January 2013 Archives

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WINTER LP 1-28-2013

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Weekly Lesson Plan for Ross' Class
January 28 - February 1, 2013
Lean Teaching This Week: Veronica

Overview: Although it was a short week, we packed in a lot of fun and learning! The children continued to be interested in making animals and asking about animal homes. We have started to wrap up our focus on color mixing at the art table, and intend to continue supporting these concepts in other areas of the room. Also this week, we will begin implementing the student teacher curriculum topics of literacy, numbers, and color mixing throughout the classroom. These include the "gathering ages and numbers homework," color mixing with ice cubes, and literacy. Finally, we will discuss the start small groups this week; which may start as soon as this Wednesday.

Art Table
• Materials: Sand, trays, writing tools, beautiful things (such as gems, bottle caps, and corks)
• Rationale: Color mixing has been happening at the art table since the beginning of this session and is in the process of being wrapped up and moved to the painting easel. We will continue to incorporate color mixing into other areas of the room, but the art table will now be home to sand art. The children have been working on writing and in particular their names. The sand art will be a new sensory experience and be a way for the children to creatively express themselves through writing. The use of beautiful things to make a 3-D collage will support literacy skills, but also be a way for children to express themselves creatively.
• Skills: Creative expression, symbolic representation, memory, utilization, interest in and awareness to print, letter and name recognition.

Science and Clay Table
• Materials: animal track pictures, animal track making kit, clay, stuffed bears, squirrels, and birds, bear books, paper, pencils, plastic animals (bears, deer, moose, raccoons, squirrels, hedgehogs), clay tools (wood knives, wood hammers, rolling pins).
• Rationale: The children explored different animal tracks and recreated the tracks at the clay table (See "Science Weekly Documentation" for visuals) last week. The children enjoyed using the plastic animals to walk across their clay paths and make footprints with them, as well as making homes to keep the animals protected. Because of the cold weather, the children could not explore outdoors to look for more animal footprints, but we hope to venture outside this week if the weather permits. The children also showed interested in homes other than animals. They built apartments, houses, and "houses on wheels" in the block area. Next week, we will bring in materials so the children use the clays to construct homes for "people."
• Skills: Observing and interpreting information about the real world, concepts related to habitats, higher level thinking skills, peer relationships and social interactions, fine motor skills.

Sensory (Ice and Color Mixing)
• Materials: ice, warm water, cold water.
• Rationale: Last week the children continued to explore colors and color mixing by mixing and melting the colored ice cubes. The children became very interested in warm vs. cold water, and how the warm water affects ice. This week we will set up the water table to have both warm and cold water so that the children can explore temperature and melting ice.
• Skills: Predicting, cause/effect, scientific thinking/reasoning, concepts related to temperature and changing of physical states, hypothesis/creating testing.

Language and Literacy
• Materials: Materials: winter-related books, favorite story books, books related to colors and color mixing; at the writing table: paper, pencils, staplers, tape, envelopes, mailbox, children's pictures, Our Name Book
• Rationale: The addition of the name book has not prompted as much name writing as hoped. Teachers will facilitate name writing at this table throughout the week. We will also use this name book over at the sand art table as provocation to get children writing their names. We added books relating to color mixing to our book cave. Lastly the children continued their interest in story writing at the writing table, as we transcribed their stories about fairies and princesses. Next week we will continue this story creating/telling at the writing table, and ask the children to also write their names on their stories and illustrations.
• Skills: pre/early literacy skills, letter and name recognition, fine motor coordination/strength.

Math and Manipulatives (Including the Nook)
• Materials: puzzles, counting and number matching game, Unifix cubes, LEGOS, number cubes.
• Rationale: The children continue to be drawn to the puzzles, and especially love to stack the Unifix cubes. The Nook has also been a busy spot for some children, as we have seen the construction of TIV, spaceships, and cars. This week, Megan will use the information gathered from the "homework" that went home on Friday to make a table for the class containing information about age and numbers.
• Skills: number recognition, concepts related to quantity, counting, one-to-one correspondence, promote a sense of classroom community, symbolic representation, data collecting and recording.

Dramatic Play
• Materials: Materials: Play kitchen furniture (i.e. table, chairs, refrigerator, cupboards, stove/oven, sink), dishes, cooking utensils, aprons, chef hats, plastic lids and caps, dress-up clothes and shoes, pieces of fabric, baby-dolls, various sized teddy bears, phones, "spy cases" (of VHS plastic boxes)
• Rationale: Last week, we saw a relocation of the big dramatic play stories; leaving the house and moving to the blocks. However, when the kitchen was in use it was still being used for house play and cooking Spy play has continued to be popular and the children love using their spy cases to search for clues. We have been sending the spies on "missions" and there are a lot of secret meetings and hiding going on in the caves. Next week facilitate the spy play by giving clues and missions to complete.
• Skills: socio-dramatic/imaginative play, symbolic representation, social skills, promotion of new and existing friendships, acting out scenarios using memory, connections to the observed world.

Blocks
• Materials: large hollow blocks, unit blocks, cell phones, steering wheels, keyboards.
• Rationale: Oh the block area! This has been one busy spot this week. It is home to TIV machines, cars, spies, babysitters, ambulance drivers...the list goes on and on! At the end of last week, the children became very interested in building houses and apartments. They created a "neighborhood" where they "call" each other using their cell phones to warn each other about any danger (specifically "severe weather"). The danger is reported from the TIV driver, whom alarms the neighborhood if there is a tornado coming. The driver also calls the ambulance driver to help with any emergencies. There has been some great play going on in the block area, and next week we will continue to facilitate and extend the children's ideas: including the addition of streets and driveways to the neighborhoods
• Skills: large/fine motor skills, symbolic representation, problem solving, social relationships, negotiation, collaboration, socio-dramatic play.

Large Motor
- Materials: Pedalo, bumpy slide, rolling hill, jump-rope-swings, climbing wall
- Rationale: The gym continues to be a favorite place to visit every day. The only changes coming to this area will be the reintroduction of "Choice Gym" on Tuesdays, Wednesdays, and Thursdays. We will also continue to introduce new games each day! Outside: Somehow, we're loosing snow on the playground. But it's not stopping our fun! Soccer continues to be a hit, and others have found places to go "ice skating" on the playground.
- Skills: pushing with feet/propulsion (pedaling), standing/balancing, grasping, climbing, turn-taking, directional awareness, core-muscle strength, body awareness/proprioceptive skills, pumping/swinging, jumping/landing, cardiovascular strength/endurance

Additional Announcements and Reminders
- Liam's dad (Dan) will join us on Monday to do some fun science (static electricity) experiments with the children. It's should be a shockingly good time!
- Ross will be out of the classroom on Tuesday, getting ready for conferences.
- For those families returning next year, please return your enrollment forms by Friday

Snack
Monday - Corn Chex & milk
Tuesday - Apples & rice cakes
Wednesday - Pretzels & carrots
Thursday - Sunbutter sandwiches
Friday - Popcorn & fruit smoothies
** All snacks served with a choice of water or milk, unless otherwise noted**

Winter Session 1/22-1/25/13

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Ayuko and Jamie's class
Taylor lead teaching

Overview:

As the children are becoming more familiar the materials in the classroom, we started to collaborate and combine the curriculum areas of winter and colors. The children have been making comments about going to work and traveling and we are working as a team to connect their life experiences to the curriculum areas to go deeper into their play. Friendships are continuing to grow as children are facilitating their own activities and play ideas in the classroom and outside. As it gets colder outside we are trying to find other ways to engage in outdoor weather activities such as using ice and snow in the classroom. On days it is too cold to go outside we are finding engaging large motor activities in the gym and the classroom.

Expressive Arts 


**Materials: Easel, white paper, white, black, and green colors, paint brushes, green color shade visuals 




Rationale: To promote exploration of color shades. To explore one color and encourage creative expression while providing the opportunity to try out color shading. To encourage the children to represent their ideas on paper. To provide the opportunity to mix and introduce the concept of light and dark colors. 



Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking, observation

**Materials: White, black and green paper, color sorted markers, assorted green materials, green cellophane, green leaves, green tissue paper, glue, and visuals of green shades.

Rationale: To provide an opportunity to explore one color (green) in depth. To promote creative expression through collage work. To examine differences and similarities of the color green in different materials.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, observation, comparison, discussion, representational collage making.

**Materials: Red and blue playdough, rolling pins, cheese slicers, impression tools, and number cut outs.

Rationale: To continue experimenting mixing two primary dough colors. To reference the Claymation video while mixing colors. To try out materials for cause and effect relationship. To encourage number awareness and counting skills. 


Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Sensory

**Materials: Ice mold, snow, toy penguins and whales, warm water, spray bottles, colored ice cubes, liquid water colors

Rationale: To continue to manipulate snow and ice indoors. To continue exploring the transformations of ice (freezing and melting). To prompt problem solving by freezing objects into the ice mold and trying to get them out. To continue exploring animals associated with snow and ice and their habitats. To combine the curriculum areas of winter and color together by adding relevant color to the sensory table such as blue for water.

Skills: Fine motor, observation, social interaction, prediction, discussion

Science 



**Materials: Stuffed bears, books about winter animals, animal furs, sticks, felt board, blankets


Rationale: To continue exploration of winter animals, their habitats, and introduce the concept of hibernation. To prompt dramatic play relating to winter and winter animals and activities. To begin learning about winter animals through reading and expressing ideas of hibernation on the felt board.

Skills: Symbolic representation, role play, emerging literacy, discussion, communication, collaboration.

**Materials: Light table in the room, primary color liquid watercolor, sponge brushes, white paper, primary color light filters, primary color fabric swatches, color wheel and color mixing visuals. 



Rationale: To provide the opportunity to explore color concepts, such as adding primary colors to create secondary colors. To explore how light affects color. To encourage mixing primary colored paints to create secondary colors. To build awareness and begin exploration of creating the color wheel. 



Skills: Observation, fine motor, experimentation, cause and effect, prediction, color awareness, creative expression.

**Materials: Silent claymation video on the computer showing primary colors mixing to form color wheel. 


Rationale: To continue observing and witnessing colors mixing. To provide an opportunity to discuss primary colors and color mixing.
To integrate technology into the curriculum. 


Skills: Discussion, observation, sensory input, collaboration of ideas.

**Materials: Animals furs, winter animal visuals, and magnifying glasses

Rationale: To continue exploring winter animals and how they stay warm in the winter. To observe different fur types and discuss their differences. To use the senses of touch and sight. To use new vocabulary, fuzzy, soft, fluffy, thick, camouflage


Skills: Sensory input, observation, discussion, ideas

Dramatic Play 


**Materials: Hats, scarves, shawls, boots, mittens, jackets, vests, paper "Chilly Willy"

Rationale: To continue practice dressing "Chilly Willy" as a reminder of how to stay warm outside. To continue exploring various articles of winter related clothing and their functions. To practice dressing themselves and others. To prompt problem solving as children identify which clothing is needed to keep warm outside. We will test out their layers outside. 


Skills: Fine motor, problem solving, discussion, role play, collaboration, communication, creative expression

**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.


Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 


Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


**Materials: Wooden trains, airplanes, cars, map of the United States, plane stickers, dry erase markers, train ticket making materials, chairs, suitcases, conductor hats, destination visuals, and pilot head phones


Rationale: To continue symbolically representing vehicles using chairs. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to develop awareness of the world by placing destination visuals for the children to reference when engaging in the map and in dramatic play. To provide opportunities for the children to create their own materials like train tickets to incorporate into their dramatic play scenarios.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives 



**Materials: Color puzzles, seriation stackers, shape sorters, vehicle puzzles, number peg mats.

Rationale: To promote shape awareness through shape sorting boxes. To provide materials that support problem-solving skills, to increase hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle. To increase the children's exploration of color through an opportunity to place together the color wheel in the form of a puzzle. To increase children's number awareness and counting skills.

Skills: comparison, persistence, fine motor control, hand-eye coordination, seriation, rote counting, problem-solving

Language and Literacy 


**Materials: A variety of books including color, winter, and school themes being displayed in different curriculum areas as well as the reading nook. 


Rationale: To continue to promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding. 


Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 


**Materials: Hollow blocks and unit blocks.

Rationale: To continue to encourage collaborative block building and make airports, houses, garage, train tracks, and bridges, train parts (i.e. engines), to support the story lines of traveling.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 


**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, bean bag toss, small balls, and a Pedalo- small, child leg and arm operated walker 


Rationale: To continue to provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for snow days and colder temperatures that prevent us from going outside.

Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, spatial awareness, throwing and catching, and receptive skills.

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, chalk, and street signs
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. Introduce traffic signs to increase awareness of common signs and symbols and extend their interest in vehicles and traveling.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking
Large group 


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities

Rationale: To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play.
Skills: Attention span, attending and orienting, respect for one another, following directions.
Music 


**Materials: Piano, jingle bells, drums, tone bells, and egg shakers.


Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play 

Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snacks:
Tuesday- Sunbutter sandwhiches
Friday- Cheerios and fruit smoothies

Ayuko and Jamie's class
Taylor Lead Teaching

Overview:

As the children are becoming more familiar the materials in the classroom, we started to collaborate and combine the curriculum areas of winter and colors. The children have been making comments about going to work and traveling and we are working as a team to connect their life experiences to the curriculum areas to go deeper into their play. Friendships are continuing to grow as children are facilitating their own activities and play ideas in the classroom and outside. We continue to foster these and new friendships as we begin our small group meetings. The topics of these groups are storytelling, movement, and doctors. The children's curiosity, questions, and ideas will determine the direction of these meetings. As it gets colder outside we are trying to find other ways to engage in outdoor weather activities such as using ice and snow in the classroom. On days it is too cold to go outside we are finding engaging large motor activities in the gym and the classroom.

Expressive Arts 


**Materials: Easel, white paper, white, black, and green colors, paint brushes, green color shade visuals 




Rationale: To promote exploration of color shades. To explore one color and encourage creative expression while providing the opportunity to increase color awareness. To encourage the children to represent their ideas on paper. To provide the opportunity to mix and introduce the concept of light and dark colors. 


Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking, observation

**Materials: White, black and green paper, color sorted markers, assorted green materials, green cellophane, green leaves, green tissue paper, glue, and visuals of green shades.

Rationale: To provide an opportunity to explore one color (green) in depth. To promote creative expression through collage work. To examine differences and similarities of the color green in different materials.

Skills: Fine motor, cutting, gluing, creativity, artistic expression, color exploration, observation, comparison, discussion, representational collage making.

**Materials: Red and blue playdough, rolling pins, cheese slicers, impression tools, and number cut outs.

Rationale: To continue experimenting mixing two primary dough colors. To reference the Claymation video while mixing colors. To try out materials for cause and effect relationship. To encourage number awareness and counting skills. 


Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Sensory 


**Materials: Ice mold, snow, toy penguins and whales, warm water, spray bottles, colored ice cubes, liquid water colors

Rationale: To continue to manipulate snow and ice indoors. To continue exploring the transformations of ice (freezing and melting). To prompt problem solving by freezing objects into the ice mold and trying to get them out. To continue exploring animals associated with snow and ice and their habitats. To combine the curriculum areas of winter and color by adding relevant color to the sensory table such as blue for water.

Skills: Fine motor, observation, social interaction, prediction, discussion

Science 



**Materials: Stuffed bears, books about winter animals, animal furs, sticks, felt board, blankets


Rationale: To go deeper into learning about winter animals, their habitats, and introduce the concept of hibernation and how animals cope in the winter. To prompt dramatic play relating to winter and winter animals and activities. To begin learning about winter animals through reading and expressing ideas of hibernation on the felt board.

Skills: Symbolic representation, role play, emerging literacy, discussion, communication, collaboration.

**Materials: Light table in the room, primary color liquid watercolor, sponge brushes, white paper, primary color light filters, primary color fabric swatches, color wheel and color mixing visuals. 



Rationale: To provide the opportunity to explore color concepts, such as adding primary colors to create secondary colors. To explore how light affects color. To encourage mixing primary colored paints to create secondary colors. To build awareness and begin exploration of creating the color wheel. 



Skills: Observation, fine motor, experimentation, cause and effect, prediction, color awareness, creative expression.

**Materials: Silent claymation video on the computer showing primary colors mixing to form color wheel. 


Rationale: To continue observing and witnessing colors mixing. To provide an opportunity to discuss primary colors and color mixing.
To integrate technology into the curriculum. 


Skills: Discussion, observation, sensory input, collaboration of ideas.

**Materials: Animals furs, winter animal visuals, and magnifying glasses

Rationale: To continue exploring winter animals and how they stay warm in the winter. To observe different fur types and discuss their differences. To use the senses of touch and sight. To use new vocabulary, fuzzy, soft, fluffy, thick, camouflage


Skills: Sensory input, observation, discussion, ideas

Dramatic Play

**Materials: Wooden trains, airplanes, cars, map of the United States, plane stickers, dry erase markers, train ticket making materials, chairs, suitcases, conductor hats, destination visuals, and pilot head phones


Rationale: To continue symbolically representing vehicles using chairs. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to develop awareness of the world by placing destination visuals for the children to reference when engaging in the map and in dramatic play. To provide opportunities for the children to create their own materials like train tickets to incorporate into their dramatic play scenarios.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


**Materials: Hats, scarves, shawls, boots, mittens, jackets, vests, paper "Chilly Willy"

Rationale: To continue practice dressing "Chilly Willy" as a reminder of how to stay warm outside. To continue exploring various articles of winter related clothing and their functions. To practice dressing themselves and others. To prompt problem solving as children identify which clothing is needed to keep warm outside. We will test out their layers outside. 


Skills: Fine motor, problem solving, discussion, role play, collaboration, communication, creative expression

**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.


Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others. To continue to encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials. 


Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


Math and Manipulatives 



**Materials: Color puzzles, seriation stackers, shape sorters, vehicle puzzles, number peg mats.

Rationale: To promote shape awareness through shape sorting boxes. To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle. To increase the children's exploration of color through an opportunity to place together the color wheel in the form of a puzzle. To increase children's number awareness and counting skills.

Skills: comparison, persistence, fine motor control, hand-eye coordination, seriation, rote counting, problem-solving

Language and Literacy 


**Materials: A variety of books including color, winter, and school themes being displayed in different curriculum areas as well as the reading nook. 


Rationale: To continue to promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding. 


Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks 



**Materials: Hollow blocks and unit blocks.


Rationale: To continue to encourage collaborative block building and make airports, houses, garage, train tracks, and bridges, train parts (i.e. engines), to support the story lines of traveling.

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 



**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, bean bag toss, small balls, and a Pedalo- small, child leg and arm operated walker 


Rationale: To continue to provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for snow days and colder temperatures that prevent us from going outside.

Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, spatial awareness, throwing and catching, and receptive skills.

**Materials: Outdoors: Buckets, shovels, snow, yellow scooter cars, dump trucks, wheelbarrows, chalk, and street signs

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking. Introduce traffic signs to increase awareness of common signs and symbols and extend their interest in vehicles and traveling.

Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities


Rationale: To continue discussing the changes that are affecting us including weather, colors, and new students in the classroom. To encourage rhyming skills and word play.

Skills: Attention span, attending and orienting, respect for one another, following directions.

Music 


**Materials: Piano, jingle bells, drums, tone bells, and egg shakers.

Rationale: To continue exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play 


Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snacks:
Monday- Sunbutter Sandwiches
Wednesday- Cheerios and raisins
Thursday- Apples and rice cakes

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Weekly Documentation Jan.21 - Jan.25, 2013

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Weekly Plan Jan.28 - Feb.1, 2013

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Weekly Plan January 28 - February 1, 2013

Overview and Goals


It's freezing outside! Too cold to spend much time on the playground, which is why we've brought the ice inside! The children have enjoyed exploring the properties of ice and water inside the classroom this week. Whether building with ice blocks and trying to "free" animals frozen in the ice at the sensory table, exploring the effects of heat and salt on ice at the science area, or painting with ice at the art table, children will have many hand-on opportunities to explore ice, water, and the process of melting.

Expressive Arts
~Materials: Easel, brushes, paint, paper. Colored ice cubes and paper. Clay, clay tools, wool, open-ended materials from outside, sticks, leaves, and animals.

~Rationale: The children have showed an interest in color mixing in a variety of medias, including paper, snow, and water. To support the children's interest, and to continue building awareness of melting, we will be introducing ice painting at the art table. In addition, this week we will also be adding animals, and some outdoor materials such as sticks, leaves, and wool to the clay table to extend the children's exploration of animal habitats.

~Skills: Color recognition, color mixing, self-expression, fine motor skills, eye-hand coordination, symbolic representation, creative expression, cause and effect relationships, experimentation, sensory stimulation, and knowledge of the physical properties of ice.

Light Table


~Materials: alphabet/picture tracing cards, blank sheets of paper, markers, name cards

~Rationale: The light table is a tool that can be used to support children's practice in writing letters by presenting the opportunity to practice literacy skills in a unique and engaging way. The children will have the opportunity to trace the letters on paper, and the pictures accompanying each letter will visually reinforce the letter-sound relationship. They will also be able to use their new name cards to practice writing their name, and other opportunities to practice literacy will be embedded throughout the classroom.

~Skills: fine motor strength and coordination, letter recognition, alphabetic principle

Sensory Materials


~Materials: Ice chunks of various shapes and sizes, small shovels, small forks and metal "chipping" instruments, small plastic polar figurines (frozen into the ice), shovels, gloves.

~Rationale: The materials at the sensory table will mirror the outdoors and provide children with an opportunity to experiment with ice in a more comfortable environment with an array of interesting tools. Additionally, the ice on the playground has inspired the children to experiment with melting and freezing, and the sensory table allows them to continue their explorations inside the classroom.


~Skills: Scientific thinking and reasoning, sensory exploration, cooperative play, hand-eye coordination, symbolic representation.

Science



~Materials: Feathers from different birds for matching with bird photographs, stuffed pheasant and crow. Pans of ice, snow, and water. Photographs from the playground, prompting questions, magnifying glasses, salt shaker. 


~Rationale: The children have started noticing that the sledding hill is starting to look different and that the snow is disappearing fast. At the science table children will be able to examine the properties of water, snow, and ice. Teachers will prompt students to observe the changes that begin to take place and get the children thinking about what might be happening. The furs will continue to build awareness of hibernation and promote a conversation about the different ways animals can stay warm in the winter. Children will be able to examine how different birds' feathers look and feel as well as look for patterns in the feathers. Bird photographs will increase children's awareness of different birds and encourage them to explore the bird watching area of the classroom.

~Skills: Scientific inquiry, observation, drawing conclusions, reasoning, grouping, descriptive language, informative language, comparing and contrasting, knowledge of physical properties, knowledge of the natural world

Math and Manipulatives

~Materials: seriation blocks, puzzle builders, ring stackers

~Rationale: This week we introduced the concept of seriation to the children in order to build their awareness of size relationships and promote the development of early math skills. The children continue to practice making patterns with the materials in the math cave as well as in other areas of the classroom. The puzzle builders allow children to explore how different pieces fit together, thus exercising their problem solving skills. The ring stackers allow children to be creative in making structures with different patterns while using careful balance and fine motor control.

~Skills: seriation, concept knowledge, color recognition, fine motor strength and dexterity, pattern making, problem solving

Dramatic Play 


~Materials:
Loft: Magnetic alphabet letters, books about literacy, alphabet puzzle, pencils, markers, clipboards.

Underneath the loft: Open-ended fabric, stuffed woodland animals, animal costumes, animal "ears", stuffed fish, stuffed frogs, blue fabric "lake", pine cones, woodland foliage, animal tracks.

Kitchen area: Dishes, different types of food, open ended fabrics.

~Rationale: The children continue to be interested in creating homes for the birds and woodland animals in the loft. The lower section of the loft has been transformed into a "cave" to encourage the children to explore hibernation. Open-ended costumes have been provided for the children to dress up as bears and other woodland animals. We have added different animal tracks underneath the loft to as a way to support the children's continuing interest in animals and winter. Adding the tracks to the lower section of the loft will also build awareness for our upcoming walking field trip where the children will have the opportunity to look for signs of winter, such as, animal habitats, animal tracks, ice, melting etc.
The upper section of the loft contains materials to continue to build the children's awareness of letters, writing, and literacy concepts in general.

~Skills: Symbolic representation, social interactions, discussions and conversations regarding animals, their habitats and their tracks, descriptive language, knowledge of the natural world, role-play, problem solving, and sharing.

Blocks


~Materials: Hollow blocks, unit blocks, ramps, wood boards, and big fabric pieces. 



~Rationale: Children use creativity and problem solving while developing their awareness of geometry through building. Communal building with hollow blocks encourages cooperation.


~Skills: Construction skills, dramatic play, symbolic representation, problem solving. Mathematical concepts such as symmetry, dimensions and fractions. 



Language and Literacy

~Materials: new name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, magnetic letters, alphabet/number/color keyboard, letters on the light table

~Rationale: Our classroom has several new and exciting ways to support and explore the children's interest in language and literacy. The writing center offers new name cards, which give children the opportunity to practice writing their name. The loft provides materials for the children to experiment rearranging letters on a magnetic board. The children have enjoyed playing with the interactive keyboard in the loft, which supports several academic concepts such as letter recognition, letter sounds, and color recognition. The children's interest in playing with letters was sparked after reading "Chicka Chicka Boom Boom". The light table offers uppercase and lowercase letters of the alphabet that have "fallen" out of the Chicka Chicka Boom Boom tree set up in the classroom. This promotes the awareness of letters and gives the children the opportunity to search and scan for particular letters.

~Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness

Large Motor


~Materials: Pedalo, bumpy slide, rolling hill, rope swing, climbing wall


~Rationale: The children still have the opportunity to use old favorites: the bumpy slide and the climbing wall. In addition, we have brought out the Pedalo, created rope swings, and built a rolling hill with the gym mats. These activities build the children's core strength, encourage socialization and cooperation, support exploration of what they can do with their bodies, and makes up for some of the things that we can't do outside during the winter time (such as rolling down a grassy hill).


~Skills: Climbing (bumpy slide, rolling hill, climbing wall), turn taking (Pedalo, bumpy slide, rolling hill, climbing wall), motor planning (bumpy slide, rope swing, wall climber), directional awareness (all)

~Outside: We have shortened our time outside due to the frigid temperatures. Recently while on the playground the children have enjoyed exploring the properties of ice! They have been particularly fascinated with exploring the "where" and "why" of the location of the ice on our playground ("Why is there a lot of ice in the boat? Why isn't there much ice on the sand?").

Snack
Monday: Tortilla crisps with cinnamon
Wednesday: Sunbutter sandwiches
Thursday: Birthday snack & bread pudding

Overview
The children seem particularly interested in each of the centers and the small adjustments we have made to the materials will encourage the children to think critically about what they have discovered during the past week. The children's interest in birds is growing as they become more aware of the birds outside our school as well as others types of birds such as raptors. We have added and will continue to have nest making materials and will also add feathers to be used for collage. Furthermore, to follow up on the children's interest in ice and melting, we will continue introducing them to the different causes of melting. Last week we explored heat (the children experimented with different temperatures of water) and this week we will add salt to the science table. Finally, literacy continues to be integrated throughout the classroom, particularly with the introduction of letters on the light table. We will continue to add interesting materials to stimulate children's alphabetic awareness, such as ABC puzzles and putting labels on the wall to help children identify animals in print. Looking forward to a great week!

Expressive Arts

-Materials: Easel, brushes, tempera paint, paper. Colored ice cubes, paper. Nest-making materials: Clay, raffia, twigs, leaves, wool, pine needles. Collage materials: feathers, tape.
-Rationale: The children continue to use the easel on a regular basis, so it will remain in its same location to provide children with a comfortable and familiar experience. Additionally, the ice cube paints have been quite popular! The children appear fascinated by the ice's ability to leave marks on their paper. These paints correspond well with the discussions of melting at the sensory table and during focus groups. We will continue to have various colored ice cubes available daily. Additionally, after the children showed a lot interest in nest-making during a focus group, we have added nest-making materials to what is available during discovery time. The children have visited this center frequently and we will continue to set out the materials each day. Finally, to build on the children's interest in the feathers at the science center, we will add feathers to the collage materials and encourage the children to use the feathers to create both two- and/or three-dimensional art.
-Skills: self-expression, fine motor skills, symbolic representation, creative expression, cause-and-effect relationships, knowledge of physical properties (of ice), experimentation, heuristic language, descriptive language, sensory stimulation

Sensory Materials

- Materials: Sensory table, plastic polar bears and seals, blocks/chunks of ice, mittens/gloves
, small forks, small shovels/rakes
- Rationale: Due to the continued lack of snow, ice has been the medium of choice in the sensory table. Last week, the teachers froze plastic animals in large blocks of ice. The children worked together to brainstorm how to "save" the animals, resulting in many discussions about melting ice. We explored their interests during both discovery time and focus groups. To allow for plenty of opportunities for children to continue to make hypotheses and experiment, we will continue to put new ice blocks in the sensory table daily. Depending on the children's interests, we will freeze animals or other interesting objects in the ice.
- Skills: hypothesizing, problem-solving, negotiating, self-regulation, sensory stimulation, knowledge of physical properties (of ice), symbolic representation, fine motor skills, cause-and-effect relationships, experimentation, inquiry, generalizing, social interactions, heuristic language, descriptive language, dramatic play

Science
- Materials: ice, snow, and water bins, rock salt, stuffed pheasant and crow, bird feathers, seriation prompt
- Rationale: The children continue to frequent the science tables, so not much will change. We have added a display prompting the children to order the feathers by size, reflecting our discussions of seriation at morning meetings and the nesting cups and circle stackers in the manipulatives cave. Many children have utilized this tool and the teachers have been able to talk with many children about the comparison of sizes. Additionally, to follow up on the children's interests in melting, we will add rock salt to the science table along with the bins of water, snow, and ice. The children will have the opportunity to test the salt on various forms of water.
- Skills: seriation, scientific inquiry, sensory stimulation, observation, conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation, comparing and contrasting, drawing conclusions, generalizing, reasoning, knowledge of physical properties.

Math and Manipulatives
-Materials: Circle stackers, nesting cups, snowflake builders, backyard bird patterning game, puzzles emphasizing seriation by size.
-Rationale: The children continue to seem interested in these particular manipulative materials, so we will keep them available. After a demonstration during morning meeting, the children have begun to use the circle stackers to represent the different sized animals in a food chain, representing two forms of seriation (size order and order that the animals are eaten). We will continue to support the children's discussions in this area.
-Skills: seriation, patterning, matching, concept knowledge, one-to-one correspondence and whole/part relationships.


Language and Literacy
-Materials: A variety of writing implements, paper, notebooks, name cards, and a posting of the upper and lower case alphabet. A well stocked library with books about the alphabet, animals, habitats, and winter. Puzzles with upper and lower case alphabet letters and a magnet board with alphabet letters.
-Rationale: The children have seemed to enjoy the variety of alphabet puzzles we have in the classroom, including small table puzzles to large floor puzzles. We will continue to incorporate literacy throughout the classroom. We have found children utilize the loft more often when writing materials are already up there for them, so we will bring clipboards and markers back up. We will continue to encourage them to create signs and labels for their play as well as other things they find or create in the classroom. Furthermore, we will add more print to the classroom by adding labels to show the names of the various animals and habitats in our room.
-Skills: letter recognition, awareness of the alphabetic principle, phonemic awareness, familiarity with symbol systems, symbolic representation, fine motor control, descriptive and creative writing, listening and receptive abilities

Dramatic Play
- Materials: assorted stuffed animals from the arctic, assorted hibernating animals, cardboard tubes, blocks. Stuffed woodland animals, natural materials (logs, bark, and pinecones), animal costumes. Kitchen with dishes, food, open-ended scarves.
- Rationale: The children continue to involve the stuffed and plastic animals in their play. Moving the hibernation animals to the cave near the arctic has prompted discussions comparing and contrasting the homes and habitats of the various animals. By adding labels to the wall, we hope to enhance the children's awareness of print as it relates to their play. Additionally, some of the children have shown interest in alligators and other swamp animals. To support their play and discussion of habitats, we will post pictures of swamps to inspire their habitat building and assist the children in researching about swamps if they have any questions.
- Skills: conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation, creative building, indoor-outdoor connection, role-play, social interactions, discussions and conversations related to animals and their habitats, problem-solving, sharing, home-school connection

Blocks

-Materials: hollow blocks, unit blocks, ramps, wood boards, markers, paper, and tape.

-Rationale: The children have continued their airplane theme, but have also created some new and interesting themes that we will follow up on this week. In addition to the swamp play, the children have built puppy and kitty homes and have built a stage and put on theatrical productions. To bring literacy to the block area, the teachers will offer to write down the children's scripts and model how to refer to the scripts when putting on the play.
-Skills: Construction skills, dramatic play, symbolic representation, problem solving, negotiation, compromise, collaboration. Mathematical concepts such as symmetry, dimensions and geometry. Awareness of print

Large Motor
- Materials: Pedalo, bumpy slide, rolling hill, rope swing, climbing wall, beanbag toss
- Rationale: The children are using the gym to it's fullest by using all the equipment not only to enhance their physical development but also to incorporate into their animal themed dramatic play scenarios. They will have the added challenge of practicing their throwing skills and aim by using the beanbag toss.
- Skills: Target practice and throwing (beanbag toss), pushing with feet/propulsion (Pedalo), pedaling (Pedalo), standing/balancing (Pedalo), grasping (Pedalo, climbing wall, rope swing), climbing (bumpy slide, rolling hill, climbing wall), turn-taking (Pedalo, bumpy slide, rolling hill, climbing wall), motor planning (bumpy slide, rope swing, wall climber), directional awareness (all), core muscle strength (bumpy slide, rope swing, climbing wall), body awareness (bumpy slide), rolling (rolling hill), pumping/swinging (rope swings), reaching (wall climber), jumping (wall climber), turning (wall climber), spatial awareness (climbing wall, rolling hill), landing (climbing wall)

- Outside: Unfortunately, the cold weather has limited our time outside. We look forward to warmer weather so that the children can explore the changes happening to our playground throughout the winter! We will not be able to use the sledding until enough snow falls, but the children will continue to be able to pull each other around on the sleds. Last week the children worked together to create dirt paths for the sleds by removing the layer of ice on top. This week we will see what, if anything, happened to their paths. We will also be able to see if the wood the children removed from the stump has decomposed, an interesting investigation into the life cycle of plants!

Snack
Monday - Corn chex & milk
Tuesday - Granola bars
Wednesday - Pretzels & carrots
Thursday - Sunbutter sandwiches
Friday - Apples & rice cakes

Weekly Documentation: Week of January 21st

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Weekly Documentation Jan.14 - Jan.18, 2013

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Remaining winter conference times

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Thursday, Feb 14 @ 12.30p ____________


Monday, Feb 18 @ 6p________________


Tuesday, Feb 19 @ 12p _______________


Tuesday, Feb 19 @ 1p________________


Tuesday, Feb 19 @ 2p _______________


Friday, Feb 22 @ 11.30a _____________

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WINTER LP 1-22-2013

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Weekly Lesson Plan for Ross' Class

January 22 - 25, 2013

Lead Teaching This Week: Team Teaching

Overview: Despite the quick warm up during the week before, winter came back in full swing and kept everyone inside; "Even the animals!" Last week, many children got excited to look for animal tracks on the playground, however upon finding almost none, it was agreed that maybe it was "too cold and the animals [were] all sleeping." These hypotheses will continue to drive our investigation of animal homes and animal behaviors during the winter months. We will also promote more hypothetical thinking throughout the room, as we begin to push the children's thinking to more investigative levels during the next several weeks. We feel the children are ready to further explore and investigate the questions they have raised. To support this higher-level thinking and question asking, we will also start thinking about forming new small groups - beginning in the next week or two.

