Oral language, Letter knowledge
Children will interpret information presented in a book read aloud and increase the number of novel words they understand. Children will also identify and say the sound of the letter S.
New:
Review:
Be Prepared: This is the third of three repeated readings of a book with children. Today’s session focuses on children’s interpretation (explanations, reasoning) of information presented in the book. The session also will help children understand more novel words. From the list of novel words you identified prior to your first reading of the book, select 2–3 words to define for children today. 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 letter S card.]
What is the name of this letter? What sound does the letter S make?
Letter S says /s/, just like in the word “syllable.” /s/, /s/, syllable. Let’s together say /s/, /s/, and syllable.
Now let’s spend some time with our book.
[See Week 3, Day 5 of Language/Literacy for a description and examples of how to approach today’s book reading. Key aspects are summarized below:
Pattern knowledge
Children will identify and make ABAB patterns.
Review:
We are learning about patterns. We know that a pattern is something that repeats itself. This week we looked at and made simple patterns. A simple pattern uses two things that repeat themselves.
Sometimes we can find patterns on our clothes. Let’s see if we have any simple patterns on our clothes today.
[Discuss simple patterns that children may have on their clothing. Patterns may be in stripes, dots, shapes, etc. Encourage children to together say the patterns as you point to the elements of the pattern.]
[Display four blue and four yellow Unifix® cubes.]
Let’s make a simple pattern with these cubes. I have blue cubes and yellow cubes.
What kind of simple pattern could we make with blue cubes and yellow cubes?
[Encourage children to help you assemble the cubes into an ABAB pattern. Invite children to say the pattern together as you point to each element of the pattern.]
We can make a pattern by moving parts of our body. Let’s make some patterns by moving our hands.
Let’s first clap our hands high and then clap our hands low. Let’s try it together. High, low, high, low, high, low, etc.
[Say and do the pattern slowly as children do the pattern with you.
Invite children to suggest other movement patterns you can try together.]
We are learning how to find and make patterns. Do you like to make patterns? Why?
Extra support
Enrichment
Provide shapes (pattern blocks) for children to make a pattern “snake” by placing the shapes end to end in a simple pattern.
Invite children to make simple patterns during lunch and snack times. Encourage children to make patterns with items, such as crackers and cereal. School-age children may enjoy making patterns with a deck of cards. They may wish to make numeral patterns, suit patterns, color patterns, etc.
Motor development
Children will change their direction of jogging when they hear a prompt (zag).
None
Review:
Yesterday we practiced running and jogging in place. What is jogging? (running slowly)
Today we are going to play a game that involves jogging. We will play the game in our activity space. Remember, our activity space is the area of our classroom (and the outside area) we can use for physical activities.
How can we stay safe when we play our game?
[Encourage discussion about movement safety: watching where we are jogging, keeping a distance from others, jogging only in the activity space, listening for the signal, and other ideas children have for staying safe.]
Before we start our game, let’s make sure we can jog safely in our activity space. I will give the signal to start jogging. Please jog around our activity space one time and come back to your place. Remember the ways we can stay safe while jogging.
[Offer a “start” signal. Jogging in a large circle is best. Acknowledge children’s efforts to stay safe.]
The game we are going to play today is called Zig Zag. We start jogging in one direction when I say “zig” and then change our direction when I say “zag.” We go the opposite direction when I say “zag.”
Let me show you.
[Demonstrate switching jogging direction when you say “zag.”]
Remember, we will start jogging around our activity space when I say “zig.”
What do we do when I say “zag”? (change direction)
[Say “zig” for children to start jogging. At different intervals, say “zag” as a signal for children to change direction. Provide a “stop” signal when appropriate.]
Today we practiced our jogging skills by playing the Zig Zag game. We started jogging when we heard “zig” and we changed directions when we heard “zag.”
Extra support
Enrichment
While outside, invite children to continue to play the game by running instead of jogging. Other options include galloping, walking, or marching. Invite children to take turns saying “zag.”
If an activity space is not available, play the game in children’s personal space. Children face the opposite direction to jog in place when they hear “zag.”
Exploring Where We Live
Social Studies
Skill and Goal
Knowledge of physical environments
Children will strengthen their understanding of places in a neighborhood.
Materials
Needed
Key
Concepts
Review:
Also
Promotes
Today we will continue working together in groups to make places in our center neighborhood with boxes. Remember, when we work together we take turns and talk about what we want to do.
Today your group may want to add some items to the outside of your place. Maybe your group would like to add a tree or bushes to the front of your place.
[Help children continue to decorate their places as necessary. Display pictures of your center neighborhood or chart used on Day 4.]
Today we worked together to make some places in our center neighborhood.
Scaffolding Tips
Extra support
Enrichment
Center Activity
Provide materials for children to continue working on their box places.
Family Child Care
Provide props that are similar to what is available in neighborhood places. Examples: Create a post office in your writing center, create a restaurant in your housekeeping center, create a library in your book center. Encourage children to visit different areas in your “neighborhood” throughout the day.