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Center/Classroom:Teachers:Week of:(A) General Information Study/Topic - BIG IDEAS this week: What do we get from farms? This week we will continue to explore farms, focusing on the idea that farms produce important things we need, such as dairy products, fruits and vegetables. We will also introduce the idea of markets/grocery stores—where people buy many of the things that are grown on farms.Key vocabulary: Farm, farmer granja, granjeroBarn, silo, shed granero, silo, cobertizoField, planting, growing, crop campo, plantando, crecer, cosechaMilking, dairy orde?ando, lechería Vegetables, fruits, produce verduras, frutas, frutoFriday“ To Do” List:Review Planned Read-Alouds; read books through at least once.Review Small Group Activity forms and gather/create materials, including materials to create barns/silos, horseshoes, and dairy products.Review lyrics to “High-ho the derry-oh” and “To Market, To Market”; create charts as desired.Gather/create materials for centers and circle time, including “Animal leg match” (Toys/Games Area); straw, hay or colored sand; and disposable gloves to use as cow udders.SS Week-Support for Dual Language Learners:Continue to ask parents of DLL students or colleagues to assist with translations. Use pictures to help scaffold vocabulary, both in English and in children’s home language. If a member of the teaching team speaks children’s home language, have informal conversations about the theme in that language when possible (for example, during center time or a meal). Children benefit from having high-quality language modeling in any language, and occasional conversations in their home language will help to enrich and extend children’s understanding of theme-related ideas. For example, if a child says that cows give us milk, you could add details about how the farmers milk the cows, then the milk goes to a factory where they put it in cartons for us …Family/ Community Involvement:Encourage families to talk to their preschoolers about where things come from. Have them check their milk containers or other dairy products to see if they can find out which farm it came from or which factory it was processed in.Continue to keep families updated about the activities you are doing in the classroom. If you started a daily note last week, continue it this week – for example, “Today we talked about what foods we eat that come from a farm. Tonight at dinner, ask your child which foods on his/her plate might have come from a farm!”Ask parents to bring in materials needed for upcoming weeks of this theme, such as grocery store circulars, magazines with food pictures in them, and old coupons. (B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and GamesAdd: Barns that children made (or other materials to create new barns – small boxes, lids, pieces of wood, etc.)Post photos of barns/silosKeep: Farm materials Add: “Animal leg match”: cutouts of farm animals’ bodies (without legs), in different colors; clothespins painted to match. Children can match the clothespins to the animals as they add legs to the animals.ArtLibrary/WritingDiscovery/ScienceAdd: Straw, hay and/or colored sand (if available), with paper and glueMaterials to make barns (see small-group activity)Add:Read-aloud books for this weekKeep any items from previous week(s) that children were particularly engaged with.Sand and WaterMusic and MovementComputersKeep: Farm animals, soapy waterOR “Milking cows”: Add disposable gloves, with small holes in one fingertip. Fill with water and close at the top (secure with a rubber band, or have one child hold it closed for another). Show children how they can squeeze the glove and water comes out at the bottom. Explain how this is similar to a cow’s udder, which the farmer squeezes to get the milk out.Add: Xylophones (if available), bumpy blocks or rolling pins to slide rhythm sticks on and experiment with the different sounds, sandpaper blocks (if available)Add:OutdoorsCookingRunning games – play in an area away from other activities. Use a signal to tell children when to stop and start; you can also have them change directions when they hear the signal, such as whistle blowing or hand clapping(C) Group Experiences Monday TuesdayWednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Attendance graphMorning Circle:-Welcome song & one otherSS Puppet Script- Discussion: What comes from the farm? Build on QOTD by making a list of things we eat that might come from a farm. If possible, have some items to show children – plastic or real – such as squash, apples, corn, milk or eggs (can use empty cartons for these).Review daily schedule and rules now and throughout the dayTransition: Question of the Day (QOTD): Which food from the farm do you like best? (Milk/ eggs – or add other choices) Have children answer during arrival or transition, charting with whiteboard/pocket chart/etc. Music/Movement: SS Song & one otherRelaxation:Transition: SS Brain Builder-Closing Circle:Review QOTD results with the full group, counting each column and writing the numeral.Goodbye songArrival: Attendance graphMorning Circle:-Welcome song & one other- QOTD: What kind of milk do you like best? (white/ chocolate/ strawberry/ none)Have visual cues available, such as pictures or empty cartons/bottles. After determining which got more votes, talk about how these kinds of milk relate to the milk that we get from a cow. Do any cows give chocolate or strawberry milk? Discuss and explain.Review daily schedule and rules now and throughout the dayTransition: Rhyme: “To Market, To Market” After reciting a few times, add an extension: Change words and have children generate the needed rhyme. E.g., insert hen in place of pig and have children figure out what to say instead of jiggety jig (how about jiggety jen?) Ask children for their ideas about what else you could buy at market, and then come up with appropriate words to rhyme with it.Music/Movement: “High-ho the Derry-oh” The animals on the farm. . .the animals on the farmHigh-ho the dairy-oh, the Animals on the farm The tractor works the fields, the tractor works the fields High-ho the dairy-oh, the tractor works the fields The barn is full of hay, the barn is full of hayHigh-ho the dairy-oh, the barn is full of hay The pig roll in the mud, the pig roll in the mudHigh-ho the dairy-oh, the pig roll in the mud The silo is for the grain, the silo is for the grainHigh-ho the dairy-oh, the silo is for the grain The chicken lay their eggs, The chicken lay their eggsHigh-ho the dairy-oh, the chicken lay their eggs The ducks swim in the lake, the duck swim in the lakeHigh-ho the dairy-oh, the ducks swim in the lake The farmer grows the crops, the farmer grows the crops High-ho the dairy-oh, the farmer grows the cropsRelaxation:Transition:Closing Circle:Goodbye songArrival: Attendance graphMorning Circle:-Welcome song & one other- Discussion: What else have we learned about farms? (e.g., What do the farmers do? What do the animals give us?) If you started a KWL chart last week, add to it now.Review daily schedule and rules now and throughout the dayTransition: Rhyme: “To Market To Market.” Engage children in alliteration by changing the phrases “jiggity jig” and “jiggity jog” to begin with another sound. (For example, “miggity mig”/ “miggity mog.”)Music/Movement: SS Song & one otherRelaxation:Transition: Horseshoe(tossing horseshoe onto numbers) be sure to have objects to represent the number) for example paper plate with numeral and five apples Closing Circle:Goodbye song Arrival: Attendance graphMorning Circle:-Welcome song & one other-Morning Message:I want to make vegetable soup! I need to go to the market and buy carrots, potatoes, onions, [add other items if desired]You can write this message in front of children (asking for their help) or write it in advance and read aloud during meeting. Time permitting, engage children in noticing concepts of print.Review daily schedule and rules now and throughout the dayTransition: SS Brain Builder-SS Skill Activity-Music/Movement: : “Animal Movements” (see below) & one otherRelaxation:Transition: Choose a Mighty Minute of your choiceClosing Circle:Goodbye songRead-AloudGroup 1: Growing Vegetable Soup by Lois Ehlert(basic comprehension, link between farms/crops and growing vegetables)Group 2: To Market, To Market by Anne Miranda(basic comprehension, enjoyment of silly scenarios, connection to Growing Vegetable Soup)Group 1: To Market, To Market by Anne Miranda(basic comprehension, enjoyment of silly scenarios, connection to Growing Vegetable Soup)Group 2: Growing Vegetable Soup by Lois Ehlert(basic comprehension, link between farms/crops and growing vegetables)Group 1:SS Story and Discussion-Group 2: SS Book-Group 1: SS book-Group 2: SS Story and Discussion-Small-Group ActivityGroup 1: Making Barns (to be used for animals in the block area) TS Gold Objectives-1b,3b,14aGroup 2: Horseshoes (tossing horseshoes onto different shapes/letters) TS Gold Objectives- 16a,s16a,20a,20b,21bGroup 1: Horseshoes (tossing horseshoes onto different shapes/letters)TS Gold Objectives- 16a,s16a,20a,20b,21bGroup 2: Making Barns (to be used for animals in the block area) TS Gold Objectives-1b,3b,14aGroup 1: SS Skill Activity-Group 2: Tasting Dairy Product, see activity guide TS Gold Objectives- 10a,s10a,37,38Group 1: Tasting Dairy Product, see activity guide TS Gold Objectives- 10a,s10a,37,38Group 2: SS Skill Activity-Special ActivitiesFarm Class Book during free choice(see activity guides)Have children move and act like different animals on a farm. You can talk about why pigs might roll in the mud, how animals graze on grass, or how sheepdogs and horses might be used to round up different animals on the farm (demonstrate with another teacher ifTangible Acknowledgement 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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