October 2013 Archives

Marie's Small Group Fall 2013

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Meghan's Small Group Fall 2013

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Lauren's Small Group Fall 2013

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Overview
This week, we are revamping our classroom with an emphasis on taking new perspectives--an important part of building a strong classroom community. We are adding different versions of familiar fairy tales to our classroom library promote looking at stories from different points of view. We are also continuing to build our class's perception of themselves as clever, capable children by focusing on the question, "What can we do?" The children will have opportunities to express themselves and their strengths through artistic media, learn about their environment through season-specific experiments, and bond over the shared joy of exploring new and exciting materials.

Expressive Arts

-Materials: Clay, Cardstock, construction paper, tape, paint
-Rationale: Many children have displayed interest in creating things from paper and tape, especially masks. We plan to facilitate this interest by providing a wide variety of papers and by providing the children with mask-making skills. Additionally, the children in Nikki's small group have been exposed to clay, and we hope to expand the use of this new art media to the rest of the class.
-Skills: fine motor development, eye-hand coordination, representational creativity, self-expression, self-recognition and self-image.

Sensory Table

-Materials: glurch, bottles, funnels, sifters
-Rationale: We are adding some novelty to the sensory table by providing different containers for filling and to promote pretend cooking. The gems that were very popular at the light table will now be added as an option for the sensory table to promote design making and the different pretend play scenarios the children are interested in such as cooking and fairies.
-Skills: Creative imagination, fluency with materials, spatial awareness and fine motor skills.

Science

-Materials: Leaves, dishes of water, feathers and other soft materials, magnifying lenses, rulers, balancing scales, Boxy the box turtle, and Bart the python.
-Rationale: Children will conduct experiments at the science table to explore the dryness/moisture of leaves in fall. These experiments may include placing dry leaves in moist and soft environments such as water or feathers and recording what happens. The balancing scale and rulers will continue to be used to foster concepts of numbers, measurement, and weight.
-Skills: predicting, observing, recording, asking questions, measuring, and logical reasoning.

Math and Manipulatives

-Materials: legos, color/shape sorter, color/shape bingo, numbered unifix cubes, puzzles, shoe strings with large wooden beads
-Rationale: We are continuing to promote logical-mathematical thinking by providing opportunities to sort and classify by shape and color. Additionally, children will continue to practice geometric sense, spatial concepts and eye-hand coordination with legos, as well as puzzles and unifix cubes.
-Skills: Hand-eye coordination, spatial relationships, geometric sense, whole/part relationships, fine motor skills, color and shape recognition and matching.

Dramatic Play and Blocks

-Materials: The Three Little Pigs storybook, fur and fabrics to represent costumes, hollow blocks, large building scraps such as cardboard boxes
-Rationale: To continue to encourage pretend play that is related to the theme or structure of the corresponding storybook we will create novelty in the dramatic play area by bringing in a story of great interest amongst the children. We also want to promote imagination through the adaptation and comparison of the different story versions while discussing and acting them out.
-Skills: Role-play, pretend-play, peer-interaction, creating imaginary scenarios, comparing and contrasting, construction skills, communication, negotiation and collaboration.

Literacy/Language

-Materials: New books in our classroom library. Also, in addition to felt board story pieces, hand puppets, our classroom community book, paper and writing utensils available in the classroom, we are adding simple two page blank books to our writing center.
-Rationale: We continue to offer felt stories and puppets in the loft to encourage children to act out familiar stories and create their own stories. Children continue to think about story parts such as the setting, characters, plot, problem, climax, and solution. The children's developing understanding of these concepts can be applied to their own stories as recorded on blank books in the writing center.
-Skills: Receptive and expressive language, story structure concepts, comparing and contrasting, critical thinking, creative thinking, listening, using scribbles, shapes, pictures, or dictation to represent ideas.

Large Motor/Gym & Playground

-Materials: Gym-diving doughnut, bean bags, blue climber jumping station, monkey bars, A-frame balance beam, wall ladder. Playground- bikes, wagons, cones, shovels, rakes.
-Rationale: To provide opportunities to practice skills such as balance and muscular strength which have yet to be facilitated by the gym equipment. To promote more meaningful play through process skills facilitated by raking, shoveling, hauling and unloading.
-Skills: Diving, spatial awareness, turn taking, stair climbing, jumping and landing, dynamic balance, sliding, upper body strength, grasping, reaching, risk taking, eye-hand/foot coordination, balance, lower body strength, climbing up and down, propulsion.

Snack
Monday - Cinnamon toast & milk
Tuesday - Cooking project
Wednesday - Pretzels & craisins
Thursday - Apples & chex
Friday- Rice cakes & raisins

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Weekly Lesson Plan for Ross' Class

Oct 28 - Nov. 1, 2013

Lead Teaching This Week: Team teaching wk 2

Overview/goals: Fall has entered our playground and will hopefully stick around for a while. The leaf-raking party last week was a success, resulting in at least two huge piles that will be a hit for the children this week. Along with jumping into leaf piles, investigations of leaves gathered and brought into the classroom from our field trip last week will keep the focus on the changing season outside. The children will also have more opportunities for creative movement in the classroom with the dance students coming to large group on Monday.

Expressive Arts (paint, collage, clay)
• Materials: easel - primary colored paints; art table - red and yellow paint for mixing, paper, paintbrushes; clay table - clay, supportive tools (rolling pins, mallets, wood knives, pizza cutters, wire)
• Rationale: Last week children continued to explore color mixing by mixing blue and yellow paint at the art table. Some children chose to use the colors they mixed to paint with at the easel. This week we will begin mixing red and yellow paint, with the added challenge of creating colors that match the leaves that we collected on our field trip coming at the end of the week. We also plan using those leaves to create a class leaf collage.
• Skills: color recognition, creativity, fine-motor strength/coordination, artistic expression, symbolic representation, social skills, imaginative/creative play

Sensory (water table)
• Materials: pitchers, large containers, rubber ducks, precious gems, bottle caps, corks
• Rationale: The children have been busy with small groups and have had less time to dive into the water table. We took out the gutters and will integrate more objects that float or sink to move the focus from water movement to buoyancy of various objects.
• Skills: compare/contrast, fine motor, creating hypotheses/testing hypotheses, prediction, eye-hand coordination

Science
• Materials: computer, turkey feathers, magnifying glasses, paper, black markers, science journals, pencils, turkey observation/information book (class contributions)
• Rationale: Though the turkeys have been absent from the playground for a while now, the children still ask about them. The made an appearance once again on Friday, so this might open up a discussion about where they went. This could also lead to a discussion about migration or animal habitats on a general level.
• Skills: scientific awareness building and investigation skills, observation, foster sense of school/classroom community, perseverance

Math/Manipulatives (including the "Nook" and the caves)
• Materials: various seriated pegboards, puzzles, colored animal sorting set, seriation sets involving color and size; light table, transparent color blocks, colored shapes and gems (these are in the nook)
• Rationale: The children are continuing to familiarize themselves with the new seriation sets, so this will continue to be our focus at the math table. The teachers will also work with the children to improve counting, matching, and seriation skills with the materials available. The light table in the nook has been a popular place to form bonds with new friends and create elaborate stories. This week the colored shapes will add another facet to this play.
• Skills: color recognition, patterning, one-to-one correspondence, creative thinking, enhancing existing relationships, sorting

