Frog Street Pre-K is a comprehensive, research-based program that integrates instruction across developmental domains and early learning disciplines. The program is engaging for both teachers and children and is easy to implement! This tour guide will take you step-by-step through this extensive Pre-K curriculum reviewing samples along the way. The cornerstones of the Frog Street Pre-K curriculum are: + An extensive integration of theme, disciplines, and domains + Social and Emotional development includes Dr. Becky Bailey’s Conscious Discipline ® + Differentiated instruction + Equity of English and Spanish materials and instruction + Joyful approach to learning Learn more at www.frogstreet.com/prek

1. Frog Street Pre-K
Tour Guide
Guía para el tour de
Frog Street Pre-K
Pam Schiller, PhD
Alma Flor Ada, PhD • F. Isabel Campoy, PhD
Brian Mowry
Featuring
Becky Bailey’s Conscious Discipline™
and
Steve Spangler Science
Tour Guide by Marlene Williams
Frog Street Press, Inc.

2. LIBRARY
316
LiteracyLiteracy
LITERACY
City
Bank
Frog Street
Math
314
Math
Frog Street Cafe
310
Social Emotional
• Child-Centered
• Intentional and Integrated
• English and Spanish
• Focus on Social-Emotional
Development Featuring
Dr. Becky Bailey’s
Conscious Discipline
• Aligned to Head Start
Early Learning Framework
• ELL Strategies
• Adaptations for
Young Learners
• Special Needs
Adaptations
• Scaffolding and
Challenge Opportunities
• High-Interest Materials
and Activities
• Songs, Stories, Rhymes,
Finger Plays, and Games
• Opportunities to
Laugh and Play
• Spangler Science
Building a Community
of Learners with . . .
Comprehensive Curriculum Differentiated Instruction Joyful Learning
2

3. CITY HALL
BIG FROG BOOKSTORE
English Big Books
Books Books Books
318
Spanish Big Books
Gil
Elementary
Frog Town
3
Theme 1
My School and Me
Mi escuela y yo
Theme 2
My Family and Friends
Mi familia y mis amigos
Theme 3
Giants
Los gigantes
Theme 4
Choices
Decisiones
Theme 5
Stories and Rhymes
Cuentos y rimas
Theme 6
I Build! I Create!
¡Puedo construir!
¡Puedo crear!
Theme 7
Things That Move
Cosas que se mueven
Theme 8
Animals
Los animales
Theme 9
Changes
Cambios
Table of Contents
Presenting Frog Street Pre-K........4
Meet the Authors...........................5
Welcome to the
Frog Street Pre-K Community......6
A Close Look at Instruction.......209 Thematic Units
Summer School
Kids’ Club
Club de niños
(sold separately)

4. Presenting Frog Street Pre-K
Presenting Frog Street Pre-K!
4

5. Meet the Authors
Meet the Authors
A dream team of authors and writers, a true
Who‘s Who of early childhood experts,
offer a seamless, integrated curriculum to
meet the needs of all children.
Senior Authors:
• Pam Schiller, PhD
• Alma Flor Ada, PhD
• F. Isabel Campoy, PhD
• Brian Mowry
Contributing Authors:
• Becky Bailey, PhD
• Steve Spangler
• Marlene Williams
• Clarissa Willis, PhD
• Emilia Rivas
• Sharon MacDonald
• Pat Phipps, PhD
• Richele Bartkowiak
• Karen Hickman
• Mary Jo Huff
• Pat Edwards, PhD
• Monte Selby, PhD
• Blanca Enriquez, PhD
• Jill Norris
• Jean Feldman, PhD
• Thomas Moore, PhD
• Gerry West
• Julie Gintzler
• Sharon Burnett
• Don Monopoli
• Maria Nevarez-Solis
• Ella Jenkins
• Stephen Fite
• Amy Noble
5

6. 6 Program Components
City Hall
Step inside City Hall for the heart of the program.
Frog Street Pre-K includes nine overarching themes
with four weeks of instruction in English and Spanish.
Theme 1
My School and Me • Mi escuela y yo
Week 1: This Way to PreK! • ¡Camino
a Pre-Kinder!
Week 2: Physical Me • Mi físico
Week 3: My Senses • Mis sentidos
Week 4: I Think, I Feel • Yo creo, yo siento
Theme 3
Giants • Los gigantes
Week 1: Big and Little • Grande y pequeño
Week 2: Nature’s Giants • Gigantes de
la naturaleza
Week 3: Giants Made by People •
Gigantes hechos por el hombre
Week 4: Make-Believe Giants •
Gigantes imaginarios
Theme 2
My Family and Friends •
Mi familia y mis amigos
Week 1: Families • Familias
Week 2: Families and Homes • Familias y casas
Week 3: Friends and Pets • Amigos y mascotas
Week 4: Community • Comunidad
Theme 5
Stories and Rhymes • Cuentos y rimas
Week 1: Nursery Rhymes • Cuentos infantiles
Week 2: Traditional Tales •
Cuentos tradicionales
Week 3: Folk Tales • Cuentos de hadas
Week 4: Ballads and Fables •
Romances, cuentos populares y fábulas
Theme 6
I Build! I Create! • ¡Puedo construir! ¡Puedo
crear!
Week 1: Construction Terms •
Términos de la construcción
Week 2: Tools and Machines •
Herramientas y máquinas
Week 3: I Can Build • Puedo construir
Week 4: I Can Create • Puedo crear
Theme 4
Choices • Decisiones
Week 1: I Make Choices • Yo tomo decisiones
Week 2: Healthy Choices • Decisiones saludables
Week 3: Healthy Habits • Hábitos saludables
Week 4: Problem Solving • Resolución de problemas

7. 7Program Components
Adaptations for Young Learners Guide
is intended for use with children who may need
additional support before being introduced to
more rigorous lessons.Welcome to Frog Street Pre-K
offers an overview of the entire
program and is designed to help
teachers implement instruction with
integrity.
Assessment—A Portfolio Approach
provides ways to incorporate assessment activities that
naturally build in a centers-based environment. Guidelines
are provided for managing a portfolio of work for each child.
Weekly assessments and checklists are included on the CD-
ROM in the book.
Strategies for English Language Learners
includes important research on second language
acquisition, as well as specific classroom
strategies that support English Language
Learners.
Family Connections
includes suggestions for family interaction to
build a bridge between home and
school. The guide is accompanied by
a CD-ROM with letters, notes,
reminders, activities, and
take-home books.
Theme 7
Things that Move • Cosas que se mueven
Week 1: I Move • Yo me muevo
Week 2: Travel • Viajar
Week 3: Transportation • Transporte
Week 4: Mysterious Movers •
Movimientos misteriosos
Theme 8
Animals • Los animales
Week 1: Farm Animals • Los animales de la granja
Week 2: Zoo Animals • Los animales del zoológico
Week 3: Bugs • Insectos
Week 4: More Bugs • Más insectos
Theme 9
Changes • Cambios
Week 1: Changes in and Around Me •
Cambios en mí y en lo que me rodea
Week 2: Earth Changes • La Tierra cambia
Week 3: Nurturing Earth • La Tierra nos nutre
Week 4: Before and Now • Antes y ahora
Strategy Cards
support intentional
instruction. Store them
in the handy pocket at the
back of each teacher guide.
Frog Street Pre-K
Strategies for
Intentional Instruction
© 2010 Frog Street Press, Inc.
ISBN9781601283849 Strategy Cards
E
Alliteration
Definition
Alliteration is repeating the
same consonant sound at the
beginning of several words in
close succession.
When
● Morning Message
● small-group instruction
Use the Pocket Photos in a pocket chart to provide picture
support. Develop alliteration skills in order (Phases 1 through 4).
Phase 1: Recognize
Children will recognize that three words all begin with the
same sound.
Listen: map, make, mop.
Say the words with me: map, make, mop (rojo, ropa, reina).
Do these words begin with the same sound?
Yes, they all begin with /m/: (Stretch the /m/ as you say the words.)
map, make, mop.
Phase 2: Identify (alike)
Children will identify two out of three words that begin with
the same sound.
Listen: fox, fast, cat (gato, gusano, ropa).
Say the words with me: fox, fast, cat.
Two words begin with the same sound.
Which two words begin the same fox, fast, cat?
Yes, fox and fast begin with the same sound.
Phase 3: Identify (different)
Children will identify the word that does not begin with the
same sound as the other two words.
Strategies
FSPK_Strategy_Cards.in
dd 9
3/25/10 2:13 PM
Frog Street Pre-K
Strategies for
Intentional Instruction
© 2010 Frog Street Press, Inc.
ISBN9781601283849 Strategy Cards
F
Definition
The onset is the part of the
word before the vowel. Not
all words have onsets. The
rime is the rest of the word
beginning with the vowel.
Children learn onset and rime
after they have developed
syllable segmenting and
blending, rhyming awareness,
and recognition of alliteration.
When
● Morning Message
● small-group instruction
Onset and Rime
Strategies
● Say the onset. Have children say the onset with you.
Listen to this sound: /m/. Say it with me: /m/.
The beginning sound of milk is /m/.
● Say the rime. Have children say the rime with you.
Milk ends with –ilk. Say it with me: -ilk.
● Blend the onset and rime together to say the word.
When I blend the beginning sound /m/ and the ending sound
–ilk; I make the word milk: /m/ - ilk, milk.
Say the sounds with me: /m/ -ilk. Now blend the sounds
together: milk.
Listen as I do it: /m/ -ilk, milk.
Say it with me: /m/ -ilk, milk.
Keep in Mind
Scaffold children’s acquisition of onset-rime with pictorial
support before relying on just the aural interaction. The
Pocket Photos or illustrations in books are appropriate
pictorial support.
FSPK_Strategy_Cards.in
dd 11
3/25/10 2:13 PM
Frog Street Pre-K
Strategies for
Intentional Instruction
© 2010 Frog Street Press, Inc.
ISBN9781601283849 Strategy Cards
C
Syllables
Definition
A syllable is a small part of a
word consisting of a vowel
alone or a vowel-consonant
combination. Children can
recognize this small unit of
sound as a single beat or a
clap of the hands.
When
● Morning Message
● small-group instruction
● transitions
Strategies
Phase 1: Segment Syllables
Use children’s names for this activity. Clap once for each
syllable as you say the name.
Di-anne, Dianne
How many times did we clap? We clapped two times. Once for Di
and a second time for anne. Di (clap), anne (clap), Dianne.
Repeat with other names.
A-my, Amy
Ro-bert, Robert
Da-vid, David
Extend: Invite children to say each syllable in a whisper baby
voice or a giant’s shouting voice.
Syllable Name Chant
Name, name, what’s your name?
I’ve got a name, and you’ve got a name.
What’s your name?
Da-vid (clap once for each syllable), David
FSPK_Strategy_Cards.in
dd 5
3/25/10 2:13 PM
Frog Street Pre-K
Strategies for
Intentional Instruction
© 2010 Frog Street Press, Inc.
ISBN9781601283849 Strategy Cards
D
Rhyming Words
Definition
Words that rhyme have the
same middle and ending
sounds.
When
● Morning Message
● small-group instruction
Strategies
Develop rhyming skills in order (Phases 1-4).
Phase 1: Recognize
Recognize and say rhyming words.
Listen to these words: cat, hat (foca, boca)
Both words end with –at.
Both words have the same middle and ending sounds so
they rhyme.
Cat and hat are rhyming words.
Phase 2: Identify
Identify whether two words rhyme or do not rhyme.
I will say two words. Give me a “thumbs-up” if the words rhyme
and a “thumbs-down” if they do not rhyme.
net, pet
hop, mop
cat, top
cab, tab
rug, mug
cup, dog
brazo, lazo
hecho, barbilla
hecho, pecho
FSPK_Strategy_Cards.in
dd 7
3/25/10 2:13 PM
Frog Street Pre-K
Strategies for
Intentional Instruction
© 2010 Frog Street Press, Inc.
ISBN9781601283849 Strategy Cards
A
Strategies
Segment Sentences
Definition
Children segment sentences
by separating a normally
spoken sentence into
individual words.
When
● Morning Message
● small-group instruction
● transitions
● Place two stick-on notes on a board. Say Benjamin Bunny.
Point to each stick-on note as you say each word. Count the
words as you point to the notes.
● Place three index cards in a pocket chart. Say I like pizza. Point
to each card as you say each word. Count the words as you
point to the cards.
● Show children four blocks arranged in a straight line with
space between the blocks. Say the sentence My shirt is blue.
Point to the first block and say My. Ask children to repeat
the word. Continue this process for the remainder of the
sentence with each block representing one word in the
sentence.
● Invite four children to stand in a line. Assign each child one
word to say in the sentence Cathy Cook likes carrots. Have
children step forward as they say their word in the sentence.
● Say a sentence and invite children to hold up one finger as
each word is said.
● Say a sentence and have a volunteer place one frog counter
on a wooden unit block for each word as it is said.
FSPK_Strategy_Cards.in
dd 1
3/25/10 2:13 PM
Frog Street Pre-K
Strategies for
Intentional Instruction
© 2010 Frog Street Press, Inc.
ISBN9781601283849 Strategy Cards
B
Phase 1: Blend Words (oral approach)
Children will blend two words of a compound word along with
body movement.
Hold out your right hand and say foot. Hold out your left hand
and say ball. Slide your hands next to each other and say
football.
Now it is your turn. Do it with me.
Repeat again with children participating.
Compound Word Chant
foot ball
Slide them together,
What could it be?
A compound word,
Say it with me:
foot ball, football
Phase 2: Blend Words (pictorial approach)
Children will blend two words of a compound word with
pictorial support.
Display a compound word card. Point to the picture of the
foot and say foot. Point to the picture of the ball and say ball.
Open the card, and point to the picture of the football and
say football.
Strategies
Compound Words
Definition
A compound word is two
words joined together to form
a new word.
When
● small-group instruction
● transitions
FSPK_Strategy_Cards.in
dd 3
3/25/10 2:13 PM
Frog Street Press, Inc.www.frogstreet.com
FSPK0002001ISBN 9781601283641
All rights reserved
. No part of this product
may
be reprodu
ced or utilized
in any form or by any
means,
electron
ic or mechan
ical,includin
g
photoco
pying,recordin
g,or by any informa
tion
storage
and retrieva
l system
without
permiss
ion in writing
from the publishe
r.
AssessmentA Portfolio Approach
Family
Connections
Frog Street Press, Inc.
www.frogstreet.com
©F. Isabel Campoy - Tracks 1, 2, 6, 7, 9
©Alma Flor Ada - Tracks 3, 4, 5, 8
©Alma Flor Ada and F. Isabel Campoy - Track 10
©Suni Paz - Music and Voice
1. Juega conmigo
2. Aquí vivimos
3. Ballenato
4. Oficios
5. Cucarachita Martina
6. Día de las madres
7. Sube y baja
8. El ciempiés y la cigarra
9. Alto bien alto
10. El Senor Don Gato
FSPK0002004
ISBN 9781601283672
All rights reserved
. No part of this product
may
be reprodu
ced or utilized
in any form or by any
means,
electron
ic or mechan
ical,includin
g
photoco
pying,recordin
g,or by any informa
tion
storage
and retrieval
system
without
permiss
ion in writing
from the publishe
r.
Family
Connections

