Miss Bendergarten Gets Ready For Kindergarten, George and Martha, Five Senses, Five Little Monkeys Jumping on the Bed, various poems about liking and disliking food including Turtle Soup,  as well as poetry about growing. We made split pea soup and baked cookies, practiced writing our names.

• Recognize numerals and match to sets 0 - 10
• Use ordinals first through fifth.
• Recognize basic two-dimensional (plane) figures: circle, square, triangle, and rectangle.

• Complete simple spatial visualization tasks and puzzles

• Model and use directional and positional words.

• Name the days of the week

• Describe likenesses and differences between and among objects.

• Create patterns with actions

• Collect data to create concrete and pictorial graphs and describe the results as a group  activity.

• Display and describe data with concrete and pictorial graphs as a group activity.

• Create and extend patterns with actions

(I don't really know how to get the text to behave the way I want it to so bare with me. )

Also this week we did TJ's Introduction to the Quran unit.
We reviewed alif, qaaf, noon and raa. As well as the Arabic words for this, house, mosque, door, book, key, chair, pen, desk, bed, yes, no, is this, what is this, star, boy, man, dog, cat donkey, horse, rooster, camel, teacher and hankercheif. O I slmost for got, in.

Lets see what is left,  he went to gymnstics and to jumma. The Man was working durring Discovery time at the library.

I think I'd like to start a journal inshallah of things that the Boy liked. I will inshallah ask him each friday what he liked doing during school time that week and add my own notes. Maybe when we can buy some paper I will have him draw pictures of what he liked. Right now the only blank paper i have is consrtuction paper and not much at that. But alhumdulillah we have the chalboard and even some sidewalk chalk.

I think this week he really enjoyed cooking, playing in the dried peas and the harfun lap book.

 

Monday October 27, 2008

Calendar: identified, date, month, years, day of week, sang day of weeks song, counted to date on calendar, discussed weather, and season

Writing: Wrote name in English 3 times

Quran: Review Fatihah, Iklas, Falaq, and Naas

Math: counted beans, played numeral identification game, matched patterns, talked about plans for Friday

Islamic: practiced good manners at meals, helped set table, and laundry

PE: practiced good manners at meals, helped set table, and laundry, danced to children songs

Literacy: Danced to children's songs, Quran, read 3 books at bed time

STANDARDS FOR FOREIGN LANGUAGE LEARNING

COMMUNICATION
Communicate in Languages Other Than English

• Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

• Standard 1.2: Students understand and interpret written and spoken language on a variety of topics

• Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES
Gain Knowledge and Understanding of Other Cultures

• Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

• Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS
Connect with Other Disciplines and Acquire Information

• Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language

• Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS
Develop Insight into the Nature of Language and Culture

• Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

• Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES
Participate in Multilingual Communities at Home & Around the World

• Standard 5.1: Students use the language both within and beyond the school setting

• Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

1.1 daily alphabet review, vocabulary review and conversation practice

1.2 daily alphabet review, vocabulary review and conversation practice

1.3 daily alphabet review, vocabulary review and conversation practice

2.1 daily Islamic studies using Arabic vocabulary

2.2 weekly try new food and or games from different culture

3.1 learn vocabulary related to research projects

3.2 daily Islamic studies using Arabic vocabulary

4.1 daily comparison of the way English is written and Arabic is written

4.2 weekly try new food and or games from different culture

5.1 use of Arabic vocabulary through out the day

5.2 sing songs in Arabic

Standard: Designed World

Benchmark A: Develop an understanding of the goals in physical technologies.
Kindergarten
Energy and Power
1. List the things around the home that use energy (e.g., TV, stove, washing machine, computer).
2. List different energy sources we use (e.g., electricity, coal, gasoline).
Transportation
3. Know that a transportation system has many parts that work together to help people travel (e.g., driver, mechanic, police, road repair crews).
Manufacturing
4. Name products that are manufactured (e.g., toys, cars, furniture).
Construction
5. Describe different types of buildings (e.g., houses, apartments, office buildings and schools).

Benchmark B: Develop an understanding of the goals of informational technologies.
Kindergarten
Information and Communication
1. Explore ways to share ideas (e.g., speaking, drawing, modeling).

