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 Q.
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 Q card.]
What is the name of this letter? What sound does the letter Q make?
Letter Q says /q/, just like in “quietly.” /q/, /q/, quietly. Let’s together say /q/, /q/, quietly.
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 that the number of items in each of two parts together equal the number of items in the whole group.
Review:
Offer the Week 28, Day 1 activity to review the concepts of whole and part.
Support children in determining how many counters are in a whole group by adding together the number of counters in its two parts.
Be Prepared: Secretly place some of the 10 counters in one bag and the remaining counters in the other bag.
Display the two bags and explain that each bag has some counters. Together the counters in the two bags are a whole group of counters. We will take turns counting the number of counters in each bag. All of us will find out how many counters we have all together.
Invite a volunteer child to count the number of counters in the first bag. Invite another volunteer child to count the number of counters in the second bag. Then lead all children in counting aloud both parts all together to find out how many counters are in the whole group.
Repeat the procedure described above, varying the number of counters you use as a whole group. Continue until each child has an opportunity to count the number of counters in one bag.
Motor development
Children will practice balancing their body while turning and bending.
Review:
Offer the Week 9, Day 4 activity to practice turning. Offer the Week 10, Day 4 activity to practice bending.
Engage children in moving around a circle as music plays. Children will balance their body in a specific balance pose when the music stops.
Be Prepared: Form a large circle with the balance pose picture cards, taping each card to the floor. Provide adequate space between picture cards for a child to stand in front of a card and form the pictured pose. Include one picture card for each child. Six different picture cards are available. In a group of 12 children, two copies of each card will be needed.
Explain that a large circle has been formed with pictures of different body poses. Briefly describe each of the six poses. Invite volunteer children to demonstrate each pose.
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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 the process of moving to a different home.
Materials
Needed
*Printables provided
Key
Concepts
Review:
Transport
Also
Promotes
This week we learned that moving involves transporting things.
What does it mean to transport? (people or things go from one place to another place)
Sometimes people in a family pack their things and transport them to another home. Children in a family might help pack and move their things.
Professional movers can pack a family’s things and transport them to a new home.
[Display picture of items being put on a moving van. Point to dolly when described below.]
This week we talked about this picture of people putting things on a moving van.
One of the people in this picture is using equipment made for transporting things. The equipment has wheels on it.
Who remembers the name of this equipment? (dolly)
[Display picture of a dolly.]
Here is another picture of a dolly. The wheels on a dolly make it easier to get things from one place to another.
[Display book cover.]
We read a story about Chester the Raccoon and how he felt about moving to a new tree.
What are some of the feelings people might have when they move to a different home? (sad, angry, happy, excited, shy)
It’s okay to feel sad when we move or when a friend leaves our classroom or neighborhood.
What are some things we can do to feel better when we feel sad? (move our body, do quiet things, be with others)
We can feel different ways about moving. Remember, Chester was sad (and/or angry) about leaving his house. Then he had some different feelings after he moved. He found a friend (Cassy) to play with.
Yesterday we talked about ways to say goodbye to someone who is leaving our classroom. We also talked about ways someone who is leaving our classroom can say goodbye to people who are not leaving.
We had ideas about giving things, saying things, and doing something special. We recorded our ideas on a chart. Our chart will help us remember some of our ideas.
[Display chart from Day 4. Read and point to words on the chart.]
[Encourage children to offer other ideas that you can record on the chart.]
What do you think might be the hardest thing about moving to a different home? What do you think could be a good thing about moving to a different home?
Scaffolding Tips
Display and discuss some strategies on the Things That Make Us Feel Better poster if children seem unclear about or interested in this topic.
Enrichment
Invite children to pretend they are doing one of the things we can do to feel better when we feel sad. Briefly describe some options illustrated on the poster.
Center Activity
During outdoor play, provide children with small boxes. Encourage children to pretend to move as they place small boxes on the backs of riding toys and wagons.
Family Child Care
Invite children and families to bring in pictures of any of their moving experiences. Invite children to talk about the pictures as part of your review of the week’s attention to moving.