8. 8 Program Components
Literacy Library
Check out the unique variety of
resources on the shelves of this library.
Books for Children
20
I
II
III III
I
II
So the builder gave the little pig some bricks and the third little
pig worked and worked. He built a strong house of bricks.
The builder gave the little pig a stack of bricks. The builder went
on down the road and the little pig began the slow process of
building his new house. He carefully lined up each brick and
made a fine, sturdy house. When it was done the little pig went
out to find his brothers.
The builder stopped the wagon and gave the little pig a stack of
bricks. “Thank you, kind sir. These bricks are heavy and difficult
to move. But my house will be safe and strong, I approve!” Pig
Three wanted to go out to play with the others, but he took his
time. He mixed the mortar, smoothed it with a trowel, and built
a solid, secure house. The sun slipped out of the afternoon sky.
It was nighttime before Pig Three put the last brick in place. He
peered out of his door, smiled out at the moon, and then settled
down to sleep in his new brick house. The moon in the black
velvet sky looked down on the three little pigs—each one sleeping
in his own house.
El albañil le dio al cerdito algunos ladrillos. Y Cerdito Tercero
trabajó y trabajó. Y se hizo una casita de ladrillos muy bien
construida
El albañil le dio al cerdito un montón de ladrillos y siguió su
camino. Cerdito Tercero empezó el largo proceso de construir
su casa nueva. Con mucho cuidado fue levantando cada una
de las paredes de ladrillo. Y se hizo una casa fuerte y segura.
Cuando terminó de construir su casa, el cerdito fue a buscar a sus
hermanos.
El albañil detuvo el carro. Y le dio al cerdito suficientes ladrillos
para hacer su casita. –Gracias señor. Ha sido usted muy amable.
Estos ladrillos pesan mucho y son difíciles de mover. Pero mi casa
será segura y fuerte. Cerdito Tercero hubiera querido irse a jugar
con sus hermanos. Pero se tomó todo el tiempo necesario. Preparó
la mezcla de cemento. Untó la mezcla con una espátula entre
ladrillo y ladrillo y la alisó bien. Así, poquito a poco, se construyó
una casa fuerte y segura. El sol se escondió en el cielo de la tarde.
Ya era de noche antes de que Cerdito Tercero pusiera el último
de los ladrillos. Se asomó por la puerta, le sonrió a la luna, y se
fue a dormir en su casita de ladrillos. Desde el cielo, que parecía
en terciopelo negro, la luna miraba a los tres cochinitos, cada uno
bien dormido en su propia casa.
Alphabet Books Poetry Books
Wordless Books
Developmental Storybook
Wordless books tell a story
through illustrations.
Differentiate instruction with
two stories told at three different levels.
Collected by
Fanny Frog and Sharon Burnett
Illustrated by Laura Nikiel
FSPK1002
www.frogstreet.com
FSPK1002 Poetry Cover.indd 1-2 12/31/09 12:47 PM
Literacy
LIBRARY
Sample page

9. 9
Tabletop Pocket Chart
Use in small groups or turn any space into a learning
center. Place in the Language and Literacy Center for
hands-on practice.
Program Components
Spanish Literacy—Strategies for Young Learners
provides strategies and activities to enhance literacy
acquisition for Spanish speakers.
Literacy CDs
offer engaging songs to support letter
knowledge, vocabulary development,
spatial relationships, and phonological
awareness in English and Spanish.
(These CDs are packaged
in the Lilypad Theatre.)
Magnetic Letters
This set contains 70 lowercase and 58 uppercase
letters. Spanish letters are included.
Resource Guides, CDs, and Manipulatives
68 Spanish Literacy
© 2010 by Frog Street Press, Inc., Crandall, TX
fa fe fi fo fu
Use the common word familia to introduce these syllables. Remind children that
there are many kinds of families. Children may be part of a family with two parents, one
parent, or grandparents. Help children understand that there are all kinds of families
and families can change for many reasons (marriage, birth, death). Teach children that
families are made up of people who care for and help each other.
fa fe fi fo fu
familia fe fin foca fuga
fama feliz final foto
famoso feo fogata
sofá
Generative Words Word Families&
Songs, Rhymes, Poems Riddles&
La foto de Raquel
F. Isabel Campoy
Fue un famoso día aquel
en que Fito le hizo una foto a Raquel.
Fito cerró un ojo, enfocó, y luego,
dio un paso atrás ¡y se cayó sentado!
En la foto no salió Raquel
sino el cielo de un famoso día: ¡aquél!
1. Choose a from the .
2. Find a .
3. Open the .
4. Turn the page.
5. Read the .
How to Read a Book
All
About
Apples
All
About
Apples
All
About
Apples
All
About
Apples
All
About
Apples
HowtoWashYourHands
1. Turn on warm .
2. Wet .
3. Use squirt of .
4. Make on .
5. Take one .
6. Dry .
7. Use to turn off .
8. Toss in the .
tops
palms
between fingers
wrists
1. Abre el tibia.
2. Mójate las
.
3. Usa unas gotas de .
4. Haz espuma en .
5. Toma una .
6. Sécate
.
7. Usa la para cerrar la .
8. Tira la en el .
Cómolavartelasmanos
la parte de arriba
las
palmas
entre los dedos
las muñecas
JABÓN
JABÓN
JJAJABÓN
JABÓN
JJJJJJABÓNÓNÓNÓ
JABÓN
Rebus Posters
visually support children
in following multiple-step
directions.

10. 10
Sequence Cards — 34 Sets
provide opportunities for retelling stories, ordering and describing events dealing with the passage of time.
Frog Town Elementary
The schoolhouse stores colorful cards and photographs
that children use to practice important literacy skills.
Program Components
Vocabulary Cards — 216 Cards
build robust vocabulary in English and Spanish.
Photo
Pockets • Pocket Photos •
Pocket Letters
provide dozens of ways to enhance
children’s oral language development
and phonological awareness.
©2010 Frog Street Press, Inc. ISBN9781601285232 Sequence Card • Butterfly Life Cycle©2010 Frog Street Press, Inc. ISBN9781601285232 Sequence Card • Butterfly Life Cycle ©2010 Frog Street Press, Inc. ISBN9781601285232 Sequence Card • Butterfly Life Cycle ©2010 Frog Street Press, Inc. ISBN9781601285232 Sequence Card • Butterfly Life Cycle
© 2010 Frog Street Press, Inc. ISBN9781601283832 Vocabulary Word Card
correr
FSPK3033_Vocab Cards Sp.indd 51 4/7/10 9:42 AM
© 2010 Frog Street Press, Inc. ISBN9781601284167 Vocabulary Word Card
run
FSPK3033_Vocab Cards.indd 295 1/21/10 2:55 PM
© 2010 Frog Street Press, Inc. ISBN9781601283832 Vocabulary Word Card
helicóptero
FSPK3033_Vocab Cards Sp.indd 100 2/1/10 8:55 AM
© 2010 Frog Street Press, Inc. ISBN9781601284167 Vocabulary Word Card
helicopter
FSPK3033_Vocab Cards.indd 171 1/21/10 2:54 PM
The back of the English card
gives the word and its
pronunciation in five languages.
© 2010 Frog Street Press, Inc. ISBN9781601284150 Pocket Photo Card
FSPK3041.indd 99 1/21/10 2:25 PM
© 2010 Frog Street Press, Inc. ISBN9781601284150 Pocket Photo Card
FSPK3041.indd 93 1/21/10 2:25 PM
© 2010 Frog Street Press, Inc. ISBN9781601284150 Pocket Photo Card
FSPK3041.indd 153 1/21/10 2:26 PM
© 2010 Frog Street Press, Inc. ISBN9781601284150 Pocket Photo Card
FSPK3041.indd 189 1/21/10 2:27 PM
© 2010 Frog Street Press, Inc. ISBN 9781601284181 Pocket Letter Card
Cc
Pocket Letter cards.indd 30 1/6/10 3:01 PM

11. 11Program Components
Photo Activity Cards — 138 Cards
enhance children’s oral language development.
Vocabulary lists, discussion prompts, and activity
suggestions appear on the back of each card.
Letter Cards
are designed to help children with letter recognition
and orientation.
Alphabet Wall Cards
are provided in English and Spanish.
© 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
Vocabulary
Africa África
big grande
carnivore carnívoro
cat gato
cub cachorro
India India
lioness leona
mane melena
paws patas
prey presa
pride orgullo
tom gato macho
Read
If I Were a Lion by Sarah Weeks
The Happy Lion by Louise Fatio
The Lion and the Mouse by Jerry Pinkney
How Loud Is a Lion? by Clare Beaton
#95
The Lion
The old lion roars a mighty roar
And right next door brown bear snores.
I guess when you live at the noisy zoo
There’s not much else you can do.
El león
¡Qué fuerte se escucha rugir al león,
y el oso vecino ronca cual dragón!
Creo que si vives en un zoológico ruidoso,
no puedes ponerte demasiado quisquilloso
Things to Talk About
◆ Lions are magnificent animals that are a symbol of courage and nobility.
They often appear on family crests and flags. Lions have a short tawny
coat and a tufted tail. Male lions, called toms, have a heavy mane around their face
and neck. Is this a male or a female lion? ¿Es éste un macho o una hembra? Do you
knowwhatthefemalelioniscalled?¿Sabencomoselesllamaalashembras?(lioness•
leonas) Baby lions are called cubs. A group of lions is called a pride.
◆ Lions live in Africa and in Northwest India. Show children these locations on a
globe.
◆ The lion is a carnivore. It eats primarily meat. It likes to hunt at night.
◆ Lions grow to be about four feet tall.
◆ Why do they call the lion the king of the jungle? ¿Por qué llaman al león el rey de
la selva? (the top of the food chain) Is this an accurate name for lions? ¿Es éste un
nombre correcto para los leones? Lions are powerful and can easily kill most other
animals, but they don’t live in the jungle. They live out on the Savannah.
Things to Do
◆ Lions have an excellent sense of balance. Invite children to walk the balance beam
as they pretend to be lions.
◆ Give children 4-foot pieces of yarn. Encourage them to find things in the
classroom that are the height of a lion or shorter.
◆ Sing “The Lion in the Jungle” • “El león de la selva.”
lion
león
© 2010 Frog Street Press, Inc. ISBN 9781601284228 Photo Activity Cards
Spanish set in blueEnglish set in black
Nursery Rhyme • Cuentos infantiles Flip Chart
Cultural Rhymes • Rimas culturales Flip Book
© 2010 Frog Street Press, Inc. 9781601284204 English Alphabet Wall Cards
Aa
Apple Annie
© 2010 Frog Street Press, Inc. 9781601284204 English Alphabet Wall Cards
Bb
Benjamin Bunny
© 2010 Frog Street Press, Inc. 9781601284204 English Alphabet Wall Cards
Cc
Cathy Cook
© 2010 Frog Street Press, Inc. 9781601284211 Spanish Alphabet Wall Cards
Carlos el caracol
Cc © 2010 Frog Street Press, Inc. 9781601284211 Spanish Alphabet Wall Cards
Chico el chimpancé
Chch
© 2010 Frog Street Press, Inc. 9781601284211 Spanish Alphabet Wall Cards
Darío el delfín
Dd
Compound Word Cards
support blending and segmenting
of compound words through
important visual reinforcement.

