salty, and sour. - Observe and compare. - Movements.

• Introduce oneself and exchange greetings.

1. I SEE WITH MY EYES 2. TASTE

• Talk about today’s weather and use the calendar material to show the weather on that particular day.

MATERIALS

• Full length mirror

• Motivate the child through the process, in order for him to speak English in school.

You can begin with eye colors,discuss colors of children’s eyes. Expression- show how you look when you are angry, sad, happy.

• Sort foods that are sweet • Sort foods that are salty • Sort foods that are sour

• What can be more fascinating to preschool children than learning to use their five senses. They have fun touching, seeing, hearing smelling and tasting. • Begin by explaining that we have five senses that tell us about the world around us. You can ask: “Can anyone name any of the senses?”

Supply the students with a large piece of paper and a hexagon shaped pattern on the paper. Write the words, or have the students write the word “STOP” onto the middle of the sign. Have the students color the sign RED. Teach the students how when you see a red Stop sign you must stop look around and wait until it is safe to proceed.

Your students will become aware of and have the opportunity to experience the four basic tastes: sweet, salty and sour. Make them taste taste each of the other foods, and decide which of the above four tastes it’s most like. Place the foods with similar tastes next to each other. The important thing is that you are exploring the sense of taste.)

3. WHAT DO I HEAR?

4. SENSE OF TOUCH

5. SENSE OF SMELL

MATERIALS

• Carboard paper • Scissors • Black marker

• Different textured materials such as cotton balls, scraps of velvet fabric, aluminum foil, sandpaper, burlap, dried leaves etc. • Construction paper • Crayons • scissors • staples • Magazines

• 8–10 small airtight containers (You need two canisters per scent. •Tupperwarecontainers • Cotton balls • 4–5 scents or fragrances such as perfume or cologne, vanilla flavoring, lemon juice, baby powder, cinnamon, onion powder, and almond flavoring.

Cut stripes that will surroun the head of your students, like a bandana. Make two ears for each and paste them to the sides of the stripe like the example shown below. You can begin by saying “What do my big ears hear?“, “My big ears hear...“. This will help them remind them that the ears are used to hear.

Set out a collection of different textured items on a low table. Include a few samples of each type of texture so that there are enough items for children to compare. Together, talk about the different ways things feel. Teachers can say, “Today we are going to feel many different things. What do your hands and fingers tell you about each of these?” Encourage preschoolers to feel the objects and talk about what they notice. Help them use describing words by saying, for example, “Look, this one feels bumpy. Can you find another one that is bumpy?”. Permit time for exploration.

Set a table with each of the ingredients, and explain to them which are the names of the differente scents your chose. After the’ve learn each one, blinf fold your students and make them guess which smell they can recognize.

VOCABULARY • Eyes, nose, mouth, ears, arms, legs, happy, sad, hands, feet, eat, smell, taste, touch.

OBJECTIVES - Observe and compare. - Learn safety signs. - Importance of safety signs.

1. RED - STOP

2. GREEN -GO

MATERIALS

• Cardboard paper • Black markers • Yellow colors

The lights in a the traffic lights are, in the proper colors.

• Talk about what the students did before arriving at school. • How to be safe in school? Use the playground to show the children what to do in case of an earthquake.

STOP The lights in a the traffic lights are, in the proper colors. Top Light: RED – This means you must stop on the line and wait until the light changes to green.

Bottom Light: GREEN – This means it is safe to proceed in your desired direction.

3. YELLOW-SLOW

4. 911

MATERIALS

• Cardboard paper • Black markers • Yellow colors

•White paper • Silk paper • Black marker

BE SAFE

Slow Down The lights in a the traffic lights are, in the proper colors. Middle Light: YELLOW – This means you must slow down and come to a stop on the line. Put your students in a circle and begin by asking at random to get you different materials, o point out things in the classroom. These are very useful to evaluate your students and see if they are learning. They also help to decorate your classroom and later on reinforce them.