Language and Literacy
• Materials: pencils, markers, paper, envelopes, staplers, tape, Classmate Picture Drawer
• Rationale: Last week many children worked on writing their names or their classmate's names. This week teachers will continue to support this learning by working with children at the writing table by inviting them to write and add their names to our Who Am I? book. Materials for cutting, drawing, and stapling will also continue to be available.
• Skills: pre-/early-literacy skills, letter recognition, community building, fine-motor coordination/endurance (as children hand muscles grow stronger with holding writing utensils)

Dramatic Play
• Materials: "house" furniture (e.g. stove, fridge, sink, and cupboard), plates, pretend food, fabric, baby-dolls and care supplies, stuffed animals and habitat materials
• Rationale: House and family themes have been popular in the dramatic play area since moving the baby-dolls into the small cave at the beginning of last week. We've seen families of unicorns, princesses, and even humans, too! Vehicle building also continues to be popular as well and the children built crusher machines, roller coasters, as well as other cars and trucks. This week children will continue to have the opportunity to act out these themes in the dramatic play area.
• Skills: imaginative/creative play, symbolic representation, fostering social relationships

Blocks
• Materials: Multi-shaped unit blocks, ramps, large hollow blocks, marbles, marble works connector set, steering wheels
• Rationale: The children are very excited to move into the block area, especially after small group time. Ramp building continues to be popular, which allows for negotiating and problem-solving. The block builders have clear ideas about what they are building each day, however books about transportation and work vehicles will also be displayed in the block area to support ways to add further detail to their creations.
• Skills: large-/fine-motor skills, concepts of balance and gravity, problem solving skills (trial and error), hypothesis creating and testing

Large Motor

• Materials: in the gym - slide and stair climber, A-frame bridge w/balance beam, climbing wall, monkey bars, diving station (foam donut flipped on its side, soft mats folded on either side to hold it in place), jumping station w/hula-hoop landing zone; on the playground - climber, slides, swings, shovels/rakes, buckets, tricycles, wagons, boat paddles, paving bricks
• Rationale: This week we will explore ways to extend play in the gym. Many of the children pretend to be animals like unicorns and hyenas as they interact with the equipment. Others work on improving their jumping and landing skills as they see how big they can jump. On the playground, we will continue to facilitate activities among small groups of children. Tackling has become quite the fan favorite! The teachers facilitate this by sharing safety rules with the children and creating clear boundaries. Last Friday, we had our leaf raking party - a big success. We're sure the children will enjoy jumping into the piles this week!
• Skills: large-motor strength/coordination/endurance, eye-to-hand and eye-to-foot coordination, body in motion (i.e. jumping, diving, swinging), cardiovascular strength, balance, flexibility depth perception, turn taking, social skills

Special Interest
• The dance students will be joining us again for large group on Monday.
• Picture day is coming! We will have our class picture (as well as individual pictures if you'd like to order some) on Wednesday, November 6. It will be a busy day, so no small-groups that day.
• Keep sending along cold-weather clothing for the playground! Also, if you do borrow items from school, please remember to wash them and bring them back to school.

Snack
Monday - Cinnamon toast
Tuesday - Cooking project with Sheila
Wednesday - Pretzels and Craisins
Thursday - Apples and Chex
Friday - Rice cakes and raisins
*All snacks served with a choice of milk or water, unless noted*

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Lesson plan 2am
Ayuko's class
Heidi Lead teaching

Overview:
October is ending and the weather is getting colder! This week, we hope to address the changing weather and how this affects our everyday life. Our curriculum areas in the classroom are reaching the inquiry stage as we ask questions and further investigate topics our families, our homes, and fall. Through the children's play, there has been a lot of tie-ins between curriculum areas. We will be consciously fusing and collaborating different curriculum areas of the classroom in order expand and elaborate play and skills.

Expressive Arts 

•Materials: small paint brushes, white 8" x 11" paper, and red, orange, brown, green and yellow color paints.
Rationale: Foster fine motor development, color mixing, and fall colors. To explore a variety of techniques and brush strokes. To expand color mixing by providing more colors to mix. Encourage more detailed drawings.
Skills: Fine motor control, observation, and hand-eye coordination.

•Materials: Green play dough, cookie cutters of homes, people, leaves and pumpkins, and natural materials such as leaves, sticks, rocks, pinecones, and woodland animals.
Rationale: To explore the idea of woodland animal homes and food. To encourage children to create symbolic play with houses, leaves, pumpkins, and animals through the use of the cookie cutters, plastic woodland animals and natural materials.

Skills: Fine motor development (squeezing, poking, and pinching), symbolic play, risk taking, observation, generating ideas, and sensory input. 

• Materials: small paint brushes, various size pumpkins and gourds, and a variety of color paints.

Rationale: To experiment with color mixing, and painting on different surfaces. To explore different characteristics of pumpkins and gourds through art. To experiment with cause and effect - painting then washing the gourds in the water table.
Skills: Fine motor control, exploration, observation, and hand-eye coordination, creativity, color mixing, expressive art, problem solving.

Sensory
•Materials: Scrub brushes, measuring cups, funnels, small and large jars, hand mixer, and water with soap on the side for the children to add to the water table. 

Rationale: To encourage children to experiment with cause and effect relationships - to use the scrub brushes and soap to clean the paint off the painted pumpkins and to make bubbles by mixing soap and water. To explore with another property of water by adding soap to make bubbles.
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, hand-eye coordination and fine motor, color mixing.

Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home, corn and corn husks, pictures of gourds, pumpkins, maize, husks, and magnifying glasses. 

Rationale: Introduce the corn and corn husk, how they look, feel, bend, and twist. To encourage children to share, feel, observe, sort, and compare harvesting materials to become aware of the similarities and differences of the objects.
Skills: Observation, exploration, comparison, classification, communication.


Dramatic Play

•Materials: Large dollhouse with common household furniture, people dolls, household vehicles and outside equipment laminated "shingles", tack, and decorative pieces and construction tools.
Rationale: Encourage conversations about student's own homes, and rooms. Foster decorating the house to personalize and relate it to home.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, social skills, inquisition, compare and contrast and critical/analytical thinking skills.
•Materials: Familiar household kitchen items, pictures of students families, comfy pillows, baby items, stuffed dogs, cats, and fish, fish bowl, animal crate, feeding bowl, purse, wallet, and lounge pillows.

Rationale: To foster family themed dramatic play and promote an exploration of different family structures and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family. To explore the idea of pets as members of the family.
Skills: Communication, cooperation, role play, symbolic representation, and social skills.

•Materials: Fire fighter hats, fire fighter costumes, boots, tools, spray bottles, and a mirror.

