Tamara Trego,

Early Childhood Special Education Preschool Teacher

Francis W. Parker Montessori IPS #356

Early Childhood Lesson Plan Week of: May 4 - 8

Weekly Objectives:
Behavioral Objectives: Learn and practice school routines. Follow verbal/nonverbal directions. Participate in group experiences.
Take turns. Cooperate in planned activities. Initiate and respond to communication. Share materials. Gain independence in taking
care of self and belongings. Practice sitting in a chair. Complete assigned tasks.
Academic Objectives: Increase vocabulary, communication and social skills. Consistently identify 10 basic colors and 8 basic
shapes, and the letter(s) of the week. Gain experience using pre-writing strokes, scribbling, tracing letters/lines, using scissors, using
glue sticks, listening to stories, answering questions.
Daily Large Group Lessons:
Monday
Group Lesson: Torn Paper Flower Craft
Objective: Introduce theme of the week. Connect literature to activity. Practice functional and fine motor skills: following directions,
tearing paper, using a glue stick.
Tuesday
Group Lesson: What Does a Flower Eat? Craftivity
Objective: Connect literature to activity. Identify what flowers need to grow and what flowers cannot eat. Practice fine motor and
functional skills: following directions, coloring, using a glue stick.
Wednesday
Group Lesson: Mom Flower Craft
Objective: Connect literature to activity. Follow directions. Make present for mom for Mothers Day.
Thursday
Group Lesson: Flower Paint Stamping
Objective: Connect literature with activity. Encourage literacy. Develop fine motor/functional skills: following directions, painting.
Friday
Group Lesson: Flower Sticker Craftivity
Objective: Link literature with activity. Develop fine motor/functional skills: following directions, using stickers.
Large Group Circle Time Activity: Story Comprehension Activity, Flower Color Matching Activity, Growing Flowers Song

Early Childhood Standards:

Table Time Standards:
Puzzles/Manipulatives
M.4.14 Complete an inset puzzle of 3 or more pieces
SC.1.34 Manipulate objects.
Books
ELA.3.2 Open a book.
ELA.3.3 Explore a book.
ELA.3.4 Point to pictures in a picture book.
ELA.3.5 Turn several pages of a book at a time.
ELA.3.6 Look at books for one minute.
ELA.3.7 Visually engage with a book.
ELA.3.8 Pretend to read a book aloud.
Work Time Standards:
P.1.10 Participate in a variety of gross/fine motor and sensory activities.
FA.1.54 Paint with fingers, draw with crayons, and mold with dough.
ELA.2.18 Make marks with writing tools.
ELA.2.19 Mark on paper rather than other surfaces.
FA.1.51 Scribble
ELA.2.68 Use the correct grasp of writing tool.
Circle Time Standards:
M.3.1 Cooperate with a routine.
SS.1.18 Cooperate with a routine.
SS.1.9 Anticipate a sequence during daily activities.
SE.1.23 Cooperate with a routine.
SE.3.31 Follow a daily schedule.

SE.3.32 Follow steps in a simple routine.

SE.3.25 Stay with an adult-directed activity or story for 10-15 minutes.
SE.3.21 Respond to own name, words, or short phrases.
SE.3.11 Actively look for or keep attending to things that an adult points to, shows, or talks about.
ELA.1.2 Actively attend to things that an adult is showing.
ELA.3.28 Jointly attend to object of interest to self.
ELA.3.29 Jointly attend to pictures and books for several minutes.
ELA.3.30 Use two-word vocalizations, signs, symbols, or gestures to tell about objects or events in
the present.
FA.1.74 Produce rhythmic patterns to familiar songs (e.g., Jingle Bells).
FA.1.90 Respond to familiar voices, songs, and sounds.
SS.1.7 Verbalize the days of the week and names of the months.
SS.3.32 Talk about weather and its relationship to appropriate clothing/activities.
SS.3.34 Talk about and be curious about the weather (e.g., temperature, rain, snow, climate inside
and outside).
SS.3.35 Notice that people wear different types of clothing depending on the weather.
SE.3.23 Jointly attend to pictures and books for several minutes
SE.3.24 Actively attend to things an adult is showing.
SE.3.25 Stay with an adult-directed activity or story for 10-15 minutes.
SE.3.23 Jointly attend to pictures and books for several minutes.
SE.3.11 Actively look for or keep attending to things that an adult points to, shows, or talks about.
ELA.2.1 Point to pictures in a picture book.
ELA.2.2 Visually engage with a book.
ELA.2.8 Enjoy looking at books.
ELA.2.9 Find named pictures or textures in book.

Centers
Writing/Literacy Center:
Standards:

ELA.3.1 Track movement.

ELA.3.2 Open a book.
ELA.3.3 Explore a book.
ELA.3.4 Point to pictures in a picture book.
ELA.3.5 Turn several pages of a book at a time.
ELA.3.6 Look at books for one minute.
ELA.3.7 Visually engage with a book.
ELA.3.8 Pretend to read a book aloud.
ELA.3.13 Enjoy looking at books.
ELA.2.36 Match like letters.
ELA.2.37 Match the same letter in different styles (e.g., signs, books, newspaper).
ELA.2.61 Combine strokes and shapes to represent letters.
ELA.2.62 Copy a vertical line.
ELA.2.63 Copy a horizontal line.
ELA.2.64 Copy a circle.

Math/Science Center:
Standards:
M.4.1 Notice objects and purposely move and manipulate different objects.
M.4.2 Use a shape toy to explore basic shapes.
SC.1.50 Observe shapes and look for objects that are the same shape.
SC.1.51 Observe and describe properties of objects.
SC.1.52 Participate in activities using materials with a variety of shapes and patterns.
SC.1.53 Participate in activities using materials with a variety of properties (e.g., color, shape, size,
name, type of material).
Play Centers:
Standards:
FA.1.44 Engage in cooperative pretend play with another child.
FA.1.45 Pretend through role-playing.

SE.1.39 Enjoy simple pretend play.

SE.3.8 Pretend to do something or be someone.
SE.3.9 Act out familiar, scripted events and routines.
SE.1.47 Develop the process of play from playing alone to playing alongside, then playing with
someone else around age three.
SE.1.39 Enjoy simple pretend play.
SE.1.44 Show interest in other children.

Sensory Table Centers:

Standards:
P.1.1 Responds to sensory input with a variety of behaviors.
P.1.2 Tolerates a variety of sensory of input.
P.1.3 Regulates sensory input with assistance.
P.1.4 Applies a strategy to regulate sensory input.
Art Center:
Standards:
P.1.1 Responds to sensory input with a variety of behaviors.
P.1.2 Tolerates a variety of sensory of input.
P.1.3 Regulates sensory input with assistance.
P.1.4 Applies a strategy to regulate sensory input.
P.1.10 Participate in a variety of gross/fine motor and sensory activities.
FA.1.54 Paint with fingers, draw with crayons, and mold with dough.
ELA.2.18 Make marks with writing tools.
ELA.2.19 Mark on paper rather than other surfaces.
FA.1.51 Scribble
ELA.2.68 Use the correct grasp of writing tool.