5. SAFETY IS IMPORTANT

We crumpled up some birthday streamer paper and had the children fill in the 9-1-1. We have in the past used red, yellow, and orange. This year we decided to go with the red and yellow. The song was taught to me by a parent, many moons ago. I am sure it could be found on the internet as well. I have found the streamer paper is a little more vibrant than tissue paper. Of course either would be fine. You could even use construction paper. We wanted something a little different than paint, crayons, and bingo dabbers, so we went with the streamers!

Safety is essential for preschoolers to learn. It is important to explain these hard topics in a fun and creative manner. Use roll play, skits, games, and activities to drive home this very important lesson plans on safety for preschool.

CALL VOCABULARY • Stop, go, slow down, alert, atenttion,

EMERGENCY 37

I DISCOVER AND ENJOY MY SURROUNDINGS COGNITIVE TARGET • Different elements in the surroundings. • Natural phenomena and the impact on the environment. • Positive actions towards Natural Resources. • Different socio-cultural interactions in the surroundings: home, school, community and country. • People, and services in the community. • The importance of services and institutions in the community.

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OBJECTIVES - Oral Language - Types of weather - Observe and compare - Water cycle

1. WATER CYCLE

• Talk about today’s weather and use the calendar material to show the weather on that particular day.

2. “RAIN RAIN GO AWAY” SONG

MATERIALS

• Motivate the child through the process, in order for him to speak English in school.

• Ziploc sanwhic h bag • Black marker • Blue food coloring

“Rain, Rain, Go Away” is a very popular rhyme/song that children say/sing on rainy days. The “Learn It” version is gentle and slow... perfect for teaching the song to young learners for the first time. The first verse is spoken, allowing children and parents to clearly hear the words. The second verse is sung slowly and gently. And the third verse has no vocals, allowing children to sing on their own. This is a great song to sing when children want to go outside, but the weather is stopping them.

• Introduce oneself and exchange greetings.

Grab Ziploc sandwich and use a black marker to draw a sun, cloud and water. Then fill a small measuring cup with 1/4 cup of water and pour a few drops of blue food coloring. Make sure the bag is well sealed. Use tape to paste it on a window of the classroom. Over the next few days, the students will obsrve the basic steps of the water cycle (condesation, evaporation an precipitation.)

LYRICS ON PAGE 54.

3. CLOUD BINOCULARS

4. PAINTING CLOUDS

5. UMBRELLA PICTURE

MATERIALS

• 2 Empty toilet paper rolls (or other cardboard tubes) • Blue tempera paint (We used our favorite tempera paint!) • Paintbrush • Cotton balls • Liquid glue or hot glue gun • String or yarn

• Carboard paper • Blue Paper • White Paint • Cotton Balls

• Large Paper • Paper Baking Cups • Craft Glue

Make a cloud stencil paper and cut each of the three clouds out.

Glue your umbrellas onto your drawing, making sure you glue down the handle first and then make the baking cup umbrella slightly overlap the handle.

Paint two cardboard tubes with blue tempera paint and let dry. Glue the cotton ball clouds around both tubes using liquid glue. Let the cotton clouds dry. Glue the two cardboard tubes together. Use the hot glue gun so the glue dries fasterwould dry quickly. Once your binoculars are dry, punch a small hole onto the outside edge of each tube. Cut a piece of string long enough to fit over your students head. Tie each end of the string through on of the holes.

Tape it onto the blue paper (for the sky) and let your students gently dip his cotton ball into white paint. Then, help each one of them dab the cotton balls all over the open blue space under the template. After one finishes lift the cloud template. Repeat this with each student.

Draw or paint a picture of what it looks like when it is raining outside. You can make it so it is just rain drops all over the paper, or you can make a whole scene with clouds, people, etc. Once you get your picture drawn, you can make umbrellas on it. Cut a baking cup in half, round off the edge that you cut so it is the shape of an umbrella. Cup and shape the chenille stems to look like the umbrella handles (if you do not have chenille stems, you can just draw the handle on your paper).

VOCABULARY • Water, sunny, rainy, cloudy, coldm hot, sunny,.

