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 Y.
New
Review:
All words introduced on Days 1 and 3
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 Y card.]
What is the name of this letter? What sound does the letter Y make?
Letter Y says /y/, just like in “yoga.” /y/, /y/, yoga. Let’s together say /y/, /y/, yoga.
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, Geometric and spatial knowledge, Pattern knowledge
Children will strengthen their understanding of numerals 1–20, basic shapes, and patterns.
Review:
Characteristic
Chicka Chicka 1, 2, 3 by Bill Martin Jr.
We are learning more about numbers, shapes, and patterns this week. We played games, made shape patterns, and read a book about numbers up to 15.
We played a game called Wiggle Worm Shapes and described some characteristics of the shape on the card we chose. Let’s look at the shapes we used during our game and talk about their characteristics. Remember, a characteristic is something special about a living thing or a thing that is not living.
[Hold up each shape cutout as you ask children to describe its characteristics.]
This week we also used shapes to make shape patterns. Please help me make a pattern with some shapes by telling me what comes next.
[Make an ABAB pattern with the large shape cutouts. Invite children to say what comes next in the pattern. Then make other patterns, such as an AABAAB pattern, as you continue to ask children what comes next in the pattern.]
We read a book about farm animals that took fish to the lake while their farmer took a nap. We counted the animals, fish, and buckets that were in the story. We counted the number of fish backwards! We also talked about numbers up to 20. Please watch as I write numbers 1–20 on this paper.
[Write numerals 1–20 so that all children can see them. Point to numerals as you discuss them.]
Yesterday we learned more about numbers as we played a game with a beach ball. Numbers 1–20 were written on the beach ball. We took turns tossing the beach ball and saying the numbers under both of our hands when we caught the ball.
Let’s take turns gently tossing the beach ball again. Let’s say the number under one of our hands when we catch the beach ball.
[Gently toss the beach ball to each of the children, and ask them to tell you the numeral under one of their hands. Encourage children to gently toss the beach ball to another child after they have named the numeral. Continue until each child has had a turn.]
This week we learned more about numbers 1–20. We also practiced describing different shapes and making patterns.
Extra support
If children need additional experience with larger numerals, invite them to point to one numeral they know on the ball and say it. Help, if necessary.
Enrichment
Ask children to please point to specific numerals on the beach ball. Example: “Please point to number 18.”
Provide envelopes with numerals 11–20 written on each. Supply ten sorting baskets with numerals 11–20 taped to each. Encourage children to “sort the mail” as they sort the envelopes into the correct baskets.
Take children to the library to look for numeral books containing numerals 1–20. Encourage children to name the numerals they see in the books.
Good health practices
Children will identify the approximate location of lungs and heart on a paper replica of their body.
Review:
Be Prepared: Arrange for the help of another adult. Determine the best time to trace children’s bodies: during or prior to the activity. Save completed tracings for a center activity option in Week 36, Day 4.
Yesterday we talked about different parts of our body.
Today we are going to trace our bodies to help us learn more about two parts of our body that we cannot see. We cannot see these parts because they are inside our body. We will talk about the locations of our lungs and heart. Each of us will get a piece of butcher paper, and we will trace your body.
[Encourage children to lie on a piece of butcher paper as an adult traces their body. Distribute tracings completed prior to the activity.]
Let’s make sure we understand the tracing of our body.
[Display picture of lungs.]
This is a picture of lungs in an adult. Your lungs are smaller than the lungs shown in this picture because you are younger.
Each of us has two lungs. We know that the air we breathe goes into our lungs. We can feel our lungs get bigger when we take a big breath.
Our lungs move air into the blood that flows through our body. Our lungs are located inside our body near our chest.
[Point to the approximate location of lungs in your body and encourage children to do the same with their body.
Display picture of heart.]
This is a picture of the heart in an adult. We know that our heart pumps blood around our body. Our heart is another part of our body that we cannot see or touch. But we can feel our heart when we exercise or run fast.
Our heart is located between our two lungs. We pointed to the location of our lungs on our body. Our heart is next to our lungs.
[Point to approximate location of heart in your body. Encourage children to do the same with their body.]