Rationale: To support pretend play, role-taking, body awareness, foster social interactions, and notice similarities and differences amongst each other and help recognize the ability to change appearance with the use of the dress up clothes. To encourage fire fighter themed dramatic play and connect dramatic play and the fire trucks.
Skills: Role-play, communication, compare and contrast, cooperation, and social skills.

•Materials: Fire truck vehicles and fire fighter little tikes toys.

Rationale: To support awareness of fire and firefighting to follow children's interests. To support pretend play, symbolic play, foster social interaction and cooperative play.

Skills: Communication, cooperation, turn-taking, role play, symbolic representation, and social skills

Math and Manipulatives
Materials: Photos of students' families, boxes numbering 3 through 7
Rational: To continue to promote the exploration of student's families and the members that make up them.
Skills: Counting, visual discrimination, fine motor control, social interaction, one to one correspondence, understanding of parts and whole, communication, matching.

•Materials: pegs and pegboard, puzzles, and number and color sorters.

Rationale: To promote fine motor development, shape, number, and color differentiation, and hand-eye coordination for spatial awareness. To continue exploring different transportation vehicles, animals, shapes and colors.

Skills: visual discrimination, fine motor control, social interaction, one to one correspondence, patterning, sorting and turn taking.

Language and Literacy

•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.

Rationale: To introduce new topics related to curriculum areas and expand students' vocabulary in unfamiliar topics.

Skills: Listening, speaking, phonological awareness, vocabulary expansion.

Blocks
•Materials: Hollow, foam, cardboard, and Velcro blocks, visuals of homes and buildings and pictures of our own homes.
Rationale: To encourage the use of tools with the Velcro blocks (ie building, connecting them, then sawing them apart). To stimulate creative construction of houses using visuals. To stimulate the construction of houses with possible incorporation of construction tools, fire trucks, and/or people dolls nearby including the mini-blocks with the children's pictures.
Skills: Communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts, compare and contrast, and symbolic representation.
•Materials: Building tools including hammers, saws, tape measures, screwdrivers, drills, etc.
Rationale: To support the children with their construction of homes and rooms in the block area. To support mathematical skills, social interaction, collaborative building, and pretend play.
Skills: Role-play and symbolic representation, communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts.

Large Motor

•Materials: Indoors - diving doughnut, bean bags, blue climber jumping station, monkey bars, A-frame balance beam, wall ladder. Outside - Gardening bed with fruit and vegetables, rakes, shovels, brooms, buckets, trikes, wheel barrels, wooden playhouse, picnic table, toy plastic animals, and teeter totter and natural materials such as tall grass, stumps, plants, and trees.
Rationale: To provide opportunities to practice skills such as balance and muscular strength which have yet to be facilitated by the gym equipment. To promote visual discrimination, social interaction, and cooperative play.

Skills: Diving, forward jumping, spatial awareness, turn taking, stair climbing, jumping and landing, dynamic balance, sliding, upper body strength, grasping strength, reaching, risk taking, eye-hand/foot coordination, balance, lower body strength, climbing up and down, propulsion skills.

Large group

•Materials: Name and hello songs, introduction of musical instruments, clothing social stories, various songs and books.
Rationale: To promote a sense of community, and to continue to promote excitement about various topics such as turtles and fall. To familiarize the children with musical instruments and some curriculum themes that is developing in the classroom

Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.

Music

•Materials: Piano, song lists, music sheets, scarves, egg shakers, rhythm sticks, drums, tambourines, and books about music.
Rationale: To promote exploration of sound, volume, rhythm and social interaction. To hear music (the different tempos, volumes, melody) and respond with various body movements and scarves to interpret the music.
Skills: turn taking, mathematical concepts such as beats and patterns, body awareness, large and fine motor abilities, social interactions, and the ability to hear differences in songs and music.

Snacks
:
Tuesday: Pretzels and Milk
Friday: Rice cake and raisins

Lesson plan 3am
Ayuko's class
Heidi Lead teaching

Overview:
October is ending and the weather is getting colder! This week, we hope to address the changing weather and how this affects our everyday life. Our curriculum areas in the classroom are reaching the inquiry stage as we ask questions and further investigate topics our families, our homes, and fall. Through the children's play, there has been a lot of tie-ins between curriculum areas. We will be consciously fusing and collaborating different curriculum areas of the classroom in order expand and elaborate play and skills.

Expressive Arts 

•Materials: small paint brushes, white 8" x 11" paper, and red, orange, brown, green and yellow color paints.
Rationale: Foster fine motor development, color mixing, and fall colors. To explore a variety of techniques and brush strokes. To expand color mixing by providing more colors to mix. Encourage more detailed drawings.
Skills: Fine motor control, observation, and hand-eye coordination.

•Materials: Green play dough, cookie cutters of homes, people, leaves and pumpkins, and natural materials such as leaves, sticks, rocks, pinecones, and woodland animals.
Rationale: To explore the idea of woodland animal homes and food. To encourage children to create symbolic play with houses, leaves, pumpkins, and animals through the use of the cookie cutters, plastic woodland animals and natural materials.

Skills: Fine motor development (squeezing, poking, and pinching), symbolic play, risk taking, observation, generating ideas, and sensory input. 

• Materials: small paint brushes, various size pumpkins and gourds, and a variety of color paints.

Rationale: To experiment with color mixing, and painting on different surfaces. To explore different characteristics of pumpkins and gourds through art. To experiment with cause and effect - painting then washing the gourds in the water table.
Skills: Fine motor control, exploration, observation, and hand-eye coordination, creativity, color mixing, expressive art, problem solving.

Sensory
•Materials: Scrub brushes, measuring cups, funnels, small and large jars, hand mixer, and water with soap on the side for the children to add to the water table. 

Rationale: To encourage children to experiment with cause and effect relationships - to use the scrub brushes and soap to clean the paint off the painted pumpkins and to make bubbles by mixing soap and water. To explore with another property of water by adding soap to make bubbles.
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, hand-eye coordination and fine motor, color mixing.

Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home, corn and corn husks, pictures of gourds, pumpkins, maize, husks, and magnifying glasses. 

Rationale: Introduce the corn and corn husk, how they look, feel, bend, and twist. To encourage children to share, feel, observe, sort, and compare harvesting materials to become aware of the similarities and differences of the objects.
Skills: Observation, exploration, comparison, classification, communication.


Dramatic Play

•Materials: Large dollhouse with common household furniture, people dolls, household vehicles and outside equipment laminated "shingles", tack, and decorative pieces and construction tools.
Rationale: Encourage conversations about student's own homes, and rooms. Foster decorating the house to personalize and relate it to home.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, social skills, inquisition, compare and contrast and critical/analytical thinking skills.
•Materials: Familiar household kitchen items, pictures of students families, comfy pillows, baby items, stuffed dogs, cats, and fish, fish bowl, animal crate, feeding bowl, purse, wallet, and lounge pillows.

Rationale: To foster family themed dramatic play and promote an exploration of different family structures and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family. To explore the idea of pets as members of the family.
Skills: Communication, cooperation, role play, symbolic representation, and social skills.

•Materials: Fire fighter hats, fire fighter costumes, boots, tools, spray bottles, and a mirror.

