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

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download