April 2013 Archives

Spring Weekly Lesson Plan: 4/29-5/3/13
Jamie, Megan, Taylor and Catherine Lead Teaching

Overview:


We will begin to acknowledge and support the awareness of emerging Spring weather conditions including sunshine, warmth, wind, and rainy days. We will also continue to focus on Spring animals, life cycles, and the changes happening in the natural world outside of our classroom. We will prepare to plant our own garden outside the classroom by gathering materials and planting seeds initially indoors. Each child will plant their own seed, take care of it, and watch it grow. We will support and foster their dramatic play ideas regarding cooking, caretaking, doctors, and firefighters. We will provide materials for them to collaboratively build and create structures in the home and block area that support the curriculum theme of community helpers.

Expressive Arts 


**Materials: Easel, white thin paper, finger paints, large paint dishes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

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

Sensory:

**Materials: bug visuals, bug home and food visuals, green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs and spring animals, rocks, sticks

Rationale: To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, and buckets.

Rationale: To introduce a new sensory experience and begin to understand water and it's properties. To relate to previous knowledge of snow and ice from the winter term. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, toilet paper rolls, dirt, pea seeds, "grow a bean", rulers, markers, stickers, pots and seeds.

Rationale: To increase awareness of seeds, gardening, and planting. To introduce and promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, family pictures, babies, small books, strollers, baby beds, diapers

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, take care of, and change.

Skills practiced: responsibility, communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion, pretend play, modeling

**Materials: Light table in the room, cave with doctor materials including outfits, hair nets, x-rays, stethoscopes, medicine bottles, syringes, and other doctor tools, human body books

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, breakfast food set, fruits, vegetables

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about 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. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills: Health related skills, Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting and ordering tasks, fruit, vegetable, bug, dressing, and weather puzzles, pegs and peg board.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

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 making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

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

Large Motor 



**Materials: Rope-ladder, "bumpy-slide", pedalos, mini-trampoline, bean bags, pillows, mats, shakers, beach ball

Rationale: There is a new gym set up that the children are very excited about! The children are using the rope ladder to climb and experimenting new ways to go down the bumpy slide, as well as using their voices to hear changes for each bump. In the back of the gym, the mats are set up in square with pillows on the inside. This has been used for games of "shark in the middle", activities involving the shakers, and tag. The children are also using the pedaols and following arrows for the directions to travel. We will continue to have a group game at the end of gym time and will be introducing new games to this time.

Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion
skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, directional awareness, cooperation/negotiation, auditory listening for "stop" and "go",

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

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

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

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

Music 





**Materials: Piano, drums, sheet music, and 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. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

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

Snacks:

Tuesday: Pretzels and celery
Friday: Trail Mix

Spring Weekly Lesson Plan: 4/29-5/3/13
Jamie, Megan, Taylor and Catherine Lead Teaching

Overview:


We will begin to acknowledge and support the awareness of emerging Spring weather conditions including sunshine, warmth, wind, and rainy days. We will also continue to focus on Spring animals, life cycles, and the changes happening in the natural world outside of our classroom. We will prepare to plant our own garden outside the classroom by gathering materials and planting seeds initially indoors. Each child will plant their own seed, take care of it, and watch it grow. We will support and foster their dramatic play ideas regarding cooking, caretaking, doctors, and firefighters. We will provide materials for them to collaboratively build and create structures in the home and block area that support the curriculum theme of community helpers.

Expressive Arts 


**Materials: Easel, white thin paper, finger paints, large paint dishes

Rationale: To promote creative expression and continue to promote color mixing. To continue to provide opportunities for color recognition and awareness. To provide sensory input and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

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

Sensory:

**Materials: bug visuals, bug home and food visuals, green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs and spring animals, rocks, sticks

Rationale: To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, and buckets.

Rationale: To introduce a new sensory experience and begin to understand water and it's properties. To relate to previous knowledge of snow and ice from the winter term. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, toilet paper rolls, dirt, pea seeds, "grow a bean", rulers, markers, stickers, pots and seeds.

Rationale: To increase awareness of seeds, gardening, and planting. To introduce and promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, family pictures, babies, small books, strollers, baby beds, diapers

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, take care of, and change.

Skills practiced: responsibility, communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion, pretend play, modeling

**Materials: Light table in the room, cave with doctor materials including outfits, hair nets, x-rays, stethoscopes, medicine bottles, syringes, and other doctor tools, human body books

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, breakfast food set, fruits, vegetables

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about 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. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills: Health related skills, Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Sorting and ordering tasks, fruit, vegetable, bug, dressing, and weather puzzles, pegs and peg board.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers

Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

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 making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

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

Large Motor 



**Materials: Rope-ladder, "bumpy-slide", pedalos, mini-trampoline, bean bags, pillows, mats, shakers, beach ball

Rationale: There is a new gym set up that the children are very excited about! The children are using the rope ladder to climb and experimenting new ways to go down the bumpy slide, as well as using their voices to hear changes for each bump. In the back of the gym, the mats are set up in square with pillows on the inside. This has been used for games of "shark in the middle", activities involving the shakers, and tag. The children are also using the pedaols and following arrows for the directions to travel. We will continue to have a group game at the end of gym time and will be introducing new games to this time.

Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion
skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, directional awareness, cooperation/negotiation, auditory listening for "stop" and "go",

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

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

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting


Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

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

Music 





**Materials: Piano, drums, sheet music, and 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. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

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

Snacks:

Monday: Pretzels and celery
Wednesday: Trail Mix
Thursday: Rice chex and orange slices

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Spring Session 4/22-4/26/13

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Overview
We are finally expecting some spring weather this week. The warmer weather will bring with it the children's enthusiasm and excitement for the outdoors. Plants and flowers are a very exciting part of spring that we will be exploring inside and outside of our classroom. With the addition of a flower shop in our dramatic play area, the children will have the opportunity to further their ideas about where flowers come from, what they need to grow, and how the creatures (bees and worms) in our habitat assist in their growth.

Expressive Arts
-Materials: construction paper, paint, paint trays, paintbrushes, easels, various gauges of wire, markers, crayons, glue, paper, scissors, loose parts, CD Player, Music (classical, spring- birds chirping, rain drops, etc.)
-Rationale: We will continue to have vibrant paint colors available and we will continue with listening to music while at the art table. Music inspired art activity will encourage children to explore and experiment with the process of painting and elements of arts. This will also promote their understanding of the elements of music (rhythm, tempo, dynamic, etc.). We will continue to work at the collage table focusing on sculpting using loose parts.
-Skills: Creative exploration, imagination, symbolic representation, self-expression, fine motor control, color recognition, creative risk-taking, and music appreciation.

Sensory
-Materials: sand table, sand, water, various insects (plastic), scoops, shovels, molds, etc.
-Rationale: To promote imaginative, cooperative play and bring children's awareness to the difference between wet and dry sand. This hands-on sensory experience will foster children's problem solving and critical thinking skills. The inclusion of plastic insects has allowed for imaginative play involving the creation of insect homes and animal islands.
-Skills: Imaginative and cooperative play, scientific thinking, problem solving, construction skills, fine motor skills, sensory exploration and stimulation, creative expression, and social interaction.

Light Table
-Materials: Different types of seeds, sorting trays, tweezers, and magnifying glasses.
-Rationale: We will be focusing our attention on the characteristics of seeds. Children will explore different types of seeds (size, color, comparison, rational count, patterns, seriation, etc.) using their senses. Prompting questions such as: What is a seed for? How do they travel? What sort of plant do they grow into? Does the biggest plant have the biggest seed? will foster children's ability for critical thinking, making connections, and will encourage them towards scientific inquiry.
-Skills: Sensory stimulation, exploration, inquiry, observation, sequencing, grouping, sorting, asking questions, hypothesizing, comparing, informative language, descriptive language, fine motor skills, and social interaction.

Science
-Materials: Labeled visual pictures of parts of a flower, real flowers, mealworms, magnifying glasses, clipboards, writing utensils, charts depicting the life cycle of a mealworm, prompting questions, bug game.
-Rationale: To support children's curiosity of the natural world and to encourage investigation of nature we will be focusing on flowers and insects. Children will explore parts of a flower using their senses. Labeled visual pictures of the parts of flower will strengthen children's thinking ability by allowing them to progress along a thread of investigation and will also enrich their vocabulary. The mealworms will remain at the science table to continue teaching care and respect for fragile insect life. Our mealworms are beginning to change into pupas taking the next observable step in their lifecycle.
-Skills: Sensory exploration, observation skills, critical thinking, mathematical and logical thinking, pre/early literacy, informative language, and descriptive language, scientific inquiry, drawing conclusions, reasoning, knowledge of the natural world, asking questions, hypothesizing, use of magnifying glasses

Math and Manipulatives
-Materials: Marble runs, Legos, manipulative mazes, puzzles, sewing needles, embroidery hoops, yarn, fabric, torn clothing items, lacing cards
-Rationale: This week we will continue fostering children's problem solving skills and interest in mazes. In addition to the marble runs and manipulative mazes we will begin to facilitate the use of the Legos to create our own mazes. Manipulative puzzles (parts of trees, butterfly, birds, spring clothes, etc.) will also be available for further exploration and manipulation. A number of the children have developed an interest in the basic mechanics of sewing. This week we will encourage this interest by providing a larger variety or fabrics for them to sew on. To connect this idea to our work with problem solving we will also provide items that need to be repaired with a needle and thread.
Skills: Problem solving, cause and effect relationship, early math concepts, number recognition, counting, number operations, symbolic representation, peer negotiation, hand-eye coordination, fine motor control, imagination, creative exploration.

Language and Literacy
-Materials: Name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, simple mazes, spring bingo, labels and stickers from the post office area
-Rationale: The children continue to have a deep interest in creating new stories that they want to dictate and illustrate. To facilitate this, common words that the children use in their stories will be placed at the writing table to encourage the older children to work on writing their stories down independently and to bring awareness of the words to the younger children. With the addition of paper mazes to the writing center children's interest in mazes has grown in leaps and bounds in the classroom. They have been observed creating their unique mazes using two and three dimensional materials. We have also added spring bingo to the area which promotes vocabulary and word recognition related to our theme of spring.
-Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
Flower Shop: flowers, cash register, order forms, baskets, ribbons, vases, aprons
Dramatic play cave: stuffed animals, open-ended fabrics, picnic basket, picnic blanket, food, flowers, flower box, watering cans, bees, seeds, hoes/rakes, gloves
-Rationale: Our post office is being turned into a flower shop this week. The children will have an opportunity to buy, sell, and arrange flowers and bouquets. In the dramatic play cave we will add props that assist in the planting and picking of flowers with the help of their animal friends. The rain gear in the loft will continue allowing the children to incorporate springtime clothing to their dramatic play scenarios.
-Skills: Role-play, symbolic representation, social interactions, social problem solving, discussions and conversations related to the spring season, self-help, listening, communication, negotiation, and indoor-outdoor connection.

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps
-Rationale: Children will continue to have plenty of free play time to use the blocks in a way that supports their dramatic play. Last week the incorporation of mazes in the block area during the focus groups sparked children's interest in building challenging mazes for the insects. We will continue building on the interest by fostering them in making mazes that they themselves can crawl through.
-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor
-Materials: Rolling slide and stairs, mini-trampoline, rope ladder, mini-peddallo, Bean Bag/Ring Toss, Beach-Ball Toss/Lava pit

-Rationale: To emphasize a variety of upper body strength challenges, including hand-eye coordination, catching, throwing, climbing and endurance. Lower body strength is also highlighted, including balance, pedaling, and jumping. All activities continue to focus on the important social skills of turn-taking, cooperation, and peer negotiation.


-Skills: Cardiovascular endurance, directional awareness, spatial awareness, catching/trapping, reaching, grasping, batting, static & dynamic balance, throwing, jumping, muscular strength and endurance, pedaling.

Snack
Monday - Pretzels & milk
Tuesday - Rice chex & milk
Wednesday - Celery & Sunbutter
Thursday - Trail mix & milk
Friday - Biscuits & maple butter

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SPRING LP 4-29-2013

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Weekly Lesson Plan for Ross' Class
Week of: April 29 - May 3, 2013
Lead teaching this week: Laura E

Overview/goals:
Hello families! This week we will finally enjoy some snow-free weather! The main focus of the week will be spring and what changes we will see. The children will watch their soybean seed grow and sprout (hopefully!). The student teachers will also begin small groups this week. The topics include: numbers and fractions, letter and words, and simple machines. The student teachers will spend time this week introducing their topic through fun and engaging activities.

Sensory Table:
• Materials: Soil, spades, small containers, rocks, and plastic insects
• Rationale: After spending the last few weeks exploring "sink and float" at the water table, it is time to bring in a new sensory material. This week we will be exploring the living and non-living things found in soil. The children will get an opportunity to build homes for various insects.
• Skills: exploration of living and non-living things/the natural world, hypothesis creating/testing skills, and logical thinking

Expressive Art (drawing table, clay table, easel):
• Materials: Easel: paint, paintbrushes, plastic egg carton halves, paper; Art table: paper, paint, number and shape stamps, and Styrofoam stamps. Clay Table: apple cutter, cutting tools, clay, and hammers
• Rationale: The easel will continue to be a quieter area for children to express their creativity. Experimenting with mixing colors is continuing to grow in interest. As we begin introducing fractions through measuring cups and blocks, we will incorporate fractions into the clay table as well. The apple cutter and various cutting tools can be used to gain awareness about halves, quarters and wholes. The drawing table will continue with shape and number stamps. The children will be given the opportunity to make their own stamps with Styrofoam, maybe with the help from the "creator" of the project - Liam's sister Alma.
• Skills: recognition of shapes and numbers, patterning, artistic expression, imagination/creativity, symbolic representation, and problem solving

Science:
• Materials: seeds, insect houses, new/larger rat home
• Rationale: Last week the children planted a soybean seed in a plastic bag with a wet tissue. We will continue to observe and record the growth of these seeds and eventually transplant the newly germinating seeds grow larger and larger...hopefully getting to relocate them outside on the playground! Last week the children put torn up newspaper in our new and improved rat cage! This activity motivated the children to think about what else we could add to our rat cage. This week the children will continue to design a multi-level platform for our rats and possibly start exploring with some real construction wood and tools.
• Skills: Observation, data collection/recording, exploration of life cycles, hypothesis creating/testing, and logical thinking

Math/Manipulatives/The Nook:
• Materials: Various Alphabet puzzles and vertical fraction puzzles. The Nook; transparent colored shapes and people
• Rationale: Many children enjoy challenging puzzles in our class, so we added new puzzles to the math/manipulative table this week. Last week in large group we began talking about fractions. The vertical fraction puzzle is a fun way to continue exploring parts of a whole. We have also continued talking about letters and words in large group. The alphabet puzzles will help the children with letter awareness.
• Skills: letter awareness, comparing fractions (part to whole relationships), imaginative thinking and problem solving

