Early Childhood Education Department
Early Childhood Education Department
It’s Raining, It’s Pouring
Changes in My World
Big Idea: Patterns
|Key Concepts-What children will learn |
|What will children learn during this unit? |What will children learn during this unit in content? |
| | |
|Social Emotional |Key Outcomes: |
|*Establish positive relationships with adults and peers |*There are different kinds of weather. |
| |*The weather helps people know what clothes to wear. |
|Oral Language: |*People have fun in different types of weather. |
|*Develop ability to describe and compare different types of weather | |
| |Content Area: Science |
|Reading |Standard: Earth Science |
|*Engage in emergent reading behaviors to develop story awareness, book language |Grade Level Expectation: |
|awareness and print awareness |*Events such as night, day, the movement of objects in the sky have patterns |
| | |
|Writing |Content Area: Science |
|*Engage in emergent writing that includes the use of pictures and writing to |Standard: Life Science |
|express thoughts and ideas |Grade Level Expectation: |
| |*Living things have characteristics and basic needs |
|Math | |
|*Counting and using one to one correspondence to find out how many | |
|*Recognize and name number of items in a small set (up to five) without counting |Studies: (Contact IC for specifics) |
|*Combines and separates up to 5 objects and describes the parts |*Magnets |
|*Count objects and see relationship between numbers |*Focused Exploration: Water Flow and Water Drops |
|*Match quantity with corresponding numeral 1-10 |*Weather |
How will classroom instruction support the integration of this learning?
|Whole Group |Small Group |
|How will whole group instruction support content, literacy, math and social |How will small group support content, literacy, math and social skills? What |
|skills? What books, finger plays, songs, games will lead to this learning? |will children experience to provide guided support with these skills? |
| | |
|Oral Language and Literacy (songs and finger plays) |Oral Language and Literacy |
|*Weather Teddy |*Weather Teddy |
| | |
|Movement: |Movement: |
|“Singing in the Rain” |“Singing in the Rain” |
| | |
|Math: |Math: |
|*Counting and using one to one correspondence to find out how many |Using student data from GOLD objective 20 dimensions a, b, and c |
|*Recognize and name number of items in a small set (up to five) without counting |Introduce small group work |
|*Combines and separates up to 5 objects and describes the parts |*Roll Again Levels 1 and 2 (Kathy Richardson pg 112) |
|*Count objects and see relationship between numbers |*I Changed My Mind Levels 1 and 2 (Kathy Richardson Pg 110) |
|*Match quantity with corresponding numeral 1-10 |*Let’s Pretend Stories- (Kathy Richardson Pg 140) |
| |*One More (Kathy Richardson Pg 114) |
| |*Fingers and cubes (Kathy Richardson Pg 116) |
| | |
| |Using student data from GOLD objective 23 |
| |*Pattern Task Cards (Kathy Richardson Pg 151) |
Interactive 4 Day Read Aloud
|Suggestions for 4 day Read Aloud Book selection: |Books from Public Library system: |
|*Rain Drop Plop-Lewison |*What Will the Weather Be-Dewitt and Croll |
|*The Bears in the Bed and the Great Big Storm-Bright |*Froggy Gets Dressed-London |
|*The Mitten-Brett |*Down Came the Rain-Branle |
|*Snowy Day-Keats |*Like a Windy Day- |
|*It Looked Like Slipped Milk-Shaw |*Clouds-Rockwell |
| |*The Wind Blew-Hutchins |
What resources will I use to support this learning?