12. 12
Lilypad Theatre
Storytellers and musicians are playing to
a packed house using these resources.
Program Components
34 Story Folders
“Animal Habitats” • “Los hábitats y las casas de los animales”
“Diego’s Fifth Birthday” • “Diego cumple 5 años”
“Food Nursery Rhymes” • “Rimas infantiles en torno a la comida”
“Forest Friends” • “Los amigos del bosque”
“Giant” • “Un gigante”
“Half-Chicken” • “Mediopollito”
“Henny Penny” • “La gallina Tina”
“Hip! Hip! Hooray!” • “¡Hurra! ¡Hurra! ¡Lo hicimos!”
“I Can, Can You?” • “Yo puedo hacerlo, ¿puedes hacerlo tú?
“I Like School” • “Me gusta la escuela”
“I Use My Senses” • “Yo uso mis sentidos”
“Itsy Bitsy Spider” • “La araña chiquitita”
“Jack and the Beanstalk” • “Juan y los frijoles mágicos”
“Johnny Appleseed” • “Juan Manzanero”
“Little Red Hen” • “La gallinita roja”
“Little Red” • “Gorrita Roja”
“Monster Coaster” • “Monstruosa, la montaña rusa”
“My Aunt Violet” • “Mi tía Violeta”
“My Mother Plants Strawberries” • “Mi mamá siembra fresas”
“My Noisy House” • “Mi casa ruidosa”
“Old MacDonald” • “El viejo Donaldo”
“Silly Nellie” • “Nelly, la pavita tonta”
“Smart Cookie’s Creative Cookies” • “La galletas creativas de lista”
“The Chihuahua and the Leopard” • “El perrito chihuahua y el leopardo”
“The Corn Seed” • “Semillita de maiz”
“The Gingerbread Boy” • “El muñequito de jengibre”
“The Great Enormous Rock” • “Una piedra enorme”
“The Princess and the Pea” • “La princess y el guisante”
“The Shoemaker and the Elves” • “El zapatero y los duendes”
“The Sun and the Moon” • “El Sol y la Luna”
“The Three Bears” • “Los tres osos”
“There Was an Old Lady Who Swallowed a Fly” • “Ésta era una viejita
que se tragó una mosca”
“Three Little Kittens” • “Tres lindos gatitos”
“Zanzibar Zoo” • “El zoológico de Zanzibar
English
and
Spanish
Story Folders
have the English and Spanish
story text printed on the
folder and an inside pocket
for storing the magnetic story
props.

13. 13Program Components
9
© 2010 Frog Street Press, Inc.
Storytelling Tips
Storytelling Tips
Choose a story that is right for you
Look for stories that are age appropriate.
Find stories that you like.
Look for inspiration in picture books.
Collect stories from family, friends, and community members.
Create your own stories.
Learn the story
Read the story several times.
Divide the story into a beginning, a middle, and an end in your mind so you have
an outline to follow.
Retell the story many times
Record yourself telling the story, and listen to the recording. Identify areas in which
you can improve by adding more details or sound effects.
Practice telling the story to your family and friends.
Speak naturally
Use your normal speaking voice and pace for the majority of the story.
To create dramatic moments and make story characters come alive, add voice
inflections, accents, and sound effects and vary the volume of your voice.
Ask questions
After reading or telling a story, ask children open-ended questions.
Invite children to explore the beginning and the end of a story.
Talk about the story setting, and ask children to imagine the same story taking
place in a different setting.
Discuss the characters with children, and invite them to imagine the same story
with different characters.
RESOURCE GUIDE
Creative Storytelling
Mary Jo Huff
FSPK2008
www.frogstreet.com
Mary Jo is a nationally-known keynote speaker,
author, storyteller, recording artist, and early
childhood educator. Her passion is to pass
her world forward. She believes that stories and
puppets open doorways to reading and writing. Her latest CD
“Storytelling for Kids!” has been named the CD of the year by
Creative Child Magazine.
Mary Jo Huff
FSPK2008 Spine Cover.indd 1 3/4/10 1:45 PMCreative Storytelling
includes tips for easy storytelling techniques, including
patterns and props to make the stories, finger plays, and
poems come alive.
Storytellers on
Frog Street DVD
provides English and
Spanish theme-related
stories
Spacefrog
teaches children to visualize appropriate
spacing between words.
Digital Online
Library
provides
convenient
access to all
teacher guides,
literature, and
resources. Use
this online
library to project
stories for large
and small
classroom lessons.
Music by
Dr. Jean
Dr. Thomas Moore
Don Monopoli
Stephen Fite
Dr. Monte Selby
Ella Jenkins
Suni Paz
Frog Street Pre-K
Interactive Software
is custom-designed software developed in conjunction with the
instructional program.
CD Collection
Music CDs
Dr. Jean on Frog Street CD
Songs of You and Me • Canciones de ti y de mí CD
Songs of Little Creatures • Canciones de los animalitos CD
Songs for Learning Fun • Canciones para aprender con diversión CD
Songs of Our Earth • Canciones de nuestra tierra CD
Frog Street Friends CD
Feelin’ Froggy CD
Nursery Rhyme CD
Listening CDs
Small Book Listening CD (English)
Small Book Listening CD (Spanish)
English
and
Spanish
Frog Street Pre-K
©2010 Frog Street Press, Inc.
www.frogstreet.com
FSPK0003213
ISBN 9781601284389
Interactive Software
All rights reserved. No part of this product may
be reproduced or utilized in any form or by any
means,electronic or mechanical,including
photocopying,recording,or by any information
storage and retrieval system without permission
in writing from the publisher.
Dr.Jeanon
FrogStreetCD
©Jean Feldman
1. Compound Boogie
2. Let Me SeeYou Boogaloo
3. Patelina Matalina
4. Rise and Shine
5. The Cool Bear Hunt
6. Shake a Hand
7. Mother Gooney Bird
8. Dr. Knickerbocker
9. I Had a Bird
10. Hello Friend
11. Hola Amigo
Frog Street Press, Inc.
www.frogstreet.com
FSPK0003203
ISBN 9781601284280
All rights reserved. No part of this product may be
reproduced or utilized in any form or by any means,
electronic or mechanical,including photocopying,recording,
or by any information storage and retrieval system without
permission in writing from the publisher.
ProducedbySchillerEducationalRes
ources,LLC.EngineeredandmixedbyJeffSmithatSouthwestRecordings.ArrangedbyPatrickBrenn
an. Spanish Lyrics, adaptations and translations by Emilia Rivas. Spanish vocals performed by Am
y Fela
n,M
aryCarmenAlmaguer,andMercedGarcia.EnglishvocalsperformedbyRicheleBartkowiakand
P
atrickBrennan.Copyright2006.
1. Señora Luna
3. Juan Manzanero
5. Lluvia, lluvia, vete ya
7. Vivan los campos
9. Allá en el mar
11. La canción del clima
13. Gota de rocío
15. Cuando el tiempo
frío está
17. Estrellita de cristal
19. El invierno ya está aquí
21. La Tierra es nuestro hogar
23. El mundo está aquí, en nuestras manos
25. Y la hierba verde creció y creció
27. El otoño ya llegó
29. Blancas campanitas
31. De colores
33. ¡Que llueva, que llueva!
35. Las semillas brotan
2. Mister Moon
4. Johnny Appleseed
6. Rain, Rain, Go Away
8. I Love the Mountains
10. Down by the Bay
12. The Weather Song
14. Little Drop of Dew
16. When I'm Chilly
18. Twinkle, Twinkle Little Star
20. Winter Is Coming
22. Earth Is Our Home
24. We've Got the Whole World
in Our Hands
26. The Green Grass Grew
All Around
28. Falling Leaves Song
30. White Coral Bells
32. America the Beautiful
34. It's Raining
36. The Seeds Grow
FSPK0003207
ISBN 9781601284327
Frog Street Press, Inc.
www.frogstreet.com
Bilingual CD
Includes a handy CD
carrying case!
Storytellers
FSPK0003202
ISBN 9781601284273
1. Little Red House
2. Five Little Monkeys
3. The Gingerbread Girl
4. Modern Three Bears
5. Honey Jar
6. Twinkle, the Star
7. The Gift
8. Anansi and the Pig
9. El chivo en la huerta
10. El gallo, la gallina el frijol
Frog Street DVD
©2010 Frog Street Press, Inc.
www.frogstreet.com
©2006 Mary Jo Huff, Storytellin’Time™ - Tracks 1-5
on
All rights reserved. No part of this product may
be reproduced or utilized in any form or by any
means,electronic or mechanical,including
photocopying,recording,or by any information
storage and retrieval system without
permission in writing from the publisher.
Storytellers
Frog Street DVD
on
ProducedbySchillerEducationalResources,LLC.EngineeredandmixedbyJeffSmithatSouthwestRecordings.ArrangedbyPatrickBrenn
an. Spanish Lyrics, adaptations and translations by Emilia Rivas. Spanish vocals performed by Am
y Felan,M
aryCarmenAlmaguer,andMercedGarcia.EnglishvocalsperformedbyRicheleBartkowiakand
P
atrickBrennan.Copyright2006.
1. Campanero
3. Si estás feliz de la vida
5. ¿Sabes leer como leo yo?
7. Vicente en el pajar
9. Nuevos amigos
11. El país del dulce
13. Hoy día es el santo
15. Soy de Texas
17. Juntos
19. Mi lucecita
21. Catalina Margarina
23. Ésa es Carmen
25. Son tus orejas tan largas
27. Ven mi bebito
29. Es amor
31. ¿Quién se comió las
galletitas de mamá?
33. Vente mi amiga
35. Hombros, rodillas y los pies
37. Abre y cierra
2. Are You Sleeping?
4. If You're Happy and
You Know It
6. These Are Things I Like to Do
8. Farmer in the Dell
10. Make New Friends
12. Have You Been to Candyland?
14. Today Is a Birthday
16. I'm a Texas Star
18. Side by Side
20. You Are My Sunshine
22. Catalina Magnalina
24. This Is Tiffany
26. Do Your Ears Hang Low?
28. Hush Little Baby
30. Skidamarink
32. Who Took the Cookies?
34. Say, Say My Playmate
36. Head, Shoulders,
Knees, and Toes
38. Open, Shut Them
FSPK0003204
ISBN 9781601284297
Frog Street Press, Inc.
www.frogstreet.com
Bilingual CD
ProducedbySchillerEducationalRes
ources,LLC.EngineeredandmixedbyJeffSmithatSouthwestRecordings.ArrangedbyPatrickBrenn
an. Spanish Lyrics, adaptations and translations by Emilia Rivas. Spanish vocals performed by Am
y Fela
n,M
aryCarmenAlmaguer,andMercedGarcia.EnglishvocalsperformedbyRicheleBartkowiakand
P
atrickBrennan.Copyright2006.
1. Un elefante
3. Mi linda abejita
5. La canción de los insectos
7. La araña chiquitita
9. Cinco patitos
11. Nadie me quiere
13. Diez monitos
15. Mi zancudito
17. Tres tortugas
tramposas
19. Cinco mariquitas
21. Aquí en mi jardín
23. Caballito
25. La feria de los animales
27. Las mascotas de Emilia
29. El oso subió a la montaña
31. El cocaburra
33. Los ratones bailarines
35. El señor Don Gato
2. One Elephant
4. Baby Bumblebee
6. The Insect Song
8. Itsy Bitsy Spider
10. Five Little Ducks
12. Nobody Likes Me
14. Ten Little Monkeys
16. My Pet Mosquito
18. Three Tricky Turtles
20. Five Little Ladybugs
22. All Around My Yard
24. Horsie
26. Animal Fair
28. Amelia's Pets
30. The Bear Went
Over the Mountain
32. Kookaburra
34. Three White Mice
36. El Señor Don Gato
FSPK0003205
ISBN 9781601284303
Frog Street Press, Inc.
www.frogstreet.com
Bilingual CD
Frog Street
Friends CD
©Stephen Fite – Tracks 1-3
©Monte Selby – Tracks 4-6
©Thomas Moore – Tracks 7-9
©Monopoli/The Learning Station – Track 10-12
©Smithsonian Folkways Recordings – Tracks 13-15
©Sharon MacDonald – Tracks 16-19
11. Spring Is Here
12. New Chicken Dance
13. DidYou Feed My Cow?
14. Dulce, Dulce
15. Big, Bigger, Biggest
16. LittleTree House
17. A Piece of String
18. Sloobers
19. Community Workers
Frog Street Press, Inc.
www.frogstreet.com
FSPK0003208
ISBN 9781601284334
1. Wiggles, Jiggles, Giggles
2. It Makes Me Jump
3.Your Five Senses
4.You Can Do It!
5. WatchThem Change
6. Push, Pull, Swing
7. Rock and Roll Pat-a-Cake
8. Itsy Bitsy Spider
9. Warm Up Chant
10. Nutrition Song
Allrightsreserved.Nopartofthisproductmaybereproducedorutilizedinanyform
or by any means, electronic or mechanical, including photocopying, recording, or by any inform
atio
n
storageandretrievalsystemwithoutpermissioninwritingfromthepublisher.
Feelin’ Froggy
©Frog Street Press - Tracks 1, 20-36
Dallas Wind Symphony - Track 13
©Sharon MacDonald - Tracks 17-19
©Schiller Educational Resources - Tracks 2-12, 14-16
1. Frog Street Branding Song
2. My Mother is a Baker
3. My Hands on My Head
4. My Busy Garden
5. Can you Move with Me?
6. Hamburger
7. Fast Food
8. Apples and Bananas
9. Roly-Poly Caterpillar
10. City Travel
11. My Bonnie Lies
Over the Ocean
12. Buckle Up
13. Stars and Stripes Forever
14. Sara Sidney
15. Miss Mary Mack
16. If I Had Wings
17. Stack Up the Blocks
18. Watermelon Pie
19. Body Talk in Rhyme
20. School is Fun
21. Miss Fanny Frog
22. My Ten Best Friends
23. Penelope Pig
24. Zippity Zoo
25. La escuela es divertida
26. Mis mejores amigos
27. Cathy Cook
28. Hippo Hop
29. Katy Kangaroo
30. Willie and Wanda
31. Uncle Ugbee
32. Eduardo el elefante
33. Leo el león
34. Rosalinda la reina
35. Rodrigo el perro
36. Zamora el zorro
©2010 Frog Street Press, Inc.
www.frogstreet.com
FSPK0003209
ISBN 9781601384341
CD
Allrightsreserved.Nopartofthisproductmaybereproducedorutilizedinanyform
or by any means, electronic or mechanical, including photocopying, recording, or by any inform
atio
n
storageandretrievalsystemwithoutpermissioninwritingfromthepublisher.
Nursery Rhyme
FSPK0003212
ISBN 9781601284372
1. Little Miss Muffet
2. Hey Diddle, Diddle
3. One, Two, Buckle My Shoe
4. Little Boy Blue
5. Jack and Jill
6. Peter, Peter, Pumpkin Eater
7. One, Two, Three, Four, Five
8. The Itsy Bitsy Spider
9. There was an Old Woman
Who Lived in a Shoe
CD
©2010 Frog Street Press, Inc.
www.frogstreet.com
All rights reserved. No part of this product may
be reproduced or utilized in any form or by any
means,electronic or mechanical,including
photocopying,recording,or by any information
storage and retrieval system without
permission in writing from the publisher.
ProducedbySchillerEducationalRes
ources,LLC.EngineeredandmixedbyJeffSmithatSouthwestRecordings.ArrangedbyPatrickBrenn
an. Spanish Lyrics, adaptations and translations by Emilia Rivas. Spanish vocals performed by Am
y Fela
n,M
aryCarmenAlmaguer,andMercedGarcia.EnglishvocalsperformedbyRicheleBartkowiakand
P
atrickBrennan.Copyright2006.
1. La canción del abecedario
3. La canción de los colores
5. Los meses del año
7. La canción de los
opuestos
9. La hora de las rimas
11. ¿Me escuchan?
13. Pan con mermelada
15. A limpiar
17. El rap de las rimas
infantiles
21. ¿Qué va siempre junto?
23. Ésta es la banda de Miguel
25. Las llantas del bus
27. Si estamos todos juntos
29. Pasitos
31. Dedo pulgar
33. El cacharrito
35. ¡Al suelo y a rodar!
37. Buenos días
2. The Alphabet Song
4. The Color Song
6. Months of the Year
8. Sing a Song of
Opposites19. Bu-Bu-Burbujas
10. Rhyme Time
12. Are You Listening?
14. Bread and Jelly
16. Clean Up
18. Nursery Rhyme Rap
20. B-B-B-Bubbles
22. What Goes Together?
24. Old MacDonald Has a Band
26. The Wheels on the Bus
28. The More We Get Together
30. Put Your Little Foot
32. Where Is Thumbkin?
34. Little Hunk of Tin
36. Stop, Drop, and Roll
38. Good Morning to You
FSPK0003206
ISBN 9781601284310
Frog Street Press, Inc.
www.frogstreet.com
Bilingual CD
FSPK0003210
ISBN 9781601284358
Spanish
Listening CD
1. Camino a Pre-Kinder
2. El cuerpo habla en rimas
3. Los sentidos
4. Es amor
5. Conocer a los abuelos
6. Casas de todos clases
7. Sara, la iguana que se
escapó
8. Ayudantes del vecindario
9. Cinco enormes
dinosaurios
10. Gigantes de la naturaleza
11. Gigantes hechos por el
hombre
12. Había una vez en
Dragonladia
13. El regalo
14. Comidas de todo el mundo
15. Buenos modales de la A a la Z
16. Las decisiones consideradas de Carlitos
17. Gorrita Roja
18. El príncipe sapo
©2010 Frog Street Press, Inc.
www.frogstreet.com
All rights reserved. No part of this product may be
reproduced or utilized in any form or by any means,electronic
or mechanical,including photocopying,recording,or by any
information storage and retrieval system without permission
in writing from the publisher.
Small Book
Disk 1 of 2
Games and Patterns CD
offers ready-to-print sorting mats,
patterns, and cutouts to support math
and literacy lessons.
Games and
Patterns
Frog Street Press, Inc.
www.frogstreet.com
FSPK0003218
ISBN 9781601284914
CD-ROM
All rights reserved. No part of this product may
be reproduced or utilized in any form or by any
means,electronic or mechanical,including
photocopying,recording,or by any information
storage and retrieval system without
permission in writing from the publisher.

