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



Center/Classroom:Teachers:Week of:(A) General Information Study/Topic - BIG IDEAS this week: We will expand our exploration of growing/living things through a focus on animals, such as baby birds hatching from eggs and caterpillars becoming butterflies. These topics—typically of great interest to children, and related to some of our discussions from the “Farms, Markets & Food” theme—will also allow us to discuss concepts related to growth, change and size.Key vocabulary: To grow, change (crecer, cambiar)To lay (an egg), hatch (from an egg) – poner un huevo, salir del cascarónEgg, nest (huevo, nido)Caterpillar, butterfly (oruga, mariposa) Metamorphosis (metamorphosis)Specific names of baby animals: Piglet, duckling, kitten, puppy, etc.(nombres específicos de animales : cerdo, patito, gatito. Perrito, etc)Friday “To Do” List:Review Planned Read-Alouds; read books through at least once.Review Small Group Activity forms and gather/create materials, including The Carrot Seed flannel pieces, hand/foot cut-outs, bears and/or buttons, small booklets.Review “Eight Baby Pigs” () and “Little Bird” (); create props and charts as relevant.Gather/create materials for centers and circle time, including nest-building materials, birdseed.Second Step Week Search online for pictures of bird hatching from egg (and other animal life cycles as desired).Support for Dual Language Learners:When talking about key concepts (for example, baby birds hatching from eggs), use hand gestures, pictures and/or actual objects to illustrate key concepts. Try to learn a few of the key terms in children’s home languages, and use those words to support DLL children’s comprehension when introducing a new concept.Family/ Community Involvement:Encourage families to pay attention to animals in their environment. For example, when walking/driving around the neighborhood, keep an eye out for birds or bird nests; if they see a dog, encourage children to think about whether it is a baby (puppy) or a grownup, what it eats and drinks, where it sleeps, etc. Encourage families to read books about animals at home and match the babies to their parents.If there are specific baby animals or life cycles that children are particularly interested in, let families know about this, and encourage them to discuss these topics further at home, asking children questions about what they know about those animals. It can be very powerful for parents to invite their children to “teach” them something new! (B) Materials to Enhance Children’s PlayBlocksDramatic PlayToys and GamesAdd: Animal figuresMaterials to create animal homes (sticks, rocks, hay)Keep (or introduce – if you kept the gardening theme last week): “Fruit/Vegetable Market”Fruits/vegetables (pretend, real and/or pictures)Shopping bagsBalance/scales, cash register, moneyPaper and pens, receiptsAdd: Sequence cards or matching game related to baby animals & growth – e.g., bird hatching from egg or caterpillar turning into butterfly. (Find online; choose which animals to feature based on children’s interests.)ArtLibrary/WritingDiscovery/ScienceAdd: “Building Nests” Sticks/twigs, grass or hay, playdough/clay/gluePlastic eggs of different colors and sizesPictures of bird nests Add:Read-aloud books for this week Keep:Plant experiments, science journals – encourage children to observe growth, draw what they see, and compare to previous observations.Add (if available):Bird’s nest Class animal – e.g., caterpillars, baby chicks – with information on how to take care of them Sand and WaterMusic and MovementComputersAdd:Bird seed, various scoops and containers. Encourage children to explore how the seeds feel in their hands. Engage children in conversation about what they notice about the seeds. Children can use the containers to sort the seeds by various characteristics.Add:Add:OutdoorsCookingSet up balance beams/ obstacle courses for children and encourage them to move in different ways (jump, slide, bounce, hop, skip, gallop, etc…)(C) Group Experiences Monday TuesdayWednesdayThursdayFridayArrivalOpening CircleMovementRelaxationTransitionsClosing CircleArrival: Attendance graphQOTD: “Which baby animal do you like best?” (kitten /puppy /bird) Have children answer during arrival or transition, charting with whiteboard/pocket chart/etc.Morning Circle:Welcome song & one otherReview 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.).SS Puppet ScriptShow nest-making materials for Art Area.Review daily schedule and rules now and throughout the dayTransition: Music/Movement: SS Song & “Green Grass Grew” – emphasize stanzas about nest/egg/bird. Discuss how baby birds hatch from eggs; show pictures if possible & one otherRelaxation:Transition: SS Brain Builder- Closing Circle:Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherReview daily schedule and rules now and throughout the dayTransition:Music/Movement: Fingerplay: “Eight Baby Pigs” () &“Moving Like Animals” (see below) Relaxation:Transition:Closing Circle:Goodbye songArrival: Attendance graphMorning Circle:Welcome song & one otherQOTD: “Which do you think is bigger?” (gorilla hand / elephant foot – or use other choices from Actual Size) Have copy of book available for children to refer to.SS Story and Discussion-Review daily schedule and rules now and throughout the dayTransition: “Guess what I am thinking of”: Think of an animal or plant that the class has discussed during this unit and give the children clues to guess it. Some clues might be conceptual (“It swims in the water … it grows into a frog”) while others might be literacy-related (“It starts with the /d/ sound… it rhymes with ____”). Music/Movement: Choose 2Relaxation:Transition: Mighty Minute # 15 Say It, Show ItClosing Circle:Goodbye song Arrival: Attendance graphMorning Circle:Welcome song & one otherReview daily schedule and rules now and throughout the dayTransition:Music/Movement: SS Song & one otherSS Skill Activity-Relaxation:Transition: SS Brain Builder-Closing Circle:Review progress of plant experiment(s). Ask children to predict what they will see when they come back to school next week.Goodbye songRead-AloudsGroup 1: Are You My Mother? By P.D. Eastman Group 2: Actual Size by Steve Jenkins(initial reading; focus on basic understanding of size concepts and vocabulary)Group 1: Actual Size by Steve Jenkins(initial reading; focus on basic understanding of size concepts and vocabulary)Group 2: Are You My Mother? By P.D. EastmanGroup 1: Planting a Rainbow by Lois Ehlert or Growing Vegetable Soup Group 2: SS book-Group 1: SS Book-Group 2: Planting a Rainbow by Lois Ehlert or Growing Vegetable SoupSmall-Group ActivityGroup 1: Grouping Bears/Buttons (Embedded Assessment) TS Gold Objectives- 13,20aGroup 2: Actual Size Extension (See Activity Guide) TS Gold Objectives- 20a,b,22Group 1: Actual Size Extension (See Activity Guide) TS Gold Objectives- 20a,b,22Group 2: Grouping Bears/Buttons (Embedded Assessment) TS Gold Objectives- 13,20aGroup 1: Being Authors (Embedded Assessment) TS Gold Objectives- 7a,7b,19a,s19a,19b,s19bGroup 2: SS Skill Activity-Group 1: SS Skill Activity-Group 2: Being Authors (See Activity Guide) TS Gold Objectives- 7a,7b,19a,s19a,19b,s19bSpecial ActivitiesInvite children to fly like a bird, wallow like a pig, gallop like a horse, hop like a frog, slither like a snake… Have children suggest other movements. (Review safety rules in advance!)Tangible 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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