Phonological awareness
Children will individually demonstrate their ability to identify initial sounds of familiar words.
Review:
Be Prepared: Today begins an individual progress assessment of children’s understanding of initial sounds in familiar words. There are two activities as part of the assessment. For the first activity, assemble three picture cards: the names of two pictures should begin with the same sound. Also, assemble cards showing a pig, sun, and sock for a demonstration. For the second activity, use picture cards for letters O, B, A, C, P, S, E, H, M, R, and F. Assemble four picture cards: the names of two pictures should begin with the same sound. Use one of these two cards as the target picture card.
Use the provided form for recording children’s responses. See the end of this activity for information on how to determine progress.
Begin the one-to-one assessment with 4–5 children today (Week 23, Day 2) and continue assessments with 4–5 children each day this week. Invite each child to join you at a table in an area of the room with few or no distractions. The brief assessment session should occur when children are not engaged in a small or large group activity.
We are going to do two activities today. Our first activity is one we’ve done before. Let me show you.
[Display picture cards for pig, sun, and sock. Point to each picture as you say its name while clearly enunciating the beginning sound of each word.]
I have pictures of a pig, a sun, and a sock. I want to figure out which two cards begin with the same sound. Sun and sock both begin with the /s/ sound. Pig begins with the /p/ sound.
Sun and sock both begin with the same sound.
[Use the following procedure:
[Use picture cards for letters O, B, A, C, P, S, E, H, M, R, and F for the following activity. Use the following four picture cards for your demonstration: fish, fan, cat, and bee. Although the activity uses picture cards for letters that have been explicitly introduced to children, the focus of this assessment is on matching initial sounds, not on identifying letter names and their sounds.]
Now we are going to do another activity. We will match pictures of items that begin with the same sound. Let me show you.
[Display picture of a fish.]
I have a picture of a fish. I need to find another picture that begins with the same sound as fish. Fish begins with the /f/ sound.
[Lay picture cards for cat, fan, and bee on the table.]
I see a picture of a cat, a fan, and a bee. I want to figure out which picture begins with the same sound as fish.
[Think aloud as you choose the picture that begins with the same sound as fish. Example: “I know that cat begins with the /k/ sound and bee begins with the /b/ sound. Fan begins with the /f/ sound, just like fish!”]
[Use the following procedure:
Today we learned more about beginning sounds in words. We found words that began with the same beginning sound.
The type of support to offer children during this assessment is described in the session plan.
Provide the *Spin a Sound game. Invite children to spin the spinner and figure out the beginning sound of the picture the spinner lands on.
After children have stated the beginning sound of the picture, encourage them to say the letter that makes the beginning sound (beginning sounds in this game are limited to letters that have been introduced to children).
*Printables provided
Determine each child’s performance using one of the options described below. Record your designation for each child on the provided form. Options are as follows:
Child completes both activities independently (no assistance)
Child completes one or both activities with your assistance
Child does not identify initial sounds at this time
Note: Several of the activities suggested below include initial sounds that begin with letters not explicitly introduced to children at this point in the curriculum. The assessment is focused on a child’s ability to listen for and isolate a beginning sound. It is not necessary for a child to know the sound of a specific letter to demonstrate this ability.
Reinforce
The following activities are designed to support children who can independently identify the initial sound of familiar words (Assessment = Got It) and children who can identify the initial sound of familiar words with assistance (Assessment = Getting It) when offered with additional support. The activities may be inappropriately challenging for children who do not yet demonstrate an ability to identify the initial sound of familiar words (Assessment = Not Yet).
Reintroduce
The following activities are designed for children who do not demonstrate an ability to identify the initial sound of familiar words (Assessment = Not Yet).
Children in our classroom are learning how to identify the beginning sound of familiar words, such as the d sound in the word “dog.” Children’s ability to identify the beginning sound of words is important for later success in reading. Recently I assessed Destiny’s progress in identifying the beginning sound of words. Destiny successfully identified the beginning sound of words in two separate activities. I provided picture cards for the assessment. I am offering some follow-up learning opportunities to reinforce Destiny’s ability to identify beginning sounds of words.
Children in our classroom are learning how to identify the beginning sound of familiar words, such as the d sound in the word “dog.” Children’s ability to identify the beginning sound of words is important for later success in reading. Recently I assessed Malik’s progress in identifying the beginning sound of words. Malik successfully identified the beginning of words in two separate activities with some assistance from me. I am offering some follow-up learning opportunities to support Malik’s emerging ability to identify the beginning sound of words.