OBJECTIVES - Identify things in nature. - Make descriptions about nature. - Observe and compare

1. THE PLANET EARTH 2. TAKING CARE PLANTS There are a lot of activities that you can do with your students. Enphasize on the importance of protecting the planet. Reinforce vocabulary you’ve seen, show your students a picture of earth and tell that there is where we all live. Create chants to make a friendly interaction between To make your own flower prints, put yput students. You can look for the carboard paper on a low table. a wateing can and show your Dip the bottom of an empty soda students the importance of bottle into some paint, then stamp watering the plants. on the paper. You can rotate the bottle around to make more petals. Dip the bottle cap into some paint and it makes a great stamp for the centers of the flowers. The students learn to took turns stamping with the caps and the bottles.

Lorem ipsum dolor sit amet, cras id id et lectus dapibus, cras velit ac mauris sem nisl, mattis nulla parturient consectetuer tempor, feugiat nunc in. Imperdiet nullam, ut nullam amet nullam luctus proin maecenas.

3. GROWING PLANTS

4. PLANT PARTS

5. FLOWER STAMPS

MATERIALS

• • • • •

• Soda emprty bottle • Paiint • Cardboard paper

Beans Cotton balls Water Plastic bags Bowl of water

Before doing this activity to the students, you must previously soak the lima beans overnight to speed up the growing process. Each student must dip their cotton balls into water and placed them in their bag. They used enough cotton balls to fill all the way across the bottom of the bag. Next each student ads some lima beans into the bag. It’s important to remind them that the beans needed space to grow so only add four or five. Once the children finished adding their cotton balls and beans to their bags, close up the zipper and taped them to the window (make sure the bags are sealed tight so they hold in the moisture). Now all you have to do is wait and see what happens. Talk about the growth of the beans as they start to shoot out some sprout.

Black marker Craft paper Newspaper White glue Bowl of water

For this activity you’ll need to cut a one meter long craft do draw a flower with its parts. This is a fun actvity were all the class can participate. Make your students rip the newspaper into strips and later turn them in small balls. This is going to be for the petals of the flower, paste the newspaper balls onto the flower leaving the middle untouched. After it dries label the plant parts and review them with your students.

PETALS LEAF STEM

ROOTS

`To make your own flower prints, put the carboard paper on a low table. Dip the bottom of an empty soda bottle into some paint, then stamp on the paper. You can rotate the bottle around to make more petals. Dip the bottle cap into some paint and it makes a great stamp for the centers of the flowers. The students learn to took turns stamping with the caps and the bottles.

VOCABULARY • Tree, dirt, grass, flower, bugs, sun, nest, bee, twig

OBJECTIVES - Sort recyclables into categories - Recognize that everyone contributes to the amount of trash created each day. - Learn simple ways they can divert the amount of trash

1. RECYCLING SYMBOL

• What can be more fascinating to preschool children than learning to use their five senses. They have fun touching, seeing, hearing smelling and tasting. Begin by explaining that we have five senses that tell us about the world around us. You can ask: “Can anyone name any of the senses?”

2. CLEAN UP SONG There are a lot of activities that you can do with your students. Enphasize on the importance of protecting the planet. Reinforce vocabulary you’ve seen, show your students a picture of earth and tell that there is where we all live. Create chants to make a friendly interaction between yput students. LYRICS ON PAGE 54.

To make your own flower prints, put the carboard paper on a low table. Dip the bottom of an empty soda bottle into some paint, then stamp on the paper. You can rotate the bottle around to make more petals. Dip the bottle cap into some paint and it makes a great stamp for the centers of the flowers. The students learn to took turns stamping with the caps and the bottles.

3. SAVE ELECTRICITY 4. SAVE WATER

5. CLASSIFIYING GARBAGE

There are a lot of activities that you can do with your students. Enphasize on the importance of protecting the planet. Try to find containers where you can label and make your students learn to recycle garbage. Make them understand the importance of recycling, later on you can make a compost activity to make Check the bathrooms to see them understand what garbage what water faucets or toilets are disposal can do for you. left dripping or runnig water, you Make your students understand can send as homework for your the importance of saving students to do the same in their electricity. Walk around the house. Inform the authorities of school with your students and leaks in the faucets. Students look into empty classrooms and must inform parents if these PAPER empty bathrooms that haver water facilities nee repair. their lights turned on. Walk around the halls on a sunny day to see if the lights are on on the hall, even though its a sunny day and you donÂ´t need.