Rationale: To support pretend play, role-taking, body awareness, foster social interactions, and notice similarities and differences amongst each other and help recognize the ability to change appearance with the use of the dress up clothes. To encourage fire fighter themed dramatic play and connect dramatic play and the fire trucks.
Skills: Role-play, communication, compare and contrast, cooperation, and social skills.

•Materials: Fire truck vehicles and fire fighter little tikes toys.

Rationale: To support awareness of fire and firefighting to follow children's interests. To support pretend play, symbolic play, foster social interaction and cooperative play.

Skills: Communication, cooperation, turn-taking, role play, symbolic representation, and social skills

Math and Manipulatives
Materials: Photos of students' families, boxes numbering 3 through 7
Rational: To continue to promote the exploration of student's families and the members that make up them.
Skills: Counting, visual discrimination, fine motor control, social interaction, one to one correspondence, understanding of parts and whole, communication, matching.

•Materials: pegs and pegboard, puzzles, and number and color sorters.

Rationale: To promote fine motor development, shape, number, and color differentiation, and hand-eye coordination for spatial awareness. To continue exploring different transportation vehicles, animals, shapes and colors.

Skills: visual discrimination, fine motor control, social interaction, one to one correspondence, patterning, sorting and turn taking.

Language and Literacy

•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.

Rationale: To introduce new topics related to curriculum areas and expand students' vocabulary in unfamiliar topics.

Skills: Listening, speaking, phonological awareness, vocabulary expansion.

Blocks
•Materials: Hollow, foam, cardboard, and Velcro blocks, visuals of homes and buildings and pictures of our own homes.
Rationale: To encourage the use of tools with the Velcro blocks (ie building, connecting them, then sawing them apart). To stimulate creative construction of houses using visuals. To stimulate the construction of houses with possible incorporation of construction tools, fire trucks, and/or people dolls nearby including the mini-blocks with the children's pictures.
Skills: Communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts, compare and contrast, and symbolic representation.
•Materials: Building tools including hammers, saws, tape measures, screwdrivers, drills, etc.
Rationale: To support the children with their construction of homes and rooms in the block area. To support mathematical skills, social interaction, collaborative building, and pretend play.
Skills: Role-play and symbolic representation, communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts.

Large Motor

•Materials: Indoors - diving doughnut, bean bags, blue climber jumping station, monkey bars, A-frame balance beam, wall ladder. Outside - Gardening bed with fruit and vegetables, rakes, shovels, brooms, buckets, trikes, wheel barrels, wooden playhouse, picnic table, toy plastic animals, and teeter totter and natural materials such as tall grass, stumps, plants, and trees.
Rationale: To provide opportunities to practice skills such as balance and muscular strength which have yet to be facilitated by the gym equipment. To promote visual discrimination, social interaction, and cooperative play.

Skills: Diving, forward jumping, spatial awareness, turn taking, stair climbing, jumping and landing, dynamic balance, sliding, upper body strength, grasping strength, reaching, risk taking, eye-hand/foot coordination, balance, lower body strength, climbing up and down, propulsion skills.

Large group

•Materials: Name and hello songs, introduction of musical instruments, clothing social stories, various songs and books.
Rationale: To promote a sense of community, and to continue to promote excitement about various topics such as turtles and fall. To familiarize the children with musical instruments and some curriculum themes that is developing in the classroom

Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.

Music

•Materials: Piano, song lists, music sheets, scarves, egg shakers, rhythm sticks, drums, tambourines, and books about music.
Rationale: To promote exploration of sound, volume, rhythm and social interaction. To hear music (the different tempos, volumes, melody) and respond with various body movements and scarves to interpret the music.
Skills: turn taking, mathematical concepts such as beats and patterns, body awareness, large and fine motor abilities, social interactions, and the ability to hear differences in songs and music.

Snacks
:
Monday: Pretzels and Milk
Wednesday: Birthday snack
Thursday: Rice cake and raisins

Weekly Lesson Plan: Week of October 28th, 2013

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Weekly Lesson Plan Week of October 28th, 2013 Tina Lead Teaching

Overview: This week in our classroom floating, feelings, and faces spread to new areas as we continue to explore and investigate these topics. The light table will feature shapes suggestive of boats so the children can begin to explore the structure of vessels. New materials will be added to the water table such as foil, cardboard, wood, and small boats, facilitating the exploration of boat-making materials. The class has been reading the book My Many Colored Days by Dr. Seuss while expanding our awareness of feelings; this week pictures from this book are added to the easel to inspire the expression of feelings through painting. The writing center will feature more faces, this time to draw the children's attention to facial features more specifically, using close-up photographs to collage and create with. We will also be adding glue to the natural materials face collages the children have been creating at the art table, so they will have the choice to create something more permanent. On Wednesday of this week we will be taking our first field trip as a whole class when we walk to the Weisman Art Museum. Not only will this be an authentic art experience for the children, but it will give them a chance to utilize their expanded knowledge of faces as we observe them in painting, photography, and sculpture. Small group projects will continue to evolve this week as the teachers take note of the children's interests. The 'Season for Our Senses' group will taste roasted pumpkin seeds, the cooking tools group will continue their exploration of tools and food, and the transportation group will represent the transportation themes that resonated with them from the walk and discussion last week.



Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage and clay, natural materials, glue and paint at art table for collage, clay (pizza cutters, spatulas), markers, crayons, colored pencils, scissors. New this week at the easel: pictures of the artwork from the book My Many Colored Days by Dr. Seuss.

Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to explore the representation of feelings in artwork, to build on previous experiences, to encourage connections between color of emotions-related vocabulary, to expand understanding of faces and personal appearance.

Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, self awareness and recognition of feelings

Sensory (water table)

Materials: Water with a variety of new materials this week, including wood, foil, cardboard, and small boats

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts including sinking/floating, comparing, and hypothesizing. The children will begin to explore the question, "What materials will be good for making boats?"

Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, sharing materials, hand-eye coordination, observation, hypothesizing, comparing, cause and effect relationships.

Science

Materials: mirrors, magnifying glasses, clipboards, varied "flesh tone" markers, up-close pictures of children's faces in slideshow
Rationale: to support children's curiosity about themselves and others. To identify personal characteristics related to appearance. To build awareness of similarities and differences between self and others while engaging in beginning concepts of comparing and contrasting

Skills: observation, scientific investigation and inquiry, making comparisons, emotion identification, hypothesizing, developing curiosity and identity

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave with babies and baby clothes/bottles; doll house with furniture and dolls is also available near cave area, colored pencils.

Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props, to foster care-taking role-play and allow for the discussion of emotions and feelings. To help support reflection on life experiences (e.g. getting a shot at the doctors).

Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language.


Math and Manipulatives

Materials: puzzles, seriation stacker, stacking puzzle, balance scale, sorting vehicles and tray, Mr. Potato heads and accessories, felt board with shapes suggestive of faces

Rationale: to encourage children to work with open-ended materials where they can develop understanding of size, shape, quantity, numerals, relative weight and facial features. To focus more closely on the concept of matching, comparing, grouping, and sorting. To provide opportunities for both independent, parallel, and cooperative work.