Children in our classroom are learning how to identify the beginning sound of familiar words, such as the d sound in the word “dog.” Children’s ability to identify the beginning sound of words is important for later success in reading. Recently I assessed Sydney’s progress in identifying the beginning sound of words. Sydney was interested in working with the picture cards I provided and paid attention to the assistance I provided as part of the progress assessment. It seems that Sydney was not ready to identify the beginning sound of words. I am offering follow-up learning opportunities to reintroduce Sydney to the beginning sound of words and will again assess her progress after she has had more time to learn this skill.
Children who have been reintroduced to initial sounds of words and receive a “Not Yet” designation in a reassessment may need additional experiences with larger units of sound. The larger units of sound include words (as a part of a sentence), compound words, syllables, and initial sounds.
Beginning with Week 24, we suggest two options for supporting children who need additional experiences with larger units of sound. In both options, children receive tailored support for understanding larger units of sound. The options differ in when this tailored support is offered.
Option 1: Children continue to participate in Days 1–5 language/literacy learning activities with children who received a Got It or Getting It designation in the assessment of initial sound skills. In addition, children who need additional experiences with larger units of sound are offered regular tailored support during a separate time in the classroom schedule.
Option 2: Children continue to participate in Days 1, 3, and 5 language/literacy learning activities with children who received a Got It or Getting It designation in the assessment of initial sound skills. On Days 2 and 4, children who need additional experiences with larger units of sound participate in a separate group that receives (a) tailored support for learning larger units of sound instead of the instruction on smaller units of sound offered in the Days 2 and 4 activity plans and (b) instruction in letters and their sounds as offered in the Days 2 an 4 activity plans.
Children who demonstrate initial sound skills (Got It and Getting It) participate in a separate group with the Days 2 and 4 activity plans as offered. All children should participate in the reviews of letters in Weeks 26 and 32, and in activities focused on letters beginning in Week 36 (including the letter assessment in Week 43).
Below is a suggested plan for the sequence and content of tailored support focused on larger units of sound. It is appropriate to adjust this plan to accommodate specific needs of individual children. For example, a child who received a “Not Yet” designation in a reassessment of initial sound skills but demonstrated an understanding of syllables and compound words (Got It or Getting It) may benefit from more attention to initial sounds and less attention to syllables and compound words.
Ten weeks are fully available for providing tailored support for understanding larger units of sound. The plan suggested below involves nine weeks. Provide an additional week of activities in one or more of the areas where more support would be helpful (words and sentences, compound words, syllables, or initial sounds).
Words and Sentences (2 weeks)
First week: Engage children in counting the number of words in a simple sentence by adapting the Week 7, Day 2 activity. In addition to clapping each word, provide each child with a small collection of counters and encourage children to put down a counter for each word you read in a sentence. Repeat the sentence, encouraging children to touch a counter for each word that you say. It also may be helpful for children to place a counter above each word as you read the sentence. In a follow-up activity, encourage each child to create a simple sentence that you write on chart paper. After you write the sentence, invite the child to point to each word as the sentence is read aloud. Provide help as needed. Encourage children to say the sentence with you as a child points to each word.
Second week: Use a wordless picture book, such as Pancakes for Breakfast by Tomie dePaola, to support children in helping you develop a story based on the pictures. Encourage children to create a simple sentence for each picture or for pictures of special interest. Write the simple sentence on chart paper, emphasizing that there is a space between each word. Reread the sentence, pointing to each word as you read it. In a follow-up activity, reread each sentence previously written and/or encourage children to create a simple sentence for additional pictures in the book. Repeat the process of writing the sentence, emphasizing there is a space between each word and pointing to each word as it is read. Save the written sentences for use in an activity focused on syllables described below.
Segmenting Compound Words (1 week)
Use the activities for Week 10, Days 2 and 4 to engage children in identifying the words that make up a compound word. Provide compound word cards to help children focus on the word. Clearly enunciate component words of a compound word to help children hear the word sounds.
Syllables (2 weeks)
First week: Engage children in identifying a word that is spoken slowly by syllables. Use children’s first names. Example: Cam-er-on. In a follow-up activity, use the names of classroom objects and activities and other familiar items or actions. Another option is to place a small number of picture cards in front of children and ask which picture you are saying slowly by syllable.
Second week: Demonstrate for children how to use “Robot talk.” Then saying the names of children in their classroom or family with a Robot voice. As an additional activity, reintroduce Pancakes for Breakfast by Tomie dePaola, including the sentences written as part of this prior activity (second week of Words and Sentences; see above). Reread each sentence but say a multi-syllable word as individual syllables. Encourage children to blend the syllables into a word.
