Oral language
Children will understand basic information, including the meaning of several novel words, presented in a book read aloud.
New:
Be Prepared: This is the first of three repeated readings of a book with children. Today’s reading focuses on children’s understanding of basic information presented in the book. In advance of the session, identify all novel words in the book you intend to define for children across three days of reading the book. Select one or two important words to define for children today, especially words that are essential to understanding the book. See the Language/Literacy section of the ELM User Guide: 3–5 Years for additional information. Write the following at the top of the chart paper: Words We Understand.
Now let’s read a book!
[See Week 3, Day 1 of Language/Literacy for a description and examples of how to approach today’s book reading. Key aspects are summarized below:
Number knowledge
Children will match groups using one-to-one counting.
Review:
We are learning to count things. Let’s count to 10 while we take steps around the room. Counting tells us how many steps we’ve taken. Let’s start by taking 10 big steps and counting them as we step.
[Lead children as you count 10 big steps.]
Now let’s take 10 little steps and count them as we step.
[Lead children as you count 10 little steps.]
Today we will learn a new counting game. I will show you the game by telling you a story.
[Choose three volunteer children to help with the story. Ask them to stand in front of the others.]
[Count out a group of three and then hand each child a glue stick.]
Let’s take a look at our groups. How many children are standing here for our story? (three) How many pencils do we have? (three) How do you know? How many glue sticks do we have? (three)
Each child received the same number of things. Each child received one pencil and one glue stick. Three children needed some supplies for school. We needed three pencils and three glue sticks because we had three children getting ready for kindergarten.
[Collect the pencils and glue sticks. Repeat the counting game with a different number of children. Limit the number to five.]
Today we counted the number of items needed for different groups of children getting ready for the first day of kindergarten.
Extra support
Enrichment
Provide 2–3 ice cube trays, a large die, and small counters. Invite children to take turns rolling the die and placing the number of counters in the ice cube tray that corresponds with the number of dots on the die. Encourage children to count aloud the number of dots on the die each time they roll a number.
Practice one-to-one counting during snack time. Invite preschool-age children to count the number of children present at the table. Ask children how many snacks are needed so that each person has a snack. Invite children to count together the number of snacks needed and distribute one to each child. School-age children may enjoy the challenge of determining how many snacks would be needed if each child received two.
Self-control
Children will deepen their understanding of how to wait patiently for a desired item.
New:
Review:
Revised 01/31/2024
Be Prepared: Provide a highly desirable toy for each child in your room. A new toy children have not previously seen or played with may be particularly desirable. This activity involves children waiting to play with their desired toy. Have books available as an option for children to look at while they are waiting to play with their desired toy.
[Invite children to sit in a large open circle or around a large table.]
Last week we learned some things Cookie Monster did to wait patiently for a cookie. What was one of the things Cookie Monster did while waiting for a cookie? (sing, hum)
Today we are going to play the waiting game. Our game will help us practice how to be patient while we are waiting for something.
Each of you will get a toy. Please do not touch the toy until I say what to do next. Remember, we are practicing how to be patient. We are using self-control when we wait patiently for something.
[Place books in the center of where children are sitting. You may wish to place an adult helper near or between children who may have a difficult time with self-control.]
We will practice waiting by using what we are learning about how to wait patiently. We know that singing and humming can help us wait patiently.
I am going to put a toy in front of each of you. Remember, we don’t want to touch the toy until we learn it is okay to stop waiting. Let’s see how long we can wait to touch your toy! There are some books in front of you. You can choose to look at a book while you wait to touch your toy.
I have a timer we can use. A timer helps us know how long to wait for something.
Let’s start by waiting 10 seconds to touch our toy. Ten seconds is a short time and I am sure we can wait for 10 seconds. The timer will tell us when we have waited 10 seconds. The timer will beep when 10 seconds is up and then we can touch our toy.
Let’s try it!