Expressive Art (art table and clay table)

• Materials: color mixing materials (bottles filled with red, blue, yellow, black, and white paint; brushes; mixing pallets; color swatches), collage materials, earth clay, wooden tools, wire, woodland animals, animal track molds, and pictures
• Rationale: This past week, the children explored color mixing with red, blue, and yellow paints, as well as different shades of those mixtures by using black and white paint. We introduced a " Color Recipe Book" for mixing colors, where we invited the children to make new colors and record their "specific" ingredients (i.e. 3 drops of..., 2 seconds of..., 1 circle-full of..., etc.) so their classmates could replicate the newly-created color. This week, we will continue to extend on color mixing by using the "Color Recipe Book" while also exploring the influence of colored paper on the colors the children make. At the clay table: Last week, children were invited to begin constructing animal homes by using animals from the block area as prompts. The children were very interested in this, so extending this while also incorporating the animal print molds at the clay table will be a focus this week. We also began discussing animal homes and animal tracks. The children became especially interested in animal tracks after going outside and searching for them around the school. We will incorporate this growing interest into the play at the clay table, as well: using the toy animals to make their own tracks in the clay.
• Skills: growing understanding of mixing colors, color recognition, cause and effect, comparison skills, reasoning skills, fine-motor strength/coordination, symbolic representation, creative expression, elements of storytelling
Artistic expression, imagination/creativity, and connections to the observed world.

Sensory Table (snow table)
• Materials: colored ice cubes/blocks, scoops/hand-shovels, buckets, castle and shell molds
• Rationale: Due to the near-absence of snow, we have switched our focus to melting ice using water. Last week, the children explored what will make the ice and snow melt the fastest. A new addition to this area in the coming week will be color mixing. We will melt different colored ice cubes into a bin of water and observe the changes, as well as create new opportunities to support our focus on color mixing.
• Skills: Utilization of color mixing knowledge from the art table, predicting, cause/effect, scientific thinking and reasoning, concepts related to temperature/texture/changing of physical states (i.e. melting from a solid to a liquid), fine-motor strength, hypothesis creating/testing

Science
• Materials: animal track molds, woodland stuffed animals, books about winter and animal hibernation, clipboards, pencils,
• Rationale: Last week, the children learned about winter habitats for animals. Small groups went outside and explored around the Lab School playground for animal footprints. Another group specifically focused on the squirrel nests found high in the trees, and ended up gathering materials from the art closet to recreate their own squirrel nests! The children seemed to really enjoy going outside to investigate the animals found around the playground. This week, children will continue to explore habitats by constructing homes, as well as learning more about distinguishing various animals by their footprints.
• Skills: observation and interpreting information about the real world, concepts related to habitats, high-level thinking/reasoning skills, symbolic representation, imaginative/creative play

Language and Literacy


• Materials: winter-related books, favorite story books; At the writing table: paper, pencils, staplers, tape, envelopes, mailbox, children's photos
• Rationale: Some children have become interested in writing and illustrating stories and sharing them at story time before snack. As the stories seem to be "works in progress," they ended each tale with the suspenseful, "To be continued." If your child is talking about book making at home, join them in the process and help transcribe their tale - we would love to share it with the class! Also with the budding interest in writing, as well as encouraging more name writing at the "Question of the Day," we will introduce a name writing practice book called Our Name Book. Each child will have a page in the book that has their name typed, as well as an area for them to write their name; letting the children see how others are practicing with writing their names, too.
• Skills: promote social skills and a sense of classroom community, pre-/early literacy skills, letter and name recognition, fine-motor coordination/strength

Math and Manipulatives (including The Nook)


• Materials: various puzzles, counting and number matching game, Unifix cubes, LEGOS, counting flashcard game
• Rationale: The math table has been very busy, as we have facilitated several different activities in this area last week. The most popular was the making of a Unifix cube tower, and seeing how tall they were by counting the cubes. The children then started using the chart to compare their heights; commenting on being taller or shorter then fellow classmates. This week we will continue our focus on number recognition and counting by invite the remaining children to come get measured. Also, due to a small repair job that closed the Nook last week, the children seemed to have forgotten about it. To get more action going there, we have added a canopy to the ceiling and will be incorporating the LEGOS into our dramatic play.
• Skills: number recognition, concepts related to quantity, counting, one-to-one correspondence, dexterity, symbolic representation, data collection and recording

Dramatic Play
• Materials: Play kitchen furniture (i.e. table, chairs, refrigerator, cupboards, stove/oven, sink), dishes, cooking utensils, aprons, chef hats, plastic lids and caps, dress-up clothes and shoes, pieces of fabric, baby-dolls, various sized teddy bears, phones, "spy cases" (of VHS plastic boxes)
• Rationale: Dramatic play is taking place all over the classroom! In the kitchen there is lots of house play, cooking for each other, and also cooking for the bears happening. We saw children snuggling up with the stuffed bears to have sleepovers and "pajama parties." Similarly, the baby dolls received quite a bit of TLC as of late - receiving lots of extra care and "putting [them] to sleep." The teachers have also observed multiple play scenes occurring in other areas of the room. The children have been interested in playing "village," "spies," and "puppy owners." Adding new props such as the video cases - as well as giving direction to the play; such as providing "clues" for missing materials - helped keep the focused. The teachers will continue to plant "clues" around the room this week. Also, we will encourage using hollow blocks around the kitchen to make it bigger and look more like a "village."
• Skills: socio-dramatic/imaginative play, symbolic representation, social skills (e.g. compromising skills, negotiation, conflict resolution skills, etc.), promotion of new/existing friendships, acting out scenarios using memory, connections to the observed world

Blocks


• Materials: large hollow blocks, unit blocks, pieces of white felt, steering wheels, keyboards
• Rationale: The blocks were very popular, with nearly all the hollow blocks being used to make space ships and tornado machines (specifically the TIV from Tornado Alley). The children's self-directed play and working together to locate tornados (and "finding a safe spot to stay") has promoted the formation of new friendships, as well as created ample opportunities to practice various social skills! To support this self-directed and cooperative play, the teachers will carefully observe the play and offer supportive materials throughout the week.
• Skills: large/fine-motor skills, symbolic representation, problem-solving, social relationships, negotiation, compromise, collaboration, socio-dramatic play

Large Motor
- Materials: Pedalo, bumpy slide, rolling hill, jump-rope-swings, climbing wall
- Rationale: The new gym set up was a hit! Children really enjoyed rolling, hopping, and jumping down the rolling hill. They also tested their newly developing pumping and balancing skills on the jump-rope-swings. Finally, they formed a line every day to get a turn on the Pedalo. The only changes happening this week will be inclusion of teacher-facilitated games led by the student teachers. Outside: It's going to be a cold week, and if the actual temp or wind-chill are below 0 degrees, we will stay inside. However, on those few days that we might make it out, we will have the sleds for pulling each other around the playground, and (of course) the daily soccer match.
- Skills: pushing with feet/propulsion (pedaling), standing/balancing, grasping, climbing, turn-taking, directional awareness, core-muscle strength, body awareness/proprioceptive skills, pumping/swinging, jumping/landing, cardiovascular strength/endurance

Special Interest
• Please be sure to sign up for a conference time if you have not done so already: updated schedule on our class page.
• GYM JAM draws nigh - Friday, Feb. 1 (6.30-8.30p). Fun for everyone, including other families in your neighborhood! Invite others to join us on this very fun evening!
• Enrollment reminder--The enrollment forms that were emailed last week are due by February 1st.
• We will be finishing up our research project with Ru this week.

Snack
Monday - NO SCHOOL
Tuesday - Oatmeal and raisins
Wednesday - Birthday snack (provided by Kassidy's family)
Thursday - Cucumber slices and rice cakes
Friday - Carrot sticks and whole-wheat crackers
**All snacks served with a choice of milk and water, unless noted**

Winter Session 1/14-1/18/2013

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Overview
The children have been very engaged with the new materials that were introduced last week. They have become very invested in feeding the birds and making signs to protect the food from the squirrels. This week we will encourage the children to use the observation recording sheets more systematically so we can see which birds frequent our feeder. They have also noticed that many of the birds fly over from the nearby pine tree, a place we will investigate by looking for nests. The changing states of ice and water will be investigated through a variety of experiments and activities. Not only is it incorporated at the art table, it will also be at the sensory and science tables. We will build on the children's invention of an "ice factory" to help them understand the components and factors necessary for changing water to ice then back to water again. Literacy is infused throughout the classroom and we are encouraging the children to use writing and drawing to convey messages to one another, and also to record their observations.

Expressive Arts

-Materials: Easel, brushes, tempera paint, paper. Colored ice cubes, paper.
-Rationale: The children continue to use the easel consistently, so we have changed the colors to give new inspiration to their work as well as to provide new opportunities for color mixing. Additionally, we will add paint-colored ice cubes to the table as a way to use the children's interest and experience using watercolor paint to promote discussions about melting. This activity will not only allow them to express their ideas through art, but will also stimulate their awareness of the physical properties of ice/water.
-Skills: self-expression, fine motor skills, symbolic representation, creative expression, cause-and-effect relationships, knowledge of physical properties (of ice), experimentation, heuristic language, descriptive language, sensory stimulation-

Sensory Materials

- Materials: Sensory table, plastic polar bears and seals, blocks/chunks of ice, mittens/gloves

- Rationale: The snow in the sensory table has continued to be popular. Unfortunately, with the lack of snow this winter, our supply is running out. To keep the children's interest in winter-related concepts, we will put ice chunks of various sizes and shapes in the sensory table throughout the week. The teachers will encourage the children to explore building with the ice. We will put polar bears and seals in the table to inspire the children to build homes and structures for these animals. This connects with our recent discussions about animal behaviors in the winter and relates to this year's theme: homes and habitats. Furthermore, the children will inevitably notice and comment on the ice melting throughout the day. This is a great opportunity for discussions about the physical properties of ice as well as a precursor for future experiments with melting. To sustain the children's interest in this exploration of ice, we will ask children to help us bring buckets of water outside to sit overnight, soliciting their ideas for what will happen to the water.
- Skills: creative building, self-regulation, sensory stimulation, knowledge of physical properties (of ice), symbolic representation, fine motor skills, geometry and stacking skills, cause-and-effect relationships, experimentation, inquiry, generalizing, social interactions, heuristic language, descriptive language, dramatic play

Science
-Materials: We added ice, snow, and water to one of the science tables to get the children thinking about how the three substances are similar and different. We will continue to have the bird feathers out for exploration and we will introduce the idea of organizing them by size and color.
- Rationale: The materials at the science center are designed to create community awareness of hibernation and birds and the different ways animals stay warm and survive during the winter. With the different feathers added into the science area the children will continue to compare and contrast how different birds feathers look and feel, wonder about how birds stay warm, and begin using seriation to sort them.
- Skills: Seriation, scientific inquiry, sensory stimulation, observation, conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation, comparing and contrasting, drawing conclusions, generalizing, reasoning, knowledge of physical properties.

Math and Manipulatives
-Materials: Circle stackers, nesting cups, snowflake builders, backyard bird patterning game, puzzles emphasizing seriation by size.
-Rationale: We are adding in another math concept, seriation to foster the children's ability to think critically and develop strategies that will help them order objects by size. The snowflake builders are a new building material that will promote problem solving as they figure out how to fit them together and work with angles in their designs.
-Skills: Seriation, Patterning, matching, concept knowledge, one-to-one correspondence and whole/part relationships. 


Language and Literacy
-Materials: A variety of writing implements, paper, notebooks, name cards, and a posting of the upper and lower case alphabet. A well stocked library with books about the alphabet, animals, habitats, and winter. Puzzles with upper and lower case alphabet letters and a magnet board with alphabet letters.
-Rationale: The children have been enjoying the variety of alphabet puzzles, from small table puzzles to large floor puzzles. This week language and literacy will be incorporated during a variety of activities. Morning Meeting songs will incorporate letter and letter sound recognition, words that rhyme, and new vocabulary relating to other classroom topics. Interactive games that incorporate letter and letter sound recognition will also be incorporated into the curriculum. Children have been very interested in writing signs for their block structures. This week children can continue to create signs for their block structures and dramatic play themes.
-Skills: Letter recognition, awareness of the alphabetic principle, phonemic awareness, familiarity with symbol systems, symbolic representation, fine motor control, descriptive and creative writing, listening and receptive abilities

Dramatic Play
- Materials: assorted stuffed animals from the arctic, assorted hibernating animals, cardboard tubes, blocks. Stuffed woodland animals, natural materials (logs, bark, and pinecones), animal costumes. Kitchen with dishes, food, open-ended scarves.
- Rationale: Building homes and caves for the various animals has been a popular activity. The hibernation animals will be moved from the science table to the cave area. This new location will encourage children to use the blocks and cardboard tubes to build homes and caves for the various hibernating animals. The children have also been interested in creating homes under the loft. Children have been using the natural materials to build nests and homes for the stuffed woodland animals.
- Skills: conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation, creative building, indoor-outdoor connection, role-play, social interactions, discussions and conversations related to animals and their habitats, problem-solving, sharing, home-school connection

Blocks
-Materials: Hollow blocks, unit blocks, ramps, wood boards, markers, paper, and tape. 

-Rationale: The block area has been busy with airplanes this week! Children have been excited to build airplanes and fly passengers to far away places. Numerous planes have flown to California so that passengers can find warmer weather, similar to when birds migrate to warmer areas. Children have also been using the markers, paper, and tape to write signs and tickets for the airplanes.
-Skills: Construction skills, dramatic play, symbolic representation, problem solving, negotiation, compromise, collaboration. Mathematical concepts such as symmetry, dimensions and geometry.

Large Motor

- Materials: Pedalo, bumpy slide, rolling hill, rope swing, climbing wall, beanbag toss
- Rationale: The children are using the gym to it's fullest by using all the equipment not only to enhance their physical development but also to incorporate into their animal themed dramatic play scenarios. They will have the added challenge of practicing their throwing skills and aim by using the beanbag toss.
- Skills: Target practice and throwing (beanbag toss) pushing with feet/propulsion (Pedalo), pedaling (Pedalo), standing/balancing (Pedalo), grasping (Pedalo, climbing wall, rope swing), climbing (bumpy slide, rolling hill, climbing wall), turn-taking (Pedalo, bumpy slide, rolling hill, climbing wall), motor planning (bumpy slide, rope swing, wall climber), directional awareness (all), core muscle strength (bumpy slide, rope swing, climbing wall), body awareness (bumpy slide), rolling (rolling hill), pumping/swinging (rope swings), reaching (wall climber), jumping (wall climber), turning (wall climber), spatial awareness (climbing wall, rolling hill), landing (climbing wall)

- Outside: Although there wasn't enough snow to sled last week, the children found new excitement in the large spans of ice. Some chipped away at it with shovels, others tried boot skating. Sleds were used to pull classmates around the playground and to haul ice chunks from place to place. Some children have decided that it is time to compost some of the large stumps so they began breaking them into smaller pieces so they will decompose faster. We will continue to support these child initiated play themes on the playgroud.

Snacks
Monday - No School
Tuesday - Cucumber slices & pretzels
Wednesday - Oatmeal & raisins
Thursday - Birthday Snack
Friday - Snow cones & whole wheat crackers

January 23rd and 24th 3am
Ayuko, Jamie, Catherine, and Taylor Co-Lead Teaching

Overview:
As the children are adjusting back to the regular school routine, we are beginning to notice new friendships starting to form. We are going to continue to encourage the children to engage in collaborative projects by sharing ideas and materials. After the field trip, the children have taken a bigger interest in the winter weather. The outside temperature has been changing and fluctuating so much that we have been able to discuss further about how snow and ice melt. How come some areas are frozen and some are melted? The topic of colors are also present in our curriculum areas. Our focus is to begin identifying and understanding the primary colors and eventually the colors of the natural world. Many of the curriculum areas are arranged to address these curiosity and questions.

Expressive Arts
**Materials: Easel, white paper, white and primary paint colors, paint brushes, color wheel visual. 


Rationale: To promote awareness of primary colors and encourage creative expression while providing the opportunity to try out color mixing. To encourage the children to represent their ideas on paper. To provide the opportunity to begin mixing light and dark colors. 

Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking.
**Materials: Scissors, primary color liquid watercolor, sponge brushes, white paper, and color sorted crayons. 


Rationale: To provide an opportunity to mix colors using paints with other medium, such as crayons. To promote creative expression and representational drawing.
Skills: Fine motor, cutting, holding brushes and crayons, creativity, artistic expression, color exploration.

**Materials: Yellow and blue playdough, rolling pins, cheese slicers, impression tools, and number cut outs
Rationale: To begin experimenting mixing two primary dough colors. To reference the Claymation video to begin mixing the dough ourselves. To try out materials for cause and effect relationship. To encourage number awareness and counting skills.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Sensory
**Materials: Ice mold, snow, toy penguins and whales, warm water
Rationale: To continue to manipulate snow and ice indoors. To begin exploring the transformations of ice (freezing and melting). To continue exploring animals associated with snow and ice and their habitats.
Skills: Fine motor, observation, social interaction, prediction, discussion

Science
**Materials: Stuffed bears, books about winter animals, animal furs, sticks, felt board
Rationale: To begin awareness of winter animals and their habitats (hibernation). To prompt symbolic play relating to winter and winter animals and activities. To begin learning about winter animals through reading and expressing ideas of hibernation on the felt board.
Skills: Symbolic representation, emerging literacy, discussion, communication, collaboration.

**Materials: Light table in the room, Rainbow making crystal, primary color light filters, primary color fabric swatches, primary color tissue paper, white paper, glue, and flashlights. 

