Week of:



Week of: Teacher:

Study: Roads Exploring the Topic: What do we know about roads? What do we want to find out?

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Library: fiction and nonfiction books|Blocks: nonfiction books about |Art: drawing and writing |Discovery: photos or samples |Library: fiction and nonfiction books about |

| |about roads |roads |materials for children to |of a variety of natural road |roads; photos of roads |

| | | |create maps |materials (e.g., sand, gravel,| |

| | | | |chunks of concrete) | |

|Question of the |Did the roads you took to school today|What do you think we’ll see on |What is this used for? |Which of these roads is near |Would you rather ride in a car on this road |

|Day |look like this road, this road, or |our walk today? |(Display a road map.) |our school? (Display a photo |or this road? (Display two photos of |

| |like both? (Provide a three-column | | |of the road in front of the |interesting roads.) |

| |graph with photos of a straight road, | | |school and one or two other | |

| |a winding road, and both kinds of | | |interesting roads.) | |

| |roads together.) | | | | |

|Large Group |Movement: “Here is the Beehive” |Song: “I Can Make a Circle” |Game: Nothing, Nothing, |Song: “Three Rowdy Children” |Song: “The Green Grass Grows” |

| | | |Something | | |

| |Discussion and Shared Writing: The |Discussion and Shared Writing: | |Discussion and Shared Writing:|Discussion and Shared Writing: What Do We |

| |Roads We Follow to School |What Can We See on the Road? |Discussion and Shared Writing:|What Do We Know About Roads? |Want to Find Out About Roads? |

| | | |Where Do Roads Go? | | |

|Read-Aloud |Nonfiction selection from the |Selection from the “Children’s |Tomas and the Library Lady |Reread the book from Day 2 |Fiction selection from the “ Children’s |

| |“Children’s Books” list that features |Books” list that features maps | |that features maps. |Books” list that features different types of|

| |different kinds of roads | |Book Discussion Card 39 (first| |roads |

| | | |read-aloud) | | |

|Small Group |Option 1: Show Me Five Intentional |Option 1: Problems Intentional |Option 1: Can You Find It? | |Option 1: Dramatic Story Retelling |

| |Teaching Card M16, “Show Me Five”; |Teaching Card M22, “ Story |Intentional Teaching Card M51,| |Intentional Teaching Card LL06, “Dramatic |

| |collection of objects to count |Problems”; collection of |“Can You Find It?”; small | |Story Retelling”; story props |

| |Option 2: Nursery Rhyme Count |manipulatives |classroom objects | | |

| |Intentional Teaching Card M13, | | | |Option 2: Clothesline Storytelling |

| |“Nursery Rhyme Count”; cotton balls or|Option 2: Let’s go Fishing |Option 2: Can You Find It? | |Intentional Teaching Card LL33, “ |

| |white pom-poms; green construction |Intentional Teaching Card M39, |Intentional Teaching Card M51,| |Clothesline Storytelling”; storybook; |

| |paper; numeral cards |“Let’s go Fishing”; stick or |“Can You Find It?”; small | |lamination supplies or clear contact paper; |

| | |dowel, string, and magnet; set of|classroom objects; map of the | |clothesline; clothespins; a paper star; |

| | |fish cards: paper clips |classroom | |blank paper and markers; large resealable |

| | | | | |bag |

|Outdoor Experiences: Use orange cones to make roads or paths around the play area. |

|Family Partnerships: Introduce the study to families by sending letter of explanation. Ask them to bring in items such as maps, toys related to roads (e.g., cones, construction vest), books about |

|roads, and photos taken near roads, bridges, or tunnels. Encourage families to help their children look for interesting features on roads as they travel around the community. Invite families to |

|assist with supervision during site visits. |

|Wow! Experiences: Day 2: A walk around the school to look at the road |

|Day 4: A visit to the school’s parking lot |

Week of: Teacher:

Study: Roads Investigation: 1.What are some characteristics of roads?