Skills: color recognition, shape recognition, seriating (i.e. stacking largest to smallest), one-to-one correspondence, counting, sorting, fine motor development, geometrical awareness, comparison, weight

Language and Literacy

Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and magazine clippings featuring facial features, up-close pictures of children's faces.

Rationale: to foster experiences with the alphabetic principle, and to give children the opportunity to create their own stories, writings, and correspondence. Children's pictures and magazine clippings are available to support interpersonal communication, the process of note and letter writing, and expression of feelings.

Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language.

Materials: the library continues to be stocked with new and familiar stories, both fiction and non-fiction, to support shared and independent literacy experiences.

Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport, while building awareness about curriculum topics such as faces, feelings, and boats. To build a personal connection to the children's interests and experiences with boats.

Skills: receptive language, phonological awareness, early literacy, listening, community building


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent color blocks, peg people, wooden cars, wooden trains, carpet scraps for road/track building

Rationale: to support children's creativity and problem solving skills, to develop mathematical skills/awareness of geometry, and to allow for opportunities for social interaction as children collaborate and build together, to support imaginative and creative exploration. Wooden vehicles continue to be available for extended exploration of transportation concepts.

Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), reflection on everyday experiences, analysis and synthesis, imagination.


Large Motor

Materials: gym--balance beam, donut for jumping and crawling through, monkey bars, slide

Rationale: Provides the opportunity for children to explore different equipment, practice turn-taking, and gain confidence in their large motor abilities

Skills: Risk taking, climbing, coordination, upper body strength, depth perception, balance, jumping and landing

Materials: playground--shovels, buckets, bikes, and wagons

Rationale: to support basic motor skills, and to promote social interaction and role play as children dig, haul, run, and pedal

Skills: upper and lower body development, physical fitness, coordination, and perceptual motor skills (spatial, temporal, directional, and body awareness)

Snack

Monday: Apples and class made dip

Wednesday: Rice cakes and craisins

Thursday: Oatmeal with apples and cinnamon

Small Project Groups: October 23 & 24

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Weekly Documentations Oct. 21 - Oct. 25, 2013

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Lesson Plan October 28 - November 1, 2013

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Lesson Plan

Marie's Class

October 28th - November 1st 

Marie, Meghan, and Lauren Team Teaching

Overview 

Telling and retelling stories has become a popular activity for many of the children in our classroom. Whether it's reading stories with teachers, looking at books independently, acting out familiar narratives in the dramatic play and block area, or re-telling stories with puppets in the loft, the children are having a lot of fun engaging with these scenarios in a variety of ways! This week our lesson plan reflects those interests. Teachers have changed the materials in the room to support the children's explorations and to provide many ways for children to engage with the storytelling process. We're excited to see where the next week takes us!

Expressive Arts


-Materials: Construction paper, markers, colored pencils, crayons, tape, staplers, and glue sticks. A standing easel with yellow, green, red, and orange paint. A variety of natural collage materials will be added (leaves, acorns, pinecones, sticks, etc) to encourage further exploration of fall materials.

-Rationale: Teachers want to encourage children to expand the use of materials in the art area. Leaves and other natural materials will be added to encourage leaf rubbing and unique nature collages. Fall colored paints in the easels were added in hopes children will use the colors to paint fall inspired images.

-Skills: Knowledge of the natural world, cognitive flexibility, self-expression, creative risk-taking, symbolic representation, fine motor development.


Science

-Materials: There will be a variety of natural materials of the fall season: small pumpkins, various apples, and leaves. The tools in our science area are tape measures, rulers, and a scale. With these materials children will begin to learn what these tools are used for and to explore basic concepts of measurement. This area is still home to Bart Starr the snake and Boxy the turtle, and contains magnifying glasses, paper, and colored pencils to support exploration.

-Rationale: This week at the science center, teachers will focus on helping children make comparisons: inside vs. outside, long vs. short, etc. Drawing children's' attention towards making simple comparisons is a way to engage their observations skills and create a foundation for the development of more complex thought patterns and scientific inquiry skills. This week we will be cutting open the fruits and vegetables and comparing what we see on the outside versus the inside. While examining these objects we will talk about what is found inside (seeds and the "meat" of the fruit/vegetable) and what is found on the outside (peel or rind). Teachers will prompt thinking with questions such as, Why is the rind an important part of a fruit/vegetable? Why do plants need seeds?

-Skills: Inquiry, knowledge about the natural world, asking questions, observations, comparing, descriptive language, reasoning, measuring, concepts of number and size

Sensory


-Materials: Glurch (substance made from Borax soap and Elmer's glue), containers, and sifters.

-Rationale: This week, Glurch will be replacing the flax seeds in the sensory table. Glurch is a substance that is both moldable and runny. It will provide a new sensory experience for the children. Teachers hope that introducing the Glurch will spark discussions regarding liquids and solids and will encourage children to explore the potential of this new material.

-Skills: Experimentation, sensory stimulation and pleasure, fine motor, sensory input, knowledge of physical properties, motor manipulation.

Math and Manipulatives

-Materials: Interlocking puzzles, mirror, Montessori stacking blocks, unifix cubes with counters, duplo blocks (square and rectangular builders), and large wooden beads with shoelaces.

-Rationale: We have been discussing the differences between rectangles and squares with the children and have added duplos to the math cave in order to provide the children with an opportunity to contrast and compare these shapes in an engaging and hands-on manner. Large wooden beads and shoelaces have also been added to the math cave to support the development of one-to-one correspondence and fine motor skills.

-Skills: Shape identification and recognition, number recognition, one-to-one correspondence, counting, color and shape recognition, comparing, fine motor strength, and hand-eye coordination.

Language and Literacy


-Materials: A variety of writing implements, paper, notebooks, and alphabet letters made by the children. Simple booklets fort the children to record their stories. Staplers, tape dispensers, scissors. A well-stocked library with books about fall, shapes, and re-imaginations of familiar stories. Red, yellow, orange and brown paper.

-Rationale: Teachers have added many new books to the book area this week. Many of the books were selected to inspire the children to retell familiar stories in new and creative ways. The True Story of the 3 Little Pigs, for example, allows children to hear the story from the wolf's perspective.

-Skills: Tool use, letter recognition, familiarity with letter sounds, prediction and hypothesis, reasoning, listening and receptive abilities, perspective taking.

Blocks


-Materials: Hollow blocks, unit blocks with small wooden cars, and steering wheels. Open-ended fabrics.

-Rationale: The children continue to use the materials in the block area in new and creative ways. This week we have added open-ended fabrics to the block area to support the fairy and super hero play that have captivated many children's interest.

-Skills: Peer negotiation, spatial reasoning, symbolic representation, creative risk taking, problem solving, storytelling

Dramatic Play


-Materials: Kitchen with dishes and utensils. Open-ended fabrics, wood, and cardboard that coordinate with familiar stories (The Three Little Pigs, Little Red Riding Hood, Three Billy Goats Gruff...etc.). In the loft are felt boards, felt story pieces, and puppets representing familiar story characters. There are two small dollhouses that contain wooden people and furniture.

