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 F.
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 F card.]
What is the name of this letter? What sound does the letter F make?
Letter F says /f/, just like in the word “frog.” /f/, /f/, frog. Let’s together say /f/, /f/, frog.
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:
Number knowledge
Children will strengthen their understanding of how to find the numeral that is one more than a given numeral.
Review:
This week we practiced finding the number that is one more than another number. We know that a number that is one more than another number is always the number after that number.
We practiced putting our large number cards in order from 1–10 by finding the number that was one more than another number. Let’s look at our cards again.
[Display large numeral cards 1–10 in order.]
We also know how to figure out how many items we would have if we added one more item to things we count.
[Point to each numeral in the displayed numerals 1–10 as you say its name.]
We also practiced finding one more by jumping like frogs!
Let’s do some more jumping.
We had fun this week learning more about finding the number that is one more. Let’s pretend we are frogs and count to 10 like a frog. A frog says “ribbit!” When we count, it will go like this: one ribbit, two ribbit, three ribbit. . . .
[Lead children in counting to 10 like frogs.]
Extra support
Enrichment
Supply a big mouth frog! To make the frog, clean an empty Parmesan cheese container and glue two large black pom-poms to the top of the lid. Glue two googly eyes to the pom-poms. If you do not have access to a Parmesan cheese container, chip cans or baby wipe containers can also be used. Invite children to choose a *small numeral card from a basket and “feed” the frog the number of toy insects that is one more than the numeral chosen. Encourage children to take turns “feeding” the frog.
*Printables provided
Take children outside to count small groups of items. As children find the items, ask how many there would be if there was one more. Example: If children count three trees, how many trees would there be if there was one more tree? Encourage school-age children to look for larger groups of items.
Motor development
Children will engage in different combinations of physical movements.
Review:
Be Prepared: Modify the Day 4 game (Moving Along the Line) by putting the tape in a curved line of 20 feet in length. Reflect on children’s experiences yesterday to decide how wide a curve to make (more curve = more challenge). Evenly distribute the five shoeboxes along the line, with one shoebox at each end. In addition to using a curved line, today’s version of the game includes galloping (instead of walking) for increased challenge. Omit galloping if you anticipate it will be too challenging for children to include in a combination of movements.
Yesterday we played a game called Moving Along the Line. We moved our bodies in different ways while going along a line on the floor. What are some of the ways we moved our bodies? (walked, marched, hopped, jumped)
Today our game will be a little harder. We will gallop instead of walk. Let’s practice our movements before we play our game.
[Briefly demonstrate—or invite volunteer children to demonstrate—each of the four movements described below. Emphasize the following:]
Our line is in a curve. A curve is harder to follow than the straight line we used in yesterday’s game. Please look closely at the curve. There are still boxes on our line.
[Invite a volunteer child to walk along the curved line, stepping over each box.]
We will take turns just like we did yesterday. I will say “hop” or “jump” when you get to a box so you know how to go over a box. I also will say what movement to use for moving along the line.
[Invite a volunteer child to demonstrate how to move along the line if it appears children would benefit from a review. Use Combination one or two (see below options) for the demonstrator and then for children in the first round. Combination one is less challenging than Combination two.
Offer a second round with the same or a different combination (Combination one or Combination two).
Offer a third round with Combination three or Combination four. Combination three is less challenging than Combination four.
Repeat if time and child interest permit.]
Movement Combinations
(from less to more challenge)
Today we played the Moving Along the Line game a different way. We moved on a curved line instead of a straight line. We marched, galloped, jumped, and hopped. What was the hardest part of our game? What made it hard?
Extra support
Enrichment
If possible, place activity materials outside so that children can continue with the game. Provide chalk for children to create their own line and develop their own path for the game. Provide other safe items, such as very low traffic cones instead of boxes, for the line. Use provided *activity cards for children to select two movements (gallop or march and jump or hop).
*Printables provided
Younger children may enjoy walking or marching around the curve while stepping over the boxes. School-age children may wish to take turns saying movement combinations to preschool-age children.
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Exploring Where We Live
Social Studies
Skill and Goal
Knowledge of social and physical environments
Children will understand the work of community helpers.
Materials
Needed
*Printables provided
Key
Concepts
New:
Yesterday we learned about people who work and help others in our center. How does a (title of a helper) help others in our center?
Today we are going to learn about some people who work and help others in our community. People who work and help others in our community are called community helpers. There are many kinds of community helpers.
Community helpers work in different kinds of jobs. A job is something someone does to help a community or country be a healthy and safe place to live.
[Display pictures of community helpers, one at a time. Ask questions, such as the following, about each picture:]
We are going to draw a picture of ourself doing a job as a community helper.
What type of job would you want to do?
[Provide each child with a piece of paper and drawing tools. As children draw, ask questions about the job they are drawing.]
Today we learned about the jobs of some different community helpers. We drew a picture of ourselves doing a job as a community helper.
[Display pictures in the room.]
Scaffolding Tips
Extra support
Enrichment
Center Activity
Supply the housekeeping center with costumes or props of various community helpers. Examples: stethoscope, tools, goggles.
Family Child Care
Help children write a letter to a community helper in your community. Encourage children to think of questions they may have about the person’s job. Send or deliver the letters and discuss responses when they are received.