Week 34: Healthy Bodies, Healthy Growth

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth) through a warm-up activity tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Short discussion or activity introducing Healthy Bodies, Healthy Growth, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth. 2) Model the skill once with a concrete example tied to Healthy Bodies, Healthy Growth. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth) through a hands-on or written activity connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Healthy Bodies, Healthy Growth. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth) in a new context tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Healthy Bodies, Healthy Growth. 2) Student compares or applies Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Healthy Bodies, Healthy Growth using this week's skill (Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth).

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Healthy Bodies, Healthy Growth. 2) Student sorts/organizes them using Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth) connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: oral language, vocabulary, and listening comprehension

Materials: Picture/vocabulary cards related to this week's theme, paper, writing tools

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Vocabulary and complete sentences describing healthy habits and growth) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Counting fingers/toes; body awareness numbers) through a warm-up activity tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Short discussion or activity introducing Healthy Bodies, Healthy Growth, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Counting fingers/toes; body awareness numbers. 2) Model the skill once with a concrete example tied to Healthy Bodies, Healthy Growth. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Counting fingers/toes; body awareness numbers) through a hands-on or written activity connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Healthy Bodies, Healthy Growth. 2) Student works through 3-4 guided repetitions of Counting fingers/toes; body awareness numbers. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Counting fingers/toes; body awareness numbers) in a new context tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Healthy Bodies, Healthy Growth. 2) Student compares or applies Counting fingers/toes; body awareness numbers to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Counting fingers/toes; body awareness numbers.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Healthy Bodies, Healthy Growth using this week's skill (Counting fingers/toes; body awareness numbers).

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Healthy Bodies, Healthy Growth. 2) Student sorts/organizes them using Counting fingers/toes; body awareness numbers. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Counting fingers/toes; body awareness numbers) connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: number sense, counting, and simple patterns

Materials: Manipulatives or counters, number line/place-value chart, paper for recording

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Counting fingers/toes; body awareness numbers) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow) through a warm-up activity tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Short discussion or activity introducing Healthy Bodies, Healthy Growth, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow. 2) Model the skill once with a concrete example tied to Healthy Bodies, Healthy Growth. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow) through a hands-on or written activity connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Healthy Bodies, Healthy Growth. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow) in a new context tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Healthy Bodies, Healthy Growth. 2) Student compares or applies Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Healthy Bodies, Healthy Growth using this week's skill (Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow).

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Healthy Bodies, Healthy Growth. 2) Student sorts/organizes them using Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow) connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: observation, exploration, and the five senses

Materials: Theme-related materials or pictures, observation journal, writing tools

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Human body basics: how food, sleep, and exercise help us grow) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches)) through a warm-up activity tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Short discussion or activity introducing Healthy Bodies, Healthy Growth, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches). 2) Model the skill once with a concrete example tied to Healthy Bodies, Healthy Growth. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches)) through a hands-on or written activity connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Healthy Bodies, Healthy Growth. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches). 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches)) in a new context tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Healthy Bodies, Healthy Growth. 2) Student compares or applies Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches) to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches).

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Healthy Bodies, Healthy Growth using this week's skill (Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches)).

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Healthy Bodies, Healthy Growth. 2) Student sorts/organizes them using Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches). 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches)) connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: self, family, and community awareness

Materials: Theme-related picture cards or reference materials, map/chart as needed, paper

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Community helpers who keep people healthy (doctors, nurses, coaches)) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text) through a warm-up activity tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Short discussion or activity introducing Healthy Bodies, Healthy Growth, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text. 2) Model the skill once with a concrete example tied to Healthy Bodies, Healthy Growth. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text) through a hands-on or written activity connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Healthy Bodies, Healthy Growth. 2) Student works through 3-4 guided repetitions of Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text) in a new context tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Healthy Bodies, Healthy Growth. 2) Student compares or applies Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Healthy Bodies, Healthy Growth using this week's skill (Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text).

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Healthy Bodies, Healthy Growth. 2) Student sorts/organizes them using Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text) connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: print awareness and story listening comprehension

Materials: A book or passage related to this week's theme, graphic organizer

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Oral/hands-on introduction: Identifying main topic and details in a healthy-habits text) independently, meeting the weekly goal.

Objective: Student will be introduced to this week's focus skill (Body-part vocabulary and beginning sounds) through a warm-up activity tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Short discussion or activity introducing Healthy Bodies, Healthy Growth, connecting to prior knowledge.

Main Activity: 1) Introduce today's key concept related to Body-part vocabulary and beginning sounds. 2) Model the skill once with a concrete example tied to Healthy Bodies, Healthy Growth. 3) Student tries the skill with guidance.

Practice: Student practices the new skill independently with a themed activity or worksheet.

Assessment: Student demonstrates the new skill correctly at least 3 of 4 times with support.

Objective: Student will apply this week's skill (Body-part vocabulary and beginning sounds) through a hands-on or written activity connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Quick review recapping Monday's skill before new practice.

Main Activity: 1) Set up a themed practice activity related to Healthy Bodies, Healthy Growth. 2) Student works through 3-4 guided repetitions of Body-part vocabulary and beginning sounds. 3) Check in after each repetition with feedback.

Practice: Student completes one additional independent repetition and explains their reasoning.

Assessment: Student completes the task with no more than 1 error.

Objective: Student will compare or apply this week's skill (Body-part vocabulary and beginning sounds) in a new context tied to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Brief comparison activity to prime comparative/analytical thinking.

Main Activity: 1) Present two related examples connected to Healthy Bodies, Healthy Growth. 2) Student compares or applies Body-part vocabulary and beginning sounds to both. 3) Discuss the reasoning together.

Practice: Student produces one example (written, drawn, or spoken) showing understanding of Body-part vocabulary and beginning sounds.

Assessment: Student correctly compares/applies the skill to 3 of 4 new examples.

Objective: Student will organize or categorize information related to Healthy Bodies, Healthy Growth using this week's skill (Body-part vocabulary and beginning sounds).

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Quick sorting or categorizing warm-up related to the theme.

Main Activity: 1) Provide a themed set of examples related to Healthy Bodies, Healthy Growth. 2) Student sorts/organizes them using Body-part vocabulary and beginning sounds. 3) Discuss any tricky cases together.

Practice: Student adds one new example to a category and explains their reasoning.

Assessment: Student sorts/organizes a new set correctly without help.

Objective: Student will review and demonstrate mastery of this week's skill (Body-part vocabulary and beginning sounds) connected to Healthy Bodies, Healthy Growth.

Standard: Early Learning Guidelines: letter recognition and phonological awareness

Materials: Word list for the week, letter tiles or whiteboard, paper

Warm-up: Quick recap of everything practiced this week, in the student's own words.

Main Activity: 1) Revisit each day's activity briefly. 2) Student completes a cumulative mini-assessment combining the week's skill and theme. 3) Preview next week's topic.

Practice: Student shares one thing learned this week with a family member.

Assessment: Student demonstrates the week's key skill (Body-part vocabulary and beginning sounds) independently, meeting the weekly goal.