Rationale: To provide the opportunity to explore color concepts, such as adding primary colors to create secondary colors. To explore how light effects color. To encourage mixing primary colors by layering papers. 

Skills: Observation, awareness, fine motor, experimentation, cause and effect, prediction, cutting, gluing, trying new ideas.

**Materials: Silent claymation video on the computer showing primary colors mixing to form color wheel. 

Rationale: To observe and witness colors mixing. To provide an opportunity to discuss primary colors and how they mix. 
To integrate technology into the curriculum.
Skills: Discussion, observation, sensory input, collaborate ideas.

**Materials: Animals furs, magnifying glasses
Rationale: To begin awareness of winter animals and how they stay warm in the winter. To observe different fur types and discuss their differences. To use the senses of touch and sight. To use new vocabulary, fuzzy, soft, fluffy, thick, camouflage
Skills: Sensory input, observation, discussion, ideas

Dramatic Play
**Materials: Hats, scarves, shawls, boots, mittens, jackets, vests, paper "Chilly Willy"
Rationale: To practice dressing "Chilly Willy" as a reminder of how to stay warm outside. To continue exploring various articles of winter related clothing and their functions. To practice dressing themselves and others. To prompt problem solving as children identify which clothing is needed to keep warm outside. We will test out their layers outside.
Skills: Fine motor, problem solving, discussion, role play, collaboration, communication, creative expression

**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.
Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others. To encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


**Materials: Wooden trains, airplanes, cars, map of the United States, plane stickers, dry erase markers, train ticket making materials, chairs, and tape train tracks.
Rationale: To begin symbolically representing vehicles using chairs. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to create their own materials like train tickets to incorporate into their dramatic play scenarios.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives 

**Materials: Color puzzles, seriation stackers, peg boards, zippers, puzzles, number magnets and board.
Rationale: To provide materials that support self help skills like zippers and to increase hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle. To increase the children's awareness and exploration of color through the opportunity to stack pegs and create patterns. To increase children's number awareness and counting skills.
Skills: comparison, persistence, fine motor control, hand-eye coordination

Language and Literacy
**Materials: A variety of books including color, winter, and school themed being displayed in different curriculum areas as well as the reading nook.

Rationale: To promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding. 

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks
**Materials: Hollow blocks and unit blocks.
Rationale: To continue to encourage collaborative block building and make airports, houses, garage, train tracks, and bridges, to support the story lines of traveling.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 

**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, and a Pedalo- small, child leg and arm operated walker
Rationale: To provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for snow days and colder temperatures that prevent us from going outside.
Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, and spatial awareness.

**Materials: Outdoors: Buckets, sleds, shovels, snow, yellow scooter cars, dump trucks, and wheelbarrows
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group
**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities
Rationale: To continue discussing the changes that are effecting us, such as the weather and the colors around the classroom.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Piano, Accordion, tone bellss, and egg shakers. 

Rationale: To promote exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play
Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snacks
Wednesday: Cucumbers and rice cakes
Thursday: Oatmeal and raisins

Weekly Winter Lesson Plan: 1.22.13

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January 22nd-25th: 2am
Ayuko, Jamie, Catherine, and Taylor Co-Lead Teaching

Overview:
As the children are adjusting back to the regular school routine, we are beginning to notice new relationships starting to form. The children are beginning to reach out to hold each other's hands and intentionally drawing closer to the child of their preference to play with them. We are going to continue to encourage the children to engage in collaborative projects by sharing ideas and materials. The children have been fascinated with our large group character, "Chilly Willy," who has helped the children remember to wear warm winter accessories when it is cold outside. With this winter concept, we are beginning to learn the difference between ice and snow. How come ice is solid and difficult to maneuver and snow is malleable? The topic of colors are also present in our curriculum areas. Our focus is to begin identifying and understanding the primary colors and eventually the colors of the natural world. Many of the curriculum areas are arranged to address these curiosity and questions.

Expressive Arts
**Materials: Easel, white paper, white and primary paint colors, paint brushes, color wheel visual. 


Rationale: To promote awareness of primary colors and encourage creative expression while providing the opportunity to try out color mixing. To encourage the children to represent their ideas on paper. To provide the opportunity to begin mixing light and dark colors. 

Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking.

**Materials: Scissors, primary color liquid watercolor, sponge brushes, white paper, and color sorted crayons. 


Rationale: To provide an opportunity to mix colors using paints with other medium, such as crayons. To promote creative expression and representational drawing.
Skills: Fine motor, cutting, holding brushes and crayons, creativity, artistic expression, color exploration.

**Materials: Yellow and blue playdough, rolling pins, cheese slicers, impression tools, and number cut outs
Rationale: To begin experimenting mixing two primary dough colors. To reference the Claymation video to begin mixing the dough ourselves. To try out materials for cause and effect relationship. To encourage number awareness and counting skills.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Sensory
**Materials: Ice mold, snow, toy penguins (spray bottles towards the end of the week)
Rationale: To continue to manipulate snow and ice indoors. To begin exploring the transformations of ice (freezing and melting). To continue exploring animals associated with snow and ice and their habitats.
Skills: Fine motor, observation, social interaction, prediction, discussion

Science
**Materials: Stuffed bears, books about winter animals, animal furs, sticks, felt board
Rationale: To begin awareness of winter animals and their habitats (hibernation). To prompt symbolic play relating to winter and winter animals and activities. To begin learning about winter animals through reading and expressing ideas of hibernation on the felt board.
Skills: Symbolic representation, emerging literacy, discussion, communication, collaboration.

**Materials: Light table in the room, Rainbow making crystal, primary color light filters, primary color fabric swatches, primary color tissue paper, white paper, glue, and flashlights. 

Rationale: To provide the opportunity to explore color concepts, such as adding primary colors to create secondary colors. To explore how light effects color. To encourage mixing primary colors by layering papers. 

Skills: Observation, awareness, fine motor, experimentation, cause and effect, prediction, cutting, gluing, trying new ideas.

**Materials: Silent claymation video on the computer showing primary colors mixing to form color wheel. 

Rationale: To observe and witness colors mixing. To provide an opportunity to discuss primary colors and how they mix. 
To integrate technology into the curriculum.
Skills: Discussion, observation, sensory input, collaborate ideas.

**Materials: Animals furs, magnifying glasses
Rationale: To begin awareness of winter animals and how they stay warm in the winter. To observe different fur types and discuss their differences. To use the senses of touch and sight. To use new vocabulary, fuzzy, soft, fluffy, thick, camouflage
Skills: Sensory input, observation, discussion, ideas

Dramatic Play
**Materials: Hats, scarves, shawls, boots, mittens, jackets, vests, paper "Chilly Willy"
Rationale: To practice dressing "Chilly Willy" as a reminder of how to stay warm outside. To continue exploring various articles of winter related clothing and their functions. To practice dressing themselves and others. To prompt problem solving as children identify which clothing is needed to keep warm outside. We will test out their layers outside.
Skills: Fine motor, problem solving, discussion, role play, collaboration, communication, creative expression

**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.
Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others. To encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.



**Materials: Wooden trains, airplanes, cars, map of the United States, plane stickers, dry erase markers, train ticket making materials, chairs, and tape train tracks.
Rationale: To begin symbolically representing vehicles using chairs. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to create their own materials like train tickets to incorporate into their dramatic play scenarios.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives 

**Materials: Color puzzles, seriation stackers, peg boards, zippers, puzzles, number magnets and board.
Rationale: To provide materials that support self help skills like zippers and to increase hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle. To increase the children's awareness and exploration of color through the opportunity to stack pegs and create patterns. To increase children's number awareness and counting skills.
Skills: comparison, persistence, fine motor control, hand-eye coordination

Language and Literacy 

**Materials: A variety of books including color, winter, and school themed being displayed in different curriculum areas as well as the reading nook.

Rationale: To promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding. 

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks
**Materials: Hollow blocks and unit blocks.
Rationale: To continue to encourage collaborative block building and make airports, houses, garage, train tracks, and bridges, to support the story lines of traveling.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor
**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, and a Pedalo- small, child leg and arm operated walker
Rationale: To provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for snow days and colder temperatures that prevent us from going outside.
Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, and spatial awareness.

**Materials: Outdoors: Street Signs, buckets, sleds, shovels, snow, yellow scooter cars, dump trucks, and wheelbarrows
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group 

**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities
Rationale: To continue discussing the changes that are effecting us, such as the weather and the colors around the classroom.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Piano, Accordion, tone bells, and egg shakers. 

Rationale: To promote exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play
Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Snack:

Tuesday: Cucumber slices and rice cakes
Friday: Class made apple sauce

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Weekly Plan
Week of January 21, 2013
Team Teaching

Overview: It is hard to believe we are already moving into the 4th week of our Winter session, but it has definitely gotten off to a "roaring" start. In some instances quite literally, as the children's interest in animal habitats has transitioned into "bear-themed" dramatic play. This week, we will continue to support this play by introducing books and songs related to hibernation in our classroom's science center and during large group. Polar bear figurines and differently shaped ice pieces are also made available in our classroom sensory table to allow for symbolic representation and further exploration of how animals find shelter during the long, cold winter. Also this week, numbers and numerals come to the forefront. In addition to new number games in the math and manipulative areas, the children will be encouraged to engage in a number of counting activities during large group. Finally, our exploration of the color blue continues, as famous works of art, including several from Picasso's 'blue period,' are displayed in the art area. The children will also be encouraged to match blues they find in the classroom, on their clothes, and in the sky outdoors. It will be a busy week full of exploration and inquiry as the children find new opportunities to investigate their many interests in new ways.

Science
*Materials: Woodland animal stuffed animals, Tree, books about wintertime and hibernation, animal guessing game
*Rationale: to continue our ongoing exploration of homes and habitats, and to focus the children's attention on local weather and animals, materials are provided that will allow the children to hypothesize about what animals do in the winter and where they might live. As the children continue to show an interest in bears, stuffed bears have been added to the science center to encourage further thinking about bear habitats, hibernation, and winter survival.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, making comparisons, and developing curiosity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave is set as bedrooms with "beds," baby dolls, and baby-care items while the other cave is set up as a Bear Cave (bear costumes, teddy bears, books about hibernation and bears, pillows).
Rationale: to allow for the continued exploration of home-life, family-life, and previous experiences while children use their creativity, imagination, and social interaction skills. To juxtapose human needs (home-life props) with animal needs (hibernation cave) and allow for a variety of dramatic play experiences. The children continue to integrate the dramatic play experiences by using the kitchen to prepare "bear food." Last week the children pretended to be bears, using the dress up fabric, which remains available, to represent their fur.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, storytelling, connection to the natural world, using books as resources, and early literacy skills.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program. Name cards and a mailbox are available to the writing center to support letter writing.
Rationale: to foster experiences with the alphabetic principle. We will continue to support the children creativity with written and verbal language by giving them opportunities to dictate their stories and letters. As letter writing continues to be a popular activity in the classroom, children's names and pictures, a mailbox, and envelopes will remain in the writing center.
Skills: fine motor, letter recognition, emergent writing, curiosity, symbolic reasoning, peer interaction, reflection on community jobs, planning and sequencing actions.

Materials: the library has a variety of non fiction and fiction books, many of which discuss different aspects of winter (snow, cold, winter clothes, etc).
Rationale: to encourage the children's continued interest in sharing stories communally and individually. To demonstrate how to use books as sources of information. To have the opportunity to reflect on changes to the children's immediate environment (i.e. the winter season).
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, scientific investigation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, animal figurines, felt.
Rationale: to offer continued building experiences, to allow the children to reflect on and interpret a number of different experiences involving buildings, transportation, etc. White felt has been added to the area to allow the children to incorporate snow into the construction. Polar bear figurines have also been added to offer the children more bear choices and extend their bear related play.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, indoor/outdoor connection, using a variety of media for self expression, problem solving, mathematical reasoning, and showing interest and respect for the creative work of self and others.

Expressive Arts (paint, drawing, clay)
Materials: markers, primary color paint for mixing, Prints of paintings using the color blue, different blue objects, large paper for painting, scissors/ clay, wooden clay tools, wire.
Rationale: to explore with hands and tools to promote sensory awareness, increase fine motor skills, and foster social relationships as children observe and work together with their peers. To continue the exploration of color mixing, blue, white and black paint will be still be available at the art table. As the children investigate mixing blue with black and white paint to create different tones and hues, different shades of blue will be displayed in the art area for the children to practice matching. The clay is also once again available for the children to use for creative expression and sensory input.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, cause and effect, hypothesizing and predicting, showing interest and respect for the creative work of self and others, establishing a connection as a member of a community, peer interactions, self expression using a variety of media and tools.

Sensory (water table)
Materials: ice, sand, water, molds, scoops, buckets, and small shovels.
Rationale: To explore what is happening outside of our classroom, ice is made available in the sensory table. Children can explore the properties of ice and use their senses to observe the many ways they can change the material. To support the children's interest in ice (based on what they have explored on the playground boat, playground and sidewalks) water, shovels and sand are offered.
Skills: large-/fine-motor strength, cause-and-effect, fostering social relationships, using varied science and sensory language, sensory exploration, symbolic representation, acting out previous experiences, comparing amounts, and performing multiple steps, planning and carrying out a plan.

Math and Manipulatives (including the 'Nook')
Materials: Puzzles, counting and stacking cubes, numeral recognition games, bear dressing puzzle, number Duplos, small lego set (including people, wheels, trees)
Rationale: As we continue exploring numbers, the children will have more chances to use both the skill of counting as well as increased familiarity with the numerals that represent amounts. A variety of materials that encourage fine motor development and counting and matching with numerals are available, as well as puzzles that highlight continued investigation of part-whole relationships. Additionally, bear dressing cards are offered to support the children's emerging interest in dressing activities, and offers experience with matching, comparing, and sorting. Finally, exploration in the Lego nook continues as the children engage in collaboration while building a variety of different structures. Pictures of airports are added to provide further inspiration for their favorite building theme.
Skills: one-to-one correspondence, fine motor development, hand-eye coordination, part-whole relationships, quantification, counting, numeric awareness, comparison, matching and sorting.

Large Motor (gym)
Materials: Pedalo, bumpy slide, rolling hill, rope swing, climbing wall
Rationale: The children have done well easing back into the routines of school and have seemed to enjoy the familiar equipment we had set up in the gym. In order to sustain their interest in large muscle activities and to foster new skills, we have changed out some the structures and activities. The children will still have the opportunity to use old favorites: the bumpy slide and the climbing wall. In addition, we have brought out the Pedalo, created rope swings, and built a rolling hill with the gym mats. These activities build the children's core strength, encourage socialization and cooperation, support exploration of what they can do with their bodies, and makes up for some of the things that we can't do outside during the winter time (such as rolling down a grassy hill).
Skills: Pushing with feet/propulsion (Pedalo), pedaling (Pedalo), standing/balancing (Pedalo), grasping (Pedalo, climbing wall, rope swing), climbing (bumpy slide, rolling hill, climbing wall), turn-taking (Pedalo, bumpy slide, rolling hill, climbing wall), motor planning (bumpy slide, rope swing, wall climber), directional awareness (all), core muscle strength (bumpy slide, rope swing, climbing wall), body awareness (bumpy slide), rolling (rolling hill), pumping/swinging (rope swings), reaching (wall climber), jumping (wall climber), turning (wall climber), spatial awareness (climbing wall, rolling hill), landing (climbing wall)

(Outdoors)
We opened our sledding two weeks ago and hope for more snow so that the children can continue to use the sleds! We will monitor the weather and ice conditions daily to ensure the safety of the children on the sledding hill. As before, our time in the playground is dedicated to both unstructured and structured large motor activities as well as scientific explorations and experiments. Many of the children have been shoveling and building with the snow, asking questions about and exploring ice and melting, and discovering how the winter weather affects the structures on the playground. We have been happy to see that they are making fascinating connections between the snow in the classroom and the snow on the playground!

Snacks:
Monday: No School
Wednesday: Oatmeal and raisins
Thursday: Birthday Snack and cucumber/carrot sticks

Parent Volunteer Opportunities-

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Dear Parents,
Thank you for all of your support and involvement in our classroom this Fall. Even when you are unable to come into the classroom, your interest in our daily classroom activities definitely creates a nurturing learning experience for all of the children. Below are some "in-classroom" parent volunteer opportunities. Please email me (crisw009@umn.edu) if you are interested in volunteering. Remember, volunteer experiences are not limited to parents, and friends and family that are interested in volunteering are welcome to contact me. Thanks so much!


Cooking Project In the Classroom (1:15-2:30pm)
Wed. February 13:
Wed. February 20:
Wed. February 27:

Washing Classroom Dishes (3-3:30pm)
Wed. January 23:
Wed. January 30:
Wed. February 13:Kristin (Ethan's Mom)
Wed. February 20:
Wed. February 27:Kay (Hannah's Mom)

Reading with Children in Classroom: (1:15-1:40)
Mon: January 28th:Alix (LouLou's Mom)
Mon: February 4:Phil (Ethan's dad)
Thursday: February 14: Augie's grandparents
Thursday: February 21:Kay (Hannah's Mom)
Thursday: February 28:

Helping at our Classroom Writing Center: (1:55-2:25)
Mon: Feb 4:
Mon: Feb 11: Shelly (Augie's Aunt)
Mon: Feb 18: Michonne (Augie's Mom)
Mon: Feb 25: Alix (LouLou's Mom)

Other Volunteer Opportunities:
Share a Song/Book/Game @ Large Group: ONGOING
Stop in to help with Coats @ dismissal: (3-3:15) ONGOING


Thanks for all of your help!