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Art: Collection of photos and|Blocks: pictures of interesting |Blocks: pictures of interesting roads | Sand and Water: construction |Art: materials for creating street |

| |different types of roads |road features; camera |and features taped to blocks |vehicles; shovels |signs; photos of street signs |

| | | | | | |

|Question of the |Is this a road? (Show a |What does this mean? (Display a |Is this a road? (Show a picture of an |Does this feel smooth or rough? |What is the name of the road where you|

|Day |picture of an interesting |green traffic light.) |unusual road, e.g., Lombard street in |(Allow children to examine a |live? |

| |road, such as a dirt road or | |San Fransisco, a traffic circle, a road|sample of a building material, | |

| |a tunnel.) | |through a tree.) |such as | |

| | | | |sandpaper, a cinderblock, or a | |

| | | | |rock.) | |

|Large Group | Movement: The Kids Go | Chant: “Listen for Your Name” | Movement: Counting Calisthenics | Game: My Name, Too! | Song: “Baa, Baa, Black Sheep” |

| |Marching In | | | | |

| | |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: Road |

| |Discussion and Shared |Parts of a Road |Looking at Unusual Roads |What Are Roads Made Of? |Names |

| |Writing: What Do Roads Look | | | | |

| |Like? | | | | |

|Read-Aloud |Tomás and the Library Lady |An informational book from |Selection from the “Children’s |Tomás and the Library Lady |Reread the book from Day 3 that talks |

| | |the “Children’s Books” list that |Books” list that explores feelings | |about feelings and friendship |

| |Book Discussion Card 39 |shows interesting features of |and friendship |Book Discussion Card 39 (third | |

| |(second read-aloud) |roads | |read-aloud) | |

|Small Group |Option 1: Stepping Stones | Option 1: Board Games | Option 1: Rhyming Chart |Option 1: Geoboards |Option 1: Patterns |

| |Intentional Teaching Card |Intentional Teaching Card M77, |Intentional Teaching Card LL10, |Intentional Teaching Card M21, |Intentional Teaching Card M14, |

| |M55,“Stepping Stones”; |“Board Games”; board games |“Rhyming Chart”; chart paper and |“Geoboards”; geoboards; geobands;|“Patterns”; group of objects to be |

| |masking tape or chalk |with dice and playing pieces |marker; poem or song with rhyming |shape cards with one shape on |arranged in a pattern; photos of |

| | | |words; prop that illustrates the poem |each card |patterns, e.g., railroad tracks; |

| |Option 2: Stepping Stones |Option 2: More or Fewer Towers |or song | |construction paper; crayons or markers|

| |Intentional Teaching Card |Intentional Teaching Card M59, | |Option 2: Shake, Rattle, and Roll| |

| |M55, “Stepping Stones”; |“More or Fewer Towers”; |Option 2: Rhyming | |Option 2: Picture Patterns Intentional|

| |masking tape or chalk; |interlocking cubes; More/Fewer |Tubs Intentional Teaching Card LL44, |Intentional Teaching Card M61, |Teaching Card M45, “Picture Patterns”;|

| |traffic signs |spinner; numeral–quantity cards or|“Rhyming Tubs”; plastic tub; bag or |“Shake, Rattle, and Roll”; five |photo collection or |

| | |die |small box; pairs of |blank-faced cubes; shape |book about interesting roads; photos |

| | | |small items related to the study whose |stickers, e.g., circle, triangle,|of roads with patterns (e.g., |

| | | |names rhyme |and square; parquetry or pattern |crosswalk stripes); digital camera; |

| | | | |blocks; |paper and writing materials; collage |

| | | | |container with lid; tape; paper |materials |

| | | | |plates | |

|Outdoor Experiences: Review Intentional Teaching Card P12, “Exploring Pathways.” Follow the guidance on the card and incorporate traffic signs from the classroom collection |

|Family Partnerships: Invite families to talk with children about the name of the street on which they live and to look for interesting |

|features on roads as they travel around the community. |

|Wow! Experiences: Day 4: A walk to make crayon rubbings of different road surfaces. |

|Invite someone whose work involves roads to visit next week. |

Week of: Teacher:

Study: Roads Investigation: 2 How do roads help people in their everyday lives?

