Related Resources: “A Teacher’s Guide to Opening …



Center/Classroom:Teachers:Week of:(A) General Information Study/Topic - BIG IDEAS this week: This week children will explore another creature …spiders! Children will learn about the unique characteristics of spiders (e.g., they have eight legs and two body parts; many weave webs to catch their food) and will be encouraged to compare this to what they know about insects. Key vocabulary: Spider 1. Ara?aWeb, weave 2. Telara?a, TejidoTangled, catch, prey 3. Enredado, Captar, AlimintarseSilk, spin 4. Seda, VueltaCephalothorax, abdomen 5. Cefalotórax, Abdomen(Get assistance, if needed, to translate these words/phrases for ALL children.)Monday “To Do” List: Review Planned Read-Alouds; read books through at least once.Review Small Group Activity forms and gather/create materials, including large butcher paper, classical music (Insect Symphony recommended), paper plates, string/yarn, marbles, shoebox lids/trays, white/black paper & paint.Review spider songs/poems and create song chart(s).Gather/create materials for centers and circle time, including plastic spiders, photos of spiderwebs, egg cartons, googly eyes, pipe cleaners, parachute (if available)-Second Step Week-Support for Dual Language Learners: Encourage families to share any childhood songs or rhymes about spiders in their home language. Ask families for translations for vocabulary words above, as well as words that may describe spiders or how they might make people feel. Use visuals such as pictures, plastic spiders, or real spiders in viewing tanks when talking about the different characteristics of the spiders or what makes them unique. Use gestures and act out what the spiders do. Encourage children to repeat and offer descriptive language to extend both their home language and EnglishFamily/ Community Involvement:Encourage families to go on nature walks to look for spiders and insects and possible spider or insect habitats. Encourage them to use magnifying glasses, bug catchers or simply their eyes! Ask families to bring in pictures of spiders or spider webs or burrows that they and their preschoolers may come across (on their walks or in magazines). Encourage them to talk about the unique characteristics of spiders and why they do or do not like certain ones. They could even conduct a survey with their preschooler to find out if other family members do or do not like spiders.There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. This week items include clean shoebox lids (or other trays with a lip). (B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and GamesAdd: Photos of spider websYarn, string, cotton, sticks and/or rocksPlastic spiders Plastic insects (for the spiders to catch in their webs)Add: Webs (made with Halloween spiderweb material, if available) in various locationsSmall brooms to “clean” websArtLibrary/WritingDiscovery/ScienceAdd: “Making creatures”: Clean egg cartons, cut into sections; pipe cleaners, straws, google eyes, cotton balls, etc.; scissors, glue.Encourage children to recall and apply what they know about insects’ and spiders’ bodies.Add: Plastic spidersIf feasible – real (harmless) spiders in a bug catcher or appropriate container with airholesPicture/diagram of spider life cycle (see Insect/Spider Info Packet)Sand and WaterMusic and MovementComputersAdd: Plastic spidersThick sticks (to make burrows)Funnels with cotton taped around them (like funnel webs) Add: Long string (streamers, yarn, etc.) – which children can pretend is spider silk as they move to musicOutdoorsCookingAdd:Parachute (can pretend it is a spider web); medium-sized rubber balls (to be the insects that the web catches). Use parachute with children, encouraging them to vary rate of movement and to look both under and over the parachute (as it rises/falls) for different perspectives. Let some children go under while others hold the parachute high, then switch.(C) Group Experiences Monday Tuesday WednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Attendance graphMorning Circle:Welcome song & one otherSS Puppet ScriptReview daily schedule and rules now and throughout the dayTransition: (QOTD): “Do you have an S like spider in your name?” (Y/N) Post word & picture as reference. Have children answer charting with whiteboard/pocket chart/etc. Music/Movement: : “The Itsy Bitsy Spider” & SS SongRelaxation:Transition:Closing Circle:Review QOTD with the full group, counting each column and writing the numeral; then discuss results (what do you notice? which answer has the most? etc.).Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherClass spider web: Show children images of different spider webs and encourage them to make comments on what they see. Have children make their own web by throwing or rolling a ball of yarn to each other. (Take pictures!)Review daily schedule and rules now and throughout the dayTransition: Wiggle Worms pg. 76 Transition MagicianMusic/Movement: : “Shake the Spider Off” (see below), & “There’s a Spider on My Head” (Hap Palmer)Relaxation:Transition: SS Brain Builder- Closing Circle:Goodbye songArrival: Attendance graphQOTD: “What shape would you spin in your spider web?” Ask children individually during arrival and have them actually draw the shape on a wipe-off board or chart paper. Although this will not result in the usual QOTD graph, you can still review and discuss the results: “Are there lots of shapes that are the same?” “Who was the only person to draw a circle?” “Have we seen any of these shapes in pictures of spider webs?”Morning Circle:Welcome song & one other“Little Miss Muffet” (use flannel pieces if you have them)Have poem written on chart paper. After reading several times with children, engage them in noticing concepts of print—for example, where to start reading and which direction to go; a long word vs. a short word; etc. rhyming words tooReview daily schedule and rules now and throughout the dayTransition: Music/Movement: SS Song & one other Relaxation:Transition:Closing Circle:Goodbye song Arrival: Attendance graphMorning Circle:Welcome songSS Skill Activity -Review daily schedule and rules now and throughout the dayTransition: Choose an activity the correlates with obj. 15a,b or cMusic/Movement: “There’s a Spider on My Head” (Hap Palmer) & one other songRelaxation:Transition: SS Brain Builder-Closing Circle:Goodbye songRead-AloudsGroup 1: The Very Busy Spider by Eric Carle Group 2: Spiders by Gail Gibbons OR Bugs are Insects by Anne Rockwell(engage children’s curiosity and follow their interest in choosing sections to focus on; skip or summarize certain parts, if desired)Group 1: Spiders by Gail Gibbons OR Bugs are Insects by Anne Rockwell(engage children’s curiosity and follow their interest in choosing sections to focus on; skip or summarize certain parts, if desired)Group 2: The Very Busy Spider by Eric Carle Group 1: SS Story and DiscussionGroup 2: SS Book-Group 1: SS Book-Group 2: SS Story and DiscussionSmall-Group ActivityGroup 1: Marble Webs Group 2: Lacing WebsGroup 1: Lacing WebsGroup 2: Marble Webs Group 1: Insect/Spider BookGroup 2: SS Skill-Practice Activity-Group 1: SS Skill-Practice Activity-Group 2: Insect/Spider BookSpecial ActivitiesTangible Acknowledgement System:Pretend you have a spider on your foot: how can you get it off? Encourage children to jump, shake, etc. Repeat with different body parts (and ask for children’s ideas), so that children move in a variety of ways. Mural with Music (see activity guide) during free choiceMural with Music (see activity guide) during free choiceOutsideInclement Weather Plan: Individual Child Planning FormCenter/Classroom:Teachers:Week of:Focus DateChild’sNameSchool Readiness Goal Focus Domain(s)Focus TS GOLD Objective(s) Why Chosen?(IFSP, TS Gold Report, family input, conference goal, etc.)Strategy/ActivityNOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings.Example: 1. Routine – activity, state how you are individualizing for this child.Possible small-group?CHECK when implementedSoc-EmotionalApproaches to LearningLanguage & LiteracyCogn./ Gen. KnowledgePhysicalTuesday1.2.3.Tuesday1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.IFSP Child PlanningChild’s NameIFSP GoalsClassroom Plan: What’s the Activity/Who’s Supporting the Child*Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals.*For speech goals the what/who would be: Directed by the Speech Language Therapist ................
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