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 O.
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 O card.]
What is the name of this letter? What sound does the letter O make?
Letter O says /o/, just like in the word “observe.” /o/, /o/, observe. Let’s together say /o/, /o/, observe.
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
Children will deepen their understanding of characteristics of four basic shapes, including triangle variations.
Review:
Be Prepared: Cut two identical squares from paper of the same color for a review of the Day 2 demonstration of how to make triangles and rectangles from a square.
I am going to hold up a shape. Please help me describe each shape.
[Hold up a circle, square, rectangle, and three variations of a triangle (see adjacent pictures). Present the three triangles together, one at a time, if you anticipate it may be challenging for some children to understand each is a triangle. Otherwise, spread the three triangles among the three other shapes in your presentation of each. After children name the shape, ask how we know it is the named shape. See Day 1 descriptions.]
[Lead children in the hand formations described below.]
This week we put some shapes together and took some shapes apart to make new shapes.
[Display the two square shapes, one in each hand.]
How can we use these two square blocks to make a rectangle? (hold squares together, next to each other)
[Display paper square. Point out the diagonal when you describe it.]
We know this is a square. We learned we can use a square to make two triangles. We used the diagonal of the square to make the triangles. Remember, a diagonal is a straight line inside a shape that goes from one corner to another corner.
We know that shapes are all around us. We can take shapes apart and put them together to make new shapes.
Extra support
When children describe how they determined the name of the shapes they see, affirm what they’ve said. Example: “Yes, a square has four equal sides.”
After you show the two triangles you cut from the square, hold the triangles together in the shape of the square and describe how they make (and came from) a square. Use a similar strategy after you show the two rectangles you cut from the second square.
Enrichment
Put various shape cutouts in an empty tissue box or in a small cardboard box with a small hole cut in the top. Invite children to reach in and feel a shape. Ask children to name the shape by feeling it and then remove the item to see if they were correct.
Encourage children to share the shape items they bring from home (see Day 4). Invite children to describe how they know the items are the assigned shape.
Motor development
Children will maintain their stability while walking and turning.
Review:
Be Prepared: In the activity space, place one line of tape for each child. Make the lines long enough so children can walk the line and turn their bodies a few times. If space is limited, invite two children to share a line and have additional directions in the activity.
Yesterday we practiced many different ways to turn our bodies. Who remembers a way we turned? We had to balance our bodies so we would not fall over while turning.
Today we will do some more turning. Remember, when we turn something, we move it into a new position.
Let’s practice turning by playing a game called Walking and Turning. There are some lines of tape on the floor in our activity space. Each of us will walk on a different line. We will try to turn our body in a circle while we walk on our line. Let me show you.
[Demonstrate walking a line while turning your body in one or more circles, clockwise or counterclockwise.]
We do not want to turn our bodies too quickly or walk too fast because we might lose our balance. When you get to the end of your line, you can walk back to the beginning of your line or again turn your body in a circle as you walk.
Let’s find a line to use and then wait for the signal to start.
[Help children find a line. Make a signal for movement to start and offer guidance as appropriate.]
Let’s practice keeping our balance while turning our bodies to some music.
[Display Greg & Steve’s Jumpin’ & Jammin’ CD.]
There is a song on our CD called “Dance with Your Teddy Bear.” Each of us will have a teddy bear (or stuffed animal) to dance with. Listen closely to the song. It will tell us different ways to dance with a teddy bear. Try to turn your body to the music. Remember to keep your balance!
[Provide each child a teddy bear or other stuffed animal. Play Track seven on the CD Jumpin’ & Jammin’ and invite children to dance to the music as suggested on the CD.]
Today we practiced turning our bodies and balancing while walking on a line. We also turned to music while dancing with our teddy bears. We are getting good at moving our bodies in different ways.
Extra support
Enrichment
Place the CD and teddy bears or stuffed animals in the music center. Invite children to play the song and use the bears to practice turning their bodies while dancing.
Encourage older children in your setting to help younger children walk on the line while turning. Older children can demonstrate the actions and take turns with younger children moving down a line.
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Appreciating Our Families
Social Studies
Skill and Goal
Appreciation of individual and family diversity
Children will strengthen their understanding of the differences and similarities of families.
Materials
Needed
Key
Concepts
Review:
Today is another very special day! It is Family Share Day! Some members of our families are here to share with us today. We know that a family is a group of people. Some of our family members may live far away and some may live near us or with us. We are learning that all families are unique.
We need to be especially good listeners as family members share special things about our families today.
Who can tell us one way that we can be a good listener? (sitting quietly, looking at the person talking, raising your hand if you have a question, etc.)
Let’s think of some questions we can ask of our family members today.
[Encourage children to think of questions that they may want to ask. Examples:]
[Introduce each family member before he/she shares with children. Allow enough time for each family member to share and answer questions. Encourage the family member’s child to stand and help share information.]
Today was a very special day! Some of our family members shared special things about our families. We learned more about how families can be similar and different! Please join me in clapping as a way of thanking our guests for sharing with us today!
Scaffolding Tips
Extra support
Enrichment
Center Activity
Invite family members to bring an item for the Family Culture Shelf for children to observe. Encourage children to carefully explore the items.
Family Child Care
Invite family members to a special day at the park. Encourage families to bring food dishes that are special to the family or their culture. Plan special activities such as sharing of cultural games, books, and pictures.