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 say the sound of letter Y.
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.
We are going to again practice finding letters we know by looking for them in a sentence. When we find the letters, we will also say the sound the letters make.
[Write the following sentence on a chart or whiteboard. Read each word as you write the sentence:
We stretch our bodies into different poses when we do yoga.]
We want to find lowercase letter y in our sentence.
[Display letter card Y. Point to the lowercase y on the card.
Encourage a volunteer child to look for and point to each instance of the lowercase letter y in the sentence as you display the Y letter card.]
What sound does the letter Y make?
Yes! Letter Y says /y/. Let’s together say the sound of the letter Y: /y/.
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:
Geometric and spatial knowledge, Number knowledge
Children will recognize larger numerals and different types of shapes.
Review:
Neither
Today each of us will have a shape so we can play Shape Hokey Pokey!
[Give each child a shape cutout to hold. Invite children to put their shape in the circle (instead of a body part) as you sing. Sing the song: “You put your square in, you take your square out . . .” Sing the song four times; once for each kind of shape (circle, square, rectangle, triangle). This game is introduced in Week 10, Day 1 as an Enrichment tip.]
Let’s talk about some of the things we did with numbers and shapes this week. Let’s look at our chart from Day 1.
We are learning about numbers 1–20. I am going to hold up some numbers. Let’s say the name of each number I hold up.
[Hold up some numerals 1–20 out of order, one at a time. Encourage children to name each numeral.]
Now I am going to put some shapes on the floor. Let’s find the shapes I say!
[Spread out shape cutouts on the floor, and call each child to find a shape you name. After children have found the shape, invite them to place the shape on the floor.]
This week we practiced counting to 20, making a chart, adding, and naming numbers and shapes. We also know how to find numbers and shapes around us. We are becoming math experts!
Extra support
Enrichment
Encourage children to add the two smallest groups on the chart from Day 1 to find the number of children all together. Example: “Let’s add the number of children who have a brother only and the number of children who have a sister only.”
Encourage children to sort play food in the housekeeping center and then count the number of items in each group.
Take children to the park to practice their math skills. Encourage children to count groups of items, find shapes in their environment, look for numerals on houses and signs, and make movement patterns as they walk!
Good Health Practices
Children will understand the contents and uses of a first aid kit.
New:
First aid kit
[Arrange children sitting in a circle.]
We are learning a lot about our bodies. Yesterday we learned how our bones protect parts of our body. Several weeks ago we talked about ways to keep our skin safe when it is sunny outside.
Sometimes we may hurt part of our body. We may scrape our knee when we fall; or we may bump our arm on something.
We may need to use special items when we get hurt or become sick very quickly. These items can be found in a first aid kit. A first aid kit is a bag or case that holds items that are used to help someone who is hurt or someone who has become sick very quickly.
[Display classroom first aid kit.]
Only an adult should remove items from a first aid kit.
Today we are going to look at things that are in our classroom first aid kit. We are also going to practice using some of the items on our doll.
[Display doll.]
We will pretend our doll got hurt or sick.
[Display and describe each item in your classroom first aid kit. You may wish to pass some items around the circle so children can get a closer look. Pass only items that are safe for children to handle. Common items that can be found in a first aid kit include the following:
Invite volunteer children to use child-safe items on the doll. Examples: invite a child to put a band-aid® on the doll’s leg, invite a different volunteer child to pretend to take the doll’s temperature.]
Today we learned about items in our classroom first aid kit. These items can help us when we hurt a part of our body or we get sick very quickly. Remember, only an adult should remove items from a first aid kit. We do not use our kit for play.
Extra support
To help children better understand when a first aid kit might be used, tell about a time someone got hurt and an item from a first aid kit was used.
Enrichment
Invite children to describe a time an adult used an item from a first aid kit to help them when they were hurt or sick.
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Provide a shoebox and materials for a pretend first aid kit. Examples: band-aids®, toy thermometer, latex gloves, gauze, medical tape. Place the pretend first aid kit in the housekeeping area and encourage children to pretend they, or a stuffed animal or doll, are hurt or sick.
Invite school-age children to describe a time they may have broken a bone or required stitches. Explain to younger children that when we break a bone or get a cut that is deep in our skin, we need to visit a hospital. People who work at a hospital may use items that can be found in a first aid kit, such as a thermometer, latex gloves, or antiseptic wipes.
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Exploring Where We Live
Social Studies
Skill and Goal
Knowledge of social and physical environments
Children will understand that some families face difficulties in meeting their needs.
Materials
Needed
*Printables provided
Key
Concepts
New:
Also
Promotes
Social-Emotional
Optional
Reading
Yesterday we read a book about a boy named Jeremy. Jeremy needed a new pair of shoes. Why couldn’t Jeremy have the shoes he wanted? (they were too expensive) Jeremy needed a new pair of shoes, but he did not need an expensive pair of shoes.
Today we will read a book about a little girl who doesn’t have the food she needs. A need is something we cannot live without. Sometimes families do not have enough money to buy the things they need.
[Display book cover.]
Our book is called Maddi’s Fridge. It was written by Lois Brandt and illustrated by Vin Vogel.
Many people do not have enough money to meet their own needs. An adult in the family may have lost a job or cannot earn enough money to pay for the things the family needs. There are places that help families when they cannot meet their own needs.
[Display picture of a food bank.]
A place called a food bank gives food to people who do not have enough to eat.
[Display picture of a soup kitchen.]
People can also visit a place called a soup kitchen to get food. A soup kitchen serves people a meal to eat. It is called a soup kitchen because many times soup is offered to people.
Today we read a book about a little girl who didn’t have enough to eat. The family of the girl’s friend offered food. We learned there are places in a community that offer food to people who do not have enough money to buy what they need.
Scaffolding Tips
Extra support
To help children better understand Maddi’s situation, discuss how they would feel if they didn’t have enough food to eat.
Enrichment
Explain to children that some children are hungry much of the time. How can people help others who cannot meet their own needs?
Center Activity
Set up the housekeeping area like a food bank. Encourage children to pretend to give food to others who are hungry.
Family Child Care
Invite children and their families to help with a Family Child Care food collection. Take children on a trip to a food drop-off location so they can experience helping others in need.