Nursery-February

Nursery-February
2016
5
UNIT THEME: My school
MONTH VIRTUE
The virtue of the month that we will be
encouraging is: Order
We will learn:
 “I throw papers in the trash can”
 “I clean up after working”
LANGUAGE

Unit Vocabulary: marker, chair, glue, table, lunchbox, bathroom, paint, pencil, scissors, crayons.

Color Vocabulary:
Red (apple, ladybug, stop sign, tomato, and heart)
Blue (cookie monster, blue jeans, whale, ocean, and flag)
Yellow (sun, sunflower, banana, chick, and school bus)
PHONEMIC AWARENESS
“TEDDY BEAR”
‘’Jack Be Nimble”
Teddy bear, Teddy bear,
Jack be nimble
Turn around.
Jack be quick
Teddy bear, Teddy bear,
Jack jumped over the
Touch the ground.
candle stick.
Teddy bear, Teddy bear,
Go upstairs.
Teddy bear, Teddy bear,
Say your prayers.
Teddy bear, teddy bear,
Turn off the light!
Teddy bear, teddy bear,
Say good night!
MATH
SCIENCE/ SOCIAL STUDIES
Numbers: 1 and 2
•Learn facts about my school
Concepts:

Dots

Big and small
Count from 1-20
ART

Doodle

Make balls with play dough
January/February 2016
Special Activities
Actividades Especiales
Monday
FEBRUARY
*Ash Day
10
* Valentine´s Day (color day)
12
*Professional Development
25
*Preceptorship
26-27
Tuesday
Wednesday
Thursday
Friday
Saturday
25
26
27
28
29
30
1
2
3
4
5
6
8
9
10
11
12
13
Birthdays / Cumpleaños
JANUARY
*Juan Diego Mendoza
FEBRUARY
*Eduardo Montalván
19
ASh Day
Valentine´s
Day
07
*Ms. Michelle Kaufmann 08
15
16
17
18
19
22
23
24
25
26
Professional
Preceptorship
Dear Parents,
20
27
Preceptorship
Development
Keep up with the good work! We
have some reminders for you:

Bring the proper uniform to school (blue or white sweater; blue, white or black shoes and hair
accessories)

Leave toys at home.

Punctuality in the morning, we begin the day at 7:50am (remember to bring flowers for the Virgin)

We recommend few, healthy snacks for lunchboxes and water.

Remember to label every item you send to school.

Remember to read every day.

Remember to bring your reading log every week.
NURSERY_
FEBRERO
LECTURA
Letras I - U
Objetivo: Reconocer las letras de estudio en los bits de palabras del vocabulario.
GRAFOMOTRICIDAD
Trazo: Garabateo
Objetivo: Desarrollar las capacidades básicas implicadas en el proceso de aprendizaje de
la escritura.
ORDEN
‘’ Tiro los papeles a la papelera’’. / ‘’ Guardo el material después de trabajar.’’
RELIGIÓN
Dios ha creado todas las cosas. / “! Gracias, Dios mío, por todo lo que nos has regalado!”.
Poesía
Había una escuela
En el fondo del mar
Adivinanza
Esta hecho de papel
Y sirve para leer.
¿Qué es?
donde los pececitos
iban a estudiar
el que más escribe es el
calamar y el que menos
sabe no sabe la A
(El libro)
Trabalenguas
P eP
pppp
Los niños cuentan cuentos,
Muchos cuentos cuentan
Pero a veces no cuentan
Cuentos que otros niños
¡ si cuentan ¡
Social and Emotional Growth
The significance of social and emotional development is seen in every area of a child's life. A child
will have a strong foundation for later development if he or she can manage personal feelings,
understand others' feelings and needs, and interact positively with others.
Three-year-olds need familiar adults nearby for security as they explore and play. As they develop
more independence, children this age begin to have real friendships with other children. When
conflicts arise with peers, three-year-olds will typically seek adult assistance. They are learning to
recognize the causes of feelings, and will give simple help, such as a hug, to those who are upset.
Three-year-olds can better manage their emotions, but may still fall apart under stress.
Emotional Development

Continues to develop preferences for special adults. Uses familiar adults as secure bases
for exploration and play (e.g., wants mom to stay at friend's house when invited over, even
though he or she seldom looks for her during the afternoon).

Begins to develop and express a sense of individuality and personal preferences (e.g., says,
"See my toys!").

Labels own feelings and those of others' based on their facial expression or tone of voice
(e.g., looks at a picture in a book and says, "She's scared."). Understands, at least on a basic
level, that feelings have causes (e.g., says, "Sammy is sad because he can't find his blanket.").

Shows progress in expressing feelings, needs, and opinions in difficult situations or conflicts,
without harming self, others, or property (e.g., says, "I really, REALLY need that swing!")
May still fall apart under stress.
Therefore, the significance of social and emotional development is seen in every area of a child's
life. Differences in social and emotional development result from a child's inborn temperament,
cultural influences, disabilities, behaviors modeled by adults, the level of security felt in a child's
relationships with adults, and the opportunities provided for social interaction.
PSB parents.com