Oral language, Print knowledge
Children will interpret information presented in a book read aloud and increase the number of novel words they understand. Children will also strengthen their understanding that a word is made of letters.
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.
Yesterday we learned a song called “Bingo.” Let’s sing the song together and clap each time we say a letter.
[Lead children in singing the song “Bingo” as they clap for each letter in the word Bingo.]
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 count and compare quantities of two groups.
Review:
This week we are making and finding groups of 1–5. We also are practicing how to count items.
[Display 10 counters.]
Let’s count these 10 circles (counters). When we count them, we point to each one and say a number. Please count with me! 1, 2, 3, etc.
We used shape plates to learn more about counting. Our plates had four or five shapes on them. We found shapes to match the group of shapes on our plate.
I have two shape plates.
[Display one plate at a time for the following questions:]
This week we also played The Hiding Game in our small groups. We looked at groups of 1–5. Let’s try our game again with everyone.
[Display a group of five similar items on a tray briefly before covering them with a cloth.]
We counted up to 10 this week when we read a book called Big Fat Hen.
Let’s clap our hands 10 times. Remember, we will say a number with each clap so we know how many.
[Lead children in clapping and counting aloud to 10.]
Let’s count to 10 again. Please count with me and stomp your feet each time we say a number!
Yesterday we played a game with dice. We rolled two dice and decided which one had more dots. Then we played again and decided which one had fewer dots.
I will roll two dice. Please tell us which one has more dots.
[Roll the dice in an area where all children can see.]
We are learning so much about numbers and counting. We can count, we can find and make groups, and we can decide which group has more or fewer.
Extra support
If children seem uncertain about the review of the Day 1 matching task with shape plates, provide a pile of square and triangle shapes for engaging children in matching shapes to the two plates you display.
If children have difficulty remembering the number of items in The Hiding Game, place the items in a row rather than randomly. Also, show a group of two if children have difficulty responding to the “more or fewer” question.
If children have difficulty identifying the number of dots on the dice, roll and discuss one die as suggested in a Day 4 Extra Support tip.
Enrichment
Provide *small dot cards 1–10. Place cards face down on a table. Invite children to each choose one card. Ask children to compare cards and determine which card has more or fewer dots. Encourage children to continue selecting and comparing different cards.
*Printables provided
Invite all children in your setting to use play dough to practice counting and learning about more and fewer. Draw or print two tree outlines for each child. Encourage children to use play dough to make “apples” for their trees. After children have made the “apples” and placed them on their trees, encourage them to count the “apples” and determine which tree has more apples and which tree has fewer apples. Encourage preschool-age children to place 10 or fewer apples on each tree. Encourage school-age children to place more than 10 apples on each tree to encourage counting and comparing higher numbers.
Motor development
Children will broaden their locomotor skills for galloping.
Review:
Be Prepared: Today’s activity is a non-competitive game involving pairs of children. Children will gallop to and from a table that holds small toys. Determine a start point and place the table at a reasonable galloping distance from the start point. Place masking tape on the start point. Select small appealing toys that children can easily hold in one hand while galloping. Arrange for a classroom adult or child with known galloping skills to help you demonstrate the game. The game will work best with a small group of children because it reduces the amount of time each pair needs to wait for a turn.
We are learning how to gallop. Let’s all practice galloping to help us remember how to use our bodies in galloping.
[Spread out children in your activity space and lead them in galloping for several minutes. Remind children to use one foot/leg for a large step, keep foot on the floor, and bring the other foot/leg forward. Provide “start” and “stop” signals. Encourage children to pay attention to others so they do not bump into each other. After offering the “stop” signal, gather children to describe how the game works. Point to the taped start point when you describe it.]
Today we will play a game called Gallop and Get. We will each have a partner. Listen carefully as I describe how the game works:
The “gallop” part of our game is galloping to the table and then back to our partner. The “get” part of our game is getting a toy from the table. We carry the toy to our partner by galloping.
Our game will help us practice how to gallop. We are not trying to see which pair can gallop faster than other pairs. This is not a race.
(Adult helper) and I will show you how to play the game.
[Describe each step as you demonstrate how the game works. Then form pairs of children. If you have a large activity space, you may be able to establish several start points. It is not necessary to use “start” and “stop” signals for the game.
You may wish to play the game so each pair has 2–3 turns. It may take at least one turn for children to become accustomed to how the game works.]
Today we used our galloping skills to play a game called Gallop and Get. We played the game with a partner. Each of us had a turn to gallop and get a toy.
Extra support
Enrichment
Form three-person teams outside for the Gallop and Get game. Another option is for children to take turns leading two other children in galloping around the playground.
Invite school-age children to participate in the game. They may wish to help select toys for use in the game.
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Appreciating Our Families
Social Studies
Skill and Goal
Family diversity
Children will understand that things they do with their families can be the same and different. Children will also understand some ways in which families are unique.
Materials
Needed
Key
Concepts
Review:
Optional
Reading
We know that all families are unique. Remember, unique means that no two families are exactly the same. One way our family is unique is what we do together. What did you do with someone in your family last night?
[Remind children that it can be something done at home or somewhere else.]
Yesterday we talked about things we like to do with our family at our home or somewhere else. We recorded the things on a chart.
[Display chart from Day 4. Read over each listed item.]
Some of the things we like to do with our families are the same and some of them are different. Let’s look at our chart and talk about which things are the same and which things are different.
[Discuss whether items are the same or different. Example: “Jamaiya’s family likes to go to the park. Destiny’s family also likes to go to the park. Are these things the same or different?”]
Now, let’s talk about how our families may be the same or different. I am going to name some people who might be in your family. Point to yourself with both hands if the people I name are in your family.
[Children may include themselves in the following questions.]
If you have any boys in your family, please point to yourself with both hands.
[Ask children to please put their hands down after you have commented on the number of children with boys in their family.]
If you have any girls in your family, please point to yourself with both hands.
[Ask children to please put their hands down after you have commented on the number of children with girls in their family.]
If you have both boys and girls in your family, please point to yourself with both hands.
[Ask children to please put their hands down after you have commented on the number of children with boys and girls in their family.]
Many of us have boys and girls in our families. That is one way our families are the same.
Do any of you have a pet in your family? Point to yourself with both hands if you do!
Some of us have pets in our family and some of us do not. That is one way our families are unique.
Today we looked at our chart and talked about the things we like to do with our families. Some of us like to do the same things! We also talked about how our families are unique.
Scaffolding Tips
Extra support
Enrichment
Center Activity
Provide a dollhouse and people figures. Encourage children to pretend the people figures are a family.
Family Child Care
Plan a special family day for parents and other members of each child’s family. Consider meeting at a park for some family fun! During your special family day, take a photo of each child and his/her family. Give one copy of the photo to the child and make a family puzzle with a second copy of the photo. Cut apart the photo so that each person in the photo is one piece of the puzzle. Encourage all children to complete their family puzzles.