Weekly Documentation: Week of January 14th, 2013

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Weekly Plan January 14 - January 25, 2013

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Overview and Goals

It's been a busy and exciting week back at preschool! Many of the children have been eagerly taking advantage of the color mixing opportunities around the classroom; they have been busy mixing and stirring and painting as they create new colors and experiment with various color combinations. We will continue to support that interest next week as we explore shades of color and bring snow and color mixing to the light table. We are also adding a literacy focus to our classroom this week. As we move further into the school year we want to support the children's experience with literacy and the alphabet in a more concrete and intentional way. With that in mind we have added alphabet books and writing materials to the loft area, and we will continue to embed and literacy opportunities throughout the classroom in the weeks to come.

Expressive Arts

Materials: Easel, brushes, paint, paper, clay, clay tools, wire. Watercolor paints and paper, small brushes.
~Rationale: The children were so excited and engaged by the color mixing opportunities around the classroom that we decided to postpone bringing the clay out until this week! The children will have the chance to get reacquainted with the properties of clay as we explore the endless possibilities that it offers for creative expression and symbolic representation. 
The watercolors will continue to give the children an opportunity to explore color mixing in a unique and creative way. This week we will be adding a stuffed pheasant to the table for inspiration.
~Skills: Color recognition, growing understanding of mixing colors, self-expression, fine motor strength and coordination, symbolic representation, creative expression, cause and effect relationships.

Light Table
~Materials: Pipettes, color-mixing trays, and tubs of snow, color mixing "recipe cards"
~Rationale: The light table provides the children with a unique way to explore the concept of color mixing. Children will be able to experiment with the properties of different colors and explore cause and effect relationships as they mix different colors together to create new colors! Adding the recipe cards to the area will provide focus and scaffolding for the younger student's experimentation.
~ Skills: Scientific thinking and reasoning, cause and effect relationships, experimentation, creative expression, inquiry and observation.

Sensory Materials


~Materials: Snow table, snow, small shovels, and small molding containers, spray bottles with colored water, pictures of snow sculptures, the prompting question "What can you make with snow?"
~Rationale: The materials at the sensory table will mirror the outdoors and provide children with an opportunity to experiment with snow in a more comfortable environment with an array of interesting tools. Additionally, the melting snow on the playground has inspired the children to experiment with melting and freezing, and the sensory table allows them to continue their explorations inside the classroom.
~Skills: Scientific thinking and reasoning, self-expression, sensory exploration, cooperative play, hand-eye coordination, growing understanding of color mixing.

Science

~Materials: Feathers from different birds for matching with bird photographs, stuffed pheasant and crow, animal fur, and various articles of warm (human) clothing. Boxy the turtle!
~ Rationale: The materials at the science center are designed to create community awareness of hibernation and birds and the different ways animals stay warm and survive during the winter. We have just added different feathers to the science area, which will allow the children to compare and contrast how different birds' feathers look and feel, wonder about how birds stay warm, as well as look for patterns in the feathers.
~Skills: Scientific inquiry, observation, generalizing, reasoning, grouping, conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation.

Math and Manipulatives
~Materials: Mosaic pattern grids, flexi blocks (moveable legos), classmate bingo, puzzles featuring winter and animals, in both inset and interlocking varieties, backyard birds patterning cards

~Rationale: Patterning is an important pre-academic concept and patterns can be found all around us. Exploring these "simple" concepts lay the groundwork for mathematical thinking and more advanced mathematical concepts. The children have begun to create patterns throughout the classroom, using paints, blocks, legos and paper to create their own patterns with their peers.
~Skills: Patterning, concept knowledge, one-to-one correspondence and whole/part relationships. 
Color recognition, number recognition, fine motor strength and dexterity.

Dramatic Play 

~Materials:
Loft: Alphabet and books about literacy, pencils, markers, clipboards.
Underneath the loft: Open-ended fabric, stuffed woodland animals, animal costumes, animals "ears", stuffed fish, blue fabric "lake", woodland foliage
Kitchen area: Dishes, fruits and vegetables, open ended fabrics.
~Rationale: The children have been creating homes for the birds and woodland animals in the loft. The lower section of the loft has been turned into a "cave" and open-ended costumes have been provided to inspire the children to dress up as bears and other woodland animals and explore the concept of hibernation through symbolic play.
The upper section of the loft contains materials designed to build the children's awareness of letters, writing, and literacy concepts in general.
~Skills: Symbolic representation, social interactions, discussions and conversations related to animals and their habitats, problem solving, and sharing. 


Blocks

~Materials: Hollow blocks, unit blocks, ramps, wood boards, and big fabric pieces. 

~Rationale: Children use creativity and problem solving while developing their awareness of geometry through building. Communal building with hollow blocks encourages cooperation.
~Skills: Construction skills, dramatic play, symbolic representation, problem solving. Mathematical concepts such as symmetry, dimensions and fractions.

Language and Literacy 


~Materials: A variety of writing implements, paper, notebooks, and a posting of the upper and lower case alphabet. A well stocked library with books about winter, animals, and habitats and the alphabet.
~Rationale: The children have been enjoying the winter and animal books in the library area. Books about birds will be added to the library to support the theme of "birds" in the science area. The writing center is placed near the bird watching area to record observations. The writing center will also have laminated name cards for children to spell and write their names as well as other children's names. The upper section of the loft is now a "literacy loft" and has materials that support letter and letter sound recognition.
~Skills: Letter recognition, listening and receptive abilities, fine motor control, descriptive and creative writing, dictation, awareness of the alphabetic principal, phonemic awareness

Large Motor

~ Materials: Pedalo, bumpy slide, rolling hill, rope swing, climbing wall
~ Rationale: The children have done well easing back into the routines of school and have seemed to enjoy the familiar equipment we had set up in the gym. In order to sustain their interest in large muscle activities and to foster new skills, we have changed out some the structures and activities. The children will still have the opportunity to use old favorites: the bumpy slide and the climbing wall. In addition, we have brought out the Pedalo, created rope swings, and built a rolling hill with the gym mats. These activities build the children's core strength, encourage socialization and cooperation, support exploration of what they can do with their bodies, and makes up for some of the things that we can't do outside during the winter time (such as rolling down a grassy hill).
- Skills: pushing with feet/propulsion (Pedalo), pedaling (Pedalo), standing/balancing (Pedalo), grasping (Pedalo, climbing wall, rope swing), climbing (bumpy slide, rolling hill, climbing wall), turn taking (Pedalo, bumpy slide, rolling hill, climbing wall), motor planning (bumpy slide, rope swing, wall climber), directional awareness (all)

- Outside: We opened our sledding hill last week and hope for more snow so that the children can continue to use the sleds! We will monitor the weather and ice conditions daily to ensure the safety of the children on the sledding hill. As before, our time in the playground is dedicated to both unstructured and structured large motor activities as well as scientific explorations and experiments. Many of the children have been shoveling and building with the snow, asking questions about and exploring ice and melting, and discovering how the winter weather affects the structures on the playground. We have been happy to see that they are making fascinating connections between the snow in the classroom and the snow on the playground!

Snacks

Monday - Clementines & rice chex
Wednesday - Pretzels & raisins
Thursday - Black bean quesadillas

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Weekly Documentation Jan.7 - Jan.11, 2013

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WINTER LP 1-14-2013

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Weekly Lesson Plan for Ross' Class

January 14 - 18, 2013

Lead Teaching This Week: Ross

Overview: We had a wet and wild finish to our week on Friday, but as you could probably tell from your child's thoroughly-soaked boots and snowpants, they had a great time outside: there were shrieks of excitement heard across the playground as the collective group sloshed and stomped through the puddles. The same excited squeals could be heard as many members of our class zipped down our sledding hill earlier in the week! Needless to say, our class is having a great time playing outside together, and the same can be said for the energy inside the room - the children have quickly reconnected with one another and have picked up right where they left off before winter break. It is also clear the children are ready to dive into learning some new content as well, with many eagerly joining their Activity Time groups "ready to learn." We will bring in more provocations to the various areas of the classroom with the intention of stimulating deeper critical thinking skills related to our current foci (color mixing, animal homes, changes in our own homes, as well as concepts of number and quantity).

Expressive Art (art table and clay table)

• Materials: color mixing materials (bottles filled with red, blue, yellow, black, and white paint; brushes; mixing pallets; color swatches), collage materials, clay, wooden tools, wire

• Rationale: After reflecting on discussions from large group last week, the teachers will continue to help foster a stronger understanding of color mixing: asking the children to help create a "Color Recipe Book" to help their fellow classmates know the "exact" amounts needed to make certain secondary colors (as well as various light and dark shades). We also hope to work on create a chromatic color chart to display outside the classroom, showing what we have learned about color mixing. At the clay table, a group of children have been very interested in creating various "locations" out of clay: one being a farm filled with animals, a house, and a barn; another being outer space, complete with flying rockets; and the last a junkyard, filled with a menagerie of broken-down "pieces of junk." We will continue to support the expansion of these "locations" by encouraging those interested to continue adding new pieces to the existing structure each day.
• Skills: growing understanding of mixing colors, color recognition, cause and effect, comparison skills, reasoning skills, fine-motor strength/coordination, symbolic representation, creative expression, elements of storytelling

Sensory Table (snow table)
• Materials: snow, scoops/hand-shovels, buckets, castle molds
• Rationale: We had snow...now we have started to run out. Thanks to spring-like temps, our snow supply has started to run low (...in Minnesota...in January?!?). However, the wet snow has lent itself to great sculpt-ability, so the teachers have added pictures of various snow sculptures to the area to inspire some new "snow castle" creating. The melting of the snow has also piqued the interest in explore different ways to melt snow. We will explore both the sculpting and melting interests more this week, and follow each interest as best we can with the supplies Mother Nature provides.
• Skills: scientific thinking and reasoning, concepts related to temperature/texture/changing of physical states (i.e. melting from a solid to a liquid), fine-motor strength (related to scooping/shoveling), hypothesis creating/testing

Science
• Materials: woodland stuffed animals, books about winter and animal hibernation, clipboards, pencils,
• Rationale: This week we will to a closer look at the question, "Where do the animals (around our homes and school) go in the winter?" Each day, a teacher will bring a group over to the area and develop some hypotheses related to the questions: possibly taking the groups outside and around the playground to see what evidence they can find. We may also invite the children to do some search for evidence of animals around their homes, as well. We will keep you informed as to the developments of this investigation.
• Skills: awareness building related to animal homes - where animals live in the winter, high-level thinking/reasoning skills, observations, symbolic representation, imaginative/creative play

Language and Literacy


• Materials: winter-related books, favorite story books; At the writing table: paper, pencils, staplers, tape, envelopes, mailbox, children's photos
• Rationale: As the children continue to draft and send letters and pictures to one another, the teachers want to capitalize on these great opportunities to have the children continually practice writing their names (and additional words, as each child is ready). We will make a small book with each child's picture and typed name. Then, over the course of the week, the teachers will encourage the children to write their name and add it to the book; allowing each child to see their own written name, as well as continue try again to add a new/update version written by themselves.
• Skills: promote social skills and a sense of classroom community, pre-/early literacy skills, letter recognition (with name writing), fine-motor coordination/strength

Math and Manipulatives (including The Nook)


• Materials: new puzzles, counting and number matching game, Unifix cubes, LEGOS
• Rationale: The counting and stacking with the Unifix cubes really took off this week! The children used them to count and match heights of stacks, measure various small items in the room, make ABAB color patterns, as well as do a quick survey of the class' favorite colors. To expand on these ideas, the teachers will have the children help record this "data" on various charts to help show all the information they are gathering about their peers.
• Skills: number recognition, concepts related to quantity, counting, one-to-one correspondence, dexterity, symbolic representation, data collection and recording

Dramatic Play
• Materials: Play kitchen furniture (i.e. table, chairs, refrigerator, cupboards, stove/oven, sink), dishes, cooking utensils, aprons, chef hats, plastic lids and caps, dress-up clothes and shoes, pieces of fabric, baby-dolls, various sized teddy bears
• Rationale: Last week, several different "potions" were made in our play kitchen: some that eventually became food to feed hungry baby-dolls; some used by fairies, princesses, and princes; and others to ward off tornados trying to "mess up the classroom!" It is clear making and creating "food" is becoming the favorite pastime in the kitchen - potentially leading us toward our restaurant play-theme in the very near future.
• Skills: socio-dramatic/imaginative play, symbolic representation, social skills (e.g. compromising skills, negotiation, conflict resolution skills, etc.), promotion of new/existing friendships

Blocks


• Materials: large hollow blocks, unit blocks, woodland animals, cotton/poly-fil (stuffed animal material), steering wheels
• Rationale: Related to the potion making - specifically the tornado potions - we have seen several TIV's (the mega-truck from the Science Museum movie Tornado Alley) assembled in the back of our room. The machines have been plenty big and able to hold several "scientists." This group is doing its best to collect information about the storms...as well as "make them disappear before they get to the classroom!" This is a fun and exciting topic for many in the room, however tornadoes and storms can be an upsetting topic for some children - as the separation between pretend and reality is still forming for some. We have kept the play more focused on the constructing and driving of the TIV's rather than the intensity/unsettlement that may come with finding any tornados. We are monitoring the play closely, but please let us know what things your child is saying about the play - especially if there are any feelings of unsettlement, as we want all children to feel comfortable and safe while at school.
• Skills: large/fine-motor skills, symbolic representation, problem-solving, social relationships, negotiation, compromise, collaboration, socio-dramatic play

Large Motor
- Materials: Pedalo, bumpy slide, rolling hill, rope swing, climbing wall
- Rationale: We have a new gym set-up with a few old favorites: the bumpy slide and the climbing wall. In addition, we have brought out the Pedalo, created small swings with ropes hanging from the monkey bars, and built a rolling hill with the gym mats. These activities build the children's core strength, encourage socialization and cooperation, support exploration of what they can do with their bodies, and makes up for some of the things that we can't do outside during the winter time (such as rolling down a grassy hill). Outside: we opened our sledding hill last week and hope for more snow so that the children can continue to use the sleds! Also, many of the children have been shoveling and building with the snow; asking questions about and exploring ice and melting, and discovering how the winter weather effects the structures on the playground. Lastly, soccer continues to be a hit...even in the snow!
- Skills: pushing with feet/propulsion (pedaling), standing/balancing, grasping, climbing, turn-taking, directional awareness, core-muscle strength, body awareness/proprioceptive skills, pumping/swinging, jumping/landing, cardiovascular strength/endurance

Special Interest
• PAC meeting on Thursday, Jan. 17 (7-8.30p). All are welcome; we would love to have more voices there!
• GYM JAM is coming!! Friday, Feb. 1 (6.30-8.30p). Be sure to put it on your calendars now!!
NO SCHOOL: Monday, January 21 - Martin Luther King, Jr. Day
• The research project mentioned last week will be starting this week. Ruxue (Rook-sue) will join us on Tuesday to meet the children and then begin her study on Wednesday. Please direct any questions about the study to Ross.

Snack
Monday - Clementines & crackers
Tuesday - Blueberry muffins (possibly made with Sheila)
Wednesday - Carrots & hummus
Thursday - Popcorn (made by the children!)
Friday - Black bean quesadillas
**All snacks served with a choice of milk and water, unless noted**

Winter Session 1/7-1/11/2013

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Overview
This week we are bringing in new materials that will highlight the curriculum topics that the student teachers will be developing over the course of this session: winter, birds, and literacy. The properties of snow are being explored both indoors and out and the children continue to develop theories about what makes snow stick together, what makes it melt, and what it can be used for. Last week the children made signs to scare squirrels away from our bird feeder so we will have an opportunity to see more birds. They will begin watching and recording the birds that frequent our feeder. The birds at the science center will allow the children to take a closer look at the physical characteristics birds that make them unique compared to the mammals that have been central to their play and investigations so far. We transformed the loft into a Literacy Loft after noticing that the children often use it for writing and drawing. The materials there are novel and interesting and will promote letter and letter sound recognition in a child-centered way.

Expressive Arts

-Materials: Easel, brushes, tempera paint, paper. Watercolor paints and paper, small brushes. Paper scraps and glue for collage.
-Rationale: Painting with the watercolor paints was very popular last week. This week we will add the pheasant to the table to inspire them to represent some of the colors and shapes they see in it. Unclaimed paintings that are dry are being used as collage material and we will engage the children in conversations about repurposing materials and reducing waste.
-Skills: Self-expression, fine motor, symbolic representation, creative expression, cause and effect relationships.

Light Table
-Materials: Pipettes, color-mixing trays, snow and color mixing bottles
-Rationale: The light table has been busy with experimentation and discovery. When snow is available we will add small amounts of it to the color mixing materials. The children will explore how the colored water and light changes the appearance and properties of the snow.
-Skills: Cause and effect relationships, experimentation, creative expression, inquiry and observation.

Sensory Materials

- Materials: Snow table, snow, small shovels, and small molding containers, spray bottles with colored water. 

- Rationale: The sensory table filled with snow has been a busy center since the children have returned to school! Last week, the children requested to paint the snow, which led to dramatic play themes related to making snow cones as well as to discussions of colors and color mixing (to "flavor" the snow cones). To connect what the children have been doing with color-mixing at the light table, we will provide colored water for the children to spray onto the snow. We will encourage the children to consider which colors mix to make other colors.
- Skills: creative building, self-regulation, sensory stimulation, knowledge of physical properties, symbolic representation, fine motor skills, cause-and-effect relationships, experimentation, inquiry, generalizing, social interactions, heuristic language, descriptive language, dramatic play

Science
- Materials: Feathers from different birds for matching with bird photographs, stuffed pheasant and crow, animal fur, and various articles of warm (human) clothing. Boxy the turtle! "Blubber Gloves" activity using snow table, snow, icy water, gloves, petroleum jelly, plastic bags
- Rationale: The materials at the science center are designed to create community awareness of hibernation and birds and the different ways animals stay warm and survive during the winter. We have just added different feathers to the science area which will allow the children to compare and contrast how different birds feathers look and feel, wonder about how birds stay warm, as well as look for patterns in the feathers. They have also questioned and discussed how such animals as whales and penguins keep warm, introducing the topic of blubber. To give children a hands-on understanding of how blubber works, we will set up the "Blubber Gloves" activity. Each child who is interested in participating will put one hand in the cold water or snow while wearing a glove covered in petroleum jelly (used to simulate the blubber) and the other hand in the cold water or snow with no covering. The teachers will engage the children in a discussion comparing and contrasting the two sensations that they feel.
- Skills: scientific inquiry, sensory stimulation, observation, conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation, discussions and conversations related to blubber, comparing and contrasting, drawing conclusions, generalizing, reasoning, knowledge of physical properties

Math and Manipulatives
-Materials: Backyard Bird Pattern cards, Mosaic pattern grids, flexi blocks (moveable legos), classmate bingo, puzzles featuring winter and animals, in both inset and interlocking varieties. 

-Rationale: During the previous session, we exposed the children to concepts such as sorting, matching, and categorizing. Knowledge of these concepts is necessary for creating patterns, a concept we introduced the children to and will now explore more deeply. We have added in picture patterns of "backyard birds" or birds they are most likely to see out our windows for children to copy and also to make their own patterns with different birds. The children will continue exploring the mosaic pattern grids, flexi blocks, as well as winter and animal puzzles.
-Skills: Patterning, matching, concept knowledge, one-to-one correspondence and whole/part relationships. 


Language and Literacy
-Materials: A variety of writing implements, paper, notebooks, name cards, and a posting of the upper and lower case alphabet. A well stocked library with books about the alphabet, animals, habitats, and winter. Puzzles with upper and lower case alphabet letters and a magnet board with alphabet letters.
-Rationale: The children have been enjoying the winter and animal books in the library area. Books about birds will be added to the library to support the theme of "birds" in the science area. The writing center is placed near the bird watching area to record observations. The writing center will also have laminated name cards for children to spell and write their names as well as other children's names. The upper section of the loft is now a "literacy loft" and has materials that support letter and letter sound recognition.
-Skills: Letter recognition, awareness of the alphabetic principle, phonemic awareness, familiarity with symbol systems, symbolic representation, fine motor control, descriptive and creative writing, listening and receptive abilities


Dramatic Play
- Materials: natural materials gathered from around the playground and sidewalks of the school (twigs, pine branches, rocks, dirt, etc.), stuffed birds, blocks, tape, paper. Kitchen with dishes, foods, and open-ended scarves.
- Rationale: The children have been creating homes for the stuffed bears and beavers. To extend their play and to create awareness of the birds around our homes and schools, the class will walk around the playground and sidewalks to gather natural materials, particularly those that could be used to build nests. By taking the children to gather the materials, they will be more invested in them and are more likely to use them in their play. The lower level of the loft will be organized to provide the children with an opportunity to use these natural materials along with blocks and/or art materials to build nests and act out dramatic play themes related to birds. The kitchen will also remain in the classroom for children to engage in home-related play.
- Skills: observation, conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation, creative building, indoor-outdoor connection, role-play, social interactions, discussions and conversations related to birds, problem-solving, sharing, home-school connection

Blocks

-Materials: Hollow blocks, unit blocks, ramps, wood boards, markers, paper, and tape. 

-Rationale: Road building has been a popular activity using the unit blocks. The paper, markers and tape are provided to create signs and traffic signals. Home/habitat construction using the hollow blocks continues to be a daily activity. The children have grown in their ability to build safe sturdy structures by paying attention to block shape and size as they carefully stack them with attention to balance.
-Skills: Construction skills, dramatic play, symbolic representation, problem solving. Mathematical concepts such as symmetry, dimensions and geometry.

Large Motor

- Materials: Pedalo, bumpy slide, rolling hill, rope swing, climbing wall
- Rationale: The children have done well easing back into the routines of school and have seemed to enjoy the familiar equipment we had set up in the gym. In order to sustain their interest in large muscle activities and to foster new skills, we have changed out some the structures and activities. The children will still have the opportunity to use old favorites: the bumpy slide and the climbing wall. In addition, we have brought out the Pedalo, created rope swings, and built a rolling hill with the gym mats. These activities build the children's core strength, encourage socialization and cooperation, support exploration of what they can do with their bodies, and makes up for some of the things that we can't do outside during the winter time (such as rolling down a grassy hill).
- Skills: pushing with feet/propulsion (Pedalo), pedaling (Pedalo), standing/balancing (Pedalo), grasping (Pedalo, climbing wall, rope swing), climbing (bumpy slide, rolling hill, climbing wall), turn-taking (Pedalo, bumpy slide, rolling hill, climbing wall), motor planning (bumpy slide, rope swing, wall climber), directional awareness (all), core muscle strength (bumpy slide, rope swing, climbing wall), body awareness (bumpy slide), rolling (rolling hill), pumping/swinging (rope swings), reaching (wall climber), jumping (wall climber), turning (wall climber), spatial awareness (climbing wall, rolling hill), landing (climbing wall)

- Outside: We opened our sledding hill last week and hope for more snow so that the children can continue to use the sleds! We will monitor the weather and ice conditions daily to ensure the safety of the children on the sledding hill. As before, our time in the playground is dedicated to both unstructured and structured large motor activities as well as scientific explorations and experiments. Many of the children have been shoveling and building with the snow, asking questions about and exploring ice and melting, and discovering how the winter weather affects the structures on the playground. We have been happy to see that they are making fascinating connections between the snow in the classroom and the snow on the playground!

Snacks
Monday - Clementines & crackers
Tuesday - Carrots & hummus
Wednesday - Black bean quesadillas
Thursday - Popcorn
Friday - Classmade Pizza

3am Volunteer Sign up Winter

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Dear families,

Please take a look at the times and dates below and email Jamie or me to confirm the dates you want to volunteer. Thank you for your support!

Monday, January 14
Help with outdoor clothing 10:30am-11am______________
Wednesday, January 16
Help with outdoor clothing 10:30am-11am_______________
Thursday, January 17
Help with outdoor clothing 10:30am-11am_______________

Monday, January 21
Reading with children 9:15am-9:45am_______________
Help with outdoor clothing 10:30am-11am_______________
Wednesday, January 23
Help with outdoor clothing 10:30am-11am_______________
Thursday, January 24
Help with outdoor clothing 10:30am-11am_______________

Monday, January 28
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________
Wednesday, January 30
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________
Thursday, January 31
Dishes, 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________

Monday, February 4
Reading with children 9:15am-9:45am_______________
Help with outdoor clothing 10:30am-11am_______________
Wednesday, February 6
Help with outdoor clothing 10:30am-11am_______________
Thursday, February 7
Help with outdoor clothing 10:30am-11am_______________

Monday, February 11
Help with cooking 9:15-10am Trisha
Help with outdoor clothing 10:30am-11am_Trisha
Wednesday, February 13
Help with outdoor clothing 10:30am-11am_______________
Thursday, February 14
Help with outdoor clothing 10:30am-11am_______________

Monday, February 18
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________
Wednesday, February 20
Help with outdoor clothing 10:30am-11am_______________
Thursday, February 21
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________

Monday, February 25
Cook with children 9:15am-10am_______________________
Help with outdoor clothing 10:30am-11am_______________
Wednesday, February 27
Help with outdoor clothing 10:30am-11am_______________
Thursday, February 28
Help with outdoor clothing 10:30am-11am_______________

Monday, March 4
Reading with children 9:15-9:45am____________________
Help with outdoor clothing 10:30am-11am_______________
Wednesday, March 6
Help with outdoor clothing 10:30am-11am_______________
Thursday, March 7
Help with outdoor clothing 10:30am-11am_______________

Monday, March 11
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________
Wednesday, March 13
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________
Thursday, March 14
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________

2am Volunteer Sign up Winter

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Dear families,

Please take a look at the times and dates below and email Jamie or me to confirm the dates you want to volunteer. Thank you for your support!

Tuesday, January 15
Help with outdoor clothing 10:30am-11am______________
Friday, January 18
Reading with children 9:15am-9:45am________________
Help with outdoor clothing 10:30am-11am_______________

Tuesday, January 22
Help with outdoor clothing 10:30am-11am_______________
Friday, January 25
Help cooking 9:15am-10am___________________
Help with outdoor clothing 10:30am-11am_______________

Tuesday, January 29
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________
Friday, February 1
Dishes, 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________

Tuesday, February 5
Help with outdoor clothing 10:30am-11am_______________
Friday, February 8
Cooking with children 9:15-10:00am___________________
Help with outdoor clothing 10:30am-11am_______________

Tuesday, February 12
Help with outdoor clothing 10:30am-11am_______________
Friday, February 15
Reading with children 9:15am-9:45am________________
Help with outdoor clothing 10:30am-11am_______________

Tuesday, February 19
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________
Friday, February 22
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________

Tuesday, February 26
Help with outdoor clothing 10:30am-11am_______________
Friday, March 1
Cooking with children 9:15am-10am___________________
Help with outdoor clothing 10:30am-11am_______________

Tuesday, March 5th
Help with outdoor clothing 10:30am-11am_______________
Friday, March 8th
Reading with children 9:15am-9:45am________________
Help with outdoor clothing 10:30am-11am_______________

Tuesday, March 12
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am_______________
Friday, March 15
Dishes 10:45-11:30____________
Help with outdoor clothing 10:30am-11am____

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2am Winter Lesson Plan 1.15-1.18.13

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January 15th-18th
Ayuko, Jamie, Catherine, and Taylor Co-Lead Teaching

Overview:
The children have been busy exploring the new and familiar materials and environment in the classroom. They have been reconnecting with other children and getting to know the new teachers in the classroom. We are going to continue to encourage the children to initiate play with their peers and begin engaging in collaborative projects by sharing ideas and materials. The children have been wearing layers and bringing warm clothing to combat the winter elements, and they have been learning valuable self-help skills while undressing and dressing during arrival and dismissal. The children are aware that Ayuko is pregnant and there is going to be a change when the baby is born. Materials and babies are available for the children to act out and create dramatic play scenarios about caretaking for a new baby.

Expressive Arts
**Materials: Easel, white paper, white and primary paint colors, paint brushes. 

Rationale: To promote awareness of primary colors and encourage creative expression while providing the opportunity to try out color mixing. To encourage the children to represent their ideas on paper.
Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking.

**Materials: Chalk, scissors, white and black paper, colorful tapes, and color sorted markers. 

Rationale: To promote creative expression while providing a variety of colorful medium options for the children to use. To promote awareness of color on light paper verses color on dark paper. To support skill development of cutting, using tape, and using chalk and markers. 
To promote awareness of similarities and differences in colors by sorting based on color families.
Skills: Fine motor, exploration, cutting, holding markers, creativity, artistic expression, color awareness.

**Materials: Playdoh, rolling pins, cheese slicers, impression tools, and number cut outs
Rationale: To continue to experiment with a variety of new tools. To try out materials for cause and effect relationship. To introduce new colors, promote mixing, and bring awareness to changes in the materials. To encourage number awareness and counting skills.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Sensory
**Materials: Ice mold, snow, small toy people and eventually vehicles
Rationale: To continue to provide opportunities to manipulate snow indoors. To begin to explore ice indoors and to observe the physical differences between them when they are side by side. To explore the ice with various sense including sight and touch. To introduce small toys to promote social interaction and observe how the toys interact with the snow and ice. Observe the changes ice and snow make in a warm environment
Skills: Sensory input, observation, social interaction, prediction, discussion

Science
**Materials: Light table in the cave, Rainbow making crystal, primary color light filters.
Rationale: To provide the opportunity to explore color concepts, such as adding primary colors to create secondary colors. To become aware of natural rainbows and how light affects color.
Skills: Observation, awareness, fine motor, experimentation, cause and effect, prediction, try new ideas.

**Materials: Silent claymation video on the computer showing primary colors mixing to form color wheel. 

Rationale: To observe and witness colors mixing. To provide an opportunity to discuss primary colors and how they mix. 
To integrate technology into the curriculum.
Skills: Discussion, observation, sensory input, collaborate ideas.

**Materials: Sensory touch and see materials.
Rationale: To learn and use the sense of touch and sight. To compare two materials and learn new vocabulary such as soft, rough, smooth, bumpy.
Skills: Ideas, discussion, observation, sensory input

Dramatic Play
**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.
Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others. To encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


**Materials: Coats, scarves, mittens, boots, sweaters, blankets, blazer jackets.
Rationale: To introduce winter specific clothing and a variety of layers to allow children to practice dressing themselves in the specific items. To prompt discussion about outdoor clothing children and to engage in symbolic play relating to winter outdoor activities. To encourage problem solving and explore cause and effect relationships by testing out which items keep the children warm outside.
Skills: Observation, discussion, fine motor, role play, communication, collaboration, creative expression

**Materials: Wooden trains, airplanes, cars, map of the United States, plane stickers, dry erase markers, train ticket making materials, and tape train tracks.
Rationale: To provide an opportunity for children to continue their interest and exploration of vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to create their own materials like train tickets to incorporate into their dramatic play scenarios.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives
**Materials: Color puzzles, seriation stackers, peg boards, zippers, puzzles, number magnets and board.
Rationale: To provide materials that support self help skills like zippers and to increase hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle. To increase the children's awareness and exploration of color through the opportunity to stack pegs and create patterns. To increase children's number awareness and counting skills.
Skills: comparison, persistence, fine motor control, hand-eye coordination

Language and Literacy
**Materials: A variety of books including color, winter, and school themed being displayed in different curriculum areas as well as the reading nook.

Rationale: To promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding. 

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks
**Materials: Hollow blocks and unit blocks.
Rationale: To continue to encourage collaborative block building and make airports, houses, garage, train tracks, and bridges, to support the story lines of traveling.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 

**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, and a Pedalo- small, child leg and arm operated walker
Rationale: To provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for snow days and colder temperatures that prevent us from going outside.
Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, and spatial awareness.

**Materials: Outdoors: Buckets, sleds, shovels, snow, yellow scooter cars, dump trucks, and wheelbarrows
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group
**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities
Rationale: To introduce the children to the new changes and continue to orient them to the new teachers. To continue to work on rhyming and to prepare forchanges that are happening in the weather and classroom.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Drums and bells 

Rationale: To promote exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play
Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

January 14th-17th
Ayuko, Jamie, Catherine, and Taylor Co-Lead Teaching

Overview:
The children have been busy exploring the new and familiar materials and environment in the classroom. They have been reconnecting with other children and getting to know the new children and teachers in the classroom. We are going to continue to encourage the children to initiate play with their peers and engage in collaborative projects by sharing ideas and materials. The children have been noticing the changing weather conditions and the presence of winter outside in snow, ice, and the cold temperature. The children have been wearing layers and bringing warm clothing to combat the winter elements, and they have been learning valuable self-help skills while undressing and dressing during arrival and dismissal. The children are aware that Ayuko is pregnant and there is going to be a change when the baby is born. Materials and babies are available for the children to act out and create dramatic play scenarios about caretaking for a new baby.

Expressive Arts
**Materials: Easel, white paper, white and primary paint colors, paint brushes. 

Rationale: To promote awareness of primary colors and encourage creative expression while providing the opportunity to try out color mixing. To encourage the children to represent their ideas on paper.
Skills: Fine motor, exploration, color mixing, creativity, artistic expression, turn taking.

**Materials: Chalk, scissors, white and black paper, colorful tapes, and color sorted markers. 

Rationale: To promote creative expression while providing a variety of colorful medium options for the children to use. To promote awareness of color on light paper verses color on dark paper. To support skill development of cutting, using tape, and using chalk and markers. 
To promote awareness of similarities and differences in colors by sorting based on color families.
Skills: Fine motor, exploration, cutting, holding markers, creativity, artistic expression, color awareness.

**Materials: Playdoh, rolling pins, cheese slicers, impression tools, and number cut outs
Rationale: To continue to experiment with a variety of new tools. To try out materials for cause and effect relationship. To introduce new colors, promote mixing, and bring awareness to changes in the materials. To encourage number awareness and counting skills.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

Sensory
**Materials: Ice mold, snow, small toy people and eventually vehicles
Rationale: To continue to provide opportunities to manipulate snow indoors. To begin to explore ice indoors and to observe the physical differences between them when they are side by side. To explore the ice with various sense including sight and touch. To introduce small toys to promote social interaction and observe how the toys interact with the snow and ice. Observe the changes ice and snow make in a warm environment
Skills: Sensory input, observation, social interaction, prediction, discussion

Science
**Materials: Light table in the cave, Rainbow making crystal, primary color light filters.
Rationale: To provide the opportunity to explore color concepts, such as adding primary colors to create secondary colors. To become aware of natural rainbows and how light affects color.
Skills: Observation, awareness, fine motor, experimentation, cause and effect, prediction, try new ideas.

**Materials: Silent claymation video on the computer showing primary colors mixing to form color wheel. 

Rationale: To observe and witness colors mixing. To provide an opportunity to discuss primary colors and how they mix. 
To integrate technology into the curriculum.
Skills: Discussion, observation, sensory input, collaborate ideas.