14. 14
Big Frog Bookstore
and Tadpole Bookstore
Everyone loves a new book!
The Big Frog and Tadpole Bookstores stock
an amazing variety of genres in both
large and small books.
Program Components
Nonfiction
Informational TextPredictable Text
Personal Narratives
Nature’s Giants
Gigantes de la naturaleza
Welcome to Zippity Zoo
Bienvenidos al zoológico de Zippity
A Chance for Esperanza
Una oportunidad para Esperanza
The Song of the Teeny Tiny Mosquito
El canto del mosquito

15. 15
This Way to Pre-K Camino a Pre-Kinder
Body Talk in Rhyme El cuerpo habla en rimas
Our Senses Los sentidos
Skidamarink Es amor
Meet My Grandparents Conocer a los abuelos
Homes for Everyone Casas de todas clases
Sara Sidney’s Runaway Adventure Sara, la iguana que se escapó
Neighborhood Helpers Ayudantes del vecindario
Five Huge Dinosaurs Cinco enormes dinosaurios
Nature’s Giants Gigantes de la naturaleza
Giants Made by People Gigantes hechos por el hombre
Once Upon a Time in Dragon Land Había una vez en Dragolandia
The Gift El regalo
Food Around the World Comidas de todo el mundo
A to Z Ps and Qs Buenos modales de la A a la Z
Charlie Chipmunk’s Thoughtful Choices Las decisiones consideradas
de Carlitos
Little Red Gorrita Roja
The Frog Prince El príncipe sapo
The Rooster Who Went to His El gallo que fue a la boda de su tío
Uncle’s Wedding
Can You See the Shapes? ¿Ves las figuras?
Machines Large and Small Máquinas grandes y pequeñas
The Do-Nothing Machine La máquina de no hacer nada
Dance! ¡A bailar!
Our Muscles Los músculos
Can You Move with Me? ¡Ven y muévete así!
Gram Is Coming to My House Abuelita se viene a mi casa
Mysterious Movers Fuerzas misteriosas
Farm Animals Animales de la granja
Welcome to Zippity Zoo Bienvenidos al zoológico de Zippity
The Song of the Teeny Tiny Mosquito El canto del mosquito
In the Cow’s Backyard La hamaca de la vaca
Cristina and the Frog Cristina y la rana
Twinkle, the Little Star Chispita, la estrellita
A Chance for Esperanza Una oportunidad para Esperanza
Before and Now Antes y ahora
Program Components
Program Components
So she got Sara ready and out the door they flew
just as the clock struck half past two.
10 11
Little Red
Gorrita Roja
Sara Sidney’s Runaway Adventure
Sara, la iguana que se escapó
Classics
Fiction
Fantasy
Poetry
4
FSPK315 LB.indd 4 2/18/10 5:02 PM
The father was called Fire Eater.
5
FSPK315 LB.indd 5 2/18/10 5:02 PM
Body Talk in Rhyme
El cuerpo habla en rimas
Once Upon a Time in Dragon Land
Había una vez en Dragolandia
2
Teeth chatter
FSPK107 LB.indd 2 2/19/10 2:08 PM
Hands clap
Feet patter
3
FSPK107 LB.indd 3 2/19/10 2:09 PM
Theme
1
Theme
2
Theme
3
Theme
4
Theme
5
Theme
6
Theme
7
Theme
8
Theme
9
Theme Book Titles
35 literature titles in English and Spanish

16. 16
Hands and Fingers
Manos y dedos
17Attributes
© 2010 by Frog Street Press, Inc., Crandall, TX
Differentiated Instruction
Level 1
Use words that describe shape when giving instructions.
■■
Have children locate objects in the room that have a circular shape.
■■
Cut sponges into geometric shapes for sponge painting.
■■
At snack time, provide a variety of crackers and dry cereal for children to sort
■■
into piles by shape.
Level 2
Describe the shape of objects in the room:
■■
The bottom of this glass has a circular shape.
El fondo de este vaso tiene forma circular.
Have children make rectangular, triangular, and circular shapes with clay and
■■
then use those shapes to make designs or objects.
Level 3
Place scraps of wood cut into geometric shapes in the Woodworking Center.
■■
Invite children to build with the wooden shapes.
City Bank
Open an account at the City Bank for engaging math
books, valuable resources, music, and manipulatives.
Program Components
32 Building Math Skills and Concepts
© 2010 by Frog Street Press, Inc., Crandall, TX
Sorting and Classifying
Find a Match
Encontrar la pareja
Target Skills
physical attributes■■
visual discrimination■■
comparative measurement■■
left and right discrimination■■
Activity
1. Place three to four pairs of shoes on the floor in a pile. Have children match pairsof shoes and tell why they matched them as they did. Encourage children to tell asmuch as possible about each pair of shoes.
2. To help children find matches or become aware of the thinking processes involvedin matching, have them identify which
shoes are the same color■•
shoes are the same length■•
of two shoes is longer■•
of a pair is the right shoe and which is the left
■•
shoes are tall and which are short
■•
3. Invite children to name the colors of the shoes.
MaTChING PaIRS
Level 1
Materials
several pairs of shoes of different styles
■■
(e.g., child’s tennis shoes, girl’s black dress
shoes, woman’s high heels, cowboy boots,
man’s loafers, baby booties, ballet slippers,
galoshes, flip-flops)
City
Bank
Frog Street
Math
314
Math
Building Math Skills and Concepts
features activities that help young children move
through a continuum of math skills.
Math Library
AngLegsTM
connecting cubes
frog counterschain links
pattern blocks attribute buttons
Moving to Math CD
Camino a las matemáticas CD
(These CDs are packaged in the Lilypad Theatre.)
Manipulatives
Three Bears’ Rap
El rap de los tres osos
These Bones
Estos huesos
Five Silly Monkeys
Cinco monos tontos
The Numeral Dance
El baile de los números
Manos y dedos
Pam Schiller and Richele Bartkowiak
traducido por Emilia Rivas
Frog Street Press, Inc.
www.frogstreet.com
FSPKXXX
FPO
Hands and Fingers
Pam Schiller
and Richele Bartkowiak
Frog Street Press, Inc.
www.frogstreet.com
FSPKXXX
FPO
ProducedbySchillerEducationalResources,LLC.EngineeredandmixedbyJeffSmithatSou
thwest Recordings. Spanish lyrics, adaptations and translations by Emilia Rivas. Vocals perform
ed
by
JoseR.Cavazos,ElizabethDeLaRosa,MadalinHernandez,JenneMadridandGianaMejarez.
e
h q x y
Camino a las
Matemáticas
Moving to Math
1. Si eres listo y lo sabes
2. Manos y dedos
3. Bailarines de colores
4. Estos huesos
5. El rap de los tres osos
6. El baile de la osa Brenda
7. El baile de los números
8. La marcha de
los números
9. Un dinosaurio
10. ¡Hola, lindo sapito!
11. Tiquiti tiquiti toc
12. Cinco monos tontos
13. Cinco lindos sapitos
Frog Street Press, Inc.
www.frogstreet.com
FSPK0003215
ISBN 9781691284044
Game patterns included on the Games and Patterns CD.