Literature Center:
• Materials: paper, rubber alphabet stamps, white boards, markers and notebooks
• Rationale: Last week the children became familiar using the rubber alphabet stamps. This week they will continue to use these stamps to write their names and other messages. The children will continue to use whiteboards and notebooks to draw plans for the rat cage and their soybean. Teachers will continue to encourage the children to write words that describe changes in the seed.
• Skills: letter recognition, pre/early literacy skills, fine-motor strength/endurance, dexterity, and creativity

Dramatic Play:
• Materials: "Coffee Shop" props (to-go coffee cups, lids, mugs, pitchers, cash register, our "own" money), food "making" materials (beads, puff balls, small squares, bottle caps), kitchen/cooking props (hand mixer, plates, our "own" oven, pans), coffee beans, measuring cups/spoons
• Rationale: There is a continued interest in "cooking" and "baking" the food in the coffee shop. To build off of that interest the teachers want to bring in some real cooking projects! This week we will have a group of children help bake some cookies or muffins to sell at our coffee shop! This will not only be a great opportunity to reintroduce fractions (while baking) but will also give the children a chance to make use of all the money they have created!
• Skills: imaginative/creative play, peer relationships, large motor skills, symbolic representation, connection to surrounding community/real-life experiences, math skills, and real baking skills

Blocks:
• Materials: Large hollow blocks, various shaped small blocks, ramps and vinyl gutters, balls, bowling pins, and wheels
• Rationale: The creative ideas for construction in the block area are endless! A new focus is simple and complex machines. The children will continue to explore the endless building possibilities (TIVs, Rocket Ship, helicopter, car factory, houses, and stages for plays)
• Skills: building peer relationships, group collaboration, problem-solving skills, symbolic representation

Large-motor:
• Materials: Gym: trampoline, bumpy slide, and rope ladder; Outside: Tricycles, wheelbarrows, shovels, wagons, and soccer balls
• Rationale: Spring has finally sprung! The snow is melted which allows the children to ride the tricycles, pull their wagons and play ball sports! The gym will remain the same this week with a large interest being the rope ladder. Children will challenge themselves by trying to reach the top without teacher assistance, and as you might hear the children say, "No help!"
• Skills: Large motor, peer interactions, teamwork and cooperation upper-/lower-boy strength, static and dynamic balance, jumping/landing skills, proprioceptive (body-in-motion) skills, spatial-/directional-awareness, propulsion skills

Announcements/Special Interest
• Spring is HERE! Now (assuming mother nature doesn't play any more cruel jokes on us), you can keep the snow gear at home! You may want to send rain boots along to combat the mud, however.
• Still a few spots left for the all-school camping trip coming up the weekend of May18th. It's a really fun time and hope many of you can join us!

Snack
Monday - Pretzels
Tuesday - Rice Chex
Wednesday - Whole-wheat crackers and raisins
Thursday - Celery and sunbutter
Friday - Home-made biscuits and maple butter
* All snacks served with milk and water, unless otherwise noted *

Spring Daily Schedule

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Daily Schedule- Elizabeth's Class- Spring 2013

11:45-12:30 Teacher Preparation of Environment and Discussion

12:30-12:50 Children's Arrival and Discovery Time
12:50-1:05 Large Group

1:05-1:25 Small Group Projects
1:25-2:15 Activity Time and Clean Up

2:15-2:35 Hand Washing and Whole Group Snack

2:35-3:15 Dress for Outdoor Play and Outdoor Play on the Playground

3:15-3:30 Pick-up and End of Day Story Reading

3:30-5:00 Teacher Clean Up and Discussion

Weekly Lesson Plan: Week of April 29, 2013

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Weekly Plan
Week of April 29, 2013
Elizabeth's Class

Overview:
Learning and exploring continue to take place in a number of exciting ways this spring. Our interest in shapes continues to blossom, as the children enjoy using different shapes in their painting, block building, clay sculptures, and even in our songs. This will continue this week, as we begin looking for shapes in the world around us (indoors and outdoors). Additionally, the children will be able to delve more deeply into some of their strongest as our small group projects begin. Three groups, focusing on Insects, Letters & Words, and Ramps will begin meeting this week, and will allow for more focused exploration and inquiry into these fascinating topics.

Science
*Materials: Books about insects, wasp nest, cockroaches, mealworms, examples of different insects and their homes, bug containers with magnifying glasses, food scraps for insects, microscope, pencils and paper.
*Rationale: To allow for continued exploration of insects' homes/habitats- an area of great interest to many children. To encourage in-depth investigation into the habits of insects, including eating patterns, movement, and behavior. This week children will be able to provide food to individual insects, observe their eating using our classroom microscope, and will be encouraged to reflect on their observations through drawing.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, using tools to gather information, using books as sources of knowledge, curiosity.

Dramatic Play
Materials: "Coffee Shop" materials: cups, cup carrier, aprons, hats, pitchers, etc., children's photos of their favorite restaurants, menus, cash register, pretend money, credit cards, real coffee beans, plastic cupcakes.
Rationale: The children continue to use their imagination to act out the "coffee shop." New tools and pretend food are added to expand upon their pretend play, including "yucky café," where they create only yucky food!
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, turn-taking, numeric awareness, familiarity with print, expanding sense of humor.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program, word books, Letter Stamps, We-Paint computer program.
Rationale: to foster the children's ongoing interest in the written word, alphabetic principle, and symbolic representation. The computer continues to be a source of interest for the children. In order to emphasize creativity, open-ended engagement, mouse skills, and cooperation, a computer "Paint" program is offered to children. Additionally, capital letter stamps and stamp pads are added to the writing center so children can explore alphabetic principle as well as using a new way of producing written language.
Skills: fine motor, letter recognition, eye-hand coordination, emergent writing and reading, curiosity, symbolic reasoning, peer interaction, technological awareness, keyboarding and mouse skills, planning and sequencing actions, cooperation, verbal communication.

Materials: the library has a variety of non-fiction and fiction books, many of which emphasize the children's strong interest in fairytales and familiar stories. Books on CD are also available.
Rationale: A variety of rhyming books are added to the classroom library, including There's a Wocket in my Pocket which provide children experiences with phonological awareness in a humorous and engaging manner. Other favorites also remain in the area, including many books on CD, to allow for child-initiated group story time.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, awareness of technology.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, books about creating ramps, rain gutters, balls, marbles, bowling pins.
Rationale: to offer continued building experiences, especially those that focus on motion, stability, creating inclines, etc. Ramp building continues to inspire a number of building projects. This week, the unit blocks are also highlighted to allow for continued engagement with shapes and ways to combine shapes.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, using a variety of media for self expression, problem solving, mathematical reasoning, understanding of cause and effect, awareness of physical properties (momentum, gravity), perseverance, analyzing and synthesizing, showing interest and respect for the creative work of self and others, applying previously acquired knowledge.

Expressive Arts (paint, drawing, clay)
Materials: paint and loose parts of different shapes. At the clay table-a variety of differently shaped tools (potato mashers, meat pounders, etc) that display different geometric patterns or textures.
Rationale: to allow for continued exploration of painting by introducing a new manner of using paint: printmaking. To build awareness and understanding of geometric properties (e.g. how shapes combine to create new shapes). To allow for the creation of new shapes and textures on the surface of our clay creations.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, awareness of patterns, showing interest and respect for the creative work of self and others, self expression using a variety of media and tools, hand-eye coordination, mathematic reasoning, spatial awareness, upper body strength.

Sensory (Soil Table)
Materials: Soil, buckets, rakes, shovels.
Rationale: To support children's ongoing interest in mud and dirt. To provide a rich sensory experience and highlight the change of seasons as the snow melts and the soil emerges.
Skills: cause-and-effect, fostering social relationships, sensory exploration, observational skills, indoor-outdoor connections.

Math and Manipulatives (including the 'Nook')
Materials:Puzzles, triangle "brain teaser" puzzle, My First Book of Shapes, Sight word boards, Shape puzzles, mosaic builder peg boards, light table with multi-shaped blocks- inspiration pictures of parquetry and mosiacs.
Rationale: To continue to build on our knowledge of shapes and experiment with different ways to combine shapes to create new images. To emphasize letter shape and matching, to continue to support fine motor development, hand control, and coordination.
Skills: one-to-one correspondence, synthesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, divergent thinking, awareness of shapes and shape names, comparing, matching, sorting, combining.

Large Motor

~Materials: Rolling slide and stairs, mini-trampoline, rope ladder, mini-peddallo, Bean Bag/Ring Toss, Beach-Ball Toss/Lava pit

~Rationale: To emphasize a variety of upper body strength challenges, including hand-eye coordination, catching, throwing, climbing and endurance. Lower body strength is also highlighted, including balance, pedaling, and jumping. All activities continue to focus on the important social skills of turn-taking, cooperation, and peer negotiation.


~Skills: Cardiovascular endurance, directional awareness, spatial awareness, catching/trapping, reaching, grasping, batting, static & dynamic balance, throwing, jumping, muscular strength and endurance, pedaling.

Snacks:
Monday: Pretzels and milk
Wednesday: Biscuits and maple syrup
Thursday: Celery and sun butter

Weekly Plan: Week of April 29th, 2013

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Weekly Plan
Week of April 29, 2013
Elizabeth's Class

Overview:
Learning and exploring continue to take place in a number of exciting ways this spring. Our interest in shapes continues to blossom, as the children enjoy using different shapes in their painting, block building, clay sculptures, and even in our songs. This will continue this week, as we begin looking for shapes in the world around us (indoors and outdoors). Additionally, the children will be able to delve more deeply into some of their strongest as our small group projects begin. Three groups, focusing on Insects, Letters & Words, and Ramps will begin meeting this week, and will allow for more focused exploration and inquiry into these fascinating topics.

Science
*Materials: Books about insects, wasp nest, cockroaches, mealworms, examples of different insects and their homes, bug containers with magnifying glasses, food scraps for insects, microscope, pencils and paper.
*Rationale: To allow for continued exploration of insects' homes/habitats- an area of great interest to many children. To encourage in-depth investigation into the habits of insects, including eating patterns, movement, and behavior. This week children will be able to provide food to individual insects, observe their eating using our classroom microscope, and will be encouraged to reflect on their observations through drawing.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, using tools to gather information, using books as sources of knowledge, curiosity.

Dramatic Play
Materials: "Coffee Shop" materials: cups, cup carrier, aprons, hats, pitchers, etc., children's photos of their favorite restaurants, menus, cash register, pretend money, credit cards, real coffee beans, plastic cupcakes.
Rationale: The children continue to use their imagination to act out the "coffee shop." New tools and pretend food are added to expand upon their pretend play, including "yucky café," where they create only yucky food!
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, turn-taking, numeric awareness, familiarity with print, expanding sense of humor.

Language and Literacy
Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and computer/word processing program, word books, Letter Stamps, We-Paint computer program.
Rationale: to foster the children's ongoing interest in the written word, alphabetic principle, and symbolic representation. The computer continues to be a source of interest for the children. In order to emphasize creativity, open-ended engagement, mouse skills, and cooperation, a computer "Paint" program is offered to children. Additionally, capital letter stamps and stamp pads are added to the writing center so children can explore alphabetic principle as well as using a new way of producing written language.
Skills: fine motor, letter recognition, eye-hand coordination, emergent writing and reading, curiosity, symbolic reasoning, peer interaction, technological awareness, keyboarding and mouse skills, planning and sequencing actions, cooperation, verbal communication.

Materials: the library has a variety of non-fiction and fiction books, many of which emphasize the children's strong interest in fairytales and familiar stories. Books on CD are also available.
Rationale: A variety of rhyming books are added to the classroom library, including There's a Wocket in my Pocket which provide children experiences with phonological awareness in a humorous and engaging manner. Other favorites also remain in the area, including many books on CD, to allow for child-initiated group story time.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, awareness of technology.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, books about creating ramps, rain gutters, balls, marbles, bowling pins.
Rationale: to offer continued building experiences, especially those that focus on motion, stability, creating inclines, etc. Ramp building continues to inspire a number of building projects. This week, the unit blocks are also highlighted to allow for continued engagement with shapes and ways to combine shapes.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, using a variety of media for self expression, problem solving, mathematical reasoning, understanding of cause and effect, awareness of physical properties (momentum, gravity), perseverance, analyzing and synthesizing, showing interest and respect for the creative work of self and others, applying previously acquired knowledge.

Expressive Arts (paint, drawing, clay)
Materials: paint and loose parts of different shapes. At the clay table-a variety of differently shaped tools (potato mashers, meat pounders, etc) that display different geometric patterns or textures.
Rationale: to allow for continued exploration of painting by introducing a new manner of using paint: printmaking. To build awareness and understanding of geometric properties (e.g. how shapes combine to create new shapes). To allow for the creation of new shapes and textures on the surface of our clay creations.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, awareness of patterns, showing interest and respect for the creative work of self and others, self expression using a variety of media and tools, hand-eye coordination, mathematic reasoning, spatial awareness, upper body strength.

Sensory (Soil Table)
Materials: Soil, buckets, rakes, shovels.
Rationale: To support children's ongoing interest in mud and dirt. To provide a rich sensory experience and highlight the change of seasons as the snow melts and the soil emerges.
Skills: cause-and-effect, fostering social relationships, sensory exploration, observational skills, indoor-outdoor connections.

Math and Manipulatives (including the 'Nook')
Materials:Puzzles, triangle "brain teaser" puzzle, My First Book of Shapes, Sight word boards, Shape puzzles, mosaic builder peg boards, light table with multi-shaped blocks- inspiration pictures of parquetry and mosiacs.
Rationale: To continue to build on our knowledge of shapes and experiment with different ways to combine shapes to create new images. To emphasize letter shape and matching, to continue to support fine motor development, hand control, and coordination.
Skills: one-to-one correspondence, synthesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, divergent thinking, awareness of shapes and shape names, comparing, matching, sorting, combining.

Large Motor

~Materials: Rolling slide and stairs, mini-trampoline, rope ladder, mini-peddallo, Bean Bag/Ring Toss, Beach-Ball Toss/Lava pit

~Rationale: To emphasize a variety of upper body strength challenges, including hand-eye coordination, catching, throwing, climbing and endurance. Lower body strength is also highlighted, including balance, pedaling, and jumping. All activities continue to focus on the important social skills of turn-taking, cooperation, and peer negotiation.


~Skills: Cardiovascular endurance, directional awareness, spatial awareness, catching/trapping, reaching, grasping, batting, static & dynamic balance, throwing, jumping, muscular strength and endurance, pedaling.