-Rationale: Loose fabric and open-ended materials (wood, cardboard) were added to this area to help extend and enrich children's dramatic play scenarios. Teachers expect that these materials will allow children the opportunity to extend their engagement with the stories and will encourage children to interact will all of the elements of the familiar stories in creative and unique ways.

-Skills: Role-play, perspective taking, social problem solving, working memory, cognitive flexibility, cooperation

Large Motor

-Materials:
Gym-diving doughnut, bean bags, blue climber jumping station, monkey bars, A-frame balance beam, wall ladder.

Playground- bikes, wagons, cones, shovels.

-Rationale: To provide opportunities to practice skills such as balance and muscular strength which have yet to be facilitated by the gym equipment. To promote more meaningful play through process skills facilitated by shoveling, hauling and unloading.
-Skills: Diving, forward jumping, spatial awareness, turn taking, stair climbing, jumping and landing, dynamic balance, sliding, upper body strength, grasping strength, reaching, risk taking, eye-hand/foot coordination, balance, lower body strength, climbing up and down, propulsion skills.

Snack
Monday: Rice Cakes and craisins
Wednesday: Vegetable pizzas (gluten and dairy free options)
Thursday: Apples and crackers

Weekly Documentation: Week of October 21, 2013

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Weekly Documentation: Week of October 21, 2013

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FALL SESSION - Ross' Class

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RAKING PARTY!!!

Friday Oct 25 at 10.45a
Meet on the playground and bring a rake.
We're hoping to make a pile so big that anyone can take a turn jumping into it...including the adults!
Remember, the new parking meters are open so you can park closer to the Lab School!


Week 6 (Nov 19, 26, 27)

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Week 5 (Nov 12-14)

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Week 4 (Nov 5-7)

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Week 3 (Oct 29-31)

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Week 2 (Oct 22-24)

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Week 1 (Oct 15-17)

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Week 6 (Nov 19, 26, 27)

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Week 2 (Oct 22-24)

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Week 1 (Oct 15-17)

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Week 1 (Oct 15-17)

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Weekly Lesson Plan for Ross' Class

October 21-25, 2013

Lead Teaching This Week: Emily

Overview: Last week we began to see more creative movement being incorporated into our classroom. Large group meetings have been especially interactive; the dance students came in on Monday to lead some movement activities, and we thought of new movements to add to a few of the class' favorite songs. This idea will continue to be a part of the daily activities. We completed our first round of small groups last week, and an emerging focus of all the groups is learning how to work together in a group! Small groups will continue this week as the children go deeper together into the topics of music and movement, light/reflection, and clay.

Expressive Arts (paint, collage, clay)

• Materials: easel - primary colored paints, mirrors, blue paint mixtures from the art table, paintbrushes; art table - blue and white colored paint, muffin tins, paintbrushes; clay table - clay, supportive tools (rolling pins, mallets, wood knives, pizza cutters, wire)

• Rationale: The children have sustained interest in the art areas, with heavy intrigue for the paint mixing happening at the art table. These areas will be set up similarly to past weeks, with a few modifications in tools and paint colors to clean up some clutter and continue exploration of color mixing.
• Skills: color recognition, creativity, fine-motor strength/coordination, artistic expression, symbolic representation, social skills, imaginative/creative play, collaborative problem-solving

Sensory (water table)

• Materials: pitchers, small and large containers, small-large funnels, PVC pipes / connectors, vinyl gutter ramps, rubber ducks, corks, colored gems
• Rationale: The water table has been active with water pouring into and splashing out of the sides! This week children will be able to compare and contrast the way various objects flow down the gutters depending on how heavy they are, as well as determine which objects float or sink and hypothesize why. The gutters are no longer tied down, so the children will need to work together in order to make the ramps stable.
• Skills: enhancing existing social connections/friendships, large/fine motor, eye-hand coordination, math concepts including spatial awareness/measurement/counting/comparing-contrasting, prediction, observation

Science

• Materials: computer, turkey feathers, magnifying glasses, paper, black markers, science journals, pencils, turkey observation/information book (class contributions)
• Rationale: Turkey talk has died down in the classroom, and the turkeys have stayed away from our playground this week, however a few children remain interested in searching for the turkeys outside as well as pretending to play turkeys throughout the day. Continuing our focus on turkeys this week will allow children to come back to investigations and inquiries concerning our feathered friends.
• Skills: scientific awareness building and investigation skills, observation, foster sense of school/classroom community, perseverance

Dramatic Play (including the "Nook" and the cave)

• Materials: "house" furniture (e.g. stove, fridge, sink, and cupboard), plates, pretend food, fabric, stuffed animals, baby-dolls and care supplies, stuffed animals and habitat materials
• Rationale: Pretend picnics have been very popular this past week, along with pretend cooking with the new food items. The pretend play has become an area where including other children is common, which is bringing in a strong focus on social skills.
• Skills: imaginative/creative play, symbolic representation, fostering social relationships, observation, prediction, creating hypotheses/investigating

Math and Manipulatives

• Materials: various seriated pegboards, nesting cups, puzzles, colored animal sorting set, seriation sets, light block and colored gems (these are in the nook)
• Rationale: The collection of challenging puzzles and activities continue to bring children to the math table. This week some puzzles will be replaced with seriation sets, creating a stronger focus for the math table. To expand the topic of light, the nook will become a room for experimenting with light, shadows, and projecting onto other surfaces. Children will be able to explore this new tool individually as well as complete teacher-facilitated activities.
• Skills: color recognition, seriation, patterning, counting, one-to-one correspondence, sorting, opportunities for collaborative problem solving

Language and Literacy

• Materials: pencils, markers, paper, envelopes, staplers, tape, classmate picture drawers, classmate picture bulletin board, Who Am I? book
• Rationale: This week the language and literacy table will become the central location for all things related to the underlying Who Am I? focus in the classroom. Teachers will be asking new questions for our classroom book and helping the children respond.
• Skills: pre-/early-literacy skills, letter and number recognition, community building, fine-motor coordination/endurance, face recognition

Blocks

• Materials: Multi-shaped unit blocks, ramps, large hollow blocks, marbles, marble works connector set, steering wheels
• Rationale: The addition of the marble works late last week was exciting for the children and gave them some new ideas for ramp building. Some children also experimented with trying to knock down bowling pins at the end of their ramps. This week, we will continue to create ramps using the bowling pins as the end goal and ideas gained from the marble works set. 