Be mindful of selecting culturally and linguistically responsive resources
|Books |Songs, Poems, Finger plays |
|*Who Cares about the Weather? (big book) |*Weather Poem definitely do this poem as part of this theme |
|*What’s the Weather Like today? (big book) |*It’s Raining, It’s Pouring |
|*The Bears in the Bed and the Great Big Storm-Bright |*Rain, Rain, Go Away |
|*It’s Raining, It’s Pouring-Eagle |*Rain on the Treetop |
|*It looked Like Spilled Milk-Shaw |*Weather Teddy |
|*Storm is Coming-Tekavec | |
|*Snowmen at Night-Buehner | |
|*Missing Mitten Mystery-Kellogg | |
|*Caps, hat, socks, and mittens-Borden |From United Streaming Videos: |
|*Let It Snow |”Tornado Safety” |
|*A Tree for All Seasons-Bernard | |
|*A very Special Snowflake-Hoffman | |
| | |
|What key vocabulary will students need in order to access the content and literacy skills? |
|Key Vocabulary |
|Weather Words |Action Words |Clothing |Adjectives |
| Sun |Pour(ing) |Hat |Big(ger) |
|Clouds |Rain(ing) |Coat |Little(littler) |
|Rain |Snow(ing) |Mittens/gloves |Fast(er) |
|Snow |Blow(ing) |Boots |Slow(er) |
|Thunder |Flash(ing) |Shirt |Hard |
|Lightening |Boom(ing) |Pants |Soft |
|Wind |Crash(ing) |Jacket |Cold(er) |
|Hot |Drip(ping) |Coat |Hot(er) |
|Cold | |Swim suit |Wet(ter) |
|Freezing | |Towel |Sunny |
|Puddle | |Shorts |Cloudy |
|Rain drop | |Shoes |Windy |
|Drip | |Socks | |
| | |Sandals | |
|Sentence Structures |
|Progressing (uses one or two words in English to represent a whole idea) |Increasing (Uses multiword phrases, adding new words to the phrase |
|content related words… |*Begin to teach ‘ing’ |
|It is… |It is (raining) |
|I put on… |When it rains I… |
|I can |In the…I can |
Literacy Instruction
How will literacy instruction support the development of emergent literacy skills?
|5 Key Areas of Literacy Development |How will instruction during this theme support the integration of this learning? |
|Alphabetic principle |*Identification of name/letters in own name/same letters in friend’s name |
| |*Shows awareness some words begin with the same letter (begin with first letter in classmates names) |
| |*Begins to notice words in text (bold type, Big/small type) |
| |*Produces the correct sound for 10 letters (begin with first letter in classmate names) |
|Phonemic Awareness |*Participation in songs, finger plays and poems/chants |
| |*Fills in missing rhyming word in familiar finger plays and songs |
| |*Show awareness some words begin with the same sound (begin with first letter classmates names) |
| |*Play with words or language orally (for example nonsense words or refrains from texts read aloud) |
| |*Identifies words that rhyme using pictures |
|Comprehension |*Book handling skills (holds book correctly, turns pages front to back, recognizes familiar books by their |
| |covers) |
| |*Story Concepts (Pretends to read using pictures and some language from the text, may need props or adult |
| |support to carry story line) |
| |*Use details from illustrations in discussion of a story or informational text |
| |*Make predictions as to what will happen in a story |
| |*Infer feelings of characters in stories |
| |*Anticipate exciting places or the ending of a story in discussion with the teacher |
|Vocabulary |*Use vocabulary from content theme |
| |*Use new vocabulary in discussion of a text |
|Fluency |*Participation in interactive reading, songs, finger plays and poems/chants |
| |*Mimic the teacher’s expression and word stress when reenacting a text or joining in read aloud |
| |*Remember and use repeating language patterns from text read aloud |
Math Instruction
How will math instruction support the development of mathematical thinking and problem solving?