Snacks:
Monday: Pretzels and milk
Wednesday: Biscuits and maple syrup
Thursday: Celery and sun butter

Spring Schedule 2013

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Spring Schedule for Marie's PM Class

This schedule will start on Monday, April 29th, 2013


Please note that we will have gym only once a week.., on Mondays. We want to make sure that we take advantage of the outdoors as much as possible.
This schedule does not include Small Group Work (we will start small group work later this session)
Monday
11:45-12:30 Teachers meeting, environment preparation
12:30-1:00 Arrival and free exploration time
1:00-1:15 Large group
1:15-1:35 Gym
1:35-2:20 Free play
2:20-2:30 Clean up and washing hands
2:30-2:45 Snack
2:45-3:15 Get ready and outdoor play!
3:15-3:30 Pick up and Good-byes
3:30-5:00 Teachers clean up and discussion

Wednesday
11:45-12:30 Teachers meeting, environment preparation
12:30-1:00 Arrival and free exploration time
1:00-1:20 Large group
1:20-2:20 Free play
2:20-2:30 Clean up and washing hands
2:30-2:45 Snack
2:45-3:15 Get ready and outdoor play!
3:15-3:30 Pick up and Good-byes
3:30-5:00 Teachers clean up and discussion-planning meeting

Thursday
11:45-12:30 Teachers meeting, environment preparation
12:30-1:20 Arrival and free exploration time / cooking activity
1:20-1:40 Large group
1:40-2:20 Free play
2:20-2:30 Clean up and wash hands
2:30-2:45 Snack
2:45-3:15 Get ready and outdoor play!
3:15-3:30 Pick up and Good-byes
3:30-5:30 Teachers clean up and discussion-classroom set up

Weekly Documentation April 22 - April 26, 2013

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Weekly Documentation: Week of April 22, 2013

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YogaGym-1.jpg
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Weekly Plan April 22 - May 3, 2013

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Weekly Lesson Plan

April 22 - May 3

Marie's Class

Marie Lead Teaching

Overview

We had a busy and wonderful week in our classroom! The children enjoyed exploring the snow on the playground, in fact they have a much more positive outlook on the weather than many of the adults that I have spoken to ☺ We enjoyed making snow sculptures and snowballs on the playground throughout the week! Inside the classroom, focus groups have started up! We are beginning to explore the curricular themes for this last session; Spring, Insects, and How to Care for the Earth. This week we began discussing recycling and composting, and as a class we decided that one way we can help the Earth is by using fewer paper towels when we wash our hands! It is a deep and interesting topic that we will dig into more deeply over the next several weeks. In other parts of the classroom the children have been busily exploring bugs and mazes and mud and wire ... all manner of interesting things! We are looking forward to another week of exploration and delight!

Expressive Arts

~Materials: construction paper, paint, paint trays, jars for paint, paintbrushes, assorted types of wire, loose parts
~Rationale: The children really enjoyed using the wire and beads to create bracelets, necklaces, and various sculptures in the art area. This week we want to expand that interest by introducing various gauges of wire for the children to experiment with and explore. Introducing a unique material like wire and encouraging the children to interact with it in a variety of ways allows them to explore their creativity through novel experiences. It also is a way for children who are not typically interested in exploring the art area to engage with this part of our classroom; introducing a new medium to the center engages a wider range of interests.
~ Skills: fine motor strength and coordination, creative exploration, problem solving, scientific thinking (cause and effect), self-expression, and creative risk-taking

Sensory

~Materials: sand table, scoops, cups for scooping and pouring, insects
~Rationale: We have the sand table in our classroom again! We have added plastic insects to the sand table to begin building the children's awareness of bugs and insects and their habitats. This is a curriculum theme that we will dig more deeply into in a number of ways throughout this session. The other materials at the table (scoops, buckets, molds, etc.) will allow the children to explore the sensory properties of the sand in a constructive way.
~Skills: sensory exploration, scientific thinking and reasoning, measuring, problem solving, cooperative play

Light Table

~Materials: Transparent gel baggies, letters of the alphabet
~Rationale: The children in our class are always excited to explore new sensory materials! They were excited to use the gel bags this week and their interaction with the bags sparked a renewed interest in literacy and the alphabet. The children will still be able to explore the properties of the bags and practice tracing letters onto the unique materials this week.
~Skills: fine motor skills, pre-literacy skills, symbolic representation, alphabetic principal, sensory exploration

Science

~Materials: meal worms, books, pencils, magnifying glasses, flowers (both real and fake), prompting questions
~Rationale: Last week we introduced a focus on insects at the science area that will extend into spring. We will continue to build our awareness of insects and the changes that accompany spring by observing mealworms and discussing they cycle of life that they enjoy (larva to pupa to beetle). This week we will also introduce flowers and flower bulbs to the science area in an effort to begin to build the children's awareness of and interest in spring! We will begin by dissecting flowers and learning about the different parts of flowers. This will lead nicely into the exploration of planting, seeds, and growth that we plan to implement once the weather cooperates.
~Skills: Scientific inquiry, observation, drawing conclusions, reasoning, grouping, descriptive language, informative language, comparing and contrasting, knowledge of physical properties, knowledge of the natural world, problem solving

Math and Manipulatives

~Materials: magnet blocks, number duplos, marble mazes
~Rationale: The children have loved building marble mazes! Creating their own marble mazes allows the children to explore cause and affect relationships and explore the process of problem solving through trial and error in a unique way. We will support the children's interest by continuing to provide these materials throughout the week!
~Skills: fine motor strength, early math concepts, peer negotiation, hand-eye coordination, cause and effect relationships, problem solving

Language and Literacy

~Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, simple mazes
~Rationale: Once again, problem solving rears its' developmentally appropriate head! Mazes are a fun and interesting way for children to explore problem-solving skills and develop the executive function skills necessary for long term planning. We hope to build the children's awareness of and interest in mazes by including them in several areas of the classroom. If the interest takes off, we can dig into creating our own mazes out of three-dimensional materials (blocks, legos, etc.)!
~Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play

~Materials: 

Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, open-ended fabrics, paper, markers, clipboards, calculator, mailbox, stamps, envelopes, paper, pencils, postal worker bags, hats and shirts
Dramatic play cave: sticks, open-ended fabrics, small woodland animals



~Rationale: The children continue to enjoy playing "post office" and building accompanying props with the large hollow blocks. This week the children will continue to have the opportunity to explore ideas about community helpers, literacy, communication, and the use and purpose of print as they "play post office."
~Skills: symbolic representation, role-playing, problem solving, writing, alphabetic principal, pre-/early literacy skills, decision making.

Blocks

~Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps

~Rationale: The children's interest in building vehicles for travel continues! As they work together to build the planes, trains, and automobiles the children often discuss various potential destinations and take turns flying/driving/steering (and delivering the snacks!). The additional props placed in the block area such as maps, steering wheels, and open-ended materials that the children can use as "uniforms" will still be available.
~Skills: construction skills, dramatic play, symbolic representation, problem-solving, mathematical concepts such as symmetry, dimensions and fractions

Large Motor




~Materials: We have a new gym set up! Rolling slide and stairs, mini-trampoline, rope ladder, mini-peddallo, Bean Bag/Ring Toss, Beach-Ball Toss/Lava pit

~Rationale: To emphasize a variety of upper body strength challenges, including hand-eye coordination, catching, throwing, climbing and endurance. Lower body strength is also highlighted, including balance, pedaling, and jumping. All activities continue to focus on the important social skills of turn-taking, cooperation, and peer negotiation.


~Skills: Cardiovascular endurance, directional awareness, spatial awareness, catching/trapping, reaching, grasping, batting, static & dynamic balance, throwing, jumping, muscular strength and endurance, pedaling.

Snack:
Monday: Pretzels and cucumbers
Wednesday: Rice cakes and carrots
Thursday: Cheddar biscuits

Weekly Documentation April 15 - April 19, 2013

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Spring Weekly Lesson Plan: 4-22.13-4-26.13


Megan Lead Teaching

Overview:


As we anxiously wait for spring to arrive, we will continue to show interest in the changes happening and focus on planting, growth, and life cycles in the classroom. We will also continue to support ideas relating to the real world lives of doctors and firefighters. We will be modeling the care of doctors through check ups and not only visiting the doctor when we are sick, but also when we are healthy. We will continue to support literacy by creating a name book that encourages children to start to identify their name or letters in it and begin tracing or writing their name. We will also continue to support the children's interest in music, guitar playing, and the formation of a "band" by having guest musicians and music in the classroom during free play.

Expressive Arts 


**Materials: Easel, white thin paper, dotters

Rationale: To promote creative expression. To continue to provide opportunities for color recognition. To increase fine motor skills and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

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


**Materials: White lined paper, a variety of cutting sheets with different shapes, scissors, spring themed stickers, scrap bucket

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills. To provide a bucket for the children to put their scraps and use again in an intentional way.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: bug visuals, bug home and food visuals, green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs, rocks, sticks

Rationale: To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, and buckets.

Rationale: To introduce a new sensory experience and begin to understand water and it's properties. To relate to previous knowledge of snow and ice from the winter term. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, toilet paper rolls, dirt, pea seeds, "grow a bean", rulers, markers, stickers

Rationale: To increase awareness of seeds, gardening, and planting. To introduce and promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, family pictures, babies, small books, strollers, baby beds, diapers

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, take care of, and change.

Skills practiced: responsibility, communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion, pretend play, modeling

**Materials: Light table in the room, cave with doctor materials including outfits, hair nets, x-rays, stethoscopes, medicine bottles, syringes, and other doctor tools, human body books

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, breakfast food set, fruits, vegetables

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about 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. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills: Health related skills, Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Color stacking puzzles, sorting and ordering tasks, fruit, vegetable and weather puzzles, pegs and peg board.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers
Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

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 making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

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

Large Motor 



**Materials: Rope-ladder, "bumpy-slide", pedalos, mini-trampoline, bean bags, pillows, mats, shakers, beach ball

Rationale: There is a new gym set up that the children are very excited about! The children are using the rope ladder to climb and experimenting new ways to go down the bumpy slide, as well as using their voices to hear changes for each bump. In the back of the gym, the mats are set up in square with pillows on the inside. This has been used for games of "shark in the middle", activities involving the shakers, and tag. The children are also using the pedaols and following arrows for the directions to travel. We will continue to have a group game at the end of gym time and will be introducing new games to this time.

Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, directional awareness, cooperation/negotiation, auditory listening for "stop" and "go",

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

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

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting

Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

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

Music 





**Materials: Piano, drums, sheet music, and 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. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

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

Snacks:

Tuesday: Rice cakes and cucumbers
Friday: Chex cereal and bananas

SPRING LP 4-22-2013

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Weekly Lesson Plan for Ross' Class
Week of: April 22-26, 2013
Lead teaching this week: Hilary

Overview/goals:
Hello families! Just as we start to think about spring, we get some more snow. However, we did get the opportunity to see the snow melt and new buds growing on the playground. This week we will start to think about spring and what happens in the spring, specifically looking at how a seed grows. The student teachers have also been watching the areas of interest in our room to help gather children for our small groups, which will probably be starting sometime this week.

Sensory Table:
• Materials: Toy boats, rocks, bottle caps, golf balls, yellow counting balls, glass gems, and nuts & bolt various "boats" (differently shaped/sized plastic containers)
• Rationale: The water table has continued to be a hit this past week as we continued to explore what items would sink or float. At large group, we continued to expand on our counting by seeing how many yellow counting balls it would take to sink different-sized "boats." This week we will be adding new materials to the water table to continue our focus on larger-quantity counting; using the laminated numbers to help us record the number of items we count.
• Skills: cause-and-effect, hypothesis creating/testing skills, rationale counting, making estimations, data collecting/recording

Expressive Art (drawing table, clay table, easel):
• Materials: Easel: paint, paintbrushes, plastic egg carton halves, paper; Art table: Paper, paint, number and shape stamps. Clay Table: clay, wooden mallets, wire, sticks, plastic/rubber insects
• Rationale: Last week, after using stamps to create money, an interest developed in using stamps to also create stamped art at the art table. This week, we will provide paint and printmaking materials to continue the process of stamping and printmaking. At the clay table last week, children showed little interest in building bughouses. To bring the interest back, we will introduce new tools that will allow the children to create and combine smaller shapes to make larger objects/sculptures.
• Skills: recognition of shapes, patterning, artistic expression, imagination/creativity, fine motor, symbolic representation, familiarity with new materials, exploring a new art medium

Science:
• Materials: Seeds, soil, insect houses, new/larger rat home
• Rationale: Last week the children looked at our classroom pets and the kind of homes they lived in. The children showed a particular interest in our pet rats and what kinds of bedding the rats used in their cage. The children first brainstormed ideas about what kind of things the rats would like to "play" on. Next, we researched on the computer different types of rats and their home environments. We will continue our investigation next week, as well clean out the paper and put in aspen bedding. Also, even with the recent snow, we have seen some plants starting to sprout outside, and we want to take a closer look. We will begin to explore the lifecycle of plants: starting with a soybean.
• Skills: observation, data collection/recording, exploration of life cycles, hypothesis creating/testing

Math/Manipulatives/The Nook:
• Materials: Shape puzzles, small building (parquetry) blocks in different shapes such as squares, rectangles, and triangles, shape puzzles, simple-counting. The Nook; transparent colored shapes and people.
• Rationale: Last week the children started exploring more challenging puzzles with shapes, as well as participated in a cooking project with Sheila where they made muffins using measuring cups and spoons - which helped build further awareness for our focus on fractions. The concept of ½'s and wholes by using measuring cups to measure the amounts transferred into our coffee shop and the puzzle/math table, as the children explored the shape/fraction puzzles available. In the nook, children were introduced to new colored shapes like triangles, rectangles, circles and people. We will continue using these shapes and let the children use these shapes to "create" their own stories on the light table.
• Skills: shape/shapes recognition, symbolic representation (creating with blocks), measuring skills such as ½ cup and 1 cup (learning about/comparing fractions /part-to-whole relationships), imaginative thinking, symbolic representation, shape recognition

Literature Center:
• Materials: paper, rubber alphabet stamps, white boards, markers,
• Rationale: Last week the children worked on making words by using letter stamps and learned a new game called guess the word (similar to Hangman, but without drawing of people/pictures, just a "guess and write the letters" game). This week we will provide small white boards so the children can play their own game with words and use the letters stamps to continue working on letter recognition.
• Skills: letter recognition, pre/early literacy skills, fine-motor strength/endurance, dexterity

Dramatic Play:
• Materials: "Coffee Shop" props (to-go coffee cups, lids, mugs, pitchers, cash register, our "own" money), food "making" materials (beads, puff balls, small squares, bottle caps), kitchen/cooking props (hand mixer, plates, our "own" oven, pans), coffee beans, measuring cups/spoons.
• Rationale: We had lots of fun in the coffee shop last week and continued to use the materials we added to our own coffee shop. The children had fun using the materials to create "marshmallow soup" and sandwiches using our new felt pieces. While creating the food, the children are invented new recipes and thinking specifically about the ingredients they need to add - now using half and whole cup measurements! This week we will continue to use these materials to make more food and will start focusing on measuring and adding materials to our recipes - continuing the exploration on the abstract topic of fraction by asking the children to incorporate more into their play (which is how they internally sort out and make sense of the world).
• Skills: imaginative/creative play, peer relationships, large motor skills, symbolic representation, connection to surrounding community/real-life experiences, math skills (measuring).

Blocks:
• Materials: large blocks, wood molding, sections of vinyl gutters, balls, small blocks, ramps and Pathways building book
• Rationale: The block area continues to be a hit in the classroom! Ramp building is the main focus, and the children have started looking at books to come up with ideas for their ramp building projects. This week, we hope to have the children start drawing their own building plans/"blueprints" to show others how to recreate their structures, as well as make improvements on the previous day's creation. Children have also started to build submarines and airports. This week we will add a book about building to help further our ramp and imaginative building.
•Skills: building peer relationships, group collaboration, problem-solving skills, symbolic representation

Announcements and reminders:
~ We hope you all can attend the David Walsh lecture on Monday night from 7-9p. See the website for more details.
~ The music students will be coming back one last time on Thursday. The children have really enjoyed their visits, actively participating in all the songs/activities the students have shared.
~ We will have students from my motor development course join us in the gym on Monday and Friday of this week. They are bringing in some fun activities for the children, and we're excited to have them join us!
~ Spots are still available for the all-school camping trip happening on the weekend of May 18th. See the email sent by Amy P. last week for further details.

Snack:
Monday - Pretzels & carrots
Tuesday - Rice cakes & raisins
Wednesday - Chex cereal & orange slices
Thursday - Crackers & cucumbers
Friday - Bagels & jam

Spring Weekly Lesson Plan: 4-22.13-4-26.13


Megan Lead Teaching

Overview:


As we anxiously wait for spring to arrive, we will continue to show interest in the changes happening and focus on planting, growth, and life cycles in the classroom. We will also continue to support ideas relating to the real world lives of doctors and firefighters. We will be modeling the care of doctors through check ups and not only visiting the doctor when we are sick, but also when we are healthy. We will continue to support literacy by creating a name book that encourages children to start to identify their name or letters in it and begin tracing or writing their name. Small groups are starting again and we have formed three groups based on curriculum areas and interests. The groups are construction, birds, and games. The groups have been intentionally formed to support friendships, encourage collaboration, and increase interest in topics.

Expressive Arts 


**Materials: Easel, white thin paper, dotters

Rationale: To promote creative expression. To continue to provide opportunities for color recognition. To increase fine motor skills and encourage the children to use colors in a variety of ways. To provide a variety of materials for artistic materials.

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


**Materials: White lined paper, a variety of cutting sheets with different shapes, scissors, spring themed stickers, scrap bucket

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills. To provide a bucket for the children to put their scraps and use again in an intentional way.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: bug visuals, bug home and food visuals, green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs, rocks, sticks

Rationale: To continue the creation of things using play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence. To promote creations from visuals.

Skills: Sensory input, fine motor, dramatic and pretend play, creative expression, manual dexterity, observation, cause and effect, exploration, creativity.

**Materials: Water table, funnels, and buckets.

Rationale: To introduce a new sensory experience and begin to understand water and it's properties. To relate to previous knowledge of snow and ice from the winter term. To promote the use of tools for manipulating and investigating. To encourage peer interactions by cooperating and helping.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, observation, searching and scanning,

Science

**Materials: Plant and food visuals, garden visuals, toilet paper rolls, dirt, pea seeds, "grow a bean", rulers, markers, stickers

Rationale: To increase awareness of seeds, gardening, and planting. To introduce and promote independent gardening. To promote creative expression. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials. To integrate life cycles and promote responsibilities. To provide opportunities to observe and record changes in physical features.

Skills: Prediction, observation, discussion, ideas, responsibility, fine motor, hypothesizing, recording

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, family pictures, babies, small books, strollers, baby beds, diapers

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, take care of, and change.

Skills practiced: responsibility, communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion, pretend play, modeling

**Materials: Light table in the room, cave with doctor materials including outfits, hair nets, x-rays, stethoscopes, medicine bottles, syringes, and other doctor tools, human body books

Rationale: To build on the children's interest in caretaking and role playing by the continued use of doctors materials. To encourage children to use doctor tools as they have been modeled. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community. To encourage children to work together to fight fires and help others.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, peer relationship and social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, breakfast food set, fruits, vegetables

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about 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. To provide materials, such as fruits and vegetables that allows children to see them as foods that keep our bodies healthy.

Skills: Health related skills, Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, spatial reasoning.


Math and Manipulatives 



**Materials: Color stacking puzzles, sorting and ordering tasks, fruit, vegetable and weather puzzles, pegs and peg board.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 




**Materials: Name booklet, paper with pictures and names, markers, stickers
Rationale: To help children's understanding of writing as a way to communicate. To encourage children to match their pictures with their names, as well as other children in the classroom. To have children recognize letters. To engage in writing letters to make words and/or names.

Skills: Fine motor, matching skills, color exploration, letter recognition, observation, comparison, searching and scanning

**Materials: A variety of books about planting and taking care of plants, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Human body and doctor books in the "cave".

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

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 making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning. To encourage a safe environment.

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

Large Motor 



**Materials: Rope-ladder, "bumpy-slide", pedalos, mini-trampoline, bean bags, pillows, mats, shakers, beach ball

Rationale: There is a new gym set up that the children are very excited about! The children are using the rope ladder to climb and experimenting new ways to go down the bumpy slide, as well as using their voices to hear changes for each bump. In the back of the gym, the mats are set up in square with pillows on the inside. This has been used for games of "shark in the middle", activities involving the shakers, and tag. The children are also using the pedaols and following arrows for the directions to travel. We will continue to have a group game at the end of gym time and will be introducing new games to this time.

Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, directional awareness, cooperation/negotiation, auditory listening for "stop" and "go",

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. To encourage social interactions, collaboration, and turn taking. To provide opportunities for pretend play and role play using the vehicles.

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

Large group


**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), seeds and dirt, demonstrations by teachers, community helper clothing worn by teachers for acting

Rationale: To continue discussing the changes that are affecting us including spring. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts. To model activities and allow children opportunities to engage in large group focused activities.

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

Music 





**Materials: Piano, drums, sheet music, and 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. To encourage children opportunities to model behaviors they have seen. To promote musical expression through voice.

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

Snacks:

Monday: Pretzels and milk
Wednesday: Chex cereal and milk
Thursday: Crackers and cucumbers

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Overview
It seems like our unseasonably cold temperatures are going to stay with us for the early part of the spring. We we will continue to engage our class's awareness of the spring season by bringing spring into our classroom habitat. Supporting children's interest and curiosity of the natural world we will foster their investigation of nature by stepping into exploration of spring using our senses. We will explore different types of seeds by paying attention to their size, color, comparing, rational counting, making patterns, seriating, hypothesizing. Another topic that we will be exploring is flowers: parts of a flower, how they are different from one another, (colors, sizes, and shapes) why some flowers have a fragrance and others do not. Lastly, to our sensory area we will be adding the sand table which will give children opportunities to use their senses to discover the natural world.

Expressive Arts
-Materials: construction paper, paint, paint trays, paintbrushes, fresh flowers, easels, various gauges of wire, markers, crayons, glue, paper, scissors, loose parts, CD Player, Music (classical, spring- birds chirping, rain drops, etc.)
-Rationale: We will continue to have vibrant paint colors available, along with fresh flowers as inspiration. This week we will also add music to the art table. Music inspired art activity will encourage children to explore and experiment with the process of painting and elements of arts. This will also promote their understanding of the elements of music (rhythm, tempo, dynamic, etc.). We will continue to work at the wire table focusing on sculpting using loose parts.
-Skills: Creative exploration, imagination, symbolic representation, self-expression, fine motor control, color recognition, creative risk-taking, and music appreciation.

Sensory
-Materials: sand table, sand, water, various insects (plastic), scoops, shovels, moulds, etc.
-Rationale: To promote imaginative, cooperative play and bring children's awareness to the difference between wet and dry sand. This hands-on sensory experience will foster children's problem solving and critical thinking skills.
-Skills: Imaginative and cooperative play, scientific thinking, problem solving, construction skills, fine motor skills, sensory exploration and stimulation, creative expression, and social interaction.

Light Table
-Materials: Different types of seeds, sorting trays, tweezers, and magnifying glasses.
-Rationale: We will be focusing our attention on the characteristics of seeds. Children will explore different types of seeds (size, color, comparison, rational count, patterns, seriation, etc.) using their senses. Prompting questions such as: What is a seed for? How do they travel? What sort of plant do they grow into? Does the biggest plant have the biggest seed? will foster children's ability for critical thinking, making connections, and will encourage them towards scientific inquiry.
-Skills: Sensory stimulation, exploration, inquiry, observation, sequencing, grouping, sorting, asking questions, hypothesizing, comparing, informative language, descriptive language, fine motor skills, and social interaction.

Science
-Materials: Labeled visual pictures of parts of a flower, real and fake flowers, magnifying glass, clipboard, papers, pencils, and markers.
-Rationale: To support children's curiosity of the natural world and to encourage investigation of nature we will be focusing on flowers. Children will explore parts of a flower using their senses. Teacher's thought provoking questions such as How are flowers different from one another? Why do some flowers have colors and others don't? Why do some flowers have fragrance while others don't? will foster children's scientific thinking (observing, questioning, and investigating). Labeled visual pictures of the parts of flower will strengthen children's thinking ability by allowing them to progress along a thread of investigation and will also enrich their vocabulary.
-Skills: Sensory exploration, observation skills, scientific investigating, critical thinking, self concept, social competence, mathematical and logical thinking, pre/early literacy, informative language, and descriptive language.

Math and Manipulatives
-Materials: Marble runs, legos, numbered duplos and puzzles.
-Rationale: This week we will continue fostering children's problem solving skills using marble runs. This will also bring cause and effect relationship to their awareness. Building on their interest in problem solving, manipulative mazes will be added to the area to provide them with opportunities to expand on their interest. Manipulative puzzles (parts of trees, butterfly, birds, spring clothes, etc.) will also be added to bring spring awareness through visual and touch sense. -Skills: Problem solving, cause and effect relationship, early math concepts, number recognition, counting, number operations, symbolic representation, peer negotiation, hand-eye coordination, fine motor control.

Language and Literacy

-Materials: Name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, simple mazes, and spring bingo.
-Rationale: Last week children voted for the title of their classroom story and the title "Unicorn vs. Ghost vs. Kitty vs. Wolf" was chosen. Their typed and printed book has been added to our classroom library for children to read and add illustrations to. With the addition of paper mazes to the writing center children's interest in mazes has grown in leaps and bounds in the classroom. They have been observed creating their unique mazes using two and three dimensional materials. We have also added spring bingo to the area which promotes vocabulary and word recognition related to our theme of spring. -Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
Dramatic play cave: stuffed animals, open-ended fabrics, picnic basket, picnic blanket, food, flowers
-Rationale: Addition of the rain gear to the loft will continue allowing the children to incorporate springtime clothing to their dramatic play scenarios. The animals in the cave have now been observed waking up for spring and having spring feast with children. -Skills: Role-play, symbolic representation, social interactions, social problem solving, discussions and conversations related to the spring season, self-help, listening, communication, negotiation, and indoor-outdoor connection.

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps.
-Rationale: Children will continue to have plenty of free play time to use the blocks in a way that supports their dramatic play. Last week the incorporation of mazes in the block area during the focus groups sparked children's interest in building challenging mazes for the insects. We will continue building on the interest by fostering them in making mazes that they themselves can crawl through.
-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor
-Materials: Rolling slide and stairs, mini-trampoline, rope ladder, mini-peddallo, Bean Bag/Ring Toss, Beach-Ball Toss/Lava pit

-Rationale: To emphasize a variety of upper body strength challenges, including hand-eye coordination, catching, throwing, climbing and endurance. Lower body strength is also highlighted, including balance, pedaling, and jumping. All activities continue to focus on the important social skills of turn-taking, cooperation, and peer negotiation.


-Skills: Cardiovascular endurance, directional awareness, spatial awareness, catching/trapping, reaching, grasping, batting, static & dynamic balance, throwing, jumping, muscular strength and endurance, pedaling.

Snack
Monday - Tropical chex mix & orange juice
Tuesday - Rice cakes & cucumbers
Wednesday - Bagels & bananas
Thursday - Crackers & craisins
Friday - Yogurt smoothies


Spring Session 4/8-4/19/13

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Weekly Documentation: Week of April 15, 2013

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Weekly Documentation April 8 - April 12, 2013

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Weekly Plan April 15 - April 19, 2013

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Weekly Lesson Plan

April 15 - April 19
Marie's Class

Marie Lead Teaching

Expressive Arts

~Materials: construction paper, paint, paint trays, jars for paint, paintbrushes, assorted types of wire, loose parts
~Rationale: The children have really enjoyed exploring and mixing paint to create new colors! They are attempting to create 100 new colors and we are charting their progress on a graph in our classroom. After focusing on color mixing with only a few colors, we are expanding our palette this week and mixing with a rainbow of colors. The teachers are looking forward to seeing what experiments the new colors will inspire!
~ Skills: fine motor strength and coordination, color recognition, creative exploration, problem solving, emerging math skills (patterning), self-expression, and creative risk-taking

Sensory

~Materials: flax seed, scoops, funnels, tubes, cups for scooping and pouring, pulleys, ropes, blocks, boards
~Rationale: The open-ended tubes, scoops and funnels present an opportunity for the children to practice their problem solving skills as they try to connect the materials to create a flow system for the flax seed.
~Skills: sensory exploration, scientific thinking and reasoning, measuring, problem solving, cooperative play

Light Table

~Materials: Transparent gel baggies, letters of the alphabet
~Rationale: The children in our class are always excited to explore new sensory materials! This week we want to support that interest and spark a renewed interest in literacy and the alphabet. With those goals in mind we are bringing gel bags to the light table. The children will be able to explore the properties of the bags and practice tracing letters onto the unique materials.
~Skills: fine motor skills, pre-literacy skills, symbolic representation, alphabetic principal, sensory exploration

Science

~Materials: meal worms, books, pencils, magnifying glasses, pictures of spring and winter clothing, problem solving station and materials in need of fixing
~Rationale: The "problem solving station" has been a big hit! Teachers want to continue to support the children's vested interest in problem solving, so we will continue to provide items for the children to fix, as well as guidance and prompting questions to focus their explorations. Additionally, we are introducing a focus on insects at the science area that will extend into spring (as soon as it gets here...). We will start building our awareness of insects and the changes that accompany spring by observing meal worms and discussing they cycle of life that they enjoy (larva to pupa to beetle).
~Skills: Scientific inquiry, observation, drawing conclusions, reasoning, grouping, descriptive language, informative language, comparing and contrasting, knowledge of physical properties, knowledge of the natural world, problem solving

Math and Manipulatives

~Materials: magnet blocks, number duplos, marble mazes
~Rationale: In order to expand on the children's interest in problem solving, we have introduced marble mazes to the manipulatives cave. Creating their own marble mazes will allow the children to explore cause and effect relationships and explore the process of problem solving through trial and error in a unique way.
~Skills: fine motor strength, early math concepts, peer negotiation, hand-eye coordination, cause and effect relationships, problem solving

Language and Literacy

~Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, simple mazes
~Rationale: Once again, problem solving rears its' developmentally appropriate head! Mazes are a fun and interesting way for children to explore problem-solving skills and develop the executive function skills necessary for long term planning. We hope to build the children's awareness of and interest in mazes by including them in several areas of the classroom. If the interest takes off, we can dig into creating our own mazes out of three-dimensional materials (blocks, legos, etc.)!
~Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression, cause and effect, problem solving, executive function skills (inhibitory control)

Dramatic Play

~Materials: 

Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, open-ended fabrics, paper, markers, clipboards, calculator, mailbox, stamps, envelopes, paper, pencils, postal worker bags, hats and shirts
Dramatic play cave: sticks, open-ended fabrics, small woodland animals



~Rationale: The children continue to enjoy playing "post office" and building accompanying props with the large hollow blocks. This week the children will continue to have the opportunity to explore ideas about community helpers, literacy, communication, and the use and purpose of print as they "play post office."
~Skills: symbolic representation, role-playing, problem solving, writing, alphabetic principal, pre-/early literacy skills, decision making.

Blocks

~Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps

~Rationale: The children's interest in building vehicles for travel continues! As they work together to build the planes, trains, and automobiles the children often discuss various potential destinations and take turns flying/driving/steering (and delivering the snacks!). The additional props placed in the block area such as maps, steering wheels, and open-ended materials that the children can use as "uniforms" will still be available.
~Skills: construction skills, dramatic play, symbolic representation, problem-solving, mathematical concepts such as symmetry, dimensions and fractions

Large Motor




~Materials: crawling tube, bumpy slide, A-Frame with balance beam, hopscotch, scaling block wall, basketball hoop, basketballs and climbing wall

~Rationale: The children continue to explore the provided equipment set up in the large motor room. Hopscotch, the crawling tunnel, basketball hoop with balls, climbing wall, scaling wall with rope, and bump slide continue to help build children's upper body and core strength, encourage socialization and cooperation, and support exploration of what they can do with their bodies. Basketball and hopscotch also simulate outdoor activities that we are unable to do right now because of the snow. 

~Skills: climbing (bumpy slide, scaling wall, A-frame, climbing wall), turn taking (crawling tunnel, hopscotch, bumpy slide, scaling wall, A-frame with balance beam, climbing wall), motor planning (bumpy slide, wall climber), static balance (balance beam, hopscotch), muscular strength and endurance (scaling wall), propulsion skills (basketball and basketball hoop), hand-eye coordination (basketball and basketball hoop), directional awareness (all)

SPRING LP 4-15-2013

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Weekly Lesson Plan For Ross' Class
Week of: April 15 - 19, 2013
Lead-teaching this week: Team teaching

Overview: The snow seems to be staying, and the only people that seem to be excited about this are the children; getting those last chances to sled, make snow sculptures, and throw snowballs. At least the children are making the best of the unpleasant spring weather! Thankfully, the weather did not stop us from making it to the Purple Onion last week. The children really enjoyed taking a closer look at all the details of the coffee shop, and brought many of those ideas back to our classroom coffee shop. There was the addition of a "real" kitchen for cooking the food, a collection of new ingredients to help make all the different food in the "real" kitchen, as well as a group that created the menu using the new ingredients that could be cooked in our "real" kitchen! It's been a very busy place, needless to say. The coffee shop has also supported many areas of development, and the teachers are thinking of ways to tie in the foci of numbers, letters/literacy, and life cycles into the existing play. Over the next few weeks the student teachers will expand on this topics, incorporating them into the various areas and activities throughout the classroom - helping the children's understandings of these concepts to grow!

Expressive Arts (easel, art table, clay table)
• Materials: Easel: paint, paintbrushes, plastic egg carton halves, paper; Art table: White paper, markers (thick lined and thin lined Sharpies); Clay Table: clay, wooden mallets, wire, sticks
• Rationale: Last week, the children worked on creating "beautiful drawings" for the Spring Soiree and this created a new interest in representational drawing. This week, we will again provide drawing materials and look specifically at the details of what we are drawing; focusing on the elements of lines (i.e. curved, straight, and zigzag lines used to create various shapes). At the clay table, children showed interest in building bughouses. We will continue using clay this week to create and combine smaller shapes to make larger objects.
- Skills: recognition of shapes, patterning, artistic/ creative expression, imagination/creativity, fine motor skills, symbolic representation, experimentation, color recognition

Sensory (water table)
• Materials: Toy boats, rubber ducks, ping-pong balls, rocks, corkscrews, bottle caps, golf balls, abacas, and yellow counting balls
• Rationale: The water table has some frequent visitors as we have continued our exploration of sink and float: now thinking about the reasons why these items actually sink or float. To expand on the aspects of counting, we added an abacas to keep track of our large-quantity counting. After materials were used to sink a boat, we counted the materials one by one using our abacas to keep track. To help "collect/record the data" of how many items it takes to sink each boat, the question; "How many ____ does it take to sink this boat?" will be posted on the shelf next to the water table. The children will be able to place laminated numbers and items such as rocks, balls etc in the blank spots.
• Skills: Problem solving with peers, making estimations, cause and effect, counting, early concepts of addition and subtraction, grouping, comparing amounts,

Science
• Materials: Our classroom pets (mealworms and hissing cockroaches), wasp nest, insect books, magnifying glasses and if/when the weather improves, the natural environment of our playground!
• Rationale: The children have a growing interest in living things such as the insects that live in our classroom. We will continue exploring the insect homes within the class and learn further information about insects through books and online research. When the weather improves the children will bring notebooks to the playground and investigate what insects they can find on the playground.
Skills: learning about our insects: their anatomy and how to care for them, scientific/higher-level thinking skills, observing and interpreting information about the natural world through exploring the playground, generalization skills (connections between insect homes and other animal/human homes).

Language and Literacy
• Materials: Paper, pencils, tempera paint, vinyl rollers, plastic and Styrofoam blocks/stampers, enlarged pictures of real money, markers, Our class name book, staplers, tape,
• Rationale: Last week, teacher Frances joined us and introduced the idea of making our own money for the coffee shop. The children were immediately hooked and started rolling paint onto any and all rectangular pieces of paper. Upon a closer look (with a digital microscope), the children noticed all the details on the bills that made them special. We will definitely continue this exploration next week; adding more values/numbers to our bills as well as add our own "special" details for our money!
• Skills: Letter recognition, pre/early literacy skills, analyzing and synthesizing, symbolic representation.

Math and Manipulatives (including the nook)
• Materials: Shape puzzles, insect puzzles, small build blocks in different shapes such as squares, rectangles, and triangles
• Rationale: The children quickly figured out some of our puzzles and are able to solve them with on their own. New puzzles will be added to the area in order to give the children more of a challenge. We also brought in some small parquetry blocks that come in different shapes in order to help support our focus on shape recognition, as well as facilitate peer interactions. These blocks encourage children to work together in building a large, collaborative structure, working on problem solving to see how the pieces can fit together.
• Skills: One-to-one correspondence, part to whole relationships (with putting together puzzles), awareness of different shapes/shape recognition, symbolic representation (by creating with blocks)

Dramatic Play (including the caves)
• Materials: "Coffee Shop" props (to-go coffee cups, lids, mugs, pitchers, cash register, our "own" money), food "making" materials (beads, puff balls, small squares, bottle caps), kitchen/cooking props (hand mixer, plates, our "own" oven, pans)
• Rationale: We had lots of fun in the coffee shop last week and went on a field trip to the Purple Onion to see a real coffee shop in action; this trip helped the children create new ideas and gave them an idea of what we could add to our own coffee shop. Throughout the week we added our own money, menus, and materials to make food with in the kitchen. This week we will focus on adding to our menus and building on to our kitchen, we also will start to brainstorm ideas to come up a name for our coffee shop.
• Skills: imaginative/creative play, peer relationships, large motor skills, symbolic representation, connection to surrounding community/real-life experiences

Blocks
• Materials: Large hollow blocks, small multi-shaped unit blocks, ramps, various size balls, bowling pins (dominoes)
• Rationale: There was a continued interest in building houses and TIV's out of the large blocks. A new growing interest is ramp building. The children are using various sized blocks to create ramps and figuring out the best way to build them through trial and error. They have been extremely engaged in figuring out different ways to get the ball to go down the ramp. For example, some children attempted to get the ball to jump from one ramp to another and then knock over some bowling pins. We will continue to use our Ramps and Pathways book to inspire new types of ramps we can try!
• Skills: Large/fine-motor skills, symbolic representation, concepts related to building/balance/engineering, problem solving through peer interaction and logical thinking, and endless opportunities for dramatic play

Large motor
In the gym: There is a new gym set-up coming this week! We'll have our current set-up on Monday, and then a new set of games and activities on Tuesday! We will send up the updated information once the new arrangement is complete. On the playground: Well...the snow is back and it appears it will be here for a while, however it has not dampened the spirits of the children! They are eager to get back on the sledding hill. Because it has been so "warm" with all this snow, it has also created perfect snowball/snow-sculpting snow, which has also been the current favorite activity outside!

Announcements/reminders
~ Thanks so much to all of you for helping out, donating/contributing, and/or attending the Spring Soiree! It was a huge success, and a very fun evening! It is truly a very special event that has a monumental impact on the amazing community we (the teachers AND the families) work so hard to create! If your were unable to attend, we hope you can join us next year, but thanks for any and all help you so generously shared to make that wonderful evening come together!
~ Laura E will be back from her tennis tournament on Monday. Hilary will be out on Monday, and returning Tuesday. It will be great to have the whole gang back together again!
~ The music students will be returning on Thursday to expand on the songs/activities they shared with our class last week. The children really enjoyed the "A-tisket A-tasket" song they brought last Thursday!

Snack
Monday - Rice cakes & orange slices
Tuesday - Carrot muffins
Wednesday - Crackers & raisins
Thursday - Pretzels & carrots
Friday - Sunbutter sandwiches
** All snacks served with a choice of milk or water **

Overview
This week we will begin paying closer attention to the outdoor environment, making observations and having conversations about springtime changes in our habitat. We will be drawing and photographing what we notice about our habitat now, and comparing those to future observations once the snow melts and temperatures rise. Another topic that we will begin building awareness of is insects. While we haven't yet noticed insects outside, we will be bringing mealworms into the science center to learn about care, respect and treatment of living things as preparation for future examination of insect life and behavior that we observe outside. Lastly we will introduce the idea of "caring for our habitat." We will begin discussing ways we can contribute to the beauty, cleanliness, and health of our indoor and outdoor environments.

Expressive Arts
-Materials: construction paper, paint, paint trays, paintbrushes, fresh flowers, easels, various gauges of wire, markers, crayons, glue, paper, scissors, loose parts
-Rationale: We will continue to have paint out on the table and encourage children to mix their own colors. We will also add flowers to the paint table to prompt the children to make some new spring colors or match the colors of the flowers to some of the 100 hues that they have already created. We are also continuing to work at the wire table but have decided to remove the beads and focus on sculpting. Later in the week we will be introducing new materials, like loose parts, to the table to add to the sculptures.
-Skills: fine motor strength and coordination, color recognition, creative exploration, problem solving, self-expression, creative risk-taking, emerging math skills (patterning)

Sensory
-Materials: flax seed, tubes, plastic insects
-Rationale: As the snow melts and the playground thaws one of the first signs of life that the children get excited about is insects. To begin conversations, and assess what the children already know about insects, we added a variety of plastic insects to the sensory table. This will allow the children to discuss and identify insects they may recognize as they use the tubes and flax to make pathways and habitats for them.
-Skills: sensory exploration, scientific thinking and reasoning, problem solving, cooperative play, knowledge of the natural world, symbolic representation

Light Table
-Materials: ziplock bags sealed with colored gel inside
-Rationale: To provide the children with a new sensory experience and to encourage creative design we have added these new novel substances for exploration. The children can squeeze or flatten the gel in the bags in order to learn about its properties. When the gel is flattened they can drag their finger across it to create designs.
-Skills: fine motor skills, knowledge of physical properties, risk-taking, creative design, sensory experience, color recognition

Science
-Materials: Mealworms, magnifying glasses, clipboards, writing utensils, charts depicting the life cycle of a mealworm, prompting questions, spring vs. winter sorting game
-Rationale: Searching for insects is an exciting springtime activity for children. To begin the process of teaching the children observation techniques and also care and respect for fragile insect life, we are introducing mealworms to the science table. In addition to the live mealworms, we will have clipboards and magnifying glasses to use for observation and recording. While the mealworms are in the classroom the children will have the opportunity to observe their life cycle as they change from mealworms to beetles. The spring vs. winter sorting game will provide children opportunities to exercise their logical thinking. The sorting and grouping activity will enhance their classification vocabulary. The visuals that are available will allow the children become aware of, and compare/contrast, distinct differences between spring and winter.
-Skills: Scientific inquiry, observation, drawing conclusions, reasoning, descriptive language, informative language, knowledge of the natural world, asking questions, hypothesizing, use of magnifying glasses, classification, logical thinking, compare and contrast

Math and Manipulatives
-Materials: magnet blocks, marble runs, legos, numbered duplos
-Rationale: The children's interest in problem solving has grown tremendously over the past two weeks. To continue to provide them with materials to work with, we have added pieces of a marble run that need to be connected in specific ways in order for the marbles to pass through.
-Skills: problem solving, fine motor strength, early math concepts, number recognition, counting, simple number operations, peer negotiation, symbolic representation, hand-eye coordination

Language and Literacy
-Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, post-office with air-mail, express mail, and priority mail stickers, mazes
-Rationale: Last week the children wrote a story as a class during morning meeting. We will introduce them to Microsoft Word as a program they can use for typing and printing their stories. The classroom story (title to be announced) will be typed and printed so the children can illustrate it and add it to our library. In addition, we noticed many of the children enjoyed the challenge of the magnet maze at the science center last week so we added paper mazes to the writing center as a way for children to problem solve their way through as they refine their control and dexterity using writing implements.
-Skills: letter recognition, fine motor control, pre-/early literacy skills, alphabetic principle, phonemic awareness, artistic expression

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, ponchos, scarves, raincoats, boots, hats, and sunglasses.
Dramatic play cave: stuffed animals, open-ended fabrics, picnic basket, picnic blanket, food, flowers
-Rationale: This week the addition of the rain gear to the loft will allow the children to incorporate some of the springtime clothing they use in the spring into their dramatic play scenarios. The animals in the cave will now be making the change from hibernation to waking up for spring. We will incorporate an idea from a familiar favorite book Bear Wants More by: Karma Wilson, and provide picnic blankets and food for the children to use with the animals to have a springtime feast.
-Skills: Role-play, symbolic representation, social interactions, social problem solving, discussions and conversations related to the spring season, self-help, listening, communication, negotiation, and indoor-outdoor connection.

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps

-Rationale: The children will continue to have plenty of free play time to use the blocks in a way that supports their dramatic play. In addition, we will create focus groups that will incorporate their budding interest in mazes as a way to challenge them to use the blocks to make mazes they themselves can crawl through.
-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor



-Materials: Gym-rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline. Playground-shovels, buckets
-Rationale: The children have been fully engaged in the big body movements promoted by the gym set-up. Group games such as "mat push" have also been incorporated as a way for children to engage in big body movements together. On the playground the icy hill allowed for many penguin slides. The sand has loosened up and the children are enjoying digging once again. There was quite a bit of mud on the playground last week and will likely be around a while longer. Some children have been exploring its properties by walking through it, poking it with sticks, and using it as mortar in between bricks. As the mud changes from day to day depending on how wet it is, we will encourage the children to make observations and comparisons.
-Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular endurance, cooperation/negotiation, "big-body" play

Snack
Monday - Rice cakes & orange slices
Tuesday - Carrot muffins
Wednesday - Yogurt/fruit & Crackers
Thursday - Pretzels & carrots
Friday - Zucchini chocolate muffins & milk

Spring Session 4/8-4/12/13

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Spring Weekly Lesson Plan: 4.15.13-4.19.13

Jamie, Megan, Catherine, and Taylor Lead Teaching

Overview:


As the children begin to create more elaborate and creative dramatic play scenarios involving doctors and firefighters, we will continue to provide ideas and materials to support them. We will facilitate activities and provide explanations for real world events and roles that community helpers play. We will continue to model and provide language for the children to go deeper into their exploration of materials and curriculum themes.

Expressive Arts 


**Materials: Easel, white watercolor paper, watercolor paints, and thin, small brushes

Rationale: To promote exploration of lighter colored shades and increase color awareness and recognition. To promote exploration of softer shades of color and the use of water to softer, darken, and experiment with the shade. To give the children an opportunity to represent some of their ideas on paper and begin to symbolically represent them.

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



**Materials: White lined paper, a variety of cutting sheets with different shapes, scissors, spring themed stickers, scrap bucket

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills. To provide a bucket for the children to put their scraps and use again in an intentional way.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: bug visuals, bug home and food visuals, green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs, natural materials.

Rationale: To continue manipulating and creating things out of play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence.

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

**Materials: Sand table, scoops, shovels, molds, bucket, and rakes, toy cars, bridges, and vehicle props.

Rationale: To introduce a different sensory table and provide materials for the children to become familiar with sand and it properties. To build on the children's interest in building roads and driving their cars through the sand by providing vehicle props. To use tools in meaningful ways through prompting and modeling. To discuss the physical properties of sand and find ways to change and manipulate it. To ask questions and seek answers through active exploration.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: A variety of seeds, plant and food visuals, garden visuals.

Rationale: To increase awareness of seeds, gardening, and planting. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials.

Skills: Prediction, observation, discussion, ideas

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, family pictures, babies, and books

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, and dress.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Light table in the room, cave with doctor materials including outfits, hair nets, x-rays, stethoscopes, medicine bottles, syringes, and other doctor tools.

Rationale: To build on the children's interest in caretaking and role playing by introducing doctors materials. To introduce x-rays and provide materials and resources for the children to find information about their bodies. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To introduce new vehicles and materials in the block area. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set,
lunchboxes.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about 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. 
To encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.


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


Math and Manipulatives 



**Materials: Bead stringing games, color stacking puzzles, sorting and ordering tasks, spring animal and weather puzzles.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 



**Materials: A variety of books about Spring, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave'.

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

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 making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning.

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

Large Motor 



**Materials: Rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline


Rationale: The theme for this new set-up is "big body movements." We added the smaller triangle slide of the edge of the climber, as well as the large donut slide to the side of the climber - challenging children to slide off the side of the jumping donut and land on their feet! We also added an inclined balance-beam bridge - adding a new level of challenge for those that enjoyed the bridge from the previous set-up. We put the scooter boards in the back of the gym, and we anticipate many new and fun games to be created over the next two weeks! Last, but certainly not least, we added the rope swing! A favorite of many, the large rope-swing challenges children to use many skills simultaneously in order to successfully swing back and forth! 


Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, cooperation/negotiation, "big-body" play

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. 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, observation, collaboration.

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), rhyming stories and songs, modeling of activities

Rationale: To continue discussing the changes that are affecting us including spring, new siblings, and a new teacher in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts.


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

Music 





**Materials: Piano, drums, sheet music, and 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: Corn chex and applesauce
Friday: Rice cakes and orange slices

Spring Weekly Lesson Plan: 4.15.13-4.19.13

Jamie, Megan, Catherine, and Taylor Lead Teaching

Overview:


As the children begin to create more elaborate and creative dramatic play scenarios involving doctors and firefighters, we will continue to provide ideas and materials to support them. We will facilitate activities and provide explanations for real world events and roles that community helpers play. We will continue to model and provide language for the children to go deeper into their exploration of materials and curriculum themes.

Expressive Arts 


**Materials: Easel, white watercolor paper, watercolor paints, and thin, small brushes

Rationale: To promote exploration of lighter colored shades and increase color awareness and recognition. To promote exploration of softer shades of color and the use of water to softer, darken, and experiment with the shade. To give the children an opportunity to represent some of their ideas on paper and begin to symbolically represent them.

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



**Materials: White lined paper, a variety of cutting sheets with different shapes, scissors, spring themed stickers, scrap bucket

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills. To provide a bucket for the children to put their scraps and use again in an intentional way.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: bug visuals, bug home and food visuals, green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs, natural materials.

Rationale: To continue manipulating and creating things out of play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To provide materials for the children to provide homes and food for the bugs. To try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence.

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

**Materials: Sand table, scoops, shovels, molds, bucket, and rakes, toy cars, bridges, and vehicle props.

Rationale: To introduce a different sensory table and provide materials for the children to become familiar with sand and it properties. To build on the children's interest in building roads and driving their cars through the sand by providing vehicle props. To use tools in meaningful ways through prompting and modeling. To discuss the physical properties of sand and find ways to change and manipulate it. To ask questions and seek answers through active exploration.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: A variety of seeds, plant and food visuals, garden visuals.

Rationale: To increase awareness of seeds, gardening, and planting. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials.

Skills: Prediction, observation, discussion, ideas

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, family pictures, babies, and books

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, and dress.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Light table in the room, cave with doctor materials including outfits, hair nets, x-rays, stethoscopes, medicine bottles, syringes, and other doctor tools.

Rationale: To build on the children's interest in caretaking and role playing by introducing doctors materials. To introduce x-rays and provide materials and resources for the children to find information about their bodies. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Construction paper house with flames. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To provide a prop and visual of a house to increase dramatic play scenes and play. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To introduce new vehicles and materials in the block area. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set,
lunchboxes.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about 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. 
To encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.


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


Math and Manipulatives 



**Materials: Bead stringing games, color stacking puzzles, sorting and ordering tasks, spring animal and weather puzzles.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 



**Materials: A variety of books about Spring, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave'.

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

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 making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning.

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

Large Motor 



**Materials: Rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline


Rationale: The theme for this new set-up is "big body movements." We added the smaller triangle slide of the edge of the climber, as well as the large donut slide to the side of the climber - challenging children to slide off the side of the jumping donut and land on their feet! We also added an inclined balance-beam bridge - adding a new level of challenge for those that enjoyed the bridge from the previous set-up. We put the scooter boards in the back of the gym, and we anticipate many new and fun games to be created over the next two weeks! Last, but certainly not least, we added the rope swing! A favorite of many, the large rope-swing challenges children to use many skills simultaneously in order to successfully swing back and forth! 


Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, cooperation/negotiation, "big-body" play

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. 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, observation, collaboration.

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), rhyming stories and songs, modeling of activities

Rationale: To continue discussing the changes that are affecting us including spring, new siblings, and a new teacher in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts.


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

Music 





**Materials: Piano, drums, sheet music, and 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: Rice cakes and orange slices
Wednesday: Corn chex and applesauce
Thursday: Pretzels and raisins

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Weekly Documentation: Week of April 8th, 2013

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Elizabeth's Class Weekly Plan: April 15, 2013

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Weekly Plan
Week of April 15, 2013
Elizabeth's Class

Overview:
The spring session is off to a busy beginning, as the children dive into a variety of interests in the classroom. A sudden invasion of Boxelder bugs into our classroom has made our exploration of bugs and bug habitats come alive. This week, we will continue to delve into the things we might need in order to keep the bugs safe and happy while they are visiting from the cold outdoors. Last week, we began our investigation into geometric shapes. The children built awareness of shapes by using a variety of geometric blocks and puzzles. This week, we will continue discussing different shapes and their characteristics during large group, and begin exploring them through print making in the art and clay areas. Finally, the computer continues to be a strong interest to the children, as they have found new games to play. This week, we will encourage the children's turn-taking, social communication, and helping behaviors that we have seen so beautifully practiced already.

Science
*Materials: Books about insects, wasp nest, cockroaches, mealworms, examples of different insects and their homes, bug containers with magnifying glasses, I-pad, small boxes to create Boxelder "habitats."
*Rationale: To allow for continued exploration of insects' homes/habitats- an area of great interest to many children, to encourage children to draw connections between different living things, to use technology and the written word as a source of information, applying the information they have gathered.
Skills: observation, scientific investigation and inquiry, connection to natural world, applying previous experiences and knowledge, hypothesizing and extrapolating, symbolic representation, using tools to gather information, using books as sources of knowledge, curiosity.

Dramatic Play
Materials: "Coffee Shop" materials: cups, cup carrier, aprons, hats, pitchers, etc., children's photos of their favorite restaurants, menus, cash register, pretend money.
Rationale: to emphasize the different establishments present in our own community, to focus on jobs in the community and how to perform them, to allow children to act out familiar experiences and exchanges from their lives.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, reflection on previous experiences, collaboration and community building, turn-taking, numeric awareness, and familiarity with print.

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, books with alphabetic themes, various computer games.
Rationale: to foster the children's ongoing interest in the written word, alphabetic principle, and symbolic representation. In addition to a continued interest in writing and reading familiar words, many children show an interest in using the computer for a variety of purposes. Most recently, they have worked together to complete different computer games. This continues to be available as the children continue to practice computer skills as well as turn-taking (a special sign-up board is added so children can monitor turn-taking and grow in their familiarity with their names and the names of others) and collaboration (spontaneous helping behaviors, teamwork, giving advice, engaging in back and forth communication).
Skills: fine motor, letter recognition, eye-hand coordination, emergent writing and reading, curiosity, symbolic reasoning, peer interaction, technological awareness, keyboarding and mouse skills, planning and sequencing actions, cooperation, verbal communication.

Materials: the library has a variety of non-fiction and fiction books, many of which emphasize the children's strong interest in fairytales and familiar stories. Books on CD are also available.
Rationale: to encourage the children's continued interest in sharing stories communally and individually. To emphasize the telling and retelling of familiar tales. Over the first two weeks, a few favorites have emerged. These include Pirate Jam, The Selfish Crocodile, and No David. The children enjoy reading or listening to them, and engage in conversation about the plot of each story.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, vocabulary introduction, scientific investigation, prediction, comparing and contrasting.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, books about creating ramps, rain gutters, balls, marbles, bowling pins.
Rationale: to offer continued building experiences, especially those that focus on motion, stability, creating inclines, etc. This week our ramp exploration will continue as the children apply their knowledge of ramps and try to solve a problem: "how do we get the ramp to turn?"
Skills: large motor development, expressive creation, symbolic representation, cooperative play, using a variety of media for self expression, problem solving, mathematical reasoning, understanding of cause and effect, awareness of physical properties (momentum, gravity), perseverance, analyzing and synthesizing, showing interest and respect for the creative work of self and others, applying previously acquired knowledge.

Expressive Arts (paint, drawing, clay)
Materials: paint and differently shaped cookie cutters. At the clay table-a variety of differently shaped tools (potato mashers, meat pounders, etc) that display different geometric patterns or textures.
Rationale: to allow for continued exploration of painting by introducing a new manner of using paint: printmaking. To build awareness and understanding of geometric properties (e.g. how shapes combine to create new shapes). To allow for the creation of new shapes and textures on the surface of our clay creations.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, awareness of patterns, showing interest and respect for the creative work of self and others, self expression using a variety of media and tools, hand-eye coordination, mathematic reasoning, spatial awareness, upper body strength.

Sensory (water table)
Materials: Water, boats, Styrofoam, rocks.
Rationale: To allow the children to continue to inquire about sinking and floating. Rocks and other heavy objects are provided so the children can experiment with sinking boats or large pieces of Styrofoam. They will keep track of how many rocks can be put in each boat before it sinks.
Skills: cause-and-effect, fostering social relationships, using varied science and sensory language, sensory exploration, observational skills, making predictions, counting and number recognition, comparisons, creating theories about scientific properties.

Math and Manipulatives (including the 'Nook')
Materials:Puzzles, triangle "brain teaser" puzzle, My First Book of Shapes, Sight word boards, Shape puzzles, mosaic builder peg boards, light table with multi-shaped blocks- inspiration pictures of parquetry and mosiacs.
Rationale: To continue to build on our knowledge of shapes and experiment with different ways to combine shapes to create new images. To emphasize letter shape and matching, to continue to support fine motor development, hand control, and coordination.
Skills: one-to-one correspondence, synthesis and analysis, fine motor development, hand-eye coordination, part-whole relationships, divergent thinking, awareness of shapes and shape names, comparing, matching, sorting, combining.

Large Motor






~Materials: Rolling slide and stairs, mini-trampoline, rope ladder, mini-peddallo, Bean Bag/Ring Toss, Beach-Ball Toss/Lava pit


~Rationale: To emphasize a variety of upper body strength challenges, including hand-eye coordination, catching, throwing, climbing and endurance. Lower body strength is also highlighted, including balance, pedaling, and jumping. All activities continue to focus on the important social skills of turn-taking, cooperation, and peer negotiation.



~Skills: Cardiovascular endurance, directional awareness, spatial awareness, catching/trapping, reaching, grasping, batting, static & dynamic balance, throwing, jumping, muscular strength and endurance, pedaling.

Snacks:
Monday: Rice cakes and orange slices
Wednesday: Carrot muffins
Thursday: Corn tortilla crisps and black bean salsa

Spring Session 4/1-4/5/13

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Weekly Documentation: Week of April 1st, 2013

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Spring Weekly Lesson Plan: 4.8.13-4.12.13

Jamie, Megan, Catherine, and Taylor Lead Teaching

Overview:


As the children begin to feel comfortable again in the classroom we will continue to increase their awareness and exploration of the new curriculum areas and themes of Spring, weather, life cycles, flowers, birds, and community helpers. We will continue to intentionally form focus groups that support friendships and inquiry learning and problem solving activities. Our goal is to challenge the children to improve their fine motor and self-help skills by providing tools, games, and scenarios to help them improve and become more independent. We will provide a variety of dramatic play materials, outfits, and items for them to expand and elaborate their creative ideas and take on a variety of roles in the community.

