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 B.
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 B card.]
What is the name of this letter? What sound does the letter B make?
Letter B says /b/, just like in the word “book.” /b/, /b/, book. Let’s together say /b/, /b/, book.
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 of one-to-one counting.
Review:
We are practicing different ways to count things.
This week we counted the number of pencils and glue sticks children needed for kindergarten. We also practiced setting the table for the three bears.
Let’s practice counting again by pretending we have three pets. Each of our pets needs a blanket to sleep on. Let’s give each pet a blanket.
[Use stuffed or plastic animals for pets. If pretend blankets are not available, provide another item a pet may need (such as food). Encourage children to help you count out one item for each of your three pets.]
How many blankets do we need?
Let’s see if we have the correct number of blankets. We have three pets and three blankets.
[Place one blanket on each pet.]
Look; 1, 2, 3! We have the same number of pets and blankets! Our number of pets and blankets is equal. Remember, equal means they have the same amount. They each get their own blanket!
We also read a story called Ten Little Fish. In the story, we counted 10 fish.
Let’s stomp our feet 10 times while counting out loud together!
[Lead children in counting out loud together as they stomp their feet 10 times.]
Yesterday we practiced counting when we played Simon Says. Let’s practice some more.
[Play a short version of Simon Says that involves different numbers with the same action.]
We are learning a lot about how to count things. Let’s count our 10 fingers by saying a number each time we wiggle a different finger!
If we were to put a ring on each of our fingers, how many rings will each of us need?
Extra support
If children have difficulty following number requests during Simon Says, start with groups of one or two actions.
Enrichment
In the dramatic play area, place five stuffed or plastic animals and items to care for each (blankets, bones, bowls, brushes, etc.). Encourage children to make sure each animal has one of each item. Sing the “Five Little Monkeys” song and substitute the words “Five Little Animals.” Encourage children to pretend each is falling off the bed as you sing the song. Encourage children to say how many animals are left each time an animal falls off the bed.
All children in your setting will enjoy a fun counting activity based on the book How Many Snails? by Paul Giganti, Jr. Lead children in counting the number of items on each page. Invite school-age children to count the entire group of items on each page (flowers, dogs, etc.) and preschool-age children to count subsets of items on each page (yellow flowers, spotted dogs). Then, if possible, take children on a walk and look for items to count. Again, invite school-age children to count entire groups of items and preschool-age children to count subsets of items. Use the book text as your guide. Example: “I went walking down the sidewalk and I wondered: How many houses were there? How many houses were white?” The walk may be adapted for indoor use.
Motor development
Children will deepen their locomotor skills for hopping.
New:
Review:
Be Prepared: Place hoops in a large circle in your activity space. If your space does not permit a large circle arrangement, place the circles in a line of four hoops or in two parallel lines of two hoops each. Provide sufficient space between hoops for children to walk several steps from one hoop to another hoop.
Yesterday we practiced hopping. Remember, when we hop we move our body with one foot and leg. We use the same foot and leg to go up and down. We followed footprints on the floor that told us when to walk and when to hop.
Today we will practice hopping into a hoop and out of a hoop. We will play a game called Hoop Hop!
[Point to hoop as you describe it. Move your hand around the perimeter of the hoop as you explain it is a circle.]
This is called a hoop. A hoop is a circular object. It is round.
We will hop into a hoop. Then we will march to the other side of the hoop and stop. Then we will hop out of the hoop. Let me show you.
[Demonstrate and describe the steps with one hoop.]
There are four hoops for us to hop into and out of. We will walk from one hoop to another hoop.
[Point to each hoop. Demonstrate again hopping into a hoop, marching to the other side, hopping out of the hoop, and walking to the next hoop. Demonstrate and describe moving through the four hoops.
Invite children to move through the hoops, one at a time. Provide guidance as necessary. Space children so no more than two children are in the same hoop at the same time.
For a second round of movement, invite children to move through the hoops in reverse direction.]
Today we practiced moving our bodies in three different ways. We hopped, we marched, and we walked. We hopped into and out of hoops on the floor. We played the Hoop Hop game!
Extra support
Enrichment
Children may enjoy the hoop movements as an outdoor activity.
Provide opportunities for children to practice their hopping skills as part of transitions that involve a few steps only. Examples: hopping to a chair for lunch, hopping from one center to another.
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Appreciating Our Families
Social Studies
Skill and Goal
Family diversity
Children will understand that grandparents and other elders are an important part of a family.
Materials
Needed
*Printables provided
Key
Concepts
New:
Optional
Reading
We are learning that our families are similar and different in many ways.
Today we are going to begin talking about some special people in our family who are older than we are. They are our grandparents. A grandparent is the parent of your mom or dad. Some of us may have grandparents and some of us may have older family members such as an aunt or uncle.
When I was little I always called my grandma(pa) ____.
Grandparents and older family members are an important part of a family. They care about us just like the rest of our family. Let’s look at some pictures of people who are grandparents.
[Display three pictures of grandparents. Encourage children to describe what they see in the pictures.]
Some of us may have grandparents who live with us, and some of us may have grandparents who live far away. Sometimes when grandparents live far away, we don’t see them often.
How can we stay in touch with our grandparent(s) if they live far from us? (talk on the phone, use the Internet, visit them, send pictures)
[Display three pictures of children spending time with their grandparent(s) or older family member(s).]
Scaffolding Tips
Extra support
Enrichment
Center Activity
Supply provided *paper for each child with the title, This is a Family. Encourage children to find pictures of families in magazines and cut them out and glue them to the paper.
*Printables provided
Family Child Care
If feasible, encourage grandparents or older family members to visit your setting to read a story, play a game, or make a special treat with children. Preschool-age and school-age children will enjoy talking to the family member and learning about special family traditions and what things were like when they were little.