Oral language
Children will understand basic information, including the meaning of several novel words, presented in a book read aloud.
New:
Be Prepared: Today’s reading focuses on children’s understanding of basic information presented in a book. The plan described below is for a single reading of the book. Select 3–5 novel words in the book to define for children. See the Language/Literacy section of the ELM Curriculum User Guide: 3–5 Years for additional information. Write the following at the top of the chart paper: Words We Understand. See Language/Literacy Week 2, Day 1 for guidance on the first-time reading of a book with children.
Open the session by reminding children that books help us learn new words. Point to the chart, read its title, and write and define the words you identified for children to learn (see Be Prepared).
Display the book cover and read the title and names of the author(s) and illustrator. Engage children with the book, using a strategy focused on the book’s front cover. See Week 46, Day 5 for examples.
Read the book without inviting talk until you have finished reading. Point to and describe illustrations directly related to the text. During and/or after the book reading, explain characters, events, or words that may be challenging for children to understand. Ask questions or offer descriptions that help children focus on key parts of the story. See Week 46, Day 5 for examples.
Ask questions, such as the following, to help children remember important aspects of the book:
Use children’s responses to provide a quick recap of the story. See Week 46, Day 5 for examples.
Review new words introduced today. Point to and read each word on the chart. Help children remember how the word was used in today’s book.
Offer a book-related transition to children’s next activity. See Week 46, Day 5 for examples.
Extra support
Enrichment
Number knowledge
Children will strengthen their understanding of how to use a chart to present information.
Review:
Offer the Week 29, Day 4 activity to review how to use a chart to organize and present information.
Engage children in presenting information in a chart on types of transportation used for a pretend family trip. The activity emphasizes sorting and use of words (vs. pictures) for chart information.
Be Prepared: Create a three-column chart with one of the following words at the bottom of each column: Car, Plane, Train. Put the following at the top of the chart: Pretend Family Trips.
Explain that today we will find out what type of transportation we would like to take on a pretend family trip. We will consider three different ways of getting somewhere: a train, a plane, and a car (or van). Display a picture of each of the three forms of transportation. Each of us can pick one of the types of transportation we think is the best way to get somewhere. We do not need to have been on a plane to decide we would like our family to take a trip by flying in a plane. Remind children that we are pretending.
Display and describe the chart you prepared for the activity. Point to and say each word at the bottom of the chart. Explain that we will put on our chart a number that tells us how many of us would like to use one of the three types of transportation for a family trip. This is a way to present our information about a pretend family trip.
Designate three different areas of your room. Invite children who want to use a car/van to move to one area of the room. Invite children who want to use a plane to move to a different area. Invite children who want to use a train to move to a third area of the room. You may wish to hold up the pertinent picture of the transportation type when you designate an area.
Lead children in counting the number of children in each group. Enter on the chart the number of children in a group after counting the group. To provide a visual representation of the numeral, you may wish to enter a dot or X mark in the appropriate column for each child selecting the transportation type, especially if the count yields a two-digit number. Display a picture of the transportation type when you enter the appropriate number in the column.
Engage children in a discussion of which type of transportation would be used by the most children in our room and which type of transportation would be used by the fewest children in our room. To reinforce the idea that the numeral you entered on the chart represents the number of children in a group, lead children in counting again the number of children in each group.
Motor development
Children will practice kicking a ball from a moving position.
Review:
Offer the Week 31, Day 5 activity to review kicking from a moving position.
Engage children in kicking a ball from a moving position toward a target.
Be Prepared: See yesterday’s activity plan (Week 50, Day 4).
Open the session by reminding children of yesterday’s practice in kicking toward a target. Depending on children’s efforts in yesterday’s activity, you may wish to review and invite a volunteer child to demonstrate kicking a ball.
Explain that today we will take one or two steps toward the ball before we kick it. Describe and point to the four targets (one for each of four groups of children) and the line each group stands behind. Follow procedures used yesterday for implementing the activity.
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Getting Along with Others
Social-Emotional
Skill and Goal
Relationship skills
Children will practice giving and receiving compliments.
Materials
Needed
*Printables provided
Key
Concepts
Review:
Offer the Week 9, Day 3 activity to review what it means to give a compliment, including ways to offer a compliment.
Engage children in giving and receiving compliments.
Open the session by reminding children that a compliment means we let someone know we paid attention to and like something he/she did. Display the four provided pictures, one at a time, and encourage children to describe how a compliment is being offered in the picture. You may wish to remind children that giving a high five is a way to give a compliment.
Ask children how we feel when we receive a compliment. Also ask children how we feel when we give a compliment to someone.
Show the large soft ball and invite a volunteer child to help you demonstrate how to give a compliment. Roll the ball to the volunteer child. Once the child receives the ball, offer a compliment in one of the pictured ways. Example: “I like the way you hung your backpack in your cubby this morning.” Remind the child to say “thank you,” if appropriate.
Invite children to stand in a circle. Give the ball to a child and invite him/her to roll the ball to another child. Invite the roller of the ball to offer a compliment to the person who received the ball. Encourage the receiver of the compliment (ball) to respond with a “thank you” and then roll the ball to another child and offer a compliment.
Offer suggestions to children about the focus of a compliment. Examples: “I am glad you played with me today.” “I liked how you passed crackers to me during our snack.” “Thank you for moving over so I could sit in our circle.” “Thank you for holding the door open for us.” For today’s activity, children’s experience in giving and receiving a compliment is more important than the content of the compliment. It is fine if children wish to “pass.”
Continue the process as time and children’s interest permits.