**Materials: Sensory touch and see materials.
Rationale: To learn and use the sense of touch and sight. To compare two materials and learn new vocabulary such as soft, rough, smooth, bumpy.
Skills: Ideas, discussion, observation, sensory input

Dramatic Play
**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.
Rationale: To continue to provide opportunities to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others. To encourage collaborative cooking projects and give the children opportunities to express their ideas and share materials.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


**Materials: Coats, scarves, mittens, boots, sweaters, blankets, blazer jackets.
Rationale: To introduce winter specific clothing and a variety of layers to allow children to practice dressing themselves in the specific items. To prompt discussion about outdoor clothing children and to engage in symbolic play relating to winter outdoor activities. To encourage problem solving and explore cause and effect relationships by testing out which items keep the children warm outside.
Skills: Observation, discussion, fine motor, role play, communication, collaboration, creative expression

**Materials: Wooden trains, airplanes, cars, map of the United States, plane stickers, dry erase markers, train ticket making materials, and tape train tracks.
Rationale: To provide an opportunity for children to continue their interest and exploration of vehicles. To provide additional materials for the children to extend their play by making a larger train track, acting out riding on a train or airplane, and using collaborative building skills to create large structures, such as an airport, airplane, train, and train station. To provide a map for the children to gain a larger world perspective and act out choosing destinations by putting laminated plane visuals on the map. To provide opportunities for the children to create their own materials like train tickets to incorporate into their dramatic play scenarios.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives
**Materials: Color puzzles, seriation stackers, peg boards, zippers, puzzles, number magnets and board.
Rationale: To provide materials that support self help skills like zippers and to increase hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle. To increase the children's awareness and exploration of color through the opportunity to stack pegs and create patterns. To increase children's number awareness and counting skills.
Skills: comparison, persistence, fine motor control, hand-eye coordination

Language and Literacy
**Materials: A variety of books including color, winter, and school themed being displayed in different curriculum areas as well as the reading nook.

Rationale: To promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. To incorporate our curriculum themes of winter and color into the literacy area to help the children gain knowledge and understanding. 

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks
**Materials: Hollow blocks and unit blocks.
Rationale: To continue to encourage collaborative block building and make airports, houses, garage, train tracks, and bridges, to support the story lines of traveling.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor 

**Materials: Indoors: Bumpy slide, rolling hill, rope swings, climbing walls, and a Pedalo- small, child leg and arm operated walker
Rationale: To provide and promote opportunities to engage in activities that enhance and challenge their physical skills and foster new skills. To increase their interest and ability to participate in large muscle activities. To build core strength, encourage social interaction and cooperation, and support the exploration of new materials. To provide novel and fun activities in preparation for snow days and colder temperatures that prevent us from going outside.
Skills: Propulsion, pushing with feet, pedaling, standing balancing, turn-taking, directional awareness, body awareness, reaching, climbing up and down, jumping, and spatial awareness.

**Materials: Outdoors: Buckets, sleds, shovels, snow, yellow scooter cars, dump trucks, and wheelbarrows
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To facilitate activities that promote usage of snow. To encourage social interactions, collaboration, and turn taking.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group
**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), winter and color themed discussion, a rhyming story and songs, dance and instrument activities, modeling of activities
Rationale: To introduce the children to the new changes and continue to orient them to the new teachers. To continue to work on rhyming and to prepare for the field trip and other changes that are happening in the schedule, weather, and classroom.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Drums and bells 

Rationale: To promote exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play
Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Weekly Plan
Week of January 14, 2012
Elizabeth Lead Teaching

Overview: The children have enthusiastically transitioned back to school, and are adjusting to both our new routine and new teachers. In order to support the children during this time of transition and ensure we provide a predictable and supportive learning environment, limited changes are made this week. Our outdoor environment continues to offer shoveling and sledding (weather permitting) as the children adjust to beginning their days on the playground. Indoors, minor changes are made to certain areas of the classroom to extend the rich play developed during the first week of school. For example, smaller and differently shaped molds are provided in the sensory snow table to facilitate deeper exploration of snow castle and snow villiage building. Additionally, new blue objects and images are added to the art area to provide an interesting challenge to the color mixing station as the children try to match different shades of blue. Most importantly, however, we will maintain a consistent and supportive learning experience and continue to emphasize a joyful and caring community of learners.

Science
*Materials: Woodland animal stuffed animals, Tree, books about wintertime and hibernation, animal guessing game
*Rationale: to continue our ongoing exploration of homes and habitats, and to focus the children's attention on local weather and animals, materials are provided that will allow the children to hypothesize about what animals do in the winter and where they might live. An animal guessing game was provided during large group last week, and is offered in the science center this week so the children can build awareness of local wildlife and practice identifying animals based upon different features (noses, color, ears, feet/hoofs)
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, making comparisons, and developing curiosity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave is set as bedrooms with "beds," baby dolls, and baby-care items, Bear Cave (bear costumes, teddy bears, books about hibernation and bears, pillows).
Rationale: to allow for the continued exploration of home-life and family-life while children use their creativity, imagination, and social interaction skills. To juxtapose human needs (home-life props) with animal needs (hibernation cave) and allow for a variety of dramatic play experiences. The first week of school, the children blended the two dramatic play experiences by cooking food to take into the bear cave or bringing bears into their home to feed and care for. The book Bear Snores On will be read during large group to build awareness of hibernation as well as offer suggestions for increased role-play in the dramatic play area.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, storytelling, connection to the natural world, using books as resources, and early literacy skills.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program. Name cards and mailbox are available to the writing center to support letter writing.
Rationale: to foster experiences with the alphabetic principle. We will continue to support the children creativity with written and verbal language by giving them opportunities to dictate their stories and letters. To aide in letter writing, children's names and pictures, a mailbox, and envelopes are available. To support several children's strong interest in writing and mailing letters, books and sequencing cards about sending mail will also be offered in the writing center.
Skills: fine motor, letter recognition, emergent writing, curiosity, symbolic reasoning, peer interaction, reflection on community jobs, planning and sequencing actions.

Materials: the library has a variety of non fiction and fiction books, many of which discuss different aspects of winter (snow, cold, winter clothes, etc).
Rationale: to encourage the children's continued interest in sharing stories communally and individually. To demonstrate how to use books as sources of information. To have the opportunity to reflect on changes to the children's immediate environment (i.e. the winter season).
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, scientific investigation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, animal figurines, batting,.
Rationale: to offer continued building experiences, to allow the children to reflect on and interpret a number of different experiences involving buildings, transportation, etc. Additionally, batting and animal figurines are offered with the unit blocks to encourage the building of animal habitats and allow for the incorporation of "snow" into the building experience.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, indoor/outdoor connection, using a variety of media for self expression, problem solving, mathematical reasoning, and showing interest and respect for the creative work of self and others.

Expressive Arts (paint, drawing, clay)
Materials: markers, primary color paint for mixing, Prints of paintings using the color blue, different blue objects, large paper for painting, scissors/ clay, wooden clay tools, wire.
Rationale: to explore with hands and tools to promote sensory awareness, increase fine motor skills, and foster social relationships as children observe and work together with their peers. As the winter session begins, paint is made available at the art table so the children can begin exploring the mixing of one color (blue) with white and black to create different tones and hues. To provide inspiration and challeng, different shades of blue are displayed in the art area for the children to practice matching. The clay is also once again available for the children to use for creative expression and sensory input.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, cause and effect, hypothesizing and predicting, showing interest and respect for the creative work of self and others, establishing a connection as a member of a community, peer interactions, self expression using a variety of media and tools.

Sensory (water table)
Materials: snow, molds, scoops, buckets, small shovels, images of different types of snow castles and buildings.
Rationale: To bring a little bit of outside into our classroom, snow is made available in the sensory table. Children can explore the properties of snow and use their senses to observe the many ways they can change the material. To support the children's interest in building snow structures (based upon what they have already explored with sand in the sensory table and on the playground) different molds are offered.
Skills: large-/fine-motor strength, cause-and-effect, fostering social relationships, sensory exploration, symbolic representation, acting out previous experiences, comparing amounts, and performing multiple steps, planning and carying out a plan.

Math and Manipulatives
Materials: Puzzles, counting and stacking cubes, number puzzles, numeral recognition games.
Rationale: As we move into the winter, the children will have more chances to explore both the skill of counting as well as increased familiarity with the numerals that represent amounts. A variety of materials that encourage counting and matching with numerals are available, as well as puzzles that highlight continued investigation of part-whole relationships.
Skills: one-to-one correspondence, fine motor development, hand-eye coordination, part-whole relationships, quantification, counting, numeracy awareness, comparison, matching and sorting.

Large Motor
Materials: stairs with mat jumping station & donut jumper, wall climber, stairs with roller slide, balance rocker, monkey bars .
Rationale: To support social skills and cooperation; upper and lower body muscles, endurance, and to work on skills such as balance, jumping, climbing, and coordination.
Skills: Muscular strength, stopping, cardiovascular endurance, dynamic balance, static balance, upper body strength, lower-body strength, dynamic balance (jumping, landing), spatial awareness, turn-taking, and social awareness.

Snacks:
Monday: Clementines and Rice Chex
Wednesday: Snow Cones and Pretzels
Thursdsay: Black Bean Quesadilla's (Dairy free)

Weekly Plan
Week of January 14, 2012
Elizabeth Lead Teaching

Overview: The children have enthusiastically transitioned back to school, and adjusting to both our new routine and new teachers. In order to support the children during this time of transition and ensure we provide a predictable and supportive learning environment, limited changes are made this week. Our outdoor environment continues to offer shoveling and sledding (weather permitting) as the children adjust to beginning their days on the playground. Indoors, minor changes are made to certain areas of the classroom to extend the rich play developed during the first week of school. For example, smaller and differently shaped molds are provided in the sensory "snow" table to facilitate deeper exploration of snow castle and snow villiage building. Additionally, new blue objects and images are added to the art area to provide an interesting challenge to the color mixing station as the children try to match different shades of blue. Most importantly, however, we will maintain a consistent and supportive learning experience and continue to emphasize and joyful and caring community of learners.

Science
*Materials: Woodland animal stuffed animals, Tree, books about wintertime and hibernation, animal guessing game
*Rationale: to continue our ongoing exploration of homes and habitats, and to focus the children's attention on local weather and animals, materials are provided that will allow the children to hypothesize about what animals do in the winter and where they might live. An animal guessing game was provided during large group last week, and is offered in the science center this week so the children can build awareness of local wildlife and practice identifying animals based upon different features (noses, color, ears, feet/hoofs)
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, making comparisons, and developing curiosity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave is set as bedrooms with "beds," baby dolls, and baby-care items, Bear Cave (bear costumes, teddy bears, books about hibernation and bears, pillows).
Rationale: to allow for the continued exploration of home-life and family-life while children use their creativity, imagination, and social interaction skills. To juxtapose human needs (home-life props) with animal needs (hibernation cave) and allow for a variety of dramatic play experiences. The first week of school, the children blended the two dramatic play experiences by cooking food to take into the bear cave or bringing bears into their home to feed and care for. The book Bear Snores On will be read during large group to build awareness of hibernation as well as offer suggestions for increased role-play in the dramatic play area.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, storytelling, connection to the natural world, using books as resources, and early literacy skills.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program. Name cards and mailbox are available to the writing center to support letter writing.
Rationale: to foster experiences with the alphabetic principle. We will continue to support the children creativity with written and verbal language by giving them opportunities to dictate their stories and letters. To aide in letter writing, children's names and pictures, a mailbox, and envelopes are available. To support several children's strong interest in writing and mailing letters, books and sequencing cards about sending mail will also be offered in the writing center.
Skills: fine motor, letter recognition, emergent writing, curiosity, symbolic reasoning, peer interaction, reflection on community jobs, planning and sequencing actions.

Materials: the library has a variety of non fiction and fiction books, many of which discuss different aspects of winter (snow, cold, winter clothes, etc).
Rationale: to encourage the children's continued interest in sharing stories communally and individually. To demonstrate how to use books as sources of information. To have the opportunity to reflect on changes to the children's immediate environment (i.e. the winter season).
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, scientific investigation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, animal figurines, batting,.
Rationale: to offer continued building experiences, to allow the children to reflect on and interpret a number of different experiences involving buildings, transportation, etc. Additionally, batting and animal figurines are offered with the unit blocks to encourage the building of animal habitats and allow for the incorporation of "snow" into the building experience.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, indoor/outdoor connection, using a variety of media for self expression, problem solving, mathematical reasoning, and showing interest and respect for the creative work of self and others.

Expressive Arts (paint, drawing, clay)
Materials: markers, primary color paint for mixing, Prints of paintings using the color blue, different blue objects, large paper for painting, scissors/ clay, wooden clay tools, wire.
Rationale: to explore with hands and tools to promote sensory awareness, increase fine motor skills, and foster social relationships as children observe and work together with their peers. As the winter session begins, paint is made available at the art table so the children can begin exploring the mixing of one color (blue) with white and black to create different tones and hues. To provide inspiration and challeng, different shades of blue are displayed in the art area for the children to practice matching. The clay is also once again available for the children to use for creative expression and sensory input.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, cause and effect, hypothesizing and predicting, showing interest and respect for the creative work of self and others, establishing a connection as a member of a community, peer interactions, self expression using a variety of media and tools.

Sensory (water table)
Materials: snow, molds, scoops, buckets, small shovels, images of different types of snow castles and buildings.
Rationale: To bring a little bit of outside into our classroom, snow is made available in the sensory table. Children can explore the properties of snow and use their senses to observe the many ways they can change the material. To support the children's interest in building snow structures (based upon what they have already explored with sand in the sensory table and on the playground) different molds are offered.
Skills: large-/fine-motor strength, cause-and-effect, fostering social relationships, sensory exploration, symbolic representation, acting out previous experiences, comparing amounts, and performing multiple steps, planning and carying out a plan.

Math and Manipulatives
Materials: Puzzles, counting and stacking cubes, number puzzles, numeral recognition games.
Rationale: As we move into the winter, the children will have more chances to explore both the skill of counting as well as increased familiarity with the numerals that represent amounts. A variety of materials that encourage counting and matching with numerals are available, as well as puzzles that highlight continued investigation of part-whole relationships.
Skills: one-to-one correspondence, fine motor development, hand-eye coordination, part-whole relationships, quantification, counting, numeracy awareness, comparison, matching and sorting.

Large Motor
Materials: stairs with mat jumping station & donut jumper, wall climber, stairs with roller slide, balance rocker, monkey bars .
Rationale: To support social skills and cooperation; upper and lower body muscles, endurance, and to work on skills such as balance, jumping, climbing, and coordination.
Skills: Muscular strength, stopping, cardiovascular endurance, dynamic balance, static balance, upper body strength, lower-body strength, dynamic balance (jumping, landing), spatial awareness, turn-taking, and social awareness.

Snacks:
Monday: Clementines and Rice Chex
Wednesday: Snow Cones and Pretzels
Thursdsay: Black Bean Quesadilla's (Dairy free)

Weekly Documentation: Week of January 7th

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SG day 1-3.jpg

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weeklydoc 1-4-13 clay (reindeer hideout)B.jpg

WINTER LP 1-3-2013

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14636215-snow-falling-on-the-background-of-tree-without-leaves.jpeg

Weekly Lesson Plan for Ross' Class

January 3 - 11, 2013

Lead Teaching This Week: Ross

Overview: Welcome back everyone and happy 2013!! I hope your time away from school was relaxing, restorative, and enjoyable! Because we have been away for quite some time, we will take the first few days back to get settled into our daily schedule as well as reconnect with one another: especially our new student teachers Avery, Megan, and Veronica. To make a comfortable and smooth adjustment back to school, we will have many familiar materials available: the playhouse and dress-up clothes in the dramatic play area, the color mixing at the art table, and LEGOS in the Nook (the smaller size versus the large size that we had at the end of the fall). We will also continue our focus on exploration of "homes;" continuing to look at our homes as well as animal homes - specifically what animals may do different to their homes during the winter months. We're excited to start our winter session and are glad to have you all back!