PLASTIC

ORGANIC

VOCABULARY â&#x20AC;˘ Tree, dirt, grass, flower, bugs, sun, nest, bee, twig

OBJECTIVES - Animal names - Sounds of anmals - Differece between animals

• Introduce oneself and exchange greetings. • Talk about today’s weather and use the calendar material to show the weather on that particular day.

1. FLASHCARDS

• Motivate the child through the process, in order for him to speak English in school.

2. OLD MAC DONALD HAD A FARM SONG Before teaching the song, the teacher needs to learn the song. Play the vocal version of Old Mac Donald to the children. Teacher shows the actions of the song. Repeat the song again and this time the children will sing and join in with the actions. Musical concepts can be taught through singing. LYRICS ON PAGE 54.

3. HANDPRINT MONKEY MATERIALS • Brown and green paint • Light brown paper • White paper • Glue • Heart stickers • Black market

Have the kids paint their four fingers with brown paint and pressing it on a white sheet of cardboard white paper (make sure not to do the thumb). Cut out a tail, head, nose, and ears with the brown paper. Paint the monkey’s face with the brown paint as well as the tail and the edge of the ears. Take a black marker and draw a nose and mouth. For details you can use a green marker nd draw vines.

4. ANIMAL GROSS MOTOR

5. CHICKEN IT! MATERIALS

This animal gross motor activity for preschoolers is the perfect way to continue fostering her love for animals while using up some of her boundless energy. You can play this activity many ways which makes it great for whatever situation you are in. It’s quite possible that we’ve done versions of this while riding in the car or walking around a store. First, with kids who are not very good at following directions, like Shiloh, you can just call out random animals and let them decide to imitate or not. That is the whole purpose of the activity. Act like an animal. I know for some kids that’s not a real stretch of the imagination… *sigh* Shiloh has favorite animals that she likes to imitate on a regular basis. Cow, Horse, Bunny, Chicken, Dog, Cat, Lion.

• Red, white and yellow cosntruction paper • Scissors • Black felt tip marker • Needle for punching holes • Red thread • Glue Print out and copy the pattern on to the correctly colored pieces and cut them out. You will need 2 body pieces, 4 feet, 2 beaks and 1 comb. Cut the comb with a little allowance out so it may be glued inbetween the body pieces. Glue the beaks and the feet onto the 2 body pieces. With the backsides facing each and the comb inserted in the top, glue the 2 body pieces together. Dot the hen eyes above the beak. Gather a couple of strands of straw and tie in the middle. Glue this then onto the body as seen in the picture. Punch a small hole in the comb and tie a red thread through for hanging up.

T CA CHICKEN

COW

DOG

VOCABULARY • Bunny, pony, cow, horse, macaw, monkey, sing, bird.

MY RELATIONSHIP WITH PEOPLE AND OBJECTS AROUND ME COGNITIVE TARGER • Information about shapes and numbers. • Information about school objects and people. • School objects and people. • Location of people and objects.

• Respect toward people and objects.

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OBJECTIVES - Learn basic numbers - Beginnig of tracing - Adverb and prepositions

• Introduce oneself and exchange greetings. • Talk about today’s weather and use the calendar material to show the weather on that particular day.

1. FLASHCARDS

MATERIALS .

• Motivate the child through the process, in order for him to speak English in school.

• Colored sidewalk chalk Ask the players to spread out and assign them a number to write in chalk on the pavement. Make the numbers large enough so they can be seen from a distance and far enough away from one another that they don’t collide while running to their numbers!

Flash cards are a simple, versatile, yet often underexploited resource. Flash cards are a really handy resource to have and can be useful at every stage of the class. They are a great way to present, practise and recycle vocabulary and when students become familiar with the activities used in class, they can be given out to early-finishers to use in small groups. I sometimes get the students to make their own sets of mini flash cards that can be taken home for them to play with, with parents and siblings.

