Related Resources: “A Teacher’s Guide to Opening Centers ...



Center/Classroom:Teachers:Week of:(A) General Information Study/Topic - BIG IDEAS this week: Where does food come from? Children will have the opportunity to explore concepts related to the grocery store, including classifying foods and sharing family experiences with food shopping.Key vocabulary: Supermarket, grocery store supermercado, bodegaFarmers’ market mercado de los agricultoresNames of supermarket sections – produce, dairy, freezer, meat, etc. nombres de las secciones en el supermercado- fruto, lácteo, congelador, carne, etc.Names of food groups – fruits, vegetables, grains, protein nombres de grupos de comidas- frutas, verduras, trigo, proteína Friday “To Do” List:Review Planned Read-Alouds; read books through at least once.Review Small Group Activity forms and gather/create materials, including photos of grocery items; props to create grocery store in Dramatic Play; pizza dough, flour and utensils/pansCreate “Farm Class Book” (see small-group activity from week 2 of this theme)Gather/create materials for centers and circle time, including supermarket photos; small colored pompoms; dried corn or seedsSend home questions about grocery-shopping for families to answer (see below)SS Week-Support for Dual Language Learners:Provide pictures of the grocery store and of various foods to scaffold children’s comprehension. Provide words for the different grocery store departments in Spanish (or other home languages spoken by children).Family/ Community Involvement:Ask families to send in stories or photos of where they buy food, or to help children create a map/drawing of the market(s) that they know best. If possible, plan a field trip to a grocery store, bodega, or farmers’ market. Invite family members to serve as chaperones.Send home two questions about shopping for families to answer: (1) Does your child go with you to do food shopping? (2) What kind of store do you go to (large or small)? Needed for “Grocery-Shopping Graphs” Small-Group Activity, next week.(B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and GamesKeep: Items from previous weeks that children were particularly engaged with.Add: Trucks; pompoms or other small items to represent fruits and vegetables. Explain to children how farmers use trucks to transport foods to markets.Add: “Grocery Store/Market”: Real food containers – soup cans, cereal boxes, etc. Signs indicating sections or prices of itemsPaper for shopping lists or receipts Supermarket circulars/couponsBalance scales, cash register Shopping cart/baskets/bagsAdd:Food groups sorting game – provide copy of My Plate diagram so that children can sort food counters or pictures of various foods into the appropriate section of the plate.: Photographs of food or markets/grocery stores to give children ideas for their creationsAdd:Additional books related to food or markets (if available)Note pads for making lists; paper for making supermarket signs for dramatic play or block area. Flannelboard pieces (or pictures) for Feast for 10Add: Dried ears of corn and/or seeds from different fruits and vegetables with magnifying glassPoster showing food groups ()Sand and WaterMusic and MovementComputersKeep: Items from previous weeks that children were particularly engaged withORAdd:Grass, hay, straw and/or soilPlastic figures of farm animalsAdd:Add:OutdoorsCookingNeighborhood walk to look for different kinds of places to buy food.Balls- encourage children to bounce the balls, run and kick them to each other and toss them back and forth.(C) Group Experiences Monday TuesdayWednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Attendance graphScissors and couponsMorning Circle:Welcome song & one otherSS Puppet Script- Discussion: How do we get products from the farm into our homes to eat? Show photo(s) of supermarket and ask what children know about it. E.g., what kinds of things can they buy there? What sections are there in a supermarket? Why are some colder than others? (etc.) Point out any signs visible in photo (e.g. Produce) and preview that children will make grocery-store signs in Small-Group today.Review daily schedule and rules now and throughout the dayTransition: Question of the Day (QOTD): Did you go food shopping this weekend? (Y/N) Have children answer individually if possible (during arrival or transition) and engage in feedback loops. Music/Movement: SS Song & one otherRelaxation:Transition:Closing Circle:Goodbye songArrival: Attendance graphScissors and couponsMorning Circle:Welcome song & one other-Read Farm Class Book (created during free choice)Review daily schedule and rules now and throughout the dayTransition: QOTD: Which food from the grocery store do you like best? (fruit/ milk/ bread) Provide visuals for each answer choiceMusic/Movement: choose 2Relaxation: “Yoga” (see below) Transition: SS Brain Builder-Closing Circle:Goodbye songArrival: Attendance graphScissors and couponsMorning Circle:Welcome song & one other- Coupons: show examples of coupons and ask children whether they know what they are. Does your family clip coupons to bring to the store? What are coupons for? Tell children that you will add some coupons to Dramatic Play for them to use in their store.Review daily schedule and rules now and throughout the dayTransition: Choose a rhyming activityMusic/Movement: SS Song & one otherRelaxation:Transition: Feely bag/box with a 3-D shape Closing Circle:Goodbye song Arrival: Attendance graphScissors and couponsMorning Circle:Welcome song & one other- Discussion: Food Groups. Show large image of the “food group’s plate” (with a symbol or picture in each section, giving an example of that category). that we need to eat different foods each day to be healthy. Ask children if they recognize any of these groups. Are any of them similar to the parts of a supermarket? Talk about what we ate for breakfast today and where each item would go on this “plate.” Review daily schedule and rules now and throughout the dayTransition: SS Brain Builder-Music/Movement: Choose 2Relaxation:Transition: SS Skill Activity-Closing Circle:Goodbye songRead-AloudsGroup 1: Bebé Goes Shopping by Susan Middleton Elya(See Activity Guide week 2, personal connections to going grocery shopping, what you see at a market)Group 2: Feast for 10 by Cathryn Falwell(initial reading; focus on grocery-shopping aspect, types of foods, sequence of numbers)Group 1: Feast for 10 by Cathryn Falwell(initial reading; focus on grocery-shopping aspect, types of foods, sequence of numbers)Group 2: Bebé Goes Shopping by Susan Middleton Elya(See activity guide week 2, personal connections to going grocery shopping, what you see at a market)Group 1:SS Story and Discussion-Group 2: SS book-Group 1: SS book-Group 2: SS Story and Discussion-Small-Group ActivityGroup 1: Grocery Store Counting Book TS Gold Objectives- 8a,13,20a,20cGroup 2: Introduction to the Grocery Store TS Gold- 3a,9a,s9a,14b,30Group 1: Introduction to the Grocery Store TS Gold- 3a,9a,s9a,14b,30Group 2: Grocery Store Counting Book TS Gold Objectives- 8a,s8a,13,20a,20cGroup 1:SS Skill Activity-Group 2: Aisle by Aisle TS Gold Objectives- 8a,s8a,8b,s8b,11a,13Group 1: Aisle by Aisle TS Gold Objectives- 8a,s8a,8b,s8b,11a,13Group 2: SS Skill Activity-Special ActivitiesYoga: Put on slow music and have children stretch, bend, curl, reach and breathe. For example, stand tall like a tree and spread arms like branches; lie flat on stomach, push up onto elbows and hiss like snake.Exploring Pizza Dough (see task and activity guide) during free choiceTangible Acknowledgment SystemInclement Weather PlanEmergency DrillsOutsideIndividual Child Planning FormTeachers:Classroom:Week of:Focus DateChild’sNameSchool Readiness Goal Focus Domain(s)Focus TS GOLD Objective(s) Why Chosen?(IFSP, observation/assessment, 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.Possible small-group?CHECK when implementedSoc-EmotionalApproaches to LearningLanguage & LiteracyCogn./ Gen. KnowledgePhysical 1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.1.2.3.IFSP Child PlanningChild’sNameSchool Readiness Goal Focus Domain(s)Focus TS GOLD Objective(s) IFSP GOALStrategy/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.Possible small-group?CHECK when implementedSoc-EmotionalApproaches to LearningLanguage & LiteracyCogn./ Gen. KnowledgePhysical 1.2.3.1.2.3.*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*If you have additional goals, highlight the last row for that child, right click with mouse, scroll to Insert rows, scroll to insert row below. Do this as many times as needed. ................
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