Expressive Arts

**Materials: Easel, pastel colored paper, various textured paint brushes, rollers, color stamps, pastel colored paint

Rationale: To promote exploration of lighter colored shades and increase color awareness and recognition. To promote exploration of softer shades of color and give the children an opportunity to represent some of the colors they see in nature and the natural world during
Spring.

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



**Materials: White lined paper, a variety of cutting sheets with different shapes, scissors, spring themed stickers, scrap bucket

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills. To provide a bucket for the children to put their scraps and use again in an intentional way.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs, natural materials.

Rationale: To continue manipulating and creating things out of play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence.

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

**Materials: Sand table, scoops, shovels, molds, bucket, and rakes, toy cars.

Rationale: To introduce a different sensory table and provide materials for the children to become familiar with sand and it properties. To use tools in meaningful ways through prompting and modeling. To discuss the physical properties of sand and find ways to change and manipulate it. To ask questions and seek answers through active exploration.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: A variety of seeds, plant and food visuals, garden visuals.

Rationale: To increase awareness of seeds, gardening, and planting. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials.

Skills: Prediction, observation, discussion, ideas

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, babies, and books

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, and dress.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Light table in the room, cave with doctor materials including stethoscopes, medicine bottles, syringes, and other doctor tools.

Rationale: To build on the children's interest in caretaking and role playing by introducing doctors materials. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To introduce new vehicles and materials in the block area. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, lunchboxes.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about 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. 
To encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.


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


Math and Manipulatives 



**Materials: Bead stringing games, color stacking puzzles, sorting and ordering tasks, spring animal and weather puzzles.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 



**Materials: A variety of books about Spring, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave'.

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

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 making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning.

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

Large Motor 



**Materials: Rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline


Rationale: The theme for this new set-up is "big body movements." We added the smaller triangle slide of the edge of the climber, as well as the large donut slide to the side of the climber - challenging children to slide off the side of the jumping donut and land on their feet! We also added an inclined balance-beam bridge - adding a new level of challenge for those that enjoyed the bridge from the previous set-up. We put the scooter boards in the back of the gym, and we anticipate many new and fun games to be created over the next two weeks! Last, but certainly not least, we added the rope swing! A favorite of many, the large rope-swing challenges children to use many skills simultaneously in order to successfully swing back and forth! 


Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, cooperation/negotiation, "big-body" play

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. 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, observation, collaboration.

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), rhyming stories and songs, modeling of activities


Rationale: To continue discussing the changes that are affecting us including spring, new siblings, and a new teacher in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts.


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

Music 





**Materials: Piano, drums, sheet music, and 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 Black bean and sweet potato quesadillas (dairy and gluten free)
Wednesday- rice chex and raisins
Thursday- pretzels and carrot sticks

Spring Weekly Lesson Plan: 4.8.13-4.12.13

Jamie, Megan, Catherine, and Taylor Lead Teaching

Overview:


As the children begin to feel comfortable again in the classroom we will continue to increase their awareness and exploration of the new curriculum areas and themes of Spring, weather, life cycles, flowers, birds, and community helpers. We will continue to intentionally form focus groups that support friendships and inquiry learning and problem solving activities. Our goal is to challenge the children to improve their fine motor and self-help skills by providing tools, games, and scenarios to help them improve and become more independent. We will provide a variety of dramatic play materials, outfits, and items for them to expand and elaborate their creative ideas and take on a variety of roles in the community.

Expressive Arts

**Materials: Easel, pastel colored paper, various textured paint brushes, rollers, color stamps, pastel colored paint

Rationale: To promote exploration of lighter colored shades and increase color awareness and recognition. To promote exploration of softer shades of color and give the children an opportunity to represent some of the colors they see in nature and the natural world during
Spring.

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



**Materials: White lined paper, a variety of cutting sheets with different shapes, scissors, spring themed stickers, scrap bucket

Rationale: To increase fine motor skills and encourage the children to use the scissors in intentional ways. To provide sheets and lined paper for the children to cut along and cut in a variety of ways (snips and across the paper). To encourage the children to place the stickers in individual squares and support their 1-1 correspondence skills. To provide a bucket for the children to put their scraps and use again in an intentional way.

Skills: Fine motor, cutting, creativity, artistic expression, color exploration, observation, comparison, discussion

Sensory:

**Materials: green and brown play dough, gardening tools, impression tools, shape cut outs, plastic bugs, natural materials.

Rationale: To continue manipulating and creating things out of play dough. To encourage the children to act out ideas about gardening and creating things they see in nature. To increase their awareness of Spring and the new life, animals, and bugs that emerge. To try out materials for cause and effect relationship. To encourage shape identification skills. To encourage creative expression, imagination, invention, and persistence.

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

**Materials: Sand table, scoops, shovels, molds, bucket, and rakes, toy cars.

Rationale: To introduce a different sensory table and provide materials for the children to become familiar with sand and it properties. To use tools in meaningful ways through prompting and modeling. To discuss the physical properties of sand and find ways to change and manipulate it. To ask questions and seek answers through active exploration.

Skills: Communication, collaboration, problem-solving, fine motor, sensory input, manual dexterity, trying out new idea, observation.

Science

**Materials: A variety of seeds, plant and food visuals, garden visuals.

Rationale: To increase awareness of seeds, gardening, and planting. To encourage children to discuss their ideas and make predictions about objects and natural events. To encourage children to use tools and their senses for investigation of the new materials.

Skills: Prediction, observation, discussion, ideas

Dramatic Play 


**Materials: Loft, home areas design including couch, rocking chair, telephones, babies, and books

Rationale: To integrate the kitchen area and loft to encourage the children to act out their ideas about cooking, care taking, and relationships. To provide babies for the children to prepare meals for, feed, and dress.

Skills practiced: communication, collaboration, try out new ideas, creative expression, role play, symbolic play, discussion

**Materials: Light table in the room, cave with doctor materials including stethoscopes, medicine bottles, syringes, and other doctor tools.

Rationale: To build on the children's interest in caretaking and role playing by introducing doctors materials. To encourage the children to take care of their babies and each other.

Skills: Creative expression, caretaking, role play, symbolic play, discussion, communication, collaboration, imagination, social skills

**Materials: Community helper vehicles- fire trucks, ambulances, and helicopters. Fire fighter outfits, hoses, hats, boots, and visuals.


Rationale: To expand on the children's interest in firefighters and increase their dramatic play by providing relevant materials. To encourage the children to dress and act out scenarios using the vehicles and dress up outfits. To introduce new vehicles and materials in the block area. To spark interest in building structures and creating imaginative scenarios to use the vehicles in. To increase awareness of community roles and support the ability to recognize and describe the roles of workers in the community.

Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills, building, and fine motor.

**Materials: Household kitchen furniture, plates, bowls, cups, food, sandwich making set, lunchboxes.

Rationale: To continue to provide opportunities for children to symbolically represent their experiences and promote curiosity about 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. 
To encourage children to explore making lunches and taking 'lunch breaks' from work, based upon their interest in doing so.


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


Math and Manipulatives 



**Materials: Bead stringing games, color stacking puzzles, sorting and ordering tasks, spring animal and weather puzzles.

Rationale: To provide materials that support problem-solving skills, hand-eye coordination, and fine motor control. To have puzzles that promote awareness and interest in Spring. To continue to support the concept of seriation, ordering, and exploring objects in relation to their size. To introduce the concepts of color identification and patterning.

Skills: comparison, persistence, fine motor control, cause and effect, hand-eye coordination, seriation, problem-solving.

Language and Literacy 



**Materials: A variety of books about Spring, vehicles, and community helper themes will be displayed in different curriculum areas as well as the reading nook. Books and book shelf in the 'cave'.

Rationale: To continue to promote finding new information in books and applying it in play, while continuing to facilitate the development of the basic components of language and pre-literacy skills. To help the children gain knowledge and understanding by using resources. To provide a comfortable space to explore and read books with teachers.

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 making garages, firehouses, airports, and any three dimensional structure based upon the new materials provided. To support spatial and weight concepts when building a structure. To encourage collaborative play and cooperative learning.

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

Large Motor 



**Materials: Rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline


Rationale: The theme for this new set-up is "big body movements." We added the smaller triangle slide of the edge of the climber, as well as the large donut slide to the side of the climber - challenging children to slide off the side of the jumping donut and land on their feet! We also added an inclined balance-beam bridge - adding a new level of challenge for those that enjoyed the bridge from the previous set-up. We put the scooter boards in the back of the gym, and we anticipate many new and fun games to be created over the next two weeks! Last, but certainly not least, we added the rope swing! A favorite of many, the large rope-swing challenges children to use many skills simultaneously in order to successfully swing back and forth! 


Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular 
endurance, cooperation/negotiation, "big-body" play

**Materials: Outdoors: Buckets, shovels, yellow scooter cars, tricycles, dump trucks, wheelbarrows

Rationale: To provide children opportunities to engage in activities that challenge their physical skills including pushing, running, climbing, and jumping. 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, observation, collaboration.

Large group 



**Materials: Songs and rhymes led by teacher (gather, name, and topic songs and rhymes), rhyming stories and songs, modeling of activities


Rationale: To continue discussing the changes that are affecting us including spring, new siblings, and a new teacher in the classroom. To encourage rhyming skills and word play. To incorporate and model curriculum area concepts.


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

Music 





**Materials: Piano, drums, sheet music, and 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- rice chex and raisins
Friday- pretzels and pineapple chunks

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SPRING LP 4-8-2013

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Weekly Lesson Plan for Ross' Class
Week of: April 8-12 2013
Lead teaching this week: Ross

Overview: Although it seems spring may have left us by providing our group with some unseasonably cold temperatures, it did not stop us from having tons of fun our first week back! In the classroom, the children quickly reconnected with one another, although we had many children gone on trips still the week. The coffee shop was a very popular area, seeing many visitors each day. Eventually the teachers asked, "How do you make real coffee?" and brought a group to the kitchen to figure out how one actually makes coffee! There was also a strong interest in exploring the materials at the sink and float table - leading to some intriguing questions related to, "Why [do] some things float and some don't?" Meanwhile, on the frozen tundra that was our playground, the children had a blast on the "ice-slide," which was the previously known as the sledding hill. After a clean sheet of ice covered the hill, the children tried to figure different ways to safely propel themselves from the top to the bottom of the hill. The results were successful, and accompanied by shrieks of excitement! With all this inquisitive thinking and question asking, it's clear the children are eager to learn. To foster this higher-level thinking and hypothesizing, the teachers will continue to encourage the children to think about and test their answers to their interesting questions.

Expressive Arts (paint, collage, clay)
• Materials: At the art table: an assortment of shape-collage materials (squares, circles, triangles, rectangles, etc.), carpet square platforms, pencils, markers, paper, scissors, tape dispensers, staplers
 At the clay table: clay, plastic insects, wood knives

• Rationale: The art table saw several visitors that quickly jumped into the creative story telling, using the various loose pieces to invent fanciful stories. The pieces will continue to be available this week, however there will be a temporary shift as the children work collaboratively on a special classroom project that will be available at the Spring Soiree this Saturday. Come to the event and you'll get a chance to see what the children have been working on. At the clay table, a group of children were very interested in using the clay to create elaborate insect homes for our plastic insects. We will continue to create various insect homes, while taking a closer look at the actual habitats of these creatures live in.
• Skills: recognition of shape, patterning, artistic expression, symbolic representation, sequencing of storytelling, persistence, imagination/creativity, connections/expressions of observed world, fine motor strength/endurance

Sensory (water table)
• Materials: plastic sieves, golf balls, ping-pong balls, corks, rocks, rubber duckies, toy boats 

• Rationale: The sink and float table saw several children discussing what makes the items stay atop the water ("Because there is air inside!") and what makes others sink to the bottom ("Because they're too heavy."). Also, toy boats were added last week to further fuel the sink and float debates and asking the question, "Now when that rock is in the boat, it doesn't sink...why is that?" We will continue these discussions this week, as well as figure out the load-capacity of the various boats we have!
• Skills: sensory input, familiarity with materials, dexterity, hypothesis creating/testing skills, cause-and-effect, opportunities for cooperation/collaboration/negotiation

Science
• Materials: our classroom pets (highlighting the mealworms and hissing cockroaches), wasp nest, "insect home" matching game, insect books/pictures/diagrams, magnifying glasses, children's notebooks
• Rationale: With the interest of making insect homes at the clay table growing, we will begin to focus on the various habitats of our creatures living at the science table: not only what their homes look like, but learn more about what things they actually eat, where they sleep, or do they actually sleep? Supplemental books and online resources will be used to help us gain a stronger understanding about our classroom creatures. • Skills: learning about our insects: their anatomy and how to care for them, scientific/higher-level thinking skills, observing and interpreting information about the natural world, generalization skills (connections between insect homes and other animal/human homes).

Math and Manipulatives
• Materials: shape-picture making game, seriated/nesting "bug" boxes, new insect and shape puzzles, parquetry blocks, Tana Hoban book Cubes, Cones, Cylinder, & Spheres
• Rationale: The children really enjoyed the new puzzles, especially the "really tough" city puzzle; resulting in many children discussing what pieces needed to go where and why! However, we want to add a bit more "manipulation" to the table. We will add larger parquetry blocks to allow for more building and construction while focusing on geometric shapes.
• Skills: concepts related to geometry/shape, part-to-whole relationships, one-to-one correspondence, counting, opportunities for collaborative problem solving.