Benchmark C: Develop an understanding of the goals of bio-related technologies.
Kindergarten
Medical
1. Recognize how medicine helps people who are sick to get better.
Agriculture and Related Biotechnologies
2. Describe different tools and equipment you might see on a farm.

A.1 Discuss technology around us

A.2 Discuss energy sources/pollution

A.3 Discuss transportation

A.4 Learn about living nonliving, manufactured natural

A.5 Learn about different buildings around the neighborhood

B.1 Discuss different ways of expressing ideas

C.1 Learn about germs and medicine

C.2 Learn about recycling and farming

Standard: Design

Benchmark A: Identify problems and potential technological solutions.
Kindergarten
Technical Problem-solving
1. Identify problems solved by tools (e.g., list tools and describe the problem that they solve such as crayons—communication, coats—protection from elements, clocks—time, toothbrush—cavities).

Benchmark B: Understand that changes in design can be used to strengthen or improve an object.
Kindergarten
Strength and Materials
1. Make observations of how things are made strong (e.g., using more of the same material).

Benchmark C: Explore how products are invented and repaired.
Kindergarten
Technical Problem-solving
1. Ask questions and make observations about how things work (e.g., take a mystery device and ask questions to determine what it does).
Technical Communication
2. Communicate information about a product (e.g., describe a favorite toy and how to use it).

A.1 Daily discussions on what tools we are using and why through out the day

B.1 Daily discussions on what tools we are using and why through out the day

C.1 Learn about plumbing and modified I Spy

C.2 Daily writing

Standard:  Technology and Information Literacy

Benchmark A: State what information is, and show where it can be found.
Kindergarten
Understanding Information
1. Identify what information is, and recognize that it can be represented in a variety of ways (e.g., numbers, words, pictures, sounds).
2. Identify places where information can be found and retrieve information from a specified location (e.g., classroom, school library, public library, the Internet, computer folder, hard drive, Web site, book).

Benchmark B: Use a simple research process model which includes deciding what to use, finding resources, using information and checking work to generate a product.
Kindergarten
Decide
1. Ask questions about an identified topic.
Find
2. View information in an information source selected by the teacher or librarian.
Use
 3. Tell what was learned using technology tools (e.g., use a computer drawing/paint program to draw a picture that explains what was learned).

Benchmark C: Apply basic browser and navigation skills to find information from the Internet.
Kindergarten
Internet Concepts
1. Talk about the Internet as an information source.
2. Use Web page functions:
a. Scroll up and down page;
b. Click on links; and
c. Use back button.

A.1 Daily multi media uses

A.2 Daily multi media uses

B.1 Daily computer use, monthly research project

B.2 Daily multi media uses

B.3 Daily multi media uses

C.1 Daily multi media uses

Standard:  Technology and Communication Applications

Benchmark A: Investigate the nature and operation of communication systems.
Kindergarten
Media Formats
1. Explore different types of media formats used to communicate information (e.g., e-mail, TV, newspapers, film, phones, Web pages).

Benchmark B: Explore how information can be published and presented in different formats.
Kindergarten
Productivity Tools
1. Examine digital images in learning (e.g., students select pictures of community helpers from teacher-identified materials).

Benchmark C: Participate in group projects and learning activities using technology communications.
Kindergarten
Use of Communications
1. Engage in teacher-directed online learning activities (e.g., 100th day of kindergarten activities, online field trips).

A.1 Daily computer use, daily book use, occasional phone/phone book, postal service and TV use

B.1 Daily computer use

C.1 Daily computer use

Standard:  Technology for Productivity Applications

Benchmark A: Understand basic computer and multimedia technology concepts and terminology.
Basic Concepts
1. Locate computer and multimedia technology in the classroom and identify it by name (e.g., computer, VCR, listening station).
2. Name the basic parts of a computer (e.g., monitor, keyboard, mouse, printer).
3. Use computer and multimedia technology with teacher assistance (e.g., computer, VCR, listening station).