Expressive Art (art table and clay table)

• Materials: color mixing materials (bottles filled with red, blue, yellow, black, and white paint; brushes; mixing pallets; color swatches), collage materials, clay, wooden tools

• Rationale: To promote familiarity, as well as quick reconnections through favorite activities, we will revisit color mixing at the art table. However, while will focus more on utilizing our new knowledge about mixing various colors (including various shades of the same color) to create a beautiful documentation to display outside the classroom "showing what we know" about how to mix colors. At the clay table: The clay will be available; with new provocations and stories to retell - bringing the children back to the table to revisit this amazing material.
• Skills: artistic expression, creativity, fine-motor strength/coordination, symbolic representation, color recognition, cause and effect, comparison skills, reasoning skills

Sensory Table (snow table)
• Materials: snow, scoops/hand-shovels, buckets, castle molds
• Rationale: There is no mistaking it - winter is upon us! Unlike last year, we have snow on the ground and plan to bring it inside to explore its various physical properties (i.e. "How does it feel on your bare hands?" "How does the snow change once it's been inside?" "How many ways can we change the snow?"). True, the children will be able to play with it outside, however we are putting on out investigative hats, getting out hands "dirty" (or cold rather), and taking a closer look at snow!
• Skills: scientific thinking and reasoning, concepts related to temperature/texture/changing of physical states (i.e. melting from a solid to a liquid), fine-motor strength/endurance (related to scooping/shoveling), hypothesis creating/testing

Science
• Materials: woodland stuffed animals, books about winter and animal hibernation, clipboards, pencils,
• Rationale: We will continue our exploration of animal homes by asking the question, "What do the animals around our school do in the winter?" We will investigate this question by having conversations, looking at books, as well as possibly looking for videos about animal hibernation on the computer. We will also have a small (dead) orange tree at the science table, filled with woodland animals to allow the children the opportunity to carry out any of their own hibernation stories.
• Skills: awareness building related to animal homes - where animals live in the winter, high-level thinking/reasoning skills, observations, symbolic representation, imaginative/creative play

Language and Literacy


• Materials: books, "Book Cave," At the writing table: paper, pencils, staplers, tape, envelopes, mailbox, children's photos
• Rationale: To help foster the reconnection between the children, the teachers revisit writing letters with the children; specifically helping with the facilitation of addressing and signing of the letters. The teachers will also encourage the children to look in the mailbox and deliver letters throughout the day - helping the children recall the names of their classmates, as well as hopefully sparking new connections between peers.
• Skills: promote social skills and a sense of classroom community, pre-/early literacy skills, letter recognition (with name writing), fine-motor coordination/strength

Math and Manipulatives (including The Nook)


• Materials: new puzzles, counting and number matching game, Unifix cubes, LEGOS
• Rationale: One area with a new focus will be the math. To begin the winter session, we will explore numerals/number recognition and quantity. The games and materials in the area will challenge children to recognize the various written numbers and find the corresponding number of materials. In the Nook, LEGOS will be available for the children to build and create with...and knowing the popularity of this material, I have a feeling the Nook will be a very popular place!
• Skills: number recognition, concepts related to quantity, counting, one-to-one correspondence, dexterity, symbolic representation

Dramatic Play
• Materials: Play kitchen furniture (i.e. table, chairs, refrigerator, cupboards, stove/oven, highchair, sink), dishes, cooking utensils, aprons, chef hats, plastic lids and caps, dress-up clothes and shoes, pieces of fabric, baby-dolls, various sized teddy bears
• Rationale: The house was clearly a favorite area during the fall; seeing many visitors every day. We will keep the set up familiar for the first few weeks, however will observe their play closely to help bring in a new play theme. Restaurant was becoming popular at the end of the fall session, and may resurface during our first few weeks back.
• Skills: socio-dramatic/imaginative play, symbolic representation, social skills (e.g. compromising skills, negotiation, conflict resolution skills, etc.), promotion of new/existing friendships

Blocks


• Materials: large hollow blocks, unit blocks, woodland animals, cotton/poly-fil (stuffed animal material), steering wheels
• Rationale: The block area was another very popular area in the fall. We will have the basic building materials on the large-block side of the room; letting the children reenact stories from the fall or create new stories. To support our focus on animal homes during the winter, we will add props to the small-block side of the room and promote "winter habitat building." Supplemental books and pictures will also be in the area to act as a provocation.
• Skills: large/fine-motor skills, symbolic representation, connection to focus on animal homes, problem-solving, social relationships, negotiation, compromise, collaboration, socio-dramatic play

Large Motor
• Materials: In the Gym: monkey bars, "Bumpy Slide," climbing stairs, jumping platform, climbing bars. On the Playground: snow shovels, buckets, play dishes, scoops, sleds (for pulling around the playground - NO SLEDDING YET).
• Rationale: With the colder weather upon us, the gym will become a main source of our large-motor activity during the winter session. We will try to get outside every day, however with the dressing of 19 children in full snowsuits, we sometimes get less time outside then desired! As for our initial focus in the gym, we want to foster full body strength through climbing and jumping activities. We will also support proprioceptive and sensory skills as the children take turn-after-turn on the "Bumpy Slide." We will also continue to start each trip to the gym with a teacher-facilitated activity. Outside, the children will build plenty of strength as they trek around the snow-covered playground in their full snow gear! The sleds will come out after the first few days of returning, however only be used for towing and pulling one another around the playground. We want to make sure everyone, including our new student teaching team, feels settled and ready for the non-stop fun and excitement that comes with the sledding hill!
• Skills: balance, large-motor strength/coordination/endurance, eye-hand/eye-foot coordination, body in motion/space (i.e. proprioception), cardiovascular strength, depth perception, risk-taking, collaborative play, propulsion skills (kicking), social skills (i.e. negotiation, compromise, turn-taking)

Special Interest
• Be sure to stop down and meet our new student teachers; they're very excited to get started and work with your children!
• A reminder about parking: please remember to park your car in an angled spot (or parking meter) if you are planning to walk in with your child. Leaving your car unattended and parked along the curb during drop-off makes it extremely challenging to get the cars through our driveway.
NO SCHOOL: Monday, January 21 - Martin Luther King, Jr. Day
• Please send your child's snow gear with them every day! Some days it might warm up to just above zero by the time we plan to head outside, and it's always easiest to get your child into their own gear. Also, labeling helps ensure your child's gear goes home with them each day!

Snack
Monday - NO SCHOOL
Tuesday - NO SCHOOL
Wednesday - NO SCHOOL
Thursday - Pretzels and raisins
Friday - Rice cakes and apples
**All snacks served with a choice of milk and water, unless noted**

Overview and Goals

Welcome back to school! I hope everyone had a wonderful holiday season. This first week back will be a period of readjustment. It won't take too long however, for all of us to settle back into our routines. The children may express some concern about having new student teachers, Ally, Emily and Taya. If your child is having reservations about the changes please let me know and I will provide extra support. Our focus for the week will be on establishing relationships with the new teachers and getting reacquainted with friends. The new materials that we have around the classroom are designed to reconnect the children to some of the topics we began exploring this fall; opportunities for bird watching, snow sculpting, and habitat building are embedded throughout the room. The science area features some hands on activities that are designed to encourage the children to explore the idea of hibernation and the changes that animals and their habitats undergo in preparation for the cold!

Expressive Arts

-Materials: Easel, brushes, paint, paper, clay, clay tools, wire. Watercolor paints and paper, small brushes.
-Rationale: We will start this session by getting reacquainted with the properties of clay as we explore the endless possibilities that it offers for creative expression and symbolic representation. 
The watercolors will give the children an opportunity to explore color mixing in a unique and creative way.
-Skills: Self-expression, fine motor, symbolic representation, creative expression, cause and effect relationships.

Light Table
-Materials: Pipettes, color-mixing trays, and color mixing bottles
~Rationale: The light table provides the children with a unique way to explore the concept of color mixing. Children will be able to experiment with the properties of different colors and explore cause and effect relationships as they mix different colors together to create new colors!
~ Skills: Cause and effect relationships, experimentation, creative expression, inquiry and observation.

Sensory Materials

~Materials: Snow table, snow, small shovels, and small molding containers. 

-Rationale: To connect to the outdoors by providing opportunities for the children to learn about the properties of snow through play. We will encourage the children to build with the snow and these ideas will also be extended to the playground.
-Skills: creative building, self-regulation, sensory stimulation, knowledge of physical properties, enhancing symbolic representation, connection between human life and animal life, connection between indoors and outdoors.

Science

We will continue to focus our attention on animal habitats, focusing on the concept of hibernation and the changes that animals and their habitats undergo to prepare for winter. We will discuss winter survival "tactics" and adaptations animals may have during this season.
~Materials: Assorted stuffed animals for sorting (into "True hibernator" / "Light Sleeper" / "Doesn't hibernate" groups). Open-ended prompting questions designed to foster an interest in hibernation and winter survival techniques. Different textures of animal fur, and various articles of warm (human) clothing. Boxy the turtle!
~Rationale: The materials at the science center are designed to create community awareness of hibernation and the different ways animals stay warm and survive during the winter. The inclusion of the warm winter clothes will provide children with the opportunity to compare and contrast the clothing they use to keep warm with the different things animals do to produce the same effect.
~Skills: Scientific inquiry, observation, generalizing, reasoning, grouping, conceptual knowledge-knowledge of the natural world, descriptive language, heuristic language, informative language, symbolic representation.

Math and Manipulatives
~Materials: Mosaic pattern grids, flexi blocks (moveable legos), classmate bingo, puzzles featuring winter and animals, in both inset and interlocking varieties. 

~Rationale: During the previous session, we exposed the children to concepts such as sorting, matching, and categorizing. Knowledge of these concepts is necessary for creating patterns, a concept we introduced the children to and will now explore more deeply. Patterning is an important pre-academic concept and patterns can be found all around us. Daily schedules, calendars, repeating floor tiles ... these are all examples of patterns. These "simple" concepts lay the groundwork for mathematical thinking and more advanced mathematical concepts. By offering open-ended materials (where children can create their own patterns freely) and structured activities (during large group or when playing structured games) we will strengthen children's understanding of what patterning means in everyday life and we will be giving them a solid foundation for years to come. The classmate bingo game will be offered as a fun and engaging way to reconnect the children with their peers after the long break.
~Skills: Patterning, concept knowledge, one-to-one correspondence and whole/part relationships. 


Language and Literacy
We have made sure to incorporate opportunities for language and literacy in all areas of the classroom. We have book selections scattered in strategic places in the classroom such as the dramatic and symbolic play areas, science and writing area. 

~Materials: A variety of writing implements, paper, notebooks, and a posting of the upper and lower case alphabet. A well stocked library with books about winter, animals, and habitats.
~Rationale: The library is placed near the couch for cozy reading time with new friends and teachers. Throughout the room there will be many opportunities to enjoy the spoken and written word.
~Skills: Letter recognition, listening and receptive abilities, fine motor control, descriptive and creative writing, dictation. 


Dramatic Play 

~Materials: Cardboard tubes, pencils, thin markers, clipboards. Open-ended fabric, stuffed woodland animals, animals costumes. Kitchen with dishes, fruits and veggies, and dress-up clothes.
~Rationale: We will explore hibernation and winter survival as an extension of our exploration of animals and their habitats. The lower section of the loft has been turned into a "cave" and the upper section contains materials designed to build the children's awareness of bird watching and observation. The dramatic and symbolic play areas are designed to support children's discussions and to offer opportunities to enhance their understanding of this topic. The materials provided present opportunities for self-expression, creative expression, imagination and creativity. 

~Skills: Role-play, symbolic representation, social interactions, discussions and conversations related to animals and their habitats as well as yearly cycles, problem solving, and sharing. 


Blocks

~Materials: Hollow blocks, unit blocks, ramps, wood boards, and big fabric pieces. 

~Rationale: Children use creativity and problem solving while developing their awareness of geometry through building. Communal building with hollow blocks encourages cooperation.
~Skills: Construction skills, dramatic play, symbolic representation, problem solving. Mathematical concepts such as symmetry, dimensions and fractions.

Large Motor

The gym set up features familiar, basic equipment for the first few weeks that we are back. The climbing wall supports coordination, jumping, depth perception and turn taking. The monkey bars offer opportunities for upper and lower body strength and coordination as well as depth perception when crossed on the top. The Rolling slide to support coordination and core strength.
~Our time in the playground will be dedicated to unstructured and structured large motor activities as well as scientific explorations and experiments. We will open the sledding hill late next week.

January 4th -11th
Ayuko and Jamie Lead Teaching

Overview:
As we welcome the children and families back from the long winter break, we plan to keep things simple to allow easy interactions with our new student teacher team. We are assuming that some children may have had travel experiences during break so we will have trains, planes, and cars available to capitalize on the memories. Familiar items will continue to be available so that the children could seek comfort when they come back to the classroom. Learning the basic steps of dressing for the winter outdoors (snowpants and boots and the rest) will be a big focus of our early days together.

Expressive Arts
**Materials: Easel, black paper, white and pastel paint colors.
Rationale: To promote creative expression while providing colors that represent snow. To create a contrast between light paint and dark background.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

**Materials: Playdoh, rolling pins, cheese slicers, impression tools.
Rationale: To experiment with a variety of new tools. To try out materials for cause and effect relationship.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, try out, creativity.

**Materials: Chalk, scissors, paper, colorful tapes, markers, and stickers
Rationale: To promote creative expression while providing a variety of writing and art tools for the children to use. To support problem solving opportunities on how to cut and use tape, use scissors, and chalk.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

Sensory
**Materials: Snow, penguins, bears, shovel, molds, mittens.
Rationale: To provide opportunities to manipulate snow indoors. To compare, observe, mold, feel, and begin wondering the difference between snow and ice. Questions will be asked, "How is snow made?" To observe what happens when snow enters a warm environment. To begin thinking about what type of animals enjoy the cold.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

Science
**Materials: Light table, flashlights, different textured fabrics.
Rationale: To provide the opportunity to explore light and dark concepts. To observe and experiement which fabric shines through light and covers it.
Skills: Observation, prediction, fine motor, comparison, try out

**Materials: Sensory touch and see materials.
Rationale: To learn and use the sense of touch and sight. To compare two materials and learn new vocabulary such as soft, rough, smooth, bumpy.
Skills: Ideas, discussion, observation, sensory input

Dramatic Play
**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.
Rationale: To provide an opportunity to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


**Materials: Wooden trains, airplanes, cars, and train tracks.
Rationale: To provide an opportunity to reenact some of the travel experiences the children may have had over winter break.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives
**Materials: Shape puzzles, self help clowns, problem solving stacker, puzzles
Rationale: To provide materials that support self help skills, such as zipping and bottoning, hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle.
Skills: comparison, persistence, fine motor control, hand-eye coordination

Language and Literacy
**Materials: A variety of books being displayed in different curriculum areas as well as the reading nook.

Rationale: To promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. 

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks
**Materials: Hollow blocks and unit blocks.
Rationale: To encourage block building and make airports, houses, garage, train tracks, and bridges, to support the story lines of traveling.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor
**Materials: Indoors: basic gym set up for the first week.
Rationale: To provide and promote opportunities to engage in activities that enhance and challenge their physical skills.
Skills: Upper and lower body strength, endurance, balance, coordination, symbolic representation, creativity, turn-taking

**Materials: Outdoors: Buckets, sleds, shovels, balance beam, snow, yellow scooter cars
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including a focus on balancing coordination skills. To facilitate activities that promote usage of snow.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group 

**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), reading "Eeny Miney Mouse," a rhyming story, dance and instrument activities, modeling of activities
Rationale: To introduce the children to the new student teachers. To sings songs that are familiar to them as they get used to the school routine again.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Drums, shakers, piano and clappers. 

Rationale: To promote exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play
Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

January 3rd -10th
Ayuko and Jamie Lead Teaching

Overview:
As we welcome the children and families back from the long winter break, we plan to keep things simple to allow easy interactions with our new student teacher team. We are assuming that some children may have had travel experiences during break so we will have trains, planes, and cars available to capitalize on the memories. Familiar items will continue to be available so that the children could seek comfort when they come back to the classroom. Learning the basic steps of dressing for the winter outdoors (snowpants and boots and the rest) will be a big focus of our early days together.

Expressive Arts
**Materials: Easel, black paper, white and pastel paint colors.
Rationale: To promote creative expression while providing colors that represent snow. To create a contrast between light paint and dark background.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

**Materials: Playdoh, rolling pins, cheese slicers, impression tools.
Rationale: To experiment with a variety of new tools. To try out materials for cause and effect relationship.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, try out, creativity.

**Materials: Chalk, scissors, paper, colorful tapes, markers, and stickers
Rationale: To promote creative expression while providing a variety of writing and art tools for the children to use. To support problem solving opportunities on how to cut and use tape, use scissors, and chalk.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

Sensory
**Materials: Snow, penguins, bears, shovel, molds, mittens.
Rationale: To provide opportunities to manipulate snow indoors. To compare, observe, mold, feel, and begin wondering the difference between snow and ice. Questions will be asked, "How is snow made?" To observe what happens when snow enters a warm environment. To begin thinking about what type of animals enjoy the cold.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

Science
**Materials: Light table, flashlights, different textured fabrics.
Rationale: To provide the opportunity to explore light and dark concepts. To observe and experiement which fabric shines through light and covers it.
Skills: Observation, prediction, fine motor, comparison, try out

**Materials: Sensory touch and see materials.
Rationale: To learn and use the sense of touch and sight. To compare two materials and learn new vocabulary such as soft, rough, smooth, bumpy.
Skills: Ideas, discussion, observation, sensory input

Dramatic Play
**Materials: Household kitchen furniture, plates, bowls, cups, food, babies, baby clothes, blankets, bottles, and crib.
Rationale: To provide an opportunity to symbolically represent the children's experiences or curiosity of taking care of babies, making, and serving food for themselves and others.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.


**Materials: Wooden trains, airplanes, cars, and train tracks.
Rationale: To provide an opportunity to reenact some of the travel experiences the children may have had over winter break.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills


Math and Manipulatives
**Materials: Shape puzzles, self help clowns, problem solving stacker, puzzles
Rationale: To provide materials that support self help skills, such as zipping and bottoning, hand-eye coordination, and fine motor control. To understand part to whole relationships in putting together a puzzle.
Skills: comparison, persistence, fine motor control, hand-eye coordination

Language and Literacy
**Materials: A variety of books being displayed in different curriculum areas as well as the reading nook.

Rationale: To promote finding and applying new information in books to their knowledge and play, while continuing to facilitate the development of the basic components of language. 

Skills: Listening, speaking, reading, phonological awareness, alphabetical awareness, heuristic language, give and ask for information, turn taking. 


Blocks
**Materials: Hollow blocks and unit blocks.
Rationale: To encourage block building and make airports, houses, garage, train tracks, and bridges, to support the story lines of traveling.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas

Large Motor
**Materials: Indoors: basic gym set up for the first week.
Rationale: To provide and promote opportunities to engage in activities that enhance and challenge their physical skills.
Skills: Upper and lower body strength, endurance, balance, coordination, symbolic representation, creativity, turn-taking

**Materials: Outdoors: Buckets, sleds, shovels, balance beam, snow, yellow scooter cars
Rationale: To provide children opportunities to engage in activities that challenge their physical skills including a focus on balancing coordination skills. To facilitate activities that promote usage of snow.
Skills: Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect, turn-taking

Large group 

**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), reading "Eeny Miney Mouse," a rhyming story, dance and instrument activities, modeling of activities
Rationale: To introduce the children to the new student teachers. To sings songs that are familiar to them as they get used to the school routine again.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Drums, shakers, piano and clappers. 

Rationale: To promote exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments both in large group and during free play
Skills: Creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication.

Daily Schedule: Winter 2013

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Daily Schedule for Elizabeth's PM Class
Winter Session

This schedule will start on Thursday, January 3rd, 2013


This schedule does not include Small Group Work (we will start small group work later this session)

Monday / Wednesday / Thursday
11:45-12:30 Teachers meeting, environment preparation

12:30-1:10 Arrival and time to explore on the playground!
1:10-1:40 Transition inside and free exploration time

1:40-1:55 Large group

1:55-2:10 Focused activities facilitated by the teachers
2:10-2:40 Free play
and Clean-up
2:40-2:50 Gym
2:50-3:15 Snack
3:15-3:30 Pick up and Good-byes

3:30-5:00 Teachers clean up and discussion

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