2. RUN AROUND THE NUMBERS

Explain that you will shout out a number randomly. When the players hear it, they need to dash to the number and stand on top of it. Tell them to stand on that number until you call out the next number.

3. WHERE IS?

4. SHAKE IT! RECOGNITION GAME

5. TRACING CARDS

MATERIALS

• Any type of object, it can be a small object like a ball, eraser, a little toy, etc. • Plastic cup

• Empty egg container (one that held a dozen eggs) • Small object good for shaking • Marker • Pencil • Paper

• Carboard psper • Scissors

Write the numerals 1–12 randomly in each section of the egg carton. Put a small object inside the egg carton that will make a little noise when the lid of the carton is closed and shaken up. Have your student close the lid of the carton and shake it. Then have them open the lid of the egg carton and see where the object has landed.

Basic vocabulary for beginning readers include: colours; prepositions; common objects and locations; pronouns; parts of everyday objects; adjectives; occupations; quantity words; materials; shapes; and patterns. THis activity can be done with two cups and any other single item you have on hand, e.g. a pencil. You can use any material that is smaller than the cup. Placing the elementof your choice in various positions relative to the cup/s, You can ask “Where is the ball?” You use the element to put it “under“, “above“, “behind, “between“, “up“, “down“, etc.

Have your child say the number of the compartment where the object is aloud, write the numeral down and then draw tally marks next to the number that show what the numeral actually represents. Take turns playing the game with each of your studentes, you could make groups and have each one have their own. Whoever is the first one to get the object to land in each compartment at least once wins.

With this activity you can use them in several ways: Students can use their fingers to practice number formation, or a dry-erase marker if you laminate the cards. Students can place the numbers in order. Students count out items from the classroom and place them on top of the correct number.

VOCABULARY • above, between, under, behind, up, down, numbers, sides, next.

OBJECTIVES - Comparing different elements - Learning vocabulary - Outdoor interaction

1. FLASHCARDS Flash ards are a simple, versatile, yet often underexploited resource. Flash cards are a really handy resource to have and can be useful at every stage of the class. They are a great way to present, practise and recycle vocabulary and when students become familiar with the activities used in class, they can be given out to early-finishers to use in small groups. I sometimes get the students to make their own sets of mini flash cards that can be taken home for them to play with, with parents and siblings.

2. MEASURE MYSELF

Use a craft papel about 1 meter long and paste it on the wall. Use a measuring tape or ruler, make marks on the paper and write the numbers. You can decorate it as you wish. Begin by taking one student and mark their height, continue doing this with each student. Later on have the students participate actively by marking the height of the other students, they can also mark different types of objects and tools from the classroom.

3. NATURE WALK LEAVES

4. WHAT´S IN THE BAG?

MATERIALS

• 4-5 different-sized leaves • 12” x 18” construction paper or two 8.5” x 11” papers taped together • Glue

• A paper bag • An assortment of familiar household items: silverware, keys, pens, etc.

Take a nature walk. Make your students gather four or five leaves from the playground. Spread the leaves around your work table. Point out the different sizes of leaves to your child, small, medium, and large. Ask them to put the leaves in piles of small, medium, and large. Put your large piece of construction paper on the table. Tell your students that they can line the leaves up from smallest to largest. Have them put the smallest leaf to the left and the biggest leaf on the right side of the paper. Continue asking questions such as “Which leaf comes next? Which leaf is the next biggest?”

5. COMPARING EVERYTHING

Secretly place an everyday item in a paper bag and then give different clues to your students, who will then try to guess the item. If your students give an incorrect answer, then repeat the clues, leaving time for them to think between each statement, and then add more clues until the correct answer has been reached. Once your students have guessed correctly, give him the bag and let him look inside. Start them off with a set of very common objects and later, begin adding more unique items. You can do this activity indoors or out.