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Toy and Games: linking or |Art: informational texts (e.g.,|Dramatic Play: props similar to | Block: large, sturdy blocks and |Sand and Water: plastic blocks and tubes |

| |connecting toys |magazines, car-dealer |the items used by the visitor |planks |to create bridges and tunnels |

| | |brochures, catalogues | | | |

| | |describing different kinds of | | | |

| | |vehicles | | | |

|Question of the |Do roads make it easier to get jobs|Can you get home without a |What do you want to ask our |Have you ever seen a bridge like |What can we do with this? (Display a |

|Day |done? |road? |visitor? |this? (Display a photo of an |picture of or an actual pop-up tunnel.) |

| | | | |interesting bridge.) | |

|Large Group |Game: Echo Clapping |Song: “One, Two, Buckle My |Game: Mr. Forgetful |Movement: Busy Bees |Song: “Let’s Make Letters” |

| | |Shoe” | | | |

| |Discussion and Shared | |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: Exploring |

| |Writing: Why Do We Have Roads? |Discussion and Shared Writing: |Expert Interview |Exploring Bridges |Tunnels |

| | |Who Uses Roads? | | | |

|Read-Aloud |Selection from the “Children’s |Crow Boy Book Discussion Card |Informational book from the |A counting book from the |Crow Boy |

| |Books” list that talks about |40 (first read-aloud) |“Children’s Books” list that |“Children’s Books” list | |

| |where roads can take us | |features characters whose jobs | |Book Discussion Card 40 (second |

| | | |involve traveling or working on a | |read-aloud) |

| | | |road | | |

|Small Group |Option 1: Knowing Our Friends | Option 1: Shared Writing |Option 1: Guessing Jar | Option 1: Walk a Letter |Option 1: Action Patterns |

| |Intentional Teaching Card LL30, |Intentional Teaching Card |Intentional Teaching Card |Intentional Teaching Card LL17, |Intentional Teaching Card M35, “Action |

| |“Knowing Our Friends”; children’s |LL01, “Shared Writing”; chart |M17, “Guessing Jar”; large |“Walk a Letter”; masking tape; |Patterns”; action cards; pocket chart |

| |name cards; marker; feltboard or |paper; markers |plastic jar; collection of objects|alphabet cards or alphabet chart; | |

| |tagboard; large paper clip or | |to put in the jar; chart paper |chart paper; marker |Option 2: Action Patterns |

| |Velcro® |Option 2: Bookmaking | | |Intentional Teaching Card M35, “Action |

| | |Intentional Teaching Card |Option 2: Which Has More? |Option 2: Find the Matching Letter|Patterns”; action cards (including a road,|

| |Option 2: Knowing Our Friends |LL04, “Bookmaking”; |Intentional Teaching CardM19, |Intentional Teaching Card LL56, |a bridge, and a tunnel); pocket chart |

| |Intentional Teaching Card LL30, |cardboard or card stock; blank |“Which Has More?”; ice cube trays |“Find the Matching Letter”; two | |

| |“Knowing Our Friends”; children’s |paper; pencils, crayons, or |or egg cartons; resealable bags; |sets of alphabet cards; hole | |

| |name cards; marker; feltboard or |markers; bookbinding supplies, |collection of objects that are |punch; yarn; scissors; song chart | |

| |tagboard; large paper clip or |e.g., brads, hole punch, metal |similar in size | | |

| |Velcro® |rings, stapler | | | |

|Outdoor Experiences: Offer wood scraps, planks, large blocks, or bricks to build a bridge that can hold a child. |

|Intentional Teaching Card P14, “Moving Through the Forest.” Incorporate low bridges and tunnels into the “forest.” |

|Family Partnerships: Invite family members whose work involves roads to visit the classroom. |

|Wow! Experiences: Day 3: Class visitor whose work involves traveling on roads (delivery person, ect.) |

|Research road-work sites that children can visit next week to watch people build or repair a road. |

Week of: Teacher:

Study: Roads Investigation: 3 How are roads made? Who builds and repairs roads?

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Computer: videos or pictures of |Dramatic Play: tools and |Art: play dough and props for |Sand and Water: cracked pail or plastic |Discovery: variety of fabrics or|

| |roads being built or repaired |materials similar to those used |children to use to experiment |bin; materials to repair the crack |materials, including reflective |

| | |by the visitor or those seen on |smoothing out bumps; toy cars; camera|(e.g., tape, play dough, glue) |materials; cardboard box; |

| | |the site visit | | |flashlight |

|Question of the |What is this for? (Display a |What do you want to see on our |What does this do? (Show a picture of|How can we fix this? (Show a cracked |What happens when you shine a |

|Day |picture of or an actual orange |visit today? |a steamroller.) |pail or plastic bin.) |light on this? (Show a piece of |

| |traffic cone.) | | | |reflective material or fabric.) |

|Large Group |Game: Sorting Syllables |Movement: Little Ball |Movement: A-Hunting We Will Go |Song: “Hello Bingo” |Song: “Hippity, Hoppity, How |

| |Discussion and Shared Writing: | | |Discussion and Shared Writing: |Many?” Discussion and Shared |

| |Noticing Road Construction Sites |Discussion and Shared Writing: |Discussion and Shared Writing: What |Maintaining Roads |Writing: |

| | |Site Visit or Visitor: Who |Tools Do You Need to Build a Road? | |Builder Safety |

| | |Builds Roads? | | | |

|Read-Aloud |Informational book from the |Crow Boy |Reread the book from Day 1 that |Selection from the “Children’s Books” |Reread the book from Day 3 that |

| |“Children’s Books” list that | |features roads being repaired. |list that features feelings and |features roads being repaired. |

| |features real photos of roads |Book Discussion Card 40 (third | |friendship | |

| |being built or repaired |read-aloud) | | | |

|Small Group |Option 1: Straw Shapes | Option 1: What Was for |Option 1: Putting Puzzles |Option 1: Modeling Clay | Option 1: Rhyming Riddles |

| |Intentional Teaching Card M42, |Breakfast? Intentional Teaching |Together |Intentional Teaching Card M52, “Modeling|Intentional Teaching Card LL11, |

| |“Straw Shapes”; geometric shapes;|Card LL40, “What Was for |Intentional Teaching Card M23, |Clay”; recipe chart; ingredients; |“Rhyming Riddles”; chart paper |

| |drinking straws; pipe cleaners; |Breakfast?”; paper; pencils or |“Putting Puzzles Together”; puzzles |measuring cups and spoons; large bowl; |and markers; pictures of objects|

| |paper; pencils or crayons |crayons |or puzzle cards |container |that represent two-phoneme words|

| | | | | |(e.g., shoe, key); props that |

| |Option 2: The Farmer Builds a |Option 2: Photo Writing |Option 2: Missing Lids |Option 2: Gingerbread Cookies |rhyme with |

| |Fence |Intentional Teaching Card LL57, |Intentional Teaching Card M58, |Intentional Teaching Card M54, |chosen words (e.g., hat, mitten,|

| |Intentional Teaching Card M50, |“Photo Writing”; clipboards with|“Missing Lids”; containers of various|“Gingerbread Cookies”; recipe chart; |book) |

| |“The Farmer Builds a |paper; pens |sizes and shapes with lids |ingredients; measuring cups | |

| |Fence”; elastic band or rope; |or markers; pictures cut from | |and spoons; mixing bowls; cookie sheet; |Option 2: Did You Ever See. . .?|

| |two-dimensional shapes |magazines, each mounted on an | |rolling pin; cookie cutters; mixing |Intentional Teaching Card LL14, |

| | |index card | |spoon; parchment paper |“Did You Ever See…?”; pictures |

| | | | | |of familiar animals; audio or |

| | | | | |video recorder |

|Outdoor Experiences: Take road-building materials outdoors for building and dramatic play. Review Intentional Teaching Card P17, “Balance on a Beam.” Invite children to use road-building |

|materials to create a low beam. |

|Family Partnerships: Invite family members who work in road construction to visit the classroom or answer children’s questions during a visit to the construction site. |

|Wow! Experiences: Day 2: Visit a road construction site or invite a visitor to show the tools, |

|materials, and garments used to build or repair roads. |

Week of: Teacher:

Study: Roads Investigation: 4 How can we make a road?

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Art: large paper; sticks; photos|Art: materials to create sign or |Blocks: class’s road map and |Blocks: materials for building and |Art: photos of interesting traffic |

| |of road features; camera or |road features (e.g., aluminum |plan; writing materials |testing bridges on the children’s road|signs; materials for making road and |

| |video recorder |foil, streamers, colored | | |traffic signs |

| | |painter’s tape, | | | |

| | |pieces of fabric, Velcro®) | | | |

|Question of the |Where should we build a road? |What do you want to add to our |Can we make a road with this? |Will this bridge hold this ______? |Do you know how to play “Red Light, |

|Day |(Offer a graph with multiple |road plan? (Display the |(Display something familiar, such|(Create a bridge out of blocks and |Green Light”? |

| |choices.) |road plan that was started |as a roll of paper towels, |show an object to put on the bridge.)| |

| | |yesterday.) |sidewalk chalk, or fabric.) | | |

|Large Group |Song: “Let’s All Follow” | Movement: Dinky Doo | Song: “We Like Clapping” |Game: Hully Gully, How Many? |Movement: The Name Dance |

| | | | | | |

| |Discussion and Shared |Discussion and Shared Writing: |Discussion and Shared Writing: |Discussion and Shared Writing: Making |Discussion and Shared Writing: |

| |Writing: Planning Roads |Making a Road of Our Own |Making a Road of Our Own |a Bridge |Examining Street Signs |

|Read-Aloud |Fiction book from the |David’s Drawings |Selection of a book from the |David’s Drawings |An alphabet or number book from the |

| |“Children’s Books” list that |Book Discussion Card 38 (first |“Children’s Books” list that | |“Children’s Books” list |

| |features where roads go |read-aloud) |features maps |Book Discussion Card 38 (second read | |

| | | | |read-aloud) | |

|Small Group | Option 1: D Is for Door | Option 1: How Big Around? |Option 1: Textured Letters |Option 1: We’re Going on an Adventure | Option 1: Question Basket |

| |Intentional Teaching Card LL48, |Intentional Teaching Card |Intentional Teaching Card LL15, | |Intentional Teaching Card LL59, |

| |“D Is for Door”; two sets of |M62, “How Big Around?”; |“Textured Letters”; uppercase and|Intentional Teaching Card M36, “We’re |“Question Basket”; paper; pencils |

| |alphabet cards; tape |variety of spherical objects; |lowercase letters cut out of a |Going on an Adventure”; classroom |or markers; clipboards; index cards |

| | |ball of yarn or string; scissors;|variety of materials (e.g., felt,|objects to create obstacles (e.g., |or sentence strips with interesting |

| |Option 2: Alphabet Books |chart paper and markers |sandpaper); glue |cardboard boxes; sheet, stool); photos|questions and related pictures; |

| |Intentional Teaching Card LL34, | | |with geographic features |basket |

| |“Alphabet Books”; books about |Option 2: Ice Cubes |Option 2: Jumping Beans | | |

| |the alphabet; construction |Intentional Teaching CardM07, |Intentional Teaching Card LL05, |Option 2: We’re Going on an Adventure |Option 2: Question Basket |

| |paper; markers; |“Ice Cubes”; 10–12 large ice |“Jumping Beans”; construction |Intentional Teaching Card M36, “We’re |Intentional Teaching Card LL59, |