[Set the timer for 10 seconds. While children wait, remind them of Cookie Monster’s ways of waiting for a cookie. When the timer goes off, invite children to explore the toy.
After about 10 seconds, tell the children it is time to take their hands off of the toy.]
Now, the waiting game is going to get a little harder! We are going to try to wait even longer! This time I am going to set the timer for 20 seconds. I am sure we can wait for 20 seconds to touch our toy!
Maybe it would help us to wait patiently if we looked away from our toy or pretended it was not in front of us.
[Set the timer for 20 seconds. When the timer goes off, invite children to explore their toy.
If time permits, offer a third waiting challenge:]
Now, the waiting game is going to get even harder! We will try waiting just one more time. This time let’s see if we can wait 60 seconds to touch our toy. Sixty seconds is one minute of time.
Raise your hand if you think you can wait one minute to play with your toy!
[Set the timer for 60 seconds. When the timer goes off, invite children to play with their toy.]
We waited two (or three) different times to play with our toys.
Today we practiced waiting patiently. We set a timer several times and waited longer and then longer to play with our toys. Waiting can be hard, especially when we wait for something we want. We practiced some good ways to help us wait. (singing, humming, looking at books)
Extra support
Enrichment
Supply a board game such as Connect Four® or Boggle Jr.® Encourage patient waiting as children take turns. Ask children what things they are doing to wait patiently.
Share the book Llama Llama Red Pajama with preschool-age children in your setting. Discuss how Llama Llama felt as he waited for his mama. Ask children to think of things Llama Llama could have done to help him wait patiently for his mama. Encourage school-age children to read the book to preschool-age children as preschool-age children mimic Llama Llama’s actions and then pretend to wait patiently.
Knowledge of creative processes
Children will understand some differences in paints used to create a painting.
New:
Be Prepared: Children will compare three different kinds of paint. Prepare samples of acrylic, watercolor, and tempera paints before the activity so the paint is dry for children to touch.
[Display a paintbrush and paper used in your classroom for painting.]
What do we call these items? (paintbrush, paper)
A paintbrush and paper are two of the things we use to create a painting.
Let’s find out what I might be able to do with a paintbrush and paper.
[Use the paintbrush to briefly pretend to “paint” something on the paper but do not use paint.]
[Display the “art.”]
Art that is created with paint is called a painting. There are different kinds of paint that artists can use to do a painting.
Let’s look at three different kinds of paint that artists may use to create a painting.
Before I begin to paint, I need to put on my smock.
Why should I wear a smock when I am painting?
[As you put on the smock, remind children how to properly fasten it.]
[Make a few strokes of the acrylic paint on paper.]
The first paint leaves a lot of paint on the paper.
What can you tell us about this kind of paint? (thick, etc.)
[Make a few strokes of the watercolor paint on a separate sheet of paper.]
What can you tell us about this kind of paint? (smooth, watery)
[Point to the watercolor sample as you describe it below.]
This kind of paint looks thinner. It looks watery. The colors are not as easy to see as in the first paint.
[Make a few strokes of the tempera paint on a third sheet of paper.]
This kind of paint is smooth and soft. We use this kind of paint in our classroom because it comes out of our clothes easier and dries fast so we can take our artwork home sooner!
Let’s look at the three kinds of paint after they have dried.
[Display three samples of dried paint. Pass around each sample and invite children to touch each. After children have touched the samples, point to paint samples as you ask children to compare paints. Example: “How is this paint different from this paint?”]
We need paint to create a painting. Today we looked at three different kinds of paint. We talked about how the paints were different.
Extra support
Enrichment
Provide children with acrylic, watercolor, and tempera paint and paintbrushes. Encourage children to use the different types of paint on paper. As children paint, draw attention to differences in the kinds of paint. Example: “Laura’s paint looks watery and smooth. Maggie’s paint looks different. What looks different about Maggie’s paint?”
School-age children may be eager to join preschool-age children in your setting in using different kinds of paint. Encourage children to make a painting using two or three kinds of paint.
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