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 two repeated readings of a book with children. Today’s reading focuses on children’s comprehension of information presented in the book, as well as connections to the book. This 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 3–4 important words to define today.
Open the session by displaying the book cover and reminding children that we read the book on Day 1. Encourage children to describe what they remember about the book, such as the main characters, what happened first, and what happened next.
Use children’s recollections to provide a brief summary of the book organized by the sequence of events. See Week 46, Day 3 for examples.
Show the chart from Day 1. Remind children of the words and their meanings from Day 1. Write and define each of the new words to be introduced today.
Reintroduce the book by reading its title and names of the author(s) and illustrator. Read the book. Pause at appropriate times to help children comprehend an illustration, an event, or a character. After reading the book, ask questions that help children connect their experiences to the story or a character. See Week 46, Day 3 for examples.
Draw children’s attention to your Words We Understand chart. Point to and read each word introduced today. Help children remember how the word was used in today’s book.
Conclude the session by inviting children to describe one thing they remember the most about the book. (an event, character, illustration)
Extra support
Enrichment
Pattern knowledge
Children will strengthen their understanding of different kinds of patterns.
Review:
Offer the Week 14, Day 3 activity to provide practice in identifying patterns.
Engage children in comparing three different types of patterns: ABAB, AABAAB, and ABCABC.
Be Prepared: Connect Unifix® cubes to make several ABAB patterns, AABAAB patterns, and ABCABC patterns.
Explain that today we will talk about how patterns can be different. Place a simple Unifix® cube pattern (ABAB) in front of you. Explain this is a simple pattern. Two things repeat themselves. Lead children in saying the pattern as you point to each element. Example: blue, yellow, blue, yellow, blue, yellow. Put aside the simple pattern.
Place another kind of pattern in front of you (AABAAB). Lead children in saying the pattern as you point to each element. Example: blue, blue, green, blue, blue, green. Then place a third kind of pattern in front of you (ABCABC). Lead children in saying its pattern as you point to each element. Example: yellow, blue, green, yellow, blue, green.
Put the AABAAB and ABCABC patterns next to each other. Ask children if these are simple patterns. You may wish to put the ABAB pattern next to the other two patterns to help children respond to your question. Describe again the ABAB pattern, if appropriate. Engage children in a discussion of how the three patterns are different. Put aside the three examples of patterns and introduce three more examples of ABAB, AABAAB, and ABCABC patterns for children to explore.
Knowledge of creative processes
Children will understand how a print is made.
New:
Review:
Be Prepared: Items listed in Materials Needed are for demonstration purposes. Note the activity plan includes an optional opportunity for children to make a print.
Today we will learn some ways to make a print. A print is a picture made by pressing an inked or painted item onto paper. There are many different ways to make a print.
Let’s look at one thing we can use to make a print.
[Display rubber stamp.]
This is a rubber stamp. There is a picture on one side of the rubber stamp. Watch what happens when I press the rubber stamp in ink.
[Display picture on the face of the rubber stamp. Demonstrate pressing the rubber stamp onto an ink pad and then pressing the face of the rubber stamp onto paper.]
The picture on the bottom of the rubber stamp is now on the paper. I made a print!
Another way we can create our own print is with bubble wrap!
[Display bubble wrap.]
We know that people sometimes use bubble wrap to pack up items when they move.
Watch closely to see how we can make a print with bubble wrap!
[Demonstrate how to make a print with bubble wrap as you explain the following steps:]
[If time permits:
Prepare three stations for small group printmaking; a rubber stamp station, a bubble wrap station, and a plastic bottle station. Encourage children to make their own prints.]
Today we learned about a kind of art called a print. We can use rubber stamps, bubble wrap, and plastic bottles to make prints. Many different items can be used to make prints.
Extra support
Enrichment
In the art center, provide printmaking materials, such as rubber stamps, bubble wrap, and plastic bottles. Encourage children to practice printmaking with ink pads and paint.
Make prints with items from nature. Examples: leaves, pine cones, acorns, or whatever can be found outdoors.
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Understanding Feelings
Social-Emotional
Skill and Goal
Emotion knowledge
Children will broaden their understanding of what it means to feel excited.
Materials
Needed
*Printables provided
Key
Concepts
Review:
Offer Week 14, Day 3 to review feeling excited.
Engage children in a brief discussion of what makes them feel excited.
Arrange children sitting in a circle. Display the Our Feelings poster and invite a volunteer child to point to the picture of a child who seems to feel excited. Invite all children to describe the pictured facial expression. Remind children that we can feel excited when we are looking forward to something that will happen soon.
Encourage children to tell about something that made them feel excited. A follow-up prompt, if needed: “What’s something you looked forward to that made you feel excited?” Remind children of several of your earlier examples, if children seem unclear about the question.
Consider pursuing the conversation in one of two ways:
Conclude the conversation by reminding children that we can get excited about different things.