17. 17
Science Museum
Explore the Science Museum for
great books and science resources.
Program Components
Science Library
Frog Street Press, Inc.
www.frogstreet.com
FSPK0001100Printed in China
BL SC_PERF_Their Mouths_13x13_NS1 1 10/13/09 5:37:24 PM
Frog Street Press, Inc.
www.frogstreet.com
FSPK0001101Printed in China
BL SC_PERF_ Their Eyes_13x13_NS.1 1 10/13/09 5:35:35 PM
Tools for Science Exploration
Featuring
Spangler Science
Activities and
Manipulatives
How Do Animals Use Their Ears? •
¿Como usan los oídos los animales?
Frog Street Press, Inc.
www.frogstreet.com
FSPK0001102Printed in China
BL SC_PERF_ Their Ears_13x13-NS.1 1 10/13/09 5:33:59 PM
mixing tray
magnetic wand
graduated pipettes
test tubes and rack
rainbow peepholes
energy beads
How Do Animals Use Their Mouths? •
¿Como usan la boca los animales?
How Do Animals Use Their Eyes? •
¿Como usan los ojos los animales?
Animal Lives
Frog Street Press, Inc.
www.frogstreet.com
FSPK0001103Printed in China
La vida de los
animales
Frog Street Press, Inc.
www.frogstreet.com
FSPK0001104Printed in China
FSP_SC_Animal Lives_13x13.indd 1 10/13/09 5:13:00 PM

18. 18 Program Components
Fanny’s House contains the
fabulous Fanny Frog puppet!
She is a constant reminder that
there is great joy in learning.
Frog Street Cafe
Support social and emotional development with
an exciting menu of resources.
Social-Emotional Library
It Starts in the Heart CD
includes 19 songs to support
social-emotional development.
All songs have been translated into Spanish
and appear in the appendix in teacher
guides where they are used.
(This CD is packaged in the Lilypad Theatre.)
Helping
Hands
Frog Street Press, Inc.
www.frogstreet.com
FSPK0001400Printed in China
_Cov_Helping hands (Paperback) 9/17/09 11:22 AM Page 1
Manos
amables
Frog Street Press, Inc.
www.frogstreet.com
FSPK0001401Printed in China
FSP_Helping Hand_Cov.indd 1 10/13/09 5:22:34 PM
Jack Hartmann M.A.
1. It Starts in the Heart
2. Get Ready
3.Welcome
4.ThatWas Helpful
5. IWishYouWell
6.My School Family
7.Caring Friends
8.Look at Me
9.Friendship Chant
10.Friendship Chant (instrumental)
11. S.T.A.R.Song
12.Let’s Celebrate
13.AllTogether
14.You Did It!
15.Shubert Shuffle
16.People to People
17.Te deseo lo mejor (IWishYouWell)
18.Todos juntos (Let’s Celebrate)
19.De gente a gente (People to People)
20.Look at Me (instrumental)
Frog Street Press, Inc.
www.frogstreet.com
FSPK0003216
ISBN 9781601284457
Fanny Frog’s House
Pocket Cubes
have clear pockets on all sides. Slide photos
of children in pockets for
small group games.

19. Program Components
HERRAMIENTAS
QUE ME AYUDAN
HERRAMIENTAS
QUE ME AYUDAN
Frog Street Press, Inc.
www.frogstreet.com
FSPK0001501Printed in China
FSP_Tools that help me_COV.indd 1 10/1/09 3:35:36 PM
Multiple Intelligences in the Early Childhood Classroom
offers suggestions for implementing Multiple
Intelligence Theory.
TOOLS
THAT HELP ME
TOOLS
THAT HELP ME
Frog Street Press, Inc.
www.frogstreet.com
FSPK0001500Printed in China
FSP_Tools that help me_COV_Tools that help me_qx doc 9/28/09 9:48 AM Page 1
31
© 2010 by Frog Street Press, Inc., Crandall, TX
Multiple Intelligences Profile for Teachers
Linguistic inteLLigence
I consider books, magazines, and newspapers to be a very
important part of life.
I can hear words in my head before I read, speak, or write
them down.
I get more out of listening to the radio or an audio recording
than I do from seeing pictures or other visual images.
I enjoy word games like crossword puzzles, Scrabble®, anagrams,
or Password®.
I enjoy entertaining myself or others with tongue twisters,
nonsense rhymes, or puns.
Other people sometimes have to stop and ask me to explain
the meaning of the words I use in my writing and speaking.
English, social studies, and history were easier for me in school
than math and science.
When I drive down a freeway, I pay more attention to the
words written on billboards than to the scenery.
My conversation includes frequent references to things that
I’ve read or heard.
I like to talk through problems, explain solutions, and ask questions.
never sometimes Often Always
Multiple Intelligences Profile
for Teachers
For each of the following intelligence categories, place a check mark in a column to indicate
if the activity or experience is something you do never, sometimes, often, or always. The cat-
egories with the most check marks indicate the intelligences which are your areas of strength
(always and often) or weakness (never and sometimes).
34 Continuum of Physical Development
© 2010 by Frog Street Press, Inc., Crandall, TX
Gross Motor Movement
Pulling
Jalar
Target Skills
spatial and directional awareness■■
posture■■
awareness of body parts■■
movement of body parts■■
balance■■
flexibility■■
Materials
small objects (e.g., blocks,■■
pencils, boxes)
heavier objects with■■
handles (e.g, tubs, wagons,
boxes)
Activity
1. Have children sit at a table. Place a small object at arm’s length from each child.
Have children use one hand to pull the object closer. If children must lean, have
them lean from the waist.
2. Increase the weight of the objects until children must use two hands to pull.
3. Place a lightweight object on the floor about arm’s length from each child.
Have children squat or bend as they reach out toward the object. As they pull
the object closer, they will bend their arms and straighten their backs. Be sure
children do not bend at the waist to pull a heavy object.
PullInG
level 13
56 Continuum of Physical Development
© 2010 by Frog Street Press, Inc., Crandall, TX
Gross Motor Movement
Catching
Atrapar
Target Skills
spatial and directional awareness■■
posture■■
awareness of body parts■■
movement of body parts■■
balance■■
flexibility■■
pushing■■
pulling■■
Materials
beanbags or 8-10'' rubber balls■■
Activity
1. At the basic level, have children extend their arms and trap the ball against their
chest with their arms and hands.
2. At the next level, have children extend their arms and catch the ball with their
hands away from their body.
3. Finally, have children move toward the ball, catch it with their hands away from
their body, and draw the ball in to their body.
Ball handlInG
level 24
47
© 2010 by Frog Street Press, Inc., Crandall, TX
Communication Disorders
Communication
Disorders
Communication is divided into
receptive and expressive language.
Receptive language describes how
children receive messages and
information. Expressive language
describes how children deliver
messages and express themselves.
Children can receive messages
much earlier than they can
generate them. Therefore, children’s
receptive language develops before
their expressive language.
Children with speech and language delays
understand directions best when they are communicated with short and simple sentences♦♦
may require assistance understanding how to respond or what is being required so they will♦♦
feel comfortable participating
may require an alternative method of communication, such as a communication board♦♦
benefit from feeling understood by others♦♦
may require assistance to know which words to use and how to say them in a way that♦♦
others around them can understand
RESOURCE GUIDE
Guidelines
& Strategies
For Children With
Special Needs
Dr. Clarissa
Willis
Clarissa Willis is currently an author and
consultant living in North Carolina. She was
formerly the Associate Director of the Center
of Excellence in Early Childhood Learning and
Development at East Tennessee State University. She has
worked for the past 20 years on behalf of children with autism
spectrum disorder and their families.
Dr. Clarissa Willis
FSPK2006
www.frogstreet.com
FSPK2006 Spine Cover.indd 1 3/4/10 1:42 PM
RESOURCE GUIDE
Multiple
Intelligences
in the Early Childhood
Classroom
Dr. Patricia Phipps
Pat Phipps is an early childhood consultant.
She was a professor in the Graduate School
of Education at George Mason University and
in the College of Education at the University of
Houston. Pat served as the Executive Director of the California
Association for the Education of Young Children (CAEYC) until
2005 and is the past Vice President of the National Association
for the Education of Young Children (NAEYC). She now resides
in Texas.
Dr. Patricia Phipps
FSPK2005
www.frogstreet.com
FSPK2005 Spine Cover.indd 1 3/4/10 1:40 PM
RESOURCE GUIDE
Continuum
of Physical Development
Dr. Pam Schiller
FSPK2002
www.frogstreet.com
Pam Schiller is a freelance early childhood
consultant and author. Dr. Schiller has been
a childcare administrator for several years
and has also taught in the public schools as a
kindergarten teacher. She served as Head of the Early Childhood
Department at the University of Houston where she directed the
Lab School. Dr. Schiller now shares her extensive knowledge
with educators and parents across the United States and
throughout the world.
Dr. Pam Schiller
FSPK2002 Spine Cover.indd 1 3/4/10 1:35 PM
Continuum of Physical Development
scaffolds activities to meet individual
needs of children.
Guidelines and Strategies for Children with Special Needs
provides assistance and helpful information for teachers
working in inclusive classrooms.
beach ball
Manipulatives
eyedropper
tweezers
stencils
Use as stencils or
templates.
tactile balls
Kid’s Castle
Special Needs
Differentiate instruction with a variety
of useful tools and resources.
Physical Development
Move and learn with resources for
both fine and gross motor development.
dot cubes
(number cubes)
beanbags
parachute
19

20. My Family and Friends
Mi familia y mis amigos
My Family and Friends
Mi familia y mis amigos
Table of Contents
Week
1
Week
2
Week
3
Week
4
Week
1
Week
2
Week
3
Week
4
Families
Familias...................................16
Families and Homes
Familias y casas................... 52
Friends and Pets
Amigos y mascotas...............88
Community
Comunidad............................124
Appendix...............................159
These pages taken from the
My Family and Friends
Mi familia y mis amigos Teacher Guide.
20