• Skills: large-/fine-motor skills, concepts of balance and gravity, problem solving skills (trial and error), hypothesis creating and testing

Large Motor

• Materials: in the gym - slide and stair climber, A-frame bridge w/balance beam, climbing wall, monkey bars, diving station (foam donut flipped on its side, soft mats folded on either side to hold it in place), jumping station w/hula-hoop landing zone; on the playground - climber, slides, swings, shovels/rakes, buckets, tricycles, wagons, boat paddles, paving bricks
• Rationale: Every couple of weeks the materials in the gym are rotated to incorporate new large-motor skills. We will begin to explore these stations this week and create new group activities. Outside, the children have enjoyed utilizing the wagons as a means for group play and transporting the paving bricks across the playground. And with the leaves falling, raking will become a new popular activity.
• Skills: large-motor strength/coordination/endurance, eye-to-hand and eye-to-foot coordination, body in motion (i.e. jumping, diving, swinging), cardiovascular strength, depth perception, turn taking, social skills

Special Interest (cooking projects, field trips, visitors, etc.)

- The dance students will not join us for large group this Monday, however will return on the following Monday.
- On Wednesday the "Light/Reflection small group" will be taking a field trip to the mirrored rocks across the street from the Lab School. For those parents with children in this group, watch for a permission slip on Monday.
- A nature-observation walk to see what is changing in our outdoor environment will be happening on Thursday.
- Along with Amy's class, we'd like to invite you to join us for a raking party this Friday, starting around 10:45am. If you're attending, be sure to bring your rake!

Snack

Monday - Apples and Triscuits
Tuesday - Carrots and celery with hummus
Wednesday - Rice cakes and raisins
Thursday - Baked corn chips and carrot dip
Friday - Sunbutter sandwiches
*All snacks served with milk/water unless noted*

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Lesson Plan for Week of October 22

2am Ayuko's class 

Sara Lead Teaching

Overview:

Our curriculum area has been developing and expanding over the past few weeks. We will begin to explore the idea of siblings and pets as part of a family. We will also continue to add pictures of our houses to the block area to stimulate conversation about what our homes look like and how they are similar or different from others. The location of the art and play dough area has been switched in order to highlight the art area for fall glue collage at the entryway. We will continue to explore the fall season through art. We also will continue to observe the changing of the seasons and to explore fall in our science area. We will be supporting the budding interests of each other and relationship building by sharing and narrating observations of each other and modeling how to initiate play.

Expressive Arts 

•Materials: small paint brushes, white 8" x 11" paper, and red, orange, brown, green and yellow color paints.

Rationale: To experiment with a new tool, color mixing, and fall colors. To explore a variety of techniques and brush strokes with the small paint brushes and newly added colors.
Skills: Fine motor control, observation, and hand-eye coordination.

•Materials: Play dough, cookie cutters of homes, people, leaves and pumpkins, and natural materials such as leaves, sticks, rocks, pinecones, and woodland animals.

Rationale: To explore natural materials with the play dough. To encourage children to create symbolic play with houses, leaves, pumpkins, and animals through the use of the cookie cutters, plastic woodland animals and natural materials.

Skills: Fine motor development (squeezing, poking, and pinching), symbolic play, risk taking, observation, generating ideas, and sensory input. 

•Materials: various colored leaves, sticks, glue, small sponge brushes, and brown, red, yellow, and orange construction paper.
Rationale: To explore the properties of a variety of natural art materials to be used for creating collages. To encourage children to observe and compare the characteristics of leaves. To continue to support the use of various art materials to be used for creative expression.

Skills: Fine motor control, hand-eye coordination, cause and effect, sensory input.

Sensory
•Materials: Basters, measuring cups, funnels, small and large jars, hand mixer, and water with soap on the side for the children to add to the water table. 

Rationale: To experiment with another property of water by adding soap to make bubbles. To develop the awareness of cause and effect with the creation of bubbles by mixing soap into water.
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, hand-eye coordination and fine motor. 


Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home, pumpkin knife, cutting board, pictures of gourds and pumpkins, boxes for comparing sizes and magnifying glasses. 

Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children to share, feel, observe, sort, and compare to become aware of the similarities and differences of the objects. To encourage children to sort harvesting materials by size by using various sized boxes. To support children's mathematical skills of sorting. To begin exploring the insides of pumpkins and observing how it feels, looks, and smells. To support the children to start to compare the insides of the pumpkins and gourds. To begin understanding how pumpkins are used to make food.

Skills: Observation, exploration, experimentation, record, comparison, classification, communication.

•Materials: Light table, natural materials such as different colored leaves, rocks, pinecones and sticks collected on our nature walk or brought from home and pictures of those materials.
Rationale: To explore the texture, shape, and look of leaves, sticks, pinecones, and rocks through the light table. To encourage children to observe, compare, and sort the similarities and differences between the natural materials.

Skills: Observation, sort, classification, comparison, and fine motor.

Dramatic Play

•Materials: Large dollhouse with common household furniture, people dolls, household vehicles and outside equipment.
Rationale: To encourage inquiry about what is inside/outside a house, what rooms are in houses, what each room has in it, who lives in homes, etc.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, social skills, inquisition, compare and contrast and critical/analytical thinking skills.
•Materials: Familiar household kitchen items, comfy pillows, baby items, stuffed dogs, cats, and fish, fish bowl, animal crate, feeding bowl, purse, wallet, and lounge pillows multiethnic babies, various dress-up clothes, pictures of students' families, and books about families.

Rationale: To foster family themed dramatic play and promote an exploration of different family structures, and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family. To promote house themed dramatic play and the awareness of different parts that make up a home. To explore the roles that make up a family, explore the care of pets within the home.
Skills: Communication, cooperation, role play, symbolic representation, and social skills.

•Materials: Skirts, capes, scarves, aprons, bags and wallets and a mirror.

Rationale: To support pretend play, role-taking, body awareness, foster social interactions, and notice similarities and differences amongst each other and help recognize the ability to change appearance with the use of the dress up clothes.

Skills: Role-play, communication, compare and contrast, cooperation, and social skills.

•Materials: Fire truck vehicles and fire fighter wardrobe items

Rationale: To support awareness of fire and firefighting to follow children's interests. To support pretend play, symbolic play, foster social interaction and cooperative play.

Skills: Communication, cooperation, turn-taking, role play, symbolic representation, and social skills

Math and Manipulatives

Materials: Photos of students families, boxes numbering 1 through 9
Rational: To promote the exploration of student's families and the members that make up them.
Skills: Counting, visual discrimination, fine motor control, social interaction, one to one correspondence, understanding of parts and whole
Skills: Social skills, visual discrimination, communication, matching.

•Materials: pegs and pegboard, puzzles, and number and color sorters.

Rationale: To promote fine motor development, shape, number, and color differentiation, and hand-eye coordination for spatial awareness. To continue exploring different transportation vehicles, animals, shapes and colors.

Skills: visual discrimination, fine motor control, social interaction, one to one correspondence, patterning, sorting and turn taking.

Language and Literacy

•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.

Rationale: To promote phonological awareness, introduce new topics related to curriculum areas, and expand students' vocabulary in unfamiliar topics.

Skills: Listening, speaking, phonological awareness, vocabulary expansion.