Language and Literacy
• Materials: Our Name Book, Our Alphabet Book, paper, envelopes, pencils, markers
• Rationale: With the coffee shop up and running, the writing table has been transformed into our classroom mint - creating/"printing" countless dollars to make sure everyone can purchase treats at the coffee shop. We want to take a closer look at the bills there are making and compare them to actual bills. Teacher Frances will be joining us on Monday and Tuesday to help with this, potentially facilitating a Styrofoam printing activity shared by Liam's sister Alma last winter - create a "stamp" out of Styrofoam and using ink or paint to print our own classroom currency!
• Skills: pre-/early-literacy skills, number/letter recognition, artistic expression, phonemic awareness, fine-motor coordination/endurance

Dramatic Play
• Materials: "Coffee Shop" props (to-go coffee cups and lids, mugs, pitchers, cash register), dress-up materials (i.e. dresses, shoes, boots, fabric, play phones), baby-dolls, cribs, baby clothes
• Rationale: The coffee shop has been the hot spot since our return from break. Many children "go to work" everyday and make a variety of tasty beverages and treats. To expand on this interest, as well as make it more real for all the students, we will take a trip to the Purple Onion to see a real coffee shop in action! After comparing our shop to the Purple Onion, we will see what additions we can make to ours to ensure we have the best coffee shop possible for all of our customers!
• Skills: imaginative/creative play, connections to previous experiences/memory skills, promoting social interactions while foster new and old relationships, practicing various social skills, symbolic representation

Blocks
• Materials: large hollow blocks, small multi-shaped unit blocks, peg people, wood houses made by children, ramps, balls, various sized wheels, bowling pins
• Rationale: There was continued TIV and house building taking place last week, however the really exciting new development happened on Friday. A few from the group found some pictures in the Ramps and Pathways book that was in the area, and eagerly wanted to build the ramp with the jump in it. Studying the pictures closely, they figured it out and got their ball to jump from one ramp to the next. These intrigued many classmates, and will be the continued focus in the area: what other kinds of ramps can we make!
• Skills: large-/fine-motor skills, symbolic representation, concepts related to building/balance/engineering, supporting social relationships/interactions, opportunities for endless dramatic play

Large-motor
• In the gym: The current gym set-up still continues to be quite popular and challenging. We increased the slope of the triangle slide, now making it a challenging inclined plane. Also, the donut slide moved to become a "long jump" landing spot for those wanting to challenge their strong/confident jumping skills. And the scooter board track continues to change daily with new ideas for games coming from the children.
• On the playground: We had a very exciting "ice slide" last week, however the recent increase in temps has all but melted it away. Many new digging projects have started, however we will see how well those go - as the ground may be frozen each morning with the oncoming cold snap. • Skills: upper-/lower-boy strength, static and dynamic balance, hopping (lower leg strength/coordination), jumping/landing skills, proprioceptive (body-in-motion) skills, spatial-/directional-awareness, propulsion skills

Announcements/Special Interest
• We have our class field trip to the Purple Onion on Wednesday. Please turn in your child's permission slip by Tuesday, and send them in their Lab School shirt on Wednesday!
• It's finally (almost) here! The Spring Soiree is this Friday!! We hope you all can make it. Thanks to the few that have already contributed to our "Outside Summer Fun" basket, however it is looking a bit sparse. If you're still wondering was to contribute, see Ross' email for more "summer fun" ideas! Again, we hope to have donations collected by Tuesday.
• You received an email last week about an upcoming speaker and I highly recommend checking it out. David Walsh's book No: Why Kids - Of All Ages - Need to Hear It And Ways Parents Can Say It has been nationally recognized and a resource we've shared with many families over the years. Please see the flyer, as well as the email from last week, for more information!

Snack
Monday - Black bean & sweet potato quesadillas (dairy and gluten free)
Tuesday - Carrots & crackers
Wednesday - Rice chex & raisins
Thursday - Grapefruit & pretzels
Friday - Popcorn & milk
* All snacks served with milk and water, unless otherwise noted *

Overview
The children were delighted to be back at school exploring the new materials and reconnecting with classmates. Our new focus on problem solving in the science area has been a popular area of the room as many children have been motivated to "fix" the broken or disassembled items. The student teachers and I have been very impressed by the children's ability to identify the problem, offer suggestions for solving it, then carry out their plan. They have been feeling proud of their successes and some have taken it upon themselves to search for other potential "problems" around the classroom and on the playground. The paint mixing is another area that has been very busy. The children have created and named many new colors, which we have been adding to a numbered chart. We are all excited to see if we can make at least 100 new colors! At the flax table, the ingenuity shown by connecting tubes and funnels has been impressive. We will add new support structures for the children to incorporate into their designs as they try to help the flax seed flow from one point to another.

Expressive Arts
-Materials: construction paper, paint, paint trays, squeeze bottles of paint, paintbrushes, wooden beads, plastic beads, various gauges of wire, markers, crayons, glue

-Rationale: We will continue to provide paint in squeeze bottles so children can create many new colors. We will encourage the children to name them as they add them to our numbered chart. The new colors will also be added to the easel so the children can incorporate them into new pieces of artwork. At the wire/beading table we will introduce new wire in a variety of gauges so they can sculpt and design new forms. We will provide photographs of wire sculpture for inspiration.

-Skills: fine motor strength and coordination, color recognition, creative exploration, problem solving, emerging math skills (patterning), self-expression, creative risk-taking

Sensory
-Materials: support structures, blocks, flax seed, scoops, funnels, tubes, cups for scooping and pouring

-Rationale: After noticing that the children enjoyed designing flow systems by connecting tubes and funnels, we decided to add some materials that can be used as supports for the flexible tubing. This will allow the children to incorporate more pieces into their designs and practice problem solving skills as they figure out how to arrange and support the tubes to keep the flax moving from one point to another.

-Skills: sensory exploration, scientific thinking and reasoning, measuring, problem solving, cooperative play

Light Table
-Materials: transparencies depicting various familiar fairy tales as well as open- ended pictures

-Rationale: We will continue to provide familiar and open-ended transparencies for children to use for storytelling. The castle, horses, and prince/princess characters have been favorites for incorporating into new storylines.

-Skills: fine motor skills, oral language, pre-literacy skills, symbolic representation, creative expression, self-confidence, peer negotiation and social interactions

Science
-Materials: magnetic maze, charts depicting objects around the room that may/may not be magnetic, magnets, broken binoculars, broken marble run, broken box with hinge, tools

-Rationale: The children have discovered that most metal objects in the array on the science table react to magnets. Now they will search the room using the charts provided to search for more items that are attracted to the magnets. We have also added a maze that requires them to move a small metal ball through to the end. They will have to use their problem solving skills to figure out how to use the magnets to move the ball. Additionally, new broken items have been added to the problem solving station. Now that the children see how helpful tape can be in fixing many items, we wanted to add new challenges and tools that would expand their thinking about other possible ways to fix broken objects.

-Skills: Scientific inquiry, observation, drawing conclusions, reasoning, grouping, descriptive language, informative language, comparing and contrasting, knowledge of physical properties, knowledge of the natural world, problem solving, team work

Math and Manipulatives
-Materials: magnet blocks, beads, string, legos, numbered duplos

-Rationale: The children's interest in counting has grown since the introduction of creating 100 colors in the art area. To support counting in number order and to support their ability to count and recognize numerals, we added duplos with numbers printed on them. Some duplos also have addition, subtraction, and equal signs on them to promote using number operations.

-Skills: fine motor strength, early math concepts, number recognition, counting, simple number operations, peer negotiation, symbolic representation, hand-eye coordination

Language and Literacy
-Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, post-office with air-mail, express mail, and priority mail stickers

-Rationale: The writing center in the middle of the classroom is a hub of story writing activity each morning. Many children have taped paper together to create illustrated books. Others have dictated stories that are later acted out with peers in the back of the room. In the post office the children have begun to use the stickers to identify important mail or mail that needs to travel by plane.

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

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, open-ended fabrics, paper, markers, clipboards, calculator, mailbox, stamps, envelopes, paper, pencils, postal worker bags, hats and shirts

Dramatic play cave: sticks, open-ended fabrics, stuffed woodland animals

-Rationale: The children have been using the dramatic play food and clothing to support the plays that they have been acting out over the past few days. The animals in the cave have been frolicking and full of playful energy. We have noticed some children referencing springtime changes and that the animals are happy to be coming out of hibernation.

-Skills: symbolic representation, role-playing, social problem solving, oral language, small group interaction, communication

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps


-Rationale: Late last week the children revisited the familiar activity of acting out their play plots on a hollow block stage. Blocks are also used to build parts of the sets such as trees or houses. The potential of the blocks seems limitless to the children and they continue to discover new ways to use them to support their play. In addition to stage and set design, the blocks are also being used to build mail delivery vehicles and airmail planes.

-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor



-Materials: Gym-rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline. Playground-shovels, buckets

-Rationale: The children have been fully engaged in the big body movements promoted by the gym set-up. Group games such as "mat push" have also been incorporated as a way for children to engage in big body movements together. On the playground the icy hill allowed for many penguin slides. The sand has loosened up and the children are enjoying digging once again. There was quite a bit of mud on the playground last week and will likely be around a while longer. Some children have been exploring its properties by walking through it, poking it with sticks, and using it as mortar in between bricks. As the mud changes from day to day depending on how wet it is, we will encourage the children to make observations and comparisons.

-Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular endurance, cooperation/negotiation, "big-body" play

Snack
Monday - Black bean & sweet potato quesadillas (dairy and gluten free)
Tuesday - Carrots & crackers
Wednesday - Rice chex & raisins
Thursday - Grapefruit & pretzels
Friday - Popcorn & milk

Overview
The children were delighted to be back at school exploring the new materials and reconnecting with classmates. Our new focus on problem solving in the science area has been a popular area of the room as many children have been motivated to "fix" the broken or disassembled items. The student teachers and I have been very impressed by the children's ability to identify the problem, offer suggestions for solving it, then carry out their plan. They have been feeling proud of their successes and some have taken it upon themselves to search for other potential "problems" around the classroom and on the playground. The paint mixing is another area that has been very busy. The children have created and named many new colors, which we have been adding to a numbered chart. We are all excited to see if we can make at least 100 new colors! At the flax table, the ingenuity shown by connecting tubes and funnels has been impressive. We will add new support structures for the children to incorporate into their designs as they try to help the flax seed flow from one point to another.

Expressive Arts
-Materials: construction paper, paint, paint trays, squeeze bottles of paint, paintbrushes, wooden beads, plastic beads, various gauges of wire, markers, crayons, glue

-Rationale: We will continue to provide paint in squeeze bottles so children can create many new colors. We will encourage the children to name them as they add them to our numbered chart. The new colors will also be added to the easel so the children can incorporate them into new pieces of artwork. At the wire/beading table we will introduce new wire in a variety of gauges so they can sculpt and design new forms. We will provide photographs of wire sculpture for inspiration.

-Skills: fine motor strength and coordination, color recognition, creative exploration, problem solving, emerging math skills (patterning), self-expression, creative risk-taking

Sensory
-Materials: support structures, blocks, flax seed, scoops, funnels, tubes, cups for scooping and pouring

-Rationale: After noticing that the children enjoyed designing flow systems by connecting tubes and funnels, we decided to add some materials that can be used as supports for the flexible tubing. This will allow the children to incorporate more pieces into their designs and practice problem solving skills as they figure out how to arrange and support the tubes to keep the flax moving from one point to another.

-Skills: sensory exploration, scientific thinking and reasoning, measuring, problem solving, cooperative play

Light Table
-Materials: transparencies depicting various familiar fairy tales as well as open- ended pictures

-Rationale: We will continue to provide familiar and open-ended transparencies for children to use for storytelling. The castle, horses, and prince/princess characters have been favorites for incorporating into new storylines.

-Skills: fine motor skills, oral language, pre-literacy skills, symbolic representation, creative expression, self-confidence, peer negotiation and social interactions

Science
-Materials: magnetic maze, charts depicting objects around the room that may/may not be magnetic, magnets, broken binoculars, broken marble run, broken box with hinge, tools

-Rationale: The children have discovered that most metal objects in the array on the science table react to magnets. Now they will search the room using the charts provided to search for more items that are attracted to the magnets. We have also added a maze that requires them to move a small metal ball through to the end. They will have to use their problem solving skills to figure out how to use the magnets to move the ball. Additionally, new broken items have been added to the problem solving station. Now that the children see how helpful tape can be in fixing many items, we wanted to add new challenges and tools that would expand their thinking about other possible ways to fix broken objects.

-Skills: Scientific inquiry, observation, drawing conclusions, reasoning, grouping, descriptive language, informative language, comparing and contrasting, knowledge of physical properties, knowledge of the natural world, problem solving, team work

Math and Manipulatives
-Materials: magnet blocks, beads, string, legos, numbered duplos

-Rationale: The children's interest in counting has grown since the introduction of creating 100 colors in the art area. To support counting in number order and to support their ability to count and recognize numerals, we added duplos with numbers printed on them. Some duplos also have addition, subtraction, and equal signs on them to promote using number operations.

-Skills: fine motor strength, early math concepts, number recognition, counting, simple number operations, peer negotiation, symbolic representation, hand-eye coordination

Language and Literacy
-Materials: name cards, paper, various writing utensils (markers, colored pencils), scissors, tape, a variety of books, envelopes, pre-made booklets, vocabulary words, story writing prompts, post-office with air-mail, express mail, and priority mail stickers

-Rationale: The writing center in the middle of the classroom is a hub of story writing activity each morning. Many children have taped paper together to create illustrated books. Others have dictated stories that are later acted out with peers in the back of the room. In the post office the children have begun to use the stickers to identify important mail or mail that needs to travel by plane.

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

Dramatic Play
-Materials:
Loft Area: stove, refrigerator, sink and other assorted wooden kitchen furniture, dishes, different types of food, open-ended fabrics, paper, markers, clipboards, calculator, mailbox, stamps, envelopes, paper, pencils, postal worker bags, hats and shirts

Dramatic play cave: sticks, open-ended fabrics, stuffed woodland animals

-Rationale: The children have been using the dramatic play food and clothing to support the plays that they have been acting out over the past few days. The animals in the cave have been frolicking and full of playful energy. We have noticed some children referencing springtime changes and that the animals are happy to be coming out of hibernation.

-Skills: symbolic representation, role-playing, social problem solving, oral language, small group interaction, communication

Blocks
-Materials: hollow blocks, unit blocks, ramps, wood boards, big fabric pieces, steering wheels, pvc pipe, maps


-Rationale: Late last week the children revisited the familiar activity of acting out their play plots on a hollow block stage. Blocks are also used to build parts of the sets such as trees or houses. The potential of the blocks seems limitless to the children and they continue to discover new ways to use them to support their play. In addition to stage and set design, the blocks are also being used to build mail delivery vehicles and airmail planes.

-Skills: construction skills, dramatic play, symbolic representation, problem- solving, mathematical concepts such as symmetry and geometry

Large Motor



-Materials: Gym-rope-swing, "Balance Bridge," donut slide, triangle slide, scooter boards, mini-trampoline. Playground-shovels, buckets

-Rationale: The children have been fully engaged in the big body movements promoted by the gym set-up. Group games such as "mat push" have also been incorporated as a way for children to engage in big body movements together. On the playground the icy hill allowed for many penguin slides. The sand has loosened up and the children are enjoying digging once again. There was quite a bit of mud on the playground last week and will likely be around a while longer. Some children have been exploring its properties by walking through it, poking it with sticks, and using it as mortar in between bricks. As the mud changes from day to day depending on how wet it is, we will encourage the children to make observations and comparisons.

-Skills: upper-body strength/endurance, grasping, pushing/pumping with feet (propulsion skills), spatial-/directional-/body-awareness (proprioceptive skills), jumping and landing, eye-to-foot coordination, static and dynamic balance, flexibility, agility, cardio-vascular endurance, cooperation/negotiation, "big-body" play

Snack
Monday - Black bean & sweet potato quesadillas (dairy and gluten free)
Tuesday - Carrots & crackers
Wednesday - Rice chex & raisins
Thursday - Grapefruit & pretzels
Friday - Popcorn & milk

Weekly Documentation April 1 - April 5, 2013

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