21. My Family and Friends • Mi familia y mis amigos • My Family and Friends 21
Theme ProjectTheme Project
Week
1
Week
3
Week
2
Week
4
Create a Friends and Family • Mis amigos y familia bulletin board or album. The purpose is
to get to know one another through sharing pictures of those we love. This display helps
children connect their home family to their school family. It promotes a positive school
climate of caring. This will be a yearlong project—a living entity. It will change as siblings are
born, children take trips, relatives come to visit, and other events occur. If wall space for
this display is not available, create a photo album or scrapbook.
Create a photo album of your
family and your life. Share your
album during circle time or during
home visits. Include photos of
the children that you have taken
during home visits, open house, or
in the classroom. School personnel
may also be part of your album.
Books to Support
Theme from
Frog Street Press
Daisy Doll (family, compound words)
Dogs Can Bark
Elmo the Elephant (friends)
Fernanda la foca (friendship)
Follow the Treasure Map (position and
direction words)
Frog Street “Sing & Read” Shape Collection
Funny Fish (firefighters, safety)
Ivana la iguana (iguana, Sara Sidney)
Jack and the Sack
Mis mejores amigos (friendship)
My Ten Best Friends (friendship)
Nellie Nurse (nurses)
Nena la naranja (week 5, math, counting)
One to One (one-to-one correspondence)
Rodrigo el perro (pets)
Rowdy Rides Up, Down, All Around
(directions)
Sorting Shapes
Younger and Older (family)
Ask parents or children to send
pictures for the Friends and
Family • Mis amigos y familia
board or album.
Specifically ask for pictures
of pets this week. We will be
discussing pets as part of our
families during this week. Create
a school family song or chant for
your class. Post it on the board
or in the album or scrapbook.
If you have a class visitor from
the community during the week,
make sure you photograph the
visitor and add the photo to your
School Family. Discuss the Friends
and Family board or album as a
continuing project for the rest
of the year. Invite the children to
continue to share photographs
of trips they take, new siblings
when they are born, and any
other family or friend event
they wish to share with their
School Family.
Sample Pages

22. My Family and Friends • Mi familia y mis amigos • My Family and Friends22
From the
Experts
From the
Experts
Conscious Discipline™ Tips
Spangler
Science
Playing with
Science
Steve
Spangler
Becky Bailey, PhD
When my twin boys were
in preschool, I occasionally
got the privilege of being
the Helping Dad for the
day. I’m not sure how
much“helping”went on
when I was at school,
because I found myself playing with the best of them.
It didn’t take long for me to forget my writing deadlines
or lesson plans or other responsibilities because I was so
caught up in the art of playing.
Oh, yes… there is an art and science to playing. After a
quick scan of the room, I zoomed in on the building blocks
where I found a little guy who was having problems keeping
his structure from falling down. It was Helping Dad to the
rescue! I made a recommendation to my playing partner
that we use big blocks on the bottom of the tower to make
it more stable and to keep it from falling. He looked at me
with those five-year-old eyes and said,“That’s so dumb! It’s
supposed to fall over…because that’s why it’s fun!”What
was I thinking?
As teachers, we must remember that playing and learning
go hand in hand and it’s so important that we model
this style of learning to our students. When the teacher
discovers something new by playing and experimenting
in front of her students, the students will learn from this
behavior. It took a simple experience like this to remind
me that I didn’t need to have a structured activity or
worksheet to make a discovery, test out a prediction,
explore something new, or just to have fun. I needed this
experience to remind me that I must MAKE the time to play
so that I can continue to learn and grow as a teacher.
Conscious Discipline advocates creating a positive school climate through the creation of the School
Family™. Within the School Family, children and adults have a sense of belonging. In Theme 1, My
School and Me, we began to build the School Family climate during the Greeting Circle with Brain
Smart Start activities (stress reduction activities) and connecting rituals. We established The Kindness
Tree, Ways to be Helpful Board or Book and the Safe Place to encourage children to be meaningful
contributors to the welfare of others. In Theme 2, Family and Friends, we will continue building the
School Family by creating The Friends and Family Book and the Job Board. In addition, here are two
centers that can be used to nurture the School Family.
The We Care Center, to be introduced during Week 2, provides children with a symbolic way of
expressing empathy, encouragement, and affection for others. Suggested materials include:
Band-Aids stuffed heart
blanket heart-shaped or star-shaped glasses
stuffed animal heart-shaped stickers
facial tissues paper, markers, preprinted note cards or notepads
CD player with calming music
The Celebration Center provides a way to celebrate life events,
individual achievements (losing a tooth, learning to button, birth
of a sibling), and contributions to the School Family™ (using a big
voice, helpful hands). You can introduce the Celebration Center
when an opportunity arises naturally. Your job is to find the gift
that each child or adult has to offer and celebrate it. Suggested
materials include:
• celebration chair
• a prop box that contains items to use in the celebration (necklaces, theme
glasses or hats, ribbons, and so on).
Bailey, Becky (2000). I Love You Rituals. New York: Harper Collins
Bailey, Becky (2001). Conscious Discipline, revised. Oviedo, Florida: Loving Guidance
Sample Pages

23. My Family and Friends • Mi familia y mis amigos • My Family and Friends 23
Character Education Focus
Cultural Sensitivity: The Family
Pam
Schiller,
PhD
Alma
Flor
Ada,
PhD
Eliminating the concept of the other or the idea of different and adopting the notions of diversity and
uniqueness is not easy: it requires unlearning biases, a constant in most peoples’upbringing.
There is a long tradition of ethnocentrism, of viewing one’s culture as the normal one, and all others
as not normal. This is so prevalent, that most times we don’t see our culture. The notion, for example,
of“ethnic foods”is a misconception: all food is ethnic; all food belongs to a particular group of
people. Hamburgers and hot dogs are just as ethnic as burritos or curried chicken. It is only because
they belong to the dominant culture that their ethnicity becomes invisible.
Activity
●● Discuss the concept of family to help children understand that families are formed by people who
care for each other. Sometimes they live together, sometimes they don’t.
●● Invite children to explore the concept that families change: when someone is born, or someone
dies, or someone gets married, or someone who lived elsewhere now comes to live in the home.
Use numbers to show how different families can be. Encourage children to provide as many
examples as possible: a family of two people—father and child, foster mother and child, . . . ; or
of three people—mother and two children, grandparents and a child, . . . ; or of four people—
mother, father and two children, … . The combinations will be numerous and they will contribute
to opening children’s minds to diversity.
Have children draw their families. Turn their drawings into a book.
The My Family and Friends theme provides several opportunities for teaching tolerance
and helpfulness.
Tolerance • tolerant • tolerante—involves learning to accept and appreciate differences.
Helpfulness • amabilidad • helpful • amable—is the practice of aiding and assisting others.
It is also an attitude.
For many children their family may have been their only window into the outside world. They may
assume that all families are the same. They may have developed habits related to playing alone,
to having access to whatever they want, and to being waited on. Here are some tips for teaching
children to be tolerant and helpful.
Incorporate activities that focus on differences—how many children like melons, live in apartments,
have traveled outside the state, were born in May, have siblings, and so on.
Provide variety in art materials, snacks, stories, field trips, music, routines, and so on. Encourage the
children to try new things.
●● Use materials that promote diversity.
●● Assign jobs in the classroom
●● Invite children to brainstorm a list of things they still need help doing (getting to school, cutting,
cooking). Make a list of things they can do to help others (putting on a smock, building, cleaning up).
●● Include group projects such as murals, a garden, or caring for a class pet.
Sample Pages

24. My Family and Friends • Mi familia y mis amigos • My Family and Friends24
Early Authors
F. Isabel Campoy, PhD
Self-published books should be protected, in order to preserve them through multiple
readings. Laminate each page before binding them, or insert the sheets in page protectors (two
at a time, back to back, to better resemble a book) and then place them in a simple binder.
As you get ready to create more self-published books, remind the children that these books are
special because they are about them. Encourage children to think about what they would like
to say in their books and begin to develop their awareness as protagonists of their stories and
authors of their books.
Activity: Create a How Old Am I? • ¿Cuántos años tengo? book
Create the self-published collective book How Old Am I? • ¿Cuántos años tengo? Print with large
font on top of each page:
I am (child’s name). Me llamo (nombre del niño). (Paste or scan child’s photo.)
I am (a boy or a girl). I am (child’s age).
Yo soy (un niño o una niña). Tengo (edad del niño) anos.
I am a wonderful child. Soy un niño/una niña maravilloso/maravillosa.
As you read the book, move your hand under the words. Read the last line with
emphasis and enthusiasm and encourage children to“read”with you. Take a moment
on each page to focus on the child in the photo. Make an encouraging statement or
point out a positive characteristic about the child. For example: Jaime has a wonderful
smile. Jaime tiena una sonrisa encantadora. or María is always cheerful. María siempre está
alegre. Sincere statements that focus on aspects of character will highlight intangible
attributes that may otherwise go unnoticed.
Ada, Alma Flor and Campoy, Isabel (2004) Authors in the Classroom:
A Transformative Education Process. Portland, Oregon, Allyn and Bacon
Dr. Jean
Transition Tips
Buddy Sticks
Partner activities are a wonderful way to encourage social skills
and reinforce academic skills. Children can look at books with a
partner, play games with a partner, draw pictures with a partner,
and do many other activities. To insure that no one gets left out,
put pairs of identical stickers on the bottom of large craft sticks
(one sticker on each stick). You will need as many sticks as there
are children in your classroom. Place the sticks with the stickers
on the bottom in a plastic cup. Each child draws a stick and
then walks around the room looking for the buddy stick with
the matching sticker to find their partner. If you have an odd
number of children, the last child can choose which partners
she wants to join.
Sample Pages

25. My Family and Friends • Mi familia y mis amigos • My Family and Friends 25
Pam Schiller’s Brain Booster
Pam
Schiller,
PhD
Pat Edwards,
PhD
Family Connections
The collection of parent visions is an extension of parent stories of children’s literacy
development. In order to help children succeed in the eyes of all (school, society,
and parent), it is important to understand a parent’s vision of school success for
their child. Parents who support their children’s academic achievement often hold
powerful visions of school success—this is why the exercise of having parents write
a vision statement is so powerful. Here are a couple suggestions for collecting
parents’visions.
Parent Vision Survey
This survey collects basic information about the family (names, number of siblings,
email contact information) as well as narrative information from questions (“What
do you like to do as a family?”---“What does your child like to do with his or her free
time?”---“What are your child’s needs”?)
Parents’ Vision for Children’s Education Form
●● This form allows parents to reflect on their vision and explain it, in their own
words, as they respond to questions.
●● What is your vision for your child’s classroom (how should it look, be set up,
decorated)? What is the teacher doing? What are the students doing?
●● What is your vision for your role in your child’s education? For your child as a
student? For your child’s future?
To form an even more complete picture of a family’s vision of educational success,
teachers can elicit vision statements from both younger children who can use their
drawings to convey their images and older students who can answer questions
similar to those asked their parents. Collecting and incorporating parent (and child)
visions, helps parents feel as if they are involved with and have contributed to their
children’s education. Parent (and child) visions help the teacher understand the
specific aspects of parent and children’s visions that make them unique individuals.
Edwards, P. A. (2009). Tapping the potential of parents: A strategic guide to boosting student involvement through family
involvement. New York: Scholastic.
Children are the result of a complex interplay between their genetic
compositions and the experiences they encounter within the environment. This
accounts for the vast differences in each of us. Recent findings indicate that the
environment plays a far greater role in building the structure and capacity of the
brain than was previously believed. Therefore, we hold a tremendous opportunity
in our hands. Experience wires the brain, and repetition strengthens the
connections. Positive experiences during fertile times result in positive outcomes.
Negative experiences result in negative outcomes. Curriculum is the sum total of
all experiences children encounter from the moment they enter the classroom
to the moment they leave. Plan positive experiences using the“Windows of
Opportunity”as your guide.
Window Wiring Opportunity Greatest Enhancement
Emotional Intelligence
Trust
Impulse Control
0 – 48 months
0 – 14 months
16 – 48 months
4 years to puberty
Social Development
Attachment
Independence
Cooperation
0 – 48 months
0 – 12 months
18 – 36 months
24 – 48 months
4 years to puberty
Thinking Skills
Cause and Effect
Problem-Solving
0 – 48 months
0 –16 months
16 – 48 months
4 years to puberty
Motor Development 0 – 24 months 2 years to puberty
Vision 0 – 24 months 2 years to puberty
Reading Foundation Skills
Early Sounds
Vocabulary
0 – 24 months
4 – 8 months
0 – 24 months
2 – 7 years
8 months to puberty
2 – 5 years
Sample Pages

26. My Family and Friends • Mi familia y mis amigos • My Family and Friends
Wonderful
Word
of the
Week
Program Materials for the Week
Week 1 OverviewWeek 1 Overview
Families come in all shapes and sizes but
no matter the shape or the size, families
take care of each other. Children will
explore the many ways families may be
defined.
fabulous
fabulosa
Items Used Every Day
My Family and Friends • Mi familia y mis amigos Teacher Guide, Fanny Frog puppet
Big and Small Books
Cristina and the Frog • Cristina y la rana, Little Red • Gorrita Roja, Skidamarink • Es amor, Fanny
Frog’s Fantastic Poems and Rhymes, Going Down Frog Street A to Z, Abeceloco, A to Z Ps and
Qs • Buenos modales de la A a la Z, The Numeral Dance • El baile de los números, Meet My
Grandparents • Conocer a los abuelos
Story Folders and Props
“The Three Bears” • “Los tres osos”, “My Mother Plants Strawberries” • “Mi mamá siembra
fresas”, “My Aunt Violet” • “Mi tía Violeta”, “Silly Nellie” • “Nelly, la pavita tonta”
CDs
Songs of You and Me • Canciones de ti y de mí, It Starts in the Heart, Small Book Listening,
Songs of Little Creatures • Canciones de animalitos, Moving to Math, Camino a las
Matemáticas, Leaping Literacy, Feelin’ Froggy, Songs for Learning Fun • Canciones para
aprender con diversíon, Family Connections, Patterns
Vocabulary Cards
family • familia, mother • mamá, father • papá, fabulous • fabulosa,
grandmother • abuela, grandfather • abuelo
Photo Activity Cards
#32, #42, #70, #71, #72, #73, #92, #96, #97
Compound Word Card
birdcage
Rebus Posters
How to Wash Your Hands • Cómo debes lavarte las manos, Pledge to the Flag • Cómo decir el
juramento a la bandera, How to Paint at the Easel • Cómo pintar en un caballete, How to Set
the Table • Cómo poner la mesa
Manipulatives
attribute buttons, connecting cubes, chain links, pocket cube, magnetic letters, frog
counters, tweezers, pocket chart
26
Sample Pages

27. 27My Family and Friends • Mi familia y mis amigos • My Family and Friends
Things to Make & Do Focus for the Week
Books to Share
Preparations Week
1
Day 1
● Make a Commitment Poster (p. 171).
● Collect family photos or have children draw family pictures to share during the
math lesson.
● Gather (from the previous theme) or make clothespins for each child (p. 171).
● Prepare “The Three Bears” • “Los tres osos” story props.
● Reproduce the note about pebbles, the Theme Letter, and the PATT Mat
(Family Connections CD).
Day 2
● Prepare “My Mother Plants Strawberries” • “Mi mamá siembra fresas” story props.
● Make the Shadow Match gameboard (p. 167).
● Reproduce note about small box (Family Connections CD).
Day 3
● Make photo blocks for each child (p. 167).
● Gather ingredients for Fabulous Orange Ball cookies (p. 166).
● Reproduce message for Fabulous Orange Ball cookies (Family Connections CD).
Day 4
● Prepare “Silly Nellie” • “Nelly, la pavita tonta” story props.
● Collect construction paper shapes for Creativity Center.
● Print Zanzibar Zoo of zany delights or En el grande zoológico de Zanzibar on
chart paper.
● Reproduce the alphabet picture cards (Family Connections CD).
Day 5
● Make numeral necklaces (p. 167).
● Draw a straight line on one sheet, a curved line on a second, and a curved and
straight line on the third.
● Make three or four gel bags (p. 166).
● Make numeral cards 0 through 29 (p. 167).
● Make matching numeral clothespins (p. 166).
● Reproduce note about teaching a family member “Georgie Porgie” • “Tatito
Luchito” (Family Connections CD).
Character Education: Tolerance • Tolerancia
Helpfulness • Amabilidad
Literacy: Oral Language, Vocabulary,
Phonological Awareness
Letter Knowledge: English—F, f, M, m, T, t, C, c
Spanish—F, f, M, m, C, c, P, p
Math: One-to-One Correspondence, Counting
Look in your own library for these books that complement
this week’s theme. Many of the illustrations and photographs
can be used to spark discussion and confirm observations.
¿Eres mi mama? by P.D. Eastman
¿Me quieres, mamá? by Barbara M. Joosse
All Kinds of Families! by Mary Ann Hoberman
Are You My Mother? By P.D. Eastman
La familia by Clare Beaton
El mejor abrazos del mundo by Sara Nash
Emerald Blue by Anne Marie Linden
La mi familia by Carmen Lomas Garza
Families by Anne Morris
Families by Debbie Bailey
Mi papi by Mathew Price
Poppa’s New Pants by Angela Medearis
Quiero a mi mama porque by Laurel Porter Gaylord
Quiero a mi papa porque by Laurel Porter Gaylord
Sample Pages
27

28. My Family and Friends • Mi familia y mis amigos • My Family and Friends
Lesson Planner
Greeting Circle
Content Connection
Math and Science
Literacy Lesson
and
Practice Activities in
Learning Centers
Read-Aloud Time
Moving and Learning
Closing Circle
Day 1 Day 2
Week
1
Building community
Morning Message
Grandmother’s Buttons • Los botones de abuela game
Little Red • Gorrita Roja
Relate story to “wish you well” gesture
Explore possible lessons in story
Meet My Grandparents • Conocer a los abuelos
Introduce table of contents
Think about names grandfathers are called
Discuss the work of families
Categorize family jobs
● Listen to story
● Match tools to shadows
● Create “to do” lists
Recognize how many without counting
● Create a three collage
● Retell “The Three Bears” • “Los tres
osos”
Social Studies—
Compare jobs mothers do
Reflecting on the day
Building community
Morning Message
“The Farmer in the Dell” • “Vicente en el pajar” musical game
Cristina and the Frog • Cristina y la rana
Introduce vocabulary
Use picture cues to make predictions
Cristina and the Frog • Cristina y la rana
Check predictions
List character family members
Create a family word web
Discuss different families
● Copy words with magnetic letters
● Draw family portraits
● Create stick puppets
Make cube towers to represent number in a family
● Construct cube towers
● Practice setting a table
Literacy—Retell “The Three Bears” • “Los tres osos” and match
chairs, beds, and bowls to bears
Reflecting on the day
Week
1
Writer’s
Corner
Library &
Listening
Creativity
Station
Construction
Center
Language and
Literacy Center
Writer’s
Corner
Math
Center
Creativity
Station
Pretend and
Learn Center
Language and
Literacy Center
FSPK0000204
Frog Street Press, Inc.www.frogstreet.com
Printed
in China
FSP_Mee
t my grandmoth
er_COV.in
dd1 1
10/1/09
4:59:51
PM
28
Sample Pages

29. My Family and Friends • Mi familia y mis amigos • My Family and Friends
Week
1
Day 4Day 3 Day 5
Building community
Morning Message
“The Numeral Dance” • “El baile de los números” song
and dance
A to Z Ps and Qs • Buenos modales
de la A a la Z
Discuss good manners
Enjoy an alphabet book
The Numeral Dance • El Baile de los números
Introduce movement vocabulary
Move in new ways
Compare alphabet letters
Recognize straight and curved lines
● Trace letters on gel bags
● Paint large letters
● Write letters in sand
Recognize patterns in counting
Compare the way numerals look
● Step through a digit matrix path
● Match clothespins to correct
numerals
Fine Arts—
Recognize rhyming words
Reflecting on the day
Building community
Morning Message
Grandpa’s Glasses • Los anteojos del abuelo game
“My Aunt Violet” • “Mi tía Violeta” story folder
Discuss extended family members
Introduce compound words
Meet My Grandparents • Conocer a los abuelos
Discuss names grandmothers are called
Introduce Pledge of Allegience
Listen for a special word in a story
List things grandmothers enjoy
● Copy children’s names for grandparents
● Listen to a story
● Draw grandparents
Compare chain links to show few and many
Count chain links
● Counting game
● Pretend to have a picnic
Math and Fine Motor—
Make Fabulous Orange Ball cookies
Reflecting on the day
Building community
Morning Message
Duck, Duck, Duckie • Pato, pato, patito game
Skidamarink • Es amor
Introduce animal parent and
child names
Discuss animal families
“Silly Nellie” • “Nelly, la pavita tonta”
story folder
Enjoy a funny story
Introduce idea of “silly sayings”
Compare animal families
Chart mother and baby animal names
● Illustrate animal family chart
● Draw an animal family
● Retell a story with story props
Discuss a duck’s webbed feet
Develop strategy for counting groups of objects
● Pretend to feed ducklings
● Match mother and baby animals
Literacy and Science—Read about animal families
Introduce alliteration
Reflecting on the day
Writer’s
Corner
Writer’s
Corner
Library &
Listening
Creativity
Station
Creativity
Station
Creativity
Station
Language and
Literacy Center
Sensory
Table
Math
Center
Sensory
Table
Gross Motor
Area
Pretend and
Learn Center
Science
Center
Fine Motor
Center
FSPK0000204
Frog Street Press, Inc.www.frogstreet.com
Printed
in China
FSP_Mee
t my grandmoth
er_COV.in
dd1 1
10/1/09
4:59:51
PM
29
Sample Pages

30. My Family and Friends • Mi familia y mis amigos • My Family and Friends
Weekly Theme CentersWeek
1
Pretend and
Learn Center
Creativity
Station
Weekly Theme CentersWeek
1
Weekly centers are designed to support intentional instruction
through the integration of learning goals. Small modifications are
made each day to tie the activities in the centers more closely to
the daily focus and to create novelty. Teachers choose the extent
to which they provide the adaptations.
Materials
homemaking materials, a variety of
dress-up clothes, cookware, baby items,
food items, aprons, polishing rags,
dust rags, socks, toy tools, empty food
containers, suitcase, articles to go in
the suitcase, tablets for grocery list, and
calendars for tracking family schedules
Day
1. Suggest children cook and serve
a meal.
2.Encourage children to perform household jobs, such as washing dishes,
folding laundry (matching socks), fixing broken toys (with safe or toy
tools), polishing furniture, polishing shoes, and putting groceries away.
3. Suggest children pack their suitcase for a trip to grandmother’s house.
Provide a rebus list of what should be packed.
4.Encourage children to clean house, sweep, dust, shake rugs, and so on.
5. Challenge children to sort the clothing into categories according to
something they have in common: men’s clothing and women’s clothing,
dress-up and casual clothing, summer and winter clothing.
Reflect: Whyisitimportantforfamiliestosharetheworkinthehome?¿Porqué
esimportantequelasfamiliascompartaneltrabajodelacasa? Whatdoyoudo
tohelpathome?¿Cómoayudanustedesenlacasa?
Program Materials
How to Paint at the
Easel • Cómo pintar en un
caballete rebus poster,
paper, tempera paint,
paintbrushes, play dough
Day
1. Paint pictures of families.
With permission transcribe
names of family members on children’s paintings.
2.Paint pictures of extended family members. With
permission transcribe names of extended family members.
3. Paint pictures of family homes.
4.Use play dough to fashion family pets or paint pictures of
pets. If children choose to paint their pets, with permission
transcribe the pets’ names onto the paintings.
5. Use play dough to shape alphabet letters.
Reflect: What makes a family a family? ¿Qué hace que una
familia sea una familia?
30
Sample Pages

31. My Family and Friends • Mi familia y mis amigos • My Family and Friends
Week
1
Weekly Learning Centers
Materials
magnifying glasses, picnic basket with
pretend foods, magnetic letters
Day
1. Have a pretend family picnic.
2.Play Mother, May I? • ¿Mamá,
puedo? (p. 202). For diversity, play
Father, May I? • ¿Papá, puedo?
3. Play Aunt Bessie’s Scarf • El pañuelo
de tía Bessie (p. 200)
4.Encourage children to look
for homes of insects. Provide
magnifying glasses for close-up
looks.
5. Hide magnetic letters on the
playground and invite children to
have a letter hunt. When they are
finished, have them check to see
if they have found the entire letter
family (A to Z).
Materials
stationery, envelopes, pens and pencils
Encourage children to write letters to or draw pictures
for their family. Change recipients during the week.
Day
1. Write to mom or dad.
2.Write to a sibling or friend.
3. Write to grandmother or grandfather or
an aunt or uncle.
4.Write to a pet (or write a letter asking for a pet).
5. Practice writing upper- and lowercase letters (the alphabet family).
Writer’s
Corner
X.A.1. X.A.2. III.B.2. III.B.3. V.C.3.
Technology
Sounds and Rhymes—Compound Words
Child segments and combines compound words.
Frog Street Math—Listen and Find It
Child uses positional and directional vocabulary.
31
Sample Pages

32. My Family and Friends • Mi familia y mis amigos • My Family and Friends
Greeting Circle
Moving and Learning
Week
1 Day
1
Unite
● Sing “Catalina Magnalina” • “Catalina Margarina” (p. 182).
● Point out that Catalina got her name from her mother whose name is the same. What is Catalina’s mother’s name? ¿Cómo se llama la
mamá de Catalina? Ask if any children are named after a family member.
● Tell children that today they will continue learning about families.
Disengage the stress response
● If a STAR Helper has been added to your classroom jobs, allow him to choose one of the four calming strategies and lead the class.
If not, you choose a calming strategy (p. 168 and 169).
● Review the four calming strategies: S.T.A.R, Pretzel • La rosquita, Drain • Dejar ir, and Balloon • El globo. Remind the children that
the icons for these strategies are posted in the Safe Place.
Connect
● Have children select a partner and row a boat together as they sing “Row, Row, Row Your Boat” • “Rema, rema, sin parar” (p. 173).
Pretend that the weather has turned stormy. Have children sing the song again, this time working and cooperating with their
rowing partners to keep the boat steady in the rough sea. Remind children it is their job to help keep the classroom safe.
● Implement the Absent Child Ritual • Ritual para el niño ausente (p. 170). If no children are absent, give a cheer: No one is absent
today. Everyone in our School Family is here. Let’s shout out a cheer, hip-hip-hooray! Nadie está ausente hoy. Toda la Familia Escolar está
aquí. Vamos a echar unas porras: ¡Qué viva la escuela! ¡Qué viva!
● Use Fanny Frog to assist with the Welcome Back Ritual • Ritual del regreso al salón (p. 170) for children returning to school.
Commit
● With the Safe Keeper Box • Caja para sentirse seguro in hand, recite the School Family Chant (p. 170).
Morning Message
● Say the words slowly, pausing between each word. Have children count the number of words.
● Write one word at a time, having children say each word with you.
● Display the letter cards for F, f, and m or f and m for Spanish. Invite volunteers to circle the letters.
● Ask children to say each letter name to a neighbor.
● Discuss buttons. Ask if children have ever seen a button sewn onto a shirt or other article of clothing. Ask: Who sewed the button?
¿Quién cosió el botón? Tell them that you are going to play a game using buttons. These buttons belong to Grandmother • Abuela.
● Invite children to play Grandmother’s Buttons • Los botones de abuela. Hide attribute buttons around the room, and invite children
to see how many they can find.
● Social Skills
● Alphabet
KnowledgeI.A.1 I.A.3. I.B.1.c. I.B.2.a. I.B.2.c. I.C.2. I.C.6. II.A.1.
II.A.2. II.D.1. III.B.1. III.C.1. IV.D.1. V.A.3. VIII.B.1.
Week
1 Day
2
Families are fabulous.
Las familias son
fabulosas.
Learning Goals
Materials
● Shows competence in initiating social
interactions I.C.2.
● Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal I.C.4.
● Names at least 20 upper- and at least
20 lowercase letters III.C.1.
fabulous fabulosa
● Songs of You and Me • Canciones
de ti y de mí CD (“Catalina
Magnalina” • “Catalina
Margarina”)
● attribute buttons
● letters cards—English—F, f, m
Spanish—f, m
● Commitment Poster and
clothespin for each child
● Fanny Frog puppet
Vocabulary
Head Start
● Uses socially-appropriate behavior
with peers
● Recognizes words as a unit of print
● Recognizes that letters of the alphabet
are a special category of visual
graphics that can be individually
named
32
Sample Pages

33. My Family and Friends • Mi familia y mis amigos • My Family and Friends
Read-Aloud Time Week
1 Day
2
Vocabulary
Vocabulary
table of contents índice
page number número de
página
maps mapas
grandfathers abuelos
immediately inmediatamente
sweet powder talco dulce
sensations sensaciones
anxiously ansioso
FSPK0000203
Frog Street Press, Inc.
www.frogstreet.com
Printed in China
FSP_Meet my grandmother_COV_Meet my grandmother_qx doc 9/17/09 10:23 AM Page 1
FSPK0000204
Frog Street Press, Inc.
www.frogstreet.com
Printed in China
FSP_Meet my grandmother_COV.indd1 1 10/1/09 4:59:51 PM
Special Needs
Adaptations
When reading aloud to a child
it is especially important that
the child be able to see your
face as well as the book. Some
children, especially those
with ADHD or autism, are
very reluctant to sit in a group
while you read to them. Make
sure the child is seated on a
surface that is not distracting
for him. For example, try a
beanbag chair, a cushion, or an
orange therapy ball. If possible,
introduce the read-aloud book
to the child before you begin to
read it to the group. Allowing
the child to be familiar with his
surroundings, and the materials
involved in the activity will help
the child be more relaxed and
increase the likelihood he will
enjoy the story.
Learning Goals
● Identifies similarities and
differences in characteristics of
families. VII.A.2.
● Provides appropriate information
for various situations II.B.3.
● Culture
● Geography
● Oral LanguageII.B.3. II.D.1. III.D.3. IV.D.1. VII.A.2. I.C.6. I.D.2.
Little Red • Gorrita Roja
Materials: chart paper
● Discuss and provide examples of vocabulary words. Explain that sensations or sensaciones are our
bodies’reaction to things like the feeling of cold when we touch ice or the feeling of excitement when
a friend is coming over to play. Reread Little Red • Gorrita Roja
● Discuss how Little Red and her mother wanted to send Grandmother a basket of food so that she would
know that she was loved and that they cared about her. It was a wish you well gesture. Ask: How do the
members of your family show they care about each other? ¿Cómo demuestran los miembros de tu familia que
todos son importantes para todos?
● Little Red’s mother placed soup, fruit, and bread in the basket. What would you put in a basket for your
grandmother? ¿Qué pondrían en una canasta para sus abuelitas? Record responses on chart paper.
● What do you think the author wanted us to learn from this book? ¿Qué creen que el autor quería que nosotros
aprendiéramos con este cuento? How do you think the author expected us to feel when we heard this story?
¿Cómo creen que el autor esperaba que nos sintiéramos al escuchar este cuento?
II.B.3. II.D.1. III.D.2. IV.D.1. VII.A.2. VII.D.4. III.A.3. III.A.2. V.A.3.
Meet My Grandparents • Conocer a los abuelos
● Display the cover of the book. Invite a volunteer to point to the photograph. Ask another volunteer
to point to the words on the page. Read the title, pointing to each word. Have children predict the
relationship between the two people in the photograph and determine what they are doing.
● Turn to the table of contents. Explain that this section of the book tells us where to find information.
Demonstrate by pointing to the words Meeting Grandfathers • Conociendo a los abuelos. Tell the children
that this information is located on page 4.
● Turn to page 4. Explain that this part of the book is about a grandfather who came to the United States
from Cuba. Point to the map. Say: The map helps us locate different places where people live. This is Cuba. El
mapa nos ayuda a ubicar los diferentes lugares donde vide la gente. Esta es Cuba.
● Ask children to listen carefully and look closely at the photographs as you read. Remind them that
both the words and the photographs provide information. Provide examples of things seen in the
photographs, but not mentioned in the text (color of clothing, time of day).
● Read and discuss pages 4 through 13.
● Review the different names the grandfathers • los abuelos are called. Have children share the names they
call their grandfathers. Record their answers on chart paper. Count the number of different names.
Head Start
● Uses language to express ideas
● Asks and answers questions and
makes comments about print
materials
● Identifies personal and family
structure
33
Sample Pages

34. My Family and Friends • Mi familia y mis amigos • My Family and Friends
LiteracyLiteracy
Focus
● Teach children the rhyme, “Family Fun” • “Diversión familiar” (p. 193). Ask children what their
family does for fun. Point out that families play together but they also work together. Taking
care of each other and providing food and shelter is part of the work that families do. Families
are fabulous!
● Display the vocabulary card for fabulous and fabulosa and discuss the meaning of the word.
Invite a volunteer to identify the first letter in the word and then place the card on the letter
wall.
Develop
● Remind children of the definition you created for families. Discuss how the work (cooking,
cleaning, buying groceries, taking the trash out, feeding pets, washing the car) family
members perform fits into this definition. Remind children that family members are helpful to
each other.
● Taking care of family needs requires family members to be cooperative. They share the work
so that no one family member is burdened with everything. Ask: What does it mean to be
cooperative? ¿Qué significa ser colaborador?
● Brainstorm a list of jobs that are performed in the home. When the list is complete, discuss
the jobs and who is responsible for the work. Help children determine that different people in
the family perform different jobs. The person who cooks in one family may not be the person
who cooks in another family, and in some families, people may take turns. The roles family
members play may be different in each family.
● Place family jobs • trabajos de la familia in a Venn diagram—outside jobs and inside jobs.
Draw two interlocking circles on chart paper. Print outside jobs • trabajos extremos in one circle
and inside jobs • trabajos intemos in the second circle. The intersection of the two circles will be
used for jobs that can be both inside and outside. For example, cooking might be both if an
outside grill is used.
Transition to Practice Activities
● Describe center activities.
● Dismiss into centers by asking which family jobs they prefer to perform: cooking, feeding the
pets, or mowing the yard. If you had to choose between cooking, feeding the pets, or mowing
the yard, how many of you would choose mowing? Si tuvieran que escoger entre cocinar, darle de
comer a las mascotas o cortar el pasto, ¿cuántos de ustedes escogerían cortar el pasto? Mowers can
choose a center. How many of you would choose cooking? ¿Cuántos escogerían cocinar? You may
choose a center. Send the remaining group to centers.
Week
1 Day
2
Learning Goals
● Uses a large speaking vocabulary,
adding several new words daily
II.D.4.
● Identifies similarities and differences in
characteristics of families VII.A.2.
● Uses some appropriate writing
conventions when writing or giving
dictation IV.D.1.
work trabajar
job trabajo
role papel/rol
perform desempeñarse
cooperative colaborador
burdened preocupado
fabulous fabulosa
Materials
● vocabulary card—fabulous
● vocabulary card—fabulosa
● chart paper
● markers
English Language
Learners
Special Needs
Adaptations
Answering questions can be
challenging. Start by asking
general yes or no questions. Make
sure the child is seated where he
can hear you and see your face.
Next ask a specific question which
requires a yes or no answer. For
a child who is non-verbal or has
limited vocabulary, encourage her
to nod her head yes or no when
you ask her a question.
II.A.3. II.D.6. II.E.6. II.E.8.
Invite children to use their Family
Posters to identify family members
and describe each family member’s
job within the family.
II.D.1. II.D.4. IV.D.1. VII.A.2. VII.B.1.
● Social Studies
● Writing
● Vocabulary
rojo
Recommended
for Small Group
Vocabulary
Head Start
● Identifies personal and family
structure
● Recognizes a variety of jobs and the
work associated with them
● Identifies personal preferences
34
Sample Pages

35. My Family and Friends • Mi familia y mis amigos • My Family and Friends
Practice Activities
● Listening
Comprehension
● Writing
● Vocabulary
Week
1 Day
2
Construction
Center
Library &
Listening
Construction
Center
Writer’s
Corner
Materials: writing props for schedules (calendars,
tablets, to do list)
Invite children to pretend to put activities on calendars,
in tablets, or on a “to do” list.
Reflect: What kind of activities do you need to keep track
of? ¿De qué clase de actividades tienes que llevar el control?
Where will you keep your calendar or list so you can see it
easily? ¿Dónde pondrían su calendario o lista para verlos
fácilmente?
Materials: kitchen and garage tools (wooden spoon,
spatula, salad plate, ruler, screwdriver, wrench), Shadow
Match gameboard (p. 167)
Challenge children to match each tool to its shadow.
Reflect: How do you
know which tools and
which shadows go
together? ¿Cómo saben
cuáles herramientas
y cuáles sombras van
juntas?
Materials: Meet My Grandparents •
Conocer a los abuelos small books, Small
Book Listening CD (English and Spanish)
Invite children to listen to the story.
Reflect: Ask questions about the
activities in the photographs.
II.A.1. II.B.1.
III.A.1. III.A.2.
III.D.3.
I.C.5. II.A.2. V.C.4. VI.A.1. VI.A.2.
IX.B.2
IV.A.1. IV.B.1.
English Language
Learners
Special Needs Adaptations
Use centers to introduce the concept of partial participation
or job sharing. For example, in the Construction Center one
child can point to the correct match as the other child places
the correct card on the game board. In the Library Center
children can take turns turning the pages. In the Writer’s
Corner, a child with limited motor skills might dictate her
information to her assistant (a friend).
II.A.3. II.D.6. II.E.6. II.E.8.
Provide magazines and newspapers
for children to cut out pictures that
represent activities on their “to do”
list. Ask children to tell about their
activity and transcribe a description
of the activity next to the picture.
Head Start
● Attends to language during stories or
other learning experiences
● Demonstrates flexibility, imagination,
and inventiveness in approaching
tasks and activities
● Develops eye-hand coordination
● Manipulates writing, drawing, and art
tools
35
Sample Pages