Blocks
•Materials: Hollow, foam, cardboard blocks, visuals of homes and buildings and pictures of our own homes.
Rationale: To encourage conversation about the similarities and differences in the appearances of our houses and how they are built of various materials. To stimulate creative construction of houses using visuals. To support mathematical skills, social interaction, and collaborative building. To stimulate the construction of houses with possible incorporation of construction tools, fire trucks, and/or people dolls nearby including the mini-blocks with the children's pictures.
Skills: Communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts, compare and contrast, and symbolic representation.
•Materials: Building tools including hammers, saws, tape measures, screwdrivers, drills, etc.
Rationale: To encourage the incorporation of role-play into construction play. To support the children with their construction of homes and rooms in the block area. To support mathematical skills, social interaction, collaborative building, and pretend play.
Skills: Role-play and symbolic representation, communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts.
Large Motor

•Materials: Indoors - diving doughnut, bean bags, blue climber jumping station, monkey bars, A-frame balance beam, wall ladder. Outside - Gardening bed with fruit and vegetables, rakes, shovels, brooms, buckets, trikes, wheel barrels, wooden playhouse, picnic table, toy plastic animals, and teeter totter and natural materials such as tall grass, stumps, plants, and trees.
Rationale: To provide opportunities to practice skills such as balance and muscular strength which have yet to be facilitated by the gym equipment. To promote visual discrimination, social interaction, and cooperative play.

Skills: Diving, forward jumping, spatial awareness, turn taking, stair climbing, jumping and landing, dynamic balance, sliding, upper body strength, grasping strength, reaching, risk taking, eye-hand/foot coordination, balance, lower body strength, climbing up and down, propulsion skills.

Large group

•Materials: Name and hello songs, use of musical instruments, songs about fall, turtle songs, and books.
Rationale: To promote a sense of community, and to continue to promote excitement about various topics such as turtles and fall. To familiarize the children with musical instruments and some curriculum themes that is developing in the classroom

Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.

Music

•Materials: Piano, song lists, music sheets, scarves, egg shakers and music demo from the piano. 

Rationale: To incorporate songs that the children might be more familiar with in order to help them feel more comfortable in the classroom. To promote exploration of sound, volume, rhythm and social interaction. To hear music (the different tempos, volumes, feeling associated with the song) and respond with various body movements and scarves to interpret the music. To use other musical instruments to add to the musical experience.

Skills: turn taking, mathematical concepts such as beats and patterns, body awareness, large and fine motor abilities, social interactions, and the ability to hear differences in songs and music.

Snacks:

Tuesday: mashed potatoes and peas
Friday: Baked corn chips and carrot dip

Lesson Plan for Week of October 21

3am Ayuko's class 

Sara Lead Teaching

Overview:

Our curriculum area has been developing and expanding over the past few weeks. We will begin to explore the idea of siblings and pets as part of a family. We will also continue to add pictures of our houses to the block area to stimulate conversation about what our homes look like and how they are similar or different from others. The location of the art and play dough area has been switched in order to highlight the art area for fall glue collage at the entryway. We will continue to explore the fall season through art. We also will continue to observe the changing of the seasons and to explore fall in our science area. We will be supporting the budding interests of each other and relationship building by encouraging children to collaborate with one another and have conversations about their homes and families.

Expressive Arts 

•Materials: small paint brushes, white 8" x 11" paper, and red, orange, brown, green and yellow color paints.

Rationale: To experiment with a new tool, color mixing, and fall colors. To explore a variety of techniques and brush strokes with the small paint brushes and newly added colors.
Skills: Fine motor control, observation, and hand-eye coordination.

•Materials: Play dough, cookie cutters of homes, people, leaves and pumpkins, and natural materials such as leaves, sticks, rocks, pinecones, and woodland animals.

Rationale: To explore natural materials with the play dough. To encourage children to create symbolic play with houses, leaves, pumpkins, and animals through the use of the cookie cutters, plastic woodland animals and natural materials.

Skills: Fine motor development (squeezing, poking, and pinching), symbolic play, risk taking, observation, generating ideas, and sensory input. 

•Materials: various colored leaves, sticks, glue, small sponge brushes, and brown, red, yellow, and orange construction paper.
Rationale: To explore the properties of a variety of natural art materials to be used for creating collages. To encourage children to observe and compare the characteristics of leaves. To continue to support the use of various art materials to be used for creative expression.

Skills: Fine motor control, hand-eye coordination, cause and effect, sensory input.

Sensory
•Materials: Basters, measuring cups, funnels, small and large jars, hand mixer, and water with soap on the side for the children to add to the water table. 

Rationale: To experiment with another property of water by adding soap to make bubbles. To develop the awareness of cause and effect with the creation of bubbles by mixing soap into water.
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, hand-eye coordination and fine motor. 


Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home, pumpkin knife, cutting board, pictures of gourds and pumpkins, boxes for comparing sizes and magnifying glasses. 

Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children to share, feel, observe, sort, and compare to become aware of the similarities and differences of the objects. To encourage children to sort harvesting materials by size by using various sized boxes. To support children's mathematical skills of sorting. To begin exploring the insides of pumpkins and observing how it feels, looks, and smells. To support the children to start to compare the insides of the pumpkins and gourds. To begin understanding how pumpkins are used to make food.

Skills: Observation, exploration, experimentation, record, comparison, classification, communication.

•Materials: Light table, natural materials such as different colored leaves, rocks, pinecones and sticks collected on our nature walk or brought from home and pictures of those materials.
Rationale: To explore the texture, shape, and look of leaves, sticks, pinecones, and rocks through the light table. To encourage children to observe, compare, and sort the similarities and differences between the natural materials.

Skills: Observation, sort, classification, comparison, and fine motor.

Dramatic Play

•Materials: Large dollhouse with common household furniture, people dolls, household vehicles and outside equipment.
Rationale: To encourage inquiry about what is inside/outside a house, what rooms are in houses, what each room has in it, who lives in homes, etc.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, social skills, inquisition, compare and contrast and critical/analytical thinking skills.
•Materials: Familiar household kitchen items, comfy pillows, baby items, stuffed dogs, cats, and fish, fish bowl, animal crate, feeding bowl, purse, wallet, and lounge pillows multiethnic babies, various dress-up clothes, pictures of students' families, and books about families.

Rationale: To foster family themed dramatic play and promote an exploration of different family structures, and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family. To promote house themed dramatic play and the awareness of different parts that make up a home. To explore the roles that make up a family, explore the care of pets within the home.
Skills: Communication, cooperation, role play, symbolic representation, and social skills.

•Materials: Skirts, capes, scarves, aprons, bags and wallets and a mirror.

Rationale: To support pretend play, role-taking, body awareness, foster social interactions, and notice similarities and differences amongst each other and help recognize the ability to change appearance with the use of the dress up clothes.

Skills: Role-play, communication, compare and contrast, cooperation, and social skills.

•Materials: Fire truck vehicles and fire fighter wardrobe items

Rationale: To support awareness of fire and firefighting to follow children's interests. To support pretend play, symbolic play, foster social interaction and cooperative play.

Skills: Communication, cooperation, turn-taking, role play, symbolic representation, and social skills

Math and Manipulatives

Materials: Photos of students families, boxes numbering 1 through 9
Rational: To promote the exploration of student's families and the members that make up them.
Skills: