Oral language
Children will strengthen their comprehension of information presented in a book read aloud and increase the number of novel words they understand.
New:
Review:
Be Prepared: This is the second of three repeated readings of a book with children. Today’s session focuses on children’s comprehension of information presented in the book, especially connections to children’s experiences. The session also helps children understand more novel words. From the list of novel words you identified prior to your first reading of the book, select 4–6 words to define for children today. Remember, it is okay to select words that a few children may know if you anticipate most children do not understand the word’s meaning. See the Language/Literacy section of the ELM User Guide: 3–5 Years for additional information on how to select and define novel words.
[Display book cover.]
This is the book we read on Day 1. The title of our book is _____. Let’s talk about what we remember about the book.
We are going to read our book again. We will stop to talk about what some of the words mean. We know that reading a book is a good way to learn new words. On Day 1 we talked about some words in our book. The words are written on our chart. Remember, the title of our chart is Words We Understand.
[Point to chart and to each of the novel words defined on Day 1.]
Does anyone remember one of the words we talked about on Day 1?
[Remind children of the meaning of each novel word defined on Day 1.]
[Point to where to begin to read on the first text page of the book.]
We are going to begin reading here. This is the first word inside our book.
[Pause during reading to briefly define words identified for today’s session using the following approach:
We learned ___ new words while reading our book today. I am going to write each word on our chart. Let’s talk about what we understand or know about each word. When we understand something, we know what it means or how it works.
[Promote understanding of each word by engaging children in one or more of the following ways as you write novel words on the chart:
Our book was about _____. Are there other ways you know about _____?
[Facilitate discussion of book connections to children’s experiences. Examples:
We learned more words today when we read _____. Let’s look at our chart to remember the words we are learning to understand.
[Say and point to each word on the chart. Invite children to say one thing they know about the word.]
Extra support
Enrichment
In the library center, provide additional books by the author of today’s book. Invite children to look at and enjoy the books.
Encourage school-age children to help you read an age-appropriate book to preschool-age children in your setting. Ask preschool-age children to describe some pictures in the book, point to items in pictures as they are mentioned in the book, and point to the place where you begin reading.
Number knowledge
Children will understand how to make groups of 1–4 items while connecting number words to the quantities they represent. Children also will understand the concept of more.
New:
Review:
Today we will practice looking at groups of 1, 2, 3, and 4 and telling how many circles (counters) are in each group. A group of four has four things.
[Place two identical counters in front of you.]
[Repeat this activity using 1–4 counters in each group. Do this several times as children tell how many are in each group. After children have identified the number of items in each group, remind children that a group of ___ has ___ things.]
Now we are going to try something new with groups of 1, 2, 3, and 4.
[Give each child four identical counters.]
I will make a group of 1, 2, 3, or 4 again. This time, let’s imagine our circles are a child’s cookies. Let’s pretend that once upon a time there was a child who had two cookies.
I will make a group of two cookies.
Pretend you are the child with two cookies and you make a group of two cookies.
How many cookies are in our groups? (two)
Now let’s pretend there once was a child who had three cookies. I am going to make a group of three cookies.
Pretend you are the child with three cookies and you make a group of three cookies.
Let’s pretend one more time about our cookies. There once was a child who had four cookies. I am going to make a group of four cookies.
Now you pretend you are the child with four cookies and you make a group of four cookies.
How many cookies are in our groups? (four)
[Form two groups of counters in front of you. Put one counter in the first group and put four counters in the second group. Point to each group as you reference it.]
Here is a group of one pretend cookie.
Here is a group of four pretend cookies.
Which group has more cookies?
When something has more, it has a larger or bigger number of something. The group of four has more cookies than the group of one.
[Form another two groups of counters in front of you. Put two counters in the first group and put three counters in the second group. Point to each group as you reference it.]
Here is a group of two pretend cookies.
Here is a group of three pretend cookies.
Which group has more cookies?
Our group of three pretend cookies is larger (or bigger) than the group of two pretend cookies. The group of three has more pretend cookies than the group of two.
Today we practiced making groups of 1, 2, 3, and 4. You made groups of cookies like the groups of cookies I made.
[Hold up four fingers.]
How many fingers are in our group? (four)
Extra support
Enrichment
Provide cards with 1–3 dots drawn on each. There should be one card for each amount. Invite children to place the corresponding number of clothespins on the card. As children work, cover the dots on a card and uncover them for a couple of seconds before covering them again. Can children remember the amount on the card without counting?
School-age children will enjoy making up a story similar to the child with pretend cookies using common identical household items such as beads or beans (a collection that is the same color, size, and kind). Encourage preschool-age children to determine how many items are in each group and which group has more.
Inquiry skills
Children will strengthen their understanding of how to learn about something by trying to change it.
New:
Review:
Be Prepared: Today’s activity takes place outside and uses sunlight. If sun is not shining or inclement weather or other factors prevent you from going outside, adjust the activity for an indoor setting. Organize a simple, two-column chart as pictured on next page. Including a picture of sun (or a lamp) and a picture of something that provides shade will help children understand what is being compared in the two columns of the chart.
On Day 2 we learned about ice by trying to change our ice cubes.
We did an experiment when we poured water in one bowl of ice but did not pour water in our other bowl of ice. When we do an experiment, we try to change something so we can better understand it. Remember, scientists sometimes try to change something.
Today we are going to observe what happens when we put some ice cubes in the sun and some other ice cubes in the shade. We will do a different experiment with ice!
Who remembers what it means to observe something? (to look carefully at it)
Shade is a place that is covered from the sun or light. The sun does not shine directly on us when we are in the shade.
We will compare what happens to our ice cubes in the sun and our ice cubes in the shade. This is an experiment.
Let’s think about what might happen to the ice cubes. When we think about what might happen we are making a prediction.
[Take children to an outdoor area that provides both sun and shade.]
We are going to put one bowl of ice cubes in the sun, and put another bowl of ice cubes in the shade. Let’s be scientists by observing what happens to the ice!
[Set a bowl with two ice cubes in a sunny area. Use a lamp if this activity is done indoors. Set another bowl with two ice cubes in a shaded area.
Invite children to stand in the sunny area and describe what it feels like. If a lamp is used indoors, invite children to place a hand under the lamp but only if this can be done safely. Adapt the following questions for an indoor activity.]
Now we will observe and describe what is happening to our ice cubes. I will record what we describe on a chart. Remember, when we record something we write it down.
[Display chart and point to its key parts as you describe each.]
Please look closely at our chart. One side of our chart has a picture of the sun (or a lamp). The other side of our chart has a picture of (item that provides shade). The (item that provides shade) stops the sun from shining on the ice.
[After several minutes, ask children to observe and describe the ice cubes in the sun and then move to the shade. Use one- or two-word entries as you record their descriptions on the chart. Point to and read each word as you write it. If necessary, draw children’s attention to the water in the bowl placed in the sun. Add the word “water” to the chart.]
Let’s describe what is happening to the ice cubes. Remember, when we describe we tell about something.
Our ice cubes melted faster in the sun than in the shade because it is warmer in the sun. The shade stopped the sun from shining on the ice cubes.
What happened to the ice cubes in the sun when they started to melt? (turned to water)
Today we did another experiment with ice cubes. We learned about ice by trying to change it. We put some ice in the sun (or under a lamp) and some ice in the shade. Our ice cubes in the sun melted faster than our ice cubes in the shade because ice is made of frozen water that melts when it is warm. The shade stopped the sun from shining on the ice.
[If time permits, teach the following song sung to the tune of Mary Had a Little Lamb:]
Extra support
Enrichment
Fill the water table or a tub with bowls of ice. Supply bowls of warm water and bowls of cold water as well. Encourage children to use spoons and cups to pour warm and cold water on the ice cubes. Periodically provide more ice and warm and cold water as needed.
Encourage all children in your setting to think of ways to make ice cubes melt. Try out some of their ideas. Examples: wrapping them in a towel, an adult placing them in the oven, holding them in a warm hand. Encourage children to compare different ideas by how quickly the ice cubes melt. Take photos of each idea and use the photos to make a group book. Invite preschool-age children to draw additional illustrations of ice cubes in the book and invite school-age children to write about each idea.
Getting Along With Others
Social-Emotional
Skill and Goal
Relationship skills
Children will understand different ways to share an item.
Materials
Needed
Key
Concepts
New:
Review:
Optional
Reading
What does it mean to share? (use or enjoy something with others)
[Follow-up prompts if needed: Have you ever shared something? How did it work?]
Last week we talked about asking others to play. Sometimes we share something when we play with others, like a toy or a book.
There are different ways to share something. We might split up the item we want to share. We might also play with it together. Another way we can share is to take turns with something. Each person does something one at a time when we take turns.
Let’s pretend we are playing with a big ball of play dough and someone asks to play with the play dough too.
How could we share the play dough with someone else? (split it up, play with it together, take turns with it)
Let’s practice different ways of sharing something with someone.
[Invite a volunteer to help you illustrate how to share by splitting an item. Pretend you are sitting next to a friend (volunteer child) and you would like to use some of the friend’s play dough. Demonstrate an appropriate way to ask to play with some of the item. Example: “Can I use some of your play dough? If we split it in half, we can share the play dough.”]
[Demonstrate how to split the play dough in half. Play with half as the volunteer plays with the other half. Continue for several seconds and then invite a different volunteer to help you illustrate another way to share.
Ask the volunteer to pretend to play with a puzzle. Approach the volunteer playing with the puzzle and ask to share the puzzle. Example: “May I play with your puzzle, too? I really like this puzzle. We can play with it together.”]
[Demonstrate how to play with the puzzle together. Continue for several seconds and then invite a different volunteer to help you illustrate playing together with a different item.]
[With the volunteer child, demonstrate how to build a block tower by taking turns putting blocks on top of each stack. Describe the process for children. Example: “First (volunteer child) add a block. Then I add a block. Then (volunteer child) takes another turn adding a block. We are building a block tower by taking turns.”
Display doll.]
We each play with something one at a time when we take turns. We can share by taking turns with this doll. When we want to share something by taking turns, we can say to someone, “Can we take turns with the doll? We can share by each playing with it for a little bit. You could play with the doll for five minutes, then I could play with the doll for five minutes.”
Who can think of ways we can share things in our classroom?
[Encourage children to think of ways to share in the classroom. Discuss different ideas or situations children mention, and how they might share.]
Today we talked about different ways to share something. Who remembers some ways we can share something with someone else? (split the item, play with it together, take turns with it) How could we share a game? (play with it together, take turns) How could we share a group of toy animals? (split them up, play with them together, take turns)
Scaffolding Tips
Extra support
Enrichment
Center Activity
Provide limited art supplies. Examples: paper, paint brush, pair of scissors, glue stick, marker, crayon, etc. Intentionally provide one or two less than what would be needed for each child to have one of each. Example: Provide 2–3 glue sticks for a group of four children. Ask children to create anything they’d like with the supplies given. As children create, observe and interact as they decide how to take turns with the items available. Help children think of ways to take turns with the supplies, if necessary. Examples: Ask if you can have a turn, take deep breaths while you wait, use a different item.
Family Child Care
Practice sharing by making a snack together. Invite all children in your setting to take turns while working together. Pair school-age children and preschool-age children as they practice taking turns and splitting up tasks. Discuss the different ways they are sharing as they work together.