Initial Sounds (4 weeks)
First week: Say children’s first names, one at a time, and invite children to listen for and say the beginning sound of each name. Words in familiar songs also may be used. It may be helpful to use a limited number of clearly different sounds, such as: /k/, /b/, /t/, /s/, /m/. As a follow-up activity, say the names of common objects, one at a time, and encourage children to listen for and say the beginning sound.
Second week: Use the Week 18, Day 4 activity for supporting children’s hunt for classroom objects that begin with a beginning sound you provide. As an additional activity, provide three picture cards of familiar items, two of which begin with the same sound. Invite children to identify the two pictures that begin with the same sound and to say the sound (see Week 18, Day 4).
Third week: Provide two or three picture cards of familiar items. Say the initial sound of one of the items shown on a card and invite children to find the card that begins with the initial sound you say. Again, it may be helpful to use a limited number of clearly different sounds, such as: /k/, /b/, /t/, /s/, /m/. As an additional activity, use initial sounds to help children transition, one by one, from a group or to join a line for another activity.
Fourth week: Use the Bingo song to provide additional experience in changing the first letter of a word (Week 21, Day 4). Another option is to read There’s a Wocket in my Pocket by Dr. Seuss and engage children in manipulating the initial sounds of words in the book and in the classroom. As an additional activity, invite children to sort a small collection of picture cards into separate piles by the initial sound of the pictured item. Adjust the number of cards and number of sounds to provide meaningful challenge.
Number knowledge
Children will count out the number of pennies that correspond to the price of a toy item.
New:
Be Prepared: Gather 20 play food items. Tape a piece of paper (or dot sticker) with a price from 1–10 cents on each item. You may also wish to place the corresponding number of dots on each price sticker. Place the items in a paper bag. By pulling items from the bag, children will experience an element of surprise. Also, children will have a better chance of choosing items with different prices.
Today we will pretend we are going grocery shopping. Have you ever been to a grocery store? What did you see there?
I have some items in my bag that we can pretend to buy at a grocery store. Each item has a price on it. A price tells us how much an item costs. Let’s take a look at one of the items.
[Pull out one item from the bag. Point to the price sticker on the item.]
What number is on this price sticker?
The number on the price sticker tells us how many toy pennies we need to buy the item. To pretend we are buying this item, we need ___ toy pennies. Let’s together count the toy pennies.
[Place each of 12 pennies in front of you in a collection that each child can see. Do not stack the pennies.
Count out the number of pennies that matches the numeral on the price sticker. Encourage children to count with you as you point to each penny counted and push it aside as it is counted.]
Now we have the correct number of toy pennies to buy the item!
[Give each child 10 toy pennies. Ask children to count the pennies to be sure they each have 10. Observe as they count.]
We each have 10 pennies. Each of us will have a turn to reach into the bag and pull out a grocery item. After we’ve pulled out the item, we will look at the price sticker on the item and say the number we see. Then we will count out the number of toy pennies to pay for the item.
When we are finished with the activity today, we will return the items and the toy pennies. We will not keep them for ourselves. Our play things will stay in our classroom.
[Invite each child to choose and “pay” for an item. As each child counts out his/her pennies, encourage him/her to move each penny aside as it is counted.]
Today we pretended to go grocery shopping. We pulled items from a bag and counted out enough toy pennies to pay for the items.
Extra support
Enrichment
Supply the housekeeping center with the priced food items used in today’s activity and a toy cash register. Encourage children to “buy” and pay for the items with toy pennies.
Invite school-age children to place prices on real boxed or canned food. Encourage children to pretend to buy several items after they have added the total number of pennies needed.
Knowledge of life cycles
Children will strengthen their understanding of a bean plant’s life cycle.
Review:
Be Prepared: Cut a circle from yellow paper to represent the sun. Also, cut two green circles for each child to represent bean pods.
We are learning about the life cycle of a plant. What kind of plant are we learning about? (bean)
Let’s look at the pictures to help us remember the life cycle of a bean plant. There are four stages in the life cycle of a bean plant. We have one picture of each stage.
[Display, out of order, the four pictures. Say the name of each stage as you display its picture. Then put the pictures in the correct order as children respond to questions about stage order. Encourage children to say the name of each stage and also point to its picture in responding to the following questions:]
Each stage in the life cycle of a bean plant is different. Let’s act out the stages of a bean plant’s life cycle!
