Oral language, Print knowledge
Children will strengthen their understanding of how a book idea is used to write words and create illustrations.
Review:
Illustration
[Today’s activity is a continuation of the Day 4 book-making activity. Encourage children to make one or more illustrations that go with the book text. Talk with children about their illustrations. Devote time toward the end of the session to read the (unassembled) book and talk about the illustrations. Decide with children where the completed book should be placed in your room for all to enjoy. Some children may wish to help you (or watch you) assemble the book.]
Geometric and spatial knowledge
Children will broaden their understanding that shapes can be combined to make new shapes.
For Option 2:
For Option 2:
Review:
Physical / Health
Offer the Week 9, Day 5 activity to review combining shapes to make a new shape.
Open the session by displaying square and triangle cutouts, one at a time, and asking children to name and describe the shape. Move your finger along the outline of each shape as it is described.
Remind children that we can make a shape from other shapes. Demonstrate and describe how to make (1) a square using two triangles and (2) a rectangle using two squares. Remind children that the two triangles go together at the diagonal of the square.
Explain that today each of us can make a square and a rectangle by putting shapes together and gluing them on a piece of paper.
Provide each child with two triangle cutouts, two square cutouts, a piece of paper, and a glue stick. Encourage children to sort the four shapes into the two groups each will use for making two shapes (two triangles = a square, two squares = a rectangle).
Provide individual assistance only when needed. It is beneficial for children to figure out on their own which of their four shapes form a square and rectangle and how to put the appropriate shapes together.
Motor development
Children will practice different combinations of physical movements.
None
For Option 2:
Review:
Offer the Week 22, Day 5 activity to practice combinations of marching, jumping, hopping, and galloping.
Engage children in a Simon Says game that combines two or more of the following movements: marching, jumping, hopping, and galloping.
Be Prepared: Consider offering this activity outdoors, weather permitting, if indoor space is limited.
Invite children to play Simon Says. Explain that Simon will ask us to do different physical movements. Describe and invite volunteer children to demonstrate the following movements, if appropriate: jump, hop, march, gallop. Remind children to spread out so we do not bump into each other.
Lead children in the game. Use combinations of two similar movements, such as hop and jump, or march and gallop. Repeat in reverse order. Add a third movement to the mix if children readily engage in combinations of two activities.
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Getting Along With Others
Social-Emotional
Skill and Goal
Relationship skills
Children will strengthen their understanding of how to initiate play with others and how to respond to someone who does not want to play.
Materials
Needed
Key
Concepts
Review:
Share
Offer the Week 2, Day 3 activity to practice ways to react to different child responses (yes, no) to an invitation to play.
Engage children in discussing what children in different situations could do when someone does not want to play.
Open the session by reminding children that sometimes the person we ask to play with us does not want to play. Explain that sometimes children want to do different things or may want to play alone. Also sometimes children do not want to share a toy. Today we will talk about what a child might do when someone does not want to play with him/her.
Describe in your own words one of the scenarios offered below. Engage children in a discussion of what the child in the situation might do. Embed one or more of the following options in the discussion if children seem unclear about what a child could do; or if children offer a limited range of possibilities. These reactions were introduced in Social-Emotional Week 2, Day 3:
Scenario #1: Sheila is playing alone in the block area. She has three blocks placed together on the floor. Stephan approaches her and hands her a block the same size as the three blocks. Stephan says, “Can I help you build?” Sheila says, “No.” What could Stephan do?
Scenario #2: Caleb sees Sam playing in the dramatic play area. Caleb walks over to Sam and says, “Let’s play fire station.” Sam says, “I don’t want to play fire station.” What could Caleb do?
Scenario #3: Kynetta picked up her favorite puzzle and took it to Desmond. Kynetta handed Desmond a puzzle piece. Desmond gave the puzzle piece back to Kynetta and walked away. What could Kynetta do?
Scenario #4: Amara looks through the magnifying glass and describes what she sees in an excited voice. She marches to Kenneth and says, “Come look at the leaf through the magnifying glass with me. It is so cool!” Kenneth says, “I don’t want to look at a leaf.” What could Amara do?
Scenario #5: Yesica spins the spinner and moves a counter two spaces. She spins the spinner again and moves a different counter one space. She says, “I wish someone would play this with me.” She looks across the table and sees Ivan. She says, “Ivan, will you play with me?” Ivan says, “No thanks.” What could Yesica do?
Scenario #6: Michael runs to Quentin on the playground and says, “Will you chase me?” Quentin shakes his head “no” and walks in the other direction. What could Michael do?