|3 Key Math Components |How will instruction during this theme support the integration of this learning? |
|Number and Operations |*Counting and using one to one correspondence to find out how many |
| |*Recognize and name number of items in a small set (up to five) without counting |
| |*Combines and separates up to 5 objects and describes the parts |
| |*Count objects and see relationship between numbers |
| |*Match quantity with corresponding numeral 1-10 |
|Geometry and Spatial Sense |*Prepositions, labeling/identification/describing shapes |
| |*Describe shapes using own words |
|Comparison and Measurement |*Daily schedule (time for…) |
| |*Sorting/comparing (same/different, length, capacity, weight) |
|Patterning |*Recognize patterns in our world |
| |*Copies simple repeating patterns |
| |*Extends and creates simple pattern |
|Data Analysis |*Collect and compare data (favorite flower/plant from choice of 2) |
|Key Vocabulary |
|Count |How many |
|One more |Take away |
|Number words (1-10) |Shapes (circle, triangle, square, rectangle) |
|not |More/not more |
|same |Big/not big |
|colors |Little/not little |
|Big/little/medium |Fast/slow |
|How many all together | |
|Sentence Structures |
|Progressing (uses one or two words in English to represent a whole idea) |Increasing (Uses multiword phrases, adding new words to the phrase) |
|Name what was sorted (weather, clothing) |I have….. |
|Name what was counted and how many |I have more…. |
| |I have …all togethter |
| |There are more…. |
| |The….is next |
Learning Areas
Where will students be provided the opportunity to practice what they have been taught?
|Learning Area Objectives |What experiences will be provided? |What objectives could be addressed within learning areas based |
| | |on activity presented and child’s actions? |
|Art |Open ended materials |Social Emotional: #1, #2, #3 |
|*Explore materials and how they | |Motor: #7 |
|work |Coffee filter |Cognitive: #11, #14 |
| |Water colors |Language: #8, #9, #10 |
| | |Literacy: #16, #17, #19 |
| | |Math: #22 |
| | |Content: #24, #27, #33 |
| | |ELA: #37, #38 |
|Dramatic Play |Dressing for the weather |Social Emotional: #1, #2, #3 |
|*Use oral language and act out the |Posted pictures of different types of weather |Motor: #7 |
|experiences of their lives |Dress up clothes for different types of weather |Cognitive: #11, #12, #13, #14 |
|*Work with others to create, |Coat, hat, mittens, boots, scarf |Language: #8, #9, #10 |
|collaborate and problem solve |Swim suit, sun hat, towel |Literacy: #18 |
| |Jacket (heavy and light) |Math: #22 |
| |Shorts, long pants, sweater |Content: #24, #25, #27, #36 |
| | |ELA: #37, #38 |
|Blocks |Storm Chasers! |Social Emotional: #1, #2, #3 |
|*Explore concepts of spatial sense,|Weather pictures posted |Motor: #7 |
|size relationships and patterns |Phone/paper pencil |Cognitive: #11, #12, #13, #14 |
|through the use of materials |Maps |Language: #8, #9, #10 |
|*Express ideas of spatial sense, |Emergency vehicles: |Literacy: #17, #19 |
|size relationships and patterns |Police cars |Math: #20, #21, |
|through the use of materials |Ambulance |Content: #27, #29, #30 |
|*Work with others to create, |Fire trucks |ELA: #37, #38 |
|collaborate and problem solve | | |
|Discovery |What Can the Wind Move? |Social Emotional: #1, #2, #3 |
|*Explore and observe materials | |Motor: #7 |
|*Use oral language to communicate | |Cognitive: #11, #12, #13 |
|observations and discoveries | |Language: #8, #9, #10 |
| | |Literacy: #17, #19 |
| | |Math: #22 |
| | |Content: #24, #25, |
| | |ELA: #37, #38 |
|Library |Retell familiar stories students have read in the classroom |Social Emotional: #1, #2, #3 |
|*Use emergent reading skills | |Motor: #7 |
|*Tell stories using pictures |*Weather Teddy Dress Up |Cognitive: #11, #12, #13, #14 |
|*Use oral language/props/pictures | |Language: #8, #9, #10 |