Benchmark B: Demonstrate operation of basic computer and multimedia technology tools.
Responsible Usage
1. Listen to directions and use proper care when handling computer and multimedia technology.
2. Follow the correct order for turning computers and multimedia technology resources on and off with teacher assistance.
Basic Operations

3. Identify and use input (keyboard, mouse) and output (printer) devices to operate computer and multimedia technology tools with teacher assistance.
4. Use software programs with teacher assistance.
Problem-solving
5. Discover that technology tools can help solve problems.
Productivity Tools
6. View multimedia presentations and discuss motion and sound.

Benchmark C: Use productivity tools to produce creative works.
Productivity Tools
1. Recognize productivity tools (e.g., presentations, drawing programs).
Research Tools
2. Identify/recognize technology resources (e.g., pre-selected Web sites, educational software).

A.1 Daily use of computer, and occasional use of tape player

A.2 Daily use of computer, and occasional use of tape player

A.3 Daily use of computer, and occasional use of tape player

B.1 Daily use of computer, and occasional use of tape player

B.2 Daily use of computer, and occasional use of tape player

B.3 Daily use of computer, and occasional use of tape player

B.4 Daily use of computer, and occasional use of tape player

B.5 Daily use of computer, and occasional use of tape player

B.6 Daily use of computer, and occasional use of tape player

C.1 Daily use of computer, and occasional use of tape player

C.2 Daily use of computer, and occasional use of tape player

Standard:  Technology and Social Interaction

Benchmark A: Identify responsible citizenship relative to technology and its use.

Technology and Citizenship
1. Describe how the use of tools and machines can be helpful or harmful.

Benchmark B: Recognize that technology has an interrelationship with the environment.
Technology and the Environment
1. Explain how waste results from making and using things, and/or discarding them.
2. Identify materials that can be reused and/or recycled.

Benchmark C: Describe and demonstrate how technology has had an influence on our world.
Technology and History
1. Recognize that technology changes the way people live and work.

Benchmark D: Collect information about products and discuss whether solutions create positive or negative results.
Technology Assessment
1. Collect information about products and systems used at home by asking questions (e.g., electronic toothbrush, toaster, TV).
2. Describe how a product or system can be used the right way and the wrong way (e.g., using scissors as a knife, a screwdriver as a can opener).

A.1 Islam and the Internet

B.1 learn about recycling

B.2 learn about recycling

C.1 learn about plumbing

D.1 Learn about plumbing

Standard:  Nature of Technology

Benchmark A: Recognize the characteristics and scope of technology.
Technology Characteristics
1. Identify objects created within the human-made world (e.g., books, chairs, houses, buses) and objects that occur in nature (e.g., trees, flowers, rocks and rivers).
2. Describe how people use tools to help them do things.

Benchmark B: Describe and give examples of technology's core concepts: systems, resources and processes.
Systems
1. Identify common systems in the school or home (e.g., the
plumbing system delivers water to and from your bathtub).
Processes
2. Recall that planning is necessary to successfully complete a
task.

Benchmark C: Describe the relationships among technologies, and the connections between technology and other fields of study.
Technology Devices
1. Identify technology devices in the classroom (e.g., bells,
computer, fire alarm, pencil sharpener).
Connections
2. Recognize the connection between technology and other fields of study (e.g., technology can be used to make or create music or musical instruments).

A.1 Learn about living verses nonliving

A.2 Learn about children from all over the world

B.1 Learn about plumbing

B.2 Daily writing and discussion and prep of research project

C.1 Word wall and labeling

C.2 Learn about plumbing

Scientific Ways of Knowing

By the end of the K-2 program:

1. Recognize that there are different ways to carry out scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations.

2. Recognize the importance of respect for all living things.

3. Recognize that diverse groups of people contribute to our understanding of the natural world.

A. Learn about gravity (drop candy see what it sounds like verses dropped fruit.)

B. Islam and pollution

C. Learn about children all over the world

Scientific Inquiry

By the end of the K-2 program:

1. Ask a testable question.

2. Design and conduct a simple investigation to explore a question.

3. Gather and communicate information from careful observations and simple investigation through a variety of methods.

A. Learn about a variety of subjects and discuss observations monthly research projects

B. Learn about a variety of subjects and discuss observations monthly research projects

C. Learn about a variety of subjects and discuss observations monthly research projects