Use all the furniture, material, toys, children and teacher available, in adittion to the structure of the classroom itself and the school building. What will you compare? - Big/Small - Small/Large - Warm/Cold - Long/Short - Loud/Quiet Use interactive activities with your students to make it more dynamic.

VOCABULARY •

leaves, outside, paper vocabulary, bag, sizes.

abg,

OBJECTIVES - Learn new vocabulary - Reinforce learned vocabulary - Reinforce self esteem

1. FIND THE OBJECT Begin by asking where a certain objet is, in the room. Show an object like a ball, have the students turn around and the teacher hides the ball. Later one by one, or in groups, the children can look for the ball. When the find it make them shout “I found the ball!“, repeat this with other elements including shapes, colors and numbers.

2. WHERE IS ?

Make the children sit on a circle or scattered around the room. The teacher asks the children“Where is?” and add to the sentence the name of a student or an object around the clasroom. The student answers “Here it is!“ or “Here she is!“ or “Here he is!“ Later on you can use other concepts used befor eto reinforce their learning.

3. WHAT IS UP AND WHAT IS DOWN?

4. WHERE ARE YOU GOING?

5. WHERE ARE WE?

The techer motivates a student to walk to some place, part of the classroom, school building or outdoors. Teacher asks “Where are you going?“ the student answers with the help of the teacher “I am going to the chair.” and so forth.

The student will point to an object where is up in the classroom or can be seen outside the window or what is down. Make your students go outside and look at their surroundings. Let them know the difference between up and down. Later on you can use other concepts used befor eto reinforce their learning.

Take them around the school, different areas and teach them their names. Later on you can use other concepts used befor eto reinforce their learning.

? ?

The teacher motivates a student to walk to some place, part of the classroom, school building or outdoors. Teacher asks “Where are we?“ while walking around the school or playground area. The student answers with the help of the teacher “We are in the hall” and so forth. Remember to help them if they can´t find the words. Later on you can use other concepts used befor eto reinforce their learning.

VOCABULARY • left, right, up, down, questions, objects, world, Costa Rica, country, city, town.

OBJECTIVES - Comparing different elements - Learning vocabulary - Outdoor interaction

• Introduce oneself and exchange greetings. • Talk about today’s weather and use the calendar material to show the weather on that particular day.

1. LOOK FOR...

2. TWINKLE, TWINKLE LITTLE STAR SONG

With this song the students lear the word star and the verb twinkle. All this with hand movements.

• Motivate the child through the process, in order for him to speak English in school.

LYRICS ON PAGE 54. Teacher will ask the students one by one to look for a certain object and make them name it. Help them if you see their are having trouble finding the word. Have each student ask another student to look for a certain object or to look for another child who is hding in the classroom or elsewhere, like the playground.

3. OBJECTS AROUND ME

4. WHAT DO I SEE?

Each child will name as many objects as possible around him in a certain amount of time. The one who names the most objects is the winner.

Form partners, one child asks another. Make them ask each other for things that they see, creating an interactive activity with each partner.

Later on you can use other concepts used befor eto reinforce their learning.

5. I SPY

Teacher will ask the students “I Spy...“ begin by giving hints of and object you have spied and see if the students can guess what you are describing. Help them if you see their are having trouble finding the word. Have each student ask another student to rrepeat the same activity using the concept of “I spy...“. Later on you can use other concepts used befor eto reinforce their learning.

VOCABULARY • eyes, looking, foward, back, front, next, beside,.

WELCOME SONG

FAMILY SONG

Good morning, good morning. How are you? Good morning, good morning. How are you? How are you this special day. Weâ&#x20AC;&#x2122;re glad you came to play. Good morning, good morning.. How are you?

Daddy finger, daddy finger, where are you? Here I am, here I am. How do you do?

Pg. 11

CLEAN UP Pg. 14 Clean up clean up everybody everywhere. Clean up clean up everybody do your Share. Clean up clean up everybody everywhere. Clean up clean up everybody do your Share. Clean up clean up everybody everywhere. Clean up clean up everybody do your Share

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Pg. 19

Mommy finger, Mommy finger, where are you? Here I am, here I am. How do you do? Brother finger, Brother finger, where are you? Here I am, here I am. How do you do? Sister finger, Sister finger, where are you? Here I am, here I am. How do you do? Baby finger, Baby finger, where are you? Here I am, here I am. How do you do?