|to retell familiar stories, finger |*Five Little Kites |Literacy: #15, #16, #17, #18, #19 |
|plays and songs | |Math: #20, #21, |
| | |Content: #24, #25, #36 |
| | |ELA: #37, #38 |
|Writing Center |*Student Name cards with pictures |Social Emotional: #1, #2, #3 |
|*Use emergent reading and writing |-Match magnetic letters to name card |Motor: #7 |
|skills | |Cognitive: #11, #12, #13, #14 |
| |*Building names (child works on own name while at the center |Language: #8, #9, #10 |
| | |Literacy: #15, #16, #17, #18, #19 |
| |“Flash light, Flash light” letter game |Math: #20, |
| | |Content: #33 |
| | |ELA: #37, #38 |
|Toys and Games |Include self correcting and open ended materials: |Social Emotional: #1, #2, #3 |
|*Use manipulative skills, problem | |Motor: #7 |
|solving, language development and |Weather puzzles |Cognitive: #11, #12, #13, #14 |
|academic skill development in | |Language: #8, #9, #10 |
|literacy, math, social studies and |Parquetry blocks and pattern cards |Literacy: #16, #17, |
|science | |Math: #20, #21, #22, #23 |
| |Tangrams |Content: #29 |
| | |ELA: #37, #38 |
|Math Center |Raindrop Counting |Social Emotional: #1, #2, #3 |
|*Use manipulative skills, problem |*dots on raindrops (1-5 or 1-10) |Motor: #4, #5, #7 |
|solving, language development and |*use unifix cube counters on dots |Cognitive: #11, #12, #13, #14 |
|academic skill development in math |*match corresponding number for each set of dots (1-5 or 1-10) |Language: #8, #9, #10 |
|and science | |Literacy: #15, #17 |
| |Pattern Task Cards |Math: #20, #23 |
| | |Content: #35 |
| | |ELA: #37, #38 |
|Music and Movement |Musical Raindrops |Social Emotional: #1, #2, #3 |
|*Use music to express thoughts, |Cut out large raindrop shapes from colored paper. Laminate them|Motor: #4, #5, #7 |
|feelings and energy |and cut them out. Place them on the floor. It is best for |Cognitive: #11, #12, #13, #14 |
|*Use listening and speaking skills |younger children to have more raindrops than children. Play |Language: #8, #9, #10 |
|to join in songs, poems, and chants|music and have the children walk around the room. When the |Literacy: #15 |
| |music stops each child needs to find a raindrop to stand on. |Math: #20, #21, #22 |
| | |Content: #34. #35 |
| | |ELA: #37, #38 |
|Sand/Water Table |Exploring Water Flow |Social Emotional: #1, #2, #3 |
|*Engage and explore materials that |Call IC for more specifics |Motor: #7 |
|promote natural and informal |“Focused exploration: Water bottles with holes” |Cognitive: #11, #12, #13, #14 |
|learning |“Focused exploration: Drops” |Language: #8, #9, #10 |
|*Use oral language to communicate | |Literacy: #16, #17, #18, #19 |
|observations and discoveries | |Math: #20, #21, #22 |
| | |Content: #24, #27, #28 |
| | |ELA: #37, #38 |
|Outdoor |What Time is It Mr. Raindrop |Social Emotional: #1, #2, #3 |
|*Practice gross motor skills |-game is played like Hey Mr. Fox |Motor: #4, #5, #6, #7 |
|(pulling, climbing, running, | |Cognitive: #11, #12, #13, #14 |
|kicking, throwing, jumping. | |Language: #8, #9, |
|*Work with others to create, | |Literacy: #18 |
|collaborate and problem solve | |Math: #20, |
| | |Content: #27 |
| | |ELA: #37, #38 |
|Cooking |Mud Pies |Social Emotional: #1, #2, #3 |
|*Use oral language to communicate |*chocolate pudding |Motor: #7 |
|observations and discoveries |*Oreo cookie crumbs |Cognitive: #11, #12, #13, #14 |
|*Work with others to create, |*Gummi worms |Language: #8, #9, #10 |
|collaborate and problem solve | |Literacy: #16, #17, #18 |
| | |Math: #20, #21, #22 |
| | |Content: #24, #36 |
| | |ELA: #37, #38 |
Home Connection
How will parents be included as a partner in their child’s learning for this theme
|Parent Day outcome |Activity |
|*Parents will learn about ways to support language and|Read: “The Wind Blew”- Hutchins |
|literacy development |Make Wind socks and go outside to feel the wind |
Mag 3/12
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