Let’s first pretend we are bean seeds in the soil.
[Invite children to roll into a ball on the floor to become a bean seed.]
I will pretend to pour water on you, so you can begin to grow. Let’s pretend our roots are growing by stretching out our legs as I pretend to pour water on you. Our roots are soaking up the water in the soil.
[Encourage children to pretend to stretch their “roots.”]
Now the sun is shining down on us as we grow up through the soil. Let’s lift up our arms with our hands closed and stand up as the sun helps us to grow.
[Hold up sun cutout as children “grow.”]
Now we are a seedling! Our flowers will start to grow as the sun shines and I keep pouring pretend water. Let’s open our hands as we lift up our arms. We will pretend our open hands are our flowers. Now the flowers will become bean pods! Remember, bean pods hold the bean seeds that can be eaten.
[Give each child two green circles to hold. These are their bean pods. Invite children to act out the life cycle again, if time permits.]
What will happen to the seeds that are inside our bean pods if they are planted in the soil? (they will begin the life cycle again, they will grow)
Today we remembered the order of the four stages of a bean plant’s life cycle. We also acted out each stage of a bean plant’s life cycle. What stage of the life cycle did you like best? Why?
Extra support
Enrichment
Supply several types of seeds. Some larger seed options include pumpkin, beans, corn, and peas. Encourage children to sort the seeds.
Invite children to help prepare a lunch item made with beans.
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Understanding Feelings
Social-Emotional
Skill and Goal
Emotion knowledge
Children will understand what it means to feel guilty.
Materials
Needed
*Printables provided
Key
Concepts
New:
I want to tell you a story that will help us learn about an emotion called guilt. We may feel guilty when we do or say something that is wrong or may make someone else feel bad.
[Display picture of Stella.]
This is Stella. Stella loves to ride her bicycle. She rides it whenever she can. She rides her bicycle at her house and when her family goes to the park. Stella is very proud of her bicycle. She takes good care of her bicycle by washing it when it gets dirty from riding in mud puddles. She puts it in the garage at the end of the day.
[Display picture of Brigette.]
This is Stella’s friend Brigette. One day Brigette went to Stella’s house to play. Stella and Brigette decided to play outside. Stella rode her bicycle in the driveway and Brigette drew pictures with chalk.
Brigette loved the basket on Stella’s bike. She also loved the streamers that flew from the handlebars.
[Point to and name the handlebars and streamers in the picture of Stella and her bicycle.]
Brigette wanted to ride around the driveway on Stella’s bicycle. Brigette asked, “Stella, may I have a turn riding your bike?” Stella yelled, “No! This is my bike and I am the only one who rides it!” This made Brigette feel very sad.
Brigette sat down and cried. Stella began to feel bad inside. Brigette was her best friend and she did not like to see her cry. Stella knew it wasn’t nice to yell at her friend, but she didn’t want anyone else to ride her bicycle.
Stella kept riding her bike in the driveway and Brigette sat on the side of the driveway crying. Stella felt yucky inside. Her stomach began to hurt, and she began to feel even more yucky inside because she had yelled at her friend and her friend was crying.
We sometimes feel guilty when we do something that we know is wrong or when we do something that makes someone else upset. We feel bad inside when we feel guilty. Everyone feels guilty sometimes.
Let’s think of some things that could help both Brigette and Stella.
What do you think Stella could do to help Brigette feel better?
[Help children discuss options for Stella to try.]
I have two puppets. Let’s pretend the puppets are Stella and Brigette. I will be Stella.
Who would like to be Brigette?
We can use our puppets to try our ideas of how Stella could help Brigette feel better.
[Invite the volunteer child to use his/her puppet to pretend to be Brigette. The child may wish to pretend crying. Use your puppet to try one or more ideas suggested by children. Example ideas: Stella tells Brigette she is sorry she yelled. Stella lets Brigette ride her bicycle.
After each role play with the puppets, discuss with children their thoughts about how both Brigette and Stella might feel better.]
Today we talked about feeling guilty. When might we feel guilty? (when we do something that we know is wrong) Everyone feels guilty sometimes.
Scaffolding Tips
Extra support
Enrichment
Center Activity
Provide puppets. Encourage children to use the puppets to try out their ideas of how Stella and Brigette might feel better.
Family Child Care
Encourage children to tell family members at pickup time about the emotion of guilt. Invite children to ask their family member(s) if he/she has ever felt guilty and why. What did the family member do about it?