HEAD AND SHOULDERS, KNEES AND TOES, KNEES AND TOES. Pg. 52 Head, shoulders, knees and toes, Knees and toes. Head, shoulders, knees and toes, Knees and toes. And eyes, and ears, and mouth, And nose. Head, shoulders, knees and toes, Knees and toes. Place both hands on parts of body as they are mentioned. On second time speed up, and get faster with each verse.

TWINKLE TWINKLE OLD MACDONALD Pg. 39 LITTLE STAR Pg. 49 Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. When the blazing sun is gone, When he nothing shines upon, Then you show your little light, Twinkle, twinkle, all the night. Then the traveler in the dark, Thanks you for your tiny spark, He could not see which way to go, If you did not twinkle so. In the dark blue sky you keep, And often through my curtains peep, For you never shut your eye, Till the sun is in the sky. As your bright and tiny spark, Lights the traveler in the dark. Though I know not what you are, Twinkle, twinkle, little star. Twinkle, twinkle, little star. How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star. How I wonder what you are. How I wonder what you are.

Old MacDonald had a farm, Ee i ee i oh! And on that farm he had some chickens, Ee i ee i oh! With a cluck-cluck here, And a cluck-cluck there Here a cluck, there a cluck, Everywhere a cluck-cluck Old MacDonald had a farm Ee i ee i oh! Old MacDonald had a farm, Ee i ee i oh! And on that farm he had some dogs, Ee i ee i oh! With a woof-woof here, And a woof-woof-woof there Here a woof, there a woof, Everywhere a woof-woof Old MacDonald had a farm Ee i ee i oh! Old MacDonald had a farm, Ee i ee i oh! And on that farm he had some cows, Ee i ee i oh! With a moo-moo here, And a moo-moo there Here a moo, there a moo, Everywhere a moo-ooo Old MacDonald had a farm, Ee i ee i oh!

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It is important for teachers to: 1. Promote exploratory processes and the child’s interpretation and valuing of her or himself. 2. Organize small group work and game activities. 3. Lead the child to ask for help when necessary and to collaborate with others. 4. Prompt the child to collaborate in class activities. 5. Encourage participation in other children’s activities. 6. Guide the child to build up his/her identity. 7. Value his/her own and others` skills. 8. Promote respect for one’s own body and others’.

9. Promote positive self-perception through the senses and body language. 10. Prompt the children’s curiosity and careful observation to collect important details. 11. Take advantage of spontaneous daily activities where students can play with the language. 12. Expose students to different charts, grids and resources such as: big books with stories with sequencing pictures, thematic, pneumonic and semantic pictures, poems, riddles, musical games, songs, puppets shows and fairy tales. All of them and more help to enhance the learning experience. 13. Promote activities leading to estimations of numbers from one to ten. It is recommended to practice different quantitative and qualitative expressions

such as: Much, many, a little, a few, more, fewer, less, enough, several, some, any, all, none, etc. in different contexts. 14. Lead the child to ask for help and to collaborate with others in the group.

20. Let the students organize the puppets show behind the curtain during the consolidation step to promote small group work, spontaneous dialogues and performance outcomes for everyone.

15. Prompt the children to participate in class activities. 16. Promote the use of common formulas to communicate with the learners daily. 17. Monitor the child while s/he is practicing cultural activities and values. 18. Encourage childrenâ&#x20AC;&#x2122;s participation during rehearsals within the group. 19. Promote performance assessment after each activity as a follow up of each studentâ&#x20AC;&#x2122;s learning process.

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Learning together is a group of didactic resources provided by the Ministry of Education. It provides a small booklet of didactic activities and a kit of materials to use in your daily class activities. There is also web page where you can find more resources, including extra information and materials for you to use.

www.learningtogether.ed.cr TelĂŠfonos: 2256-8132 ext.1100 Fax: 2256-8093 / 2256-9122