Let’s all point to where our lungs and heart should be located on the piece of paper that shows our body.
[This is a cognitively challenging task for many young children. Pause to provide time for children to think about and locate lungs and heart on their paper. Do not immediately point to the location.]
Now we can draw our lungs and heart on the tracing of our body. Remember, we have two lungs. Our heart is located between our lungs.
[Distribute drawing tools. Encourage children to draw lungs and heart on their traced body. It is not important that children’s drawings resemble the pictured lungs and heart. Children may wish to draw circles where the lungs and heart are located.]
We cannot see or touch many parts of our body because they are inside our body. Our lungs and heart are inside our body. We cannot touch or see our lungs and heart, but we can feel them work when we take a big breath and when we exercise. Today we drew pictures of our lungs and our heart on a tracing of our body.
Extra support
Enrichment
Provide books about the human body for children to explore. Children may also wish to draw additional body parts, such as facial features, on their traced bodies.
School-age children may wish to make their own traced body drawings. Encourage school-age children to draw additional body parts found inside their bodies. Examples: intestines, esophagus, brain.
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Exploring Where We Live
Social Studies
Skill and Goal
Knowledge of social and physical environments
Children will strengthen their understanding of what it means to spend money.
Materials
Needed
Key
Concepts
Review:
Also
Promotes
Optional
Reading
Yesterday we learned that people who buy things are sometimes called consumers. Have you ever been a consumer?
Today we are going to be consumers. We will pretend we have money to spend. Each of us will get the same amount of pretend money. We will spend our pretend money to buy some pretend ice cream. We know that we spend money to get things we need or want.
Each of us will have five play pennies. We will pretend we are buying ice cream at an ice cream shop. Each scoop of ice cream costs one penny.
I have five play pennies in my hand. Let’s count them.
[Point to each penny as you count to five.]
If I have five play pennies, and each scoop of ice cream costs one penny, I can pretend to buy five scoops of ice cream. Let me show you.
[Pretend to shop and choose one scoop of ice cream. Use the white cotton balls as scoops of ice cream for this part of the activity. Pay for the ice cream by giving another adult one of the five pennies. Put the scoop of ice cream in your cup, and count the number of pennies you have left by pointing to each penny as you count.]
I spent one penny for one scoop of pretend ice cream. I have four play pennies left.
How many more scoops of ice cream can I pretend to buy? (four)
When people go shopping, they need to make sure they have enough money for the things they want or need to buy.
Let’s pretend I am making another trip to the ice cream shop. I have five pennies again.
[Display, point to, and count each penny.]
Could I buy six scoops of ice cream? Why or why not? (not enough money)
Our pretend ice cream shop has added different colors of ice cream.
[Add the colored pom-poms to the ice cream shop. Explain these are the other colors of ice cream.]
The white scoops of ice cream cost one penny each. The scoops that are other colors cost two pennies each.
[Demonstrate each of the following:]
Now it is our turn to be a consumer by going shopping for ice cream.
[Give each child five play pennies. Invite children to decide which ice cream scoops they would like to buy. Emphasize that children must have enough money to buy the kind and amount of ice cream they’d like.]
Today we pretended to be consumers. We spent play money to pretend to buy scoops of ice cream. We had five play pennies to spend. We made decisions about how much and what kind of ice cream to buy.
Scaffolding Tips
Extra support
Enrichment
Invite children to pretend they have five pennies. They go to an ice cream shop with a friend. The friend does not have any money. The white ice cream costs one penny a scoop. The other colors of ice cream cost two pennies a scoop. The children do not want white ice cream. Each child wants two scoops of a different color of ice cream. Could each child have two scoops of a different color of ice cream? (no, this would cost eight pennies but only five pennies are available)
Center Activity
In the housekeeping center, add a cash register, play pennies, and items tagged with a numeral one or two (price of item). Encourage children to use play pennies to purchase items.
Family Child Care
Set up a restaurant for snack time! Invite children to choose items they’d like for a snack (crackers, pretzels, cereal, etc.). Give each child a number of play pennies and invite him/her to pay for his/her snack items.