| |alphabet cards |cubes; brown paper or paper |paper; marker; scissors; |Going on an Adventure”; classroom |“Question Basket”; paper; pencils or |

| | |towels; small bowls; |lamination supplies or clear |objects to create obstacles; photos of|markers; clipboards; index cards or |

| | |measuringtools, e.g., ruler, |contact paper; coffee can |geographic features; materials to |sentence strips with interesting |

| | |measuring cup, timer, scale; | |build a bridge over a small obstacle |questions and related pictures; |

| | |chart paper | | |basket |

|Outdoor Experiences: Invite children to play “Red Light, Green Light” outdoors. Invite children to take traffic signs and new road signs outdoors to direct tricycle paths. |

|Family Partnerships: Invite families to bring in materials to make roads, e.g., chalk, gravel, sand, tape, dowels for signs, bricks, wood planks |

|Wow! Experiences: Invite family members who are police officers, traffic flaggers, etc., to visit the classroom next week |

Week of: Teacher:

Study: Roads Investigation: 5. How do we stay safe on the road?

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Interest Areas |Library: photos of police officers |Art: materials to construct signs or road safety | Art: materials to create road-safety props; photos | | |

| |directing traffic or writing tickets |materials (e.g., paper, tape, dowels, paper bags, |taken during yesterday’s interview with the classroom | | |

| | |glue, paint); photos and drawings of real |visitor | | |

| | |roadsafety materials | | | |

|Question of the |What does this mean? (Show a picture of |What does this mean? (Display an interesting road |Can you add to this pattern? (Show a | | |

|Day |a Walk/ Don’t Walk sign.) |sign.) |pattern of road signs, such as Stop sign, | | |

| | | |Yield sign, Yield sign, Stop sign.) | | |

|Large Group |Movement: This Old Man | Song: “Purple Pants” |Chant: “Humpty Dumpty” | | |

| | | | | | |

| |Discussion and Shared Writing: Road |Discussion and Shared Writing: Classroom Visitor |Discussion and Shared Writing: Driving | | |

| |Safety | |and Pedestrian Safety | | |

|Read-Aloud |Fiction book from the “Children’s Books”|David’s Drawings |Reread the book from Day 1 that features staying safe | | |

| |list that explores where roads can take | |on the road. | | |

| |us and that features staying safe on the|Book Discussion Card 38 (third read-aloud) | | | |

| |road | | | | |

|Small Group |Option 1: Tongue Twisters | Option 1: Secret Numbers |Option 1: Playing With Environmental | | |

| |Intentional Teaching Card LL16, “Tongue |Intentional Teaching Card M37, “Secret Numbers”; |Print Intentional Teaching Card LL23, “Playing | | |

| |Twisters”; chart paper; markers |two sets of either quantity cards (dots only), |With Environmental Print”; pictures of traffic signs | | |

| | |numeral/quantity cards (dots and numerals), or |with words | | |

| |Option 2: Same Sound Sort |numeral cards | | | |

| |Intentional Teaching Card LL12, “Same | |Option 2: Lemonade | | |

| |Sound Sort”; variety of objects, |Option 2: Making Numerals |Intentional Teaching Card LL24, | | |

| |including some that begin |Intentional Teaching Card M41, “Making Numerals”; |“Lemonade”; recipe chart; ingredients; large pitcher; | | |

| |with the same sound; cardboard box or |counting book; modeling dough or clay; |knife; cutting board; juicer; liquid measuring cup; | | |

| |bag |numeral/quantity cards |measuring spoons; paper cups | | |

|Outdoor Experiences: Invite the classroom “police officer” to help direct tricycle traffic or issue traffic tickets for drivers who are unsafe. Invite children to establish and mark pedestrian |

|crosswalks across the tricycle path. |

|Family Partnerships: Invite families to talk with their children about how to be safe passengers. Invite families, friends, site visit experts, and visitors to attend the end-of-study |

|celebration. Send them a letter that explains the event. |

|Wow! Experiences: Day 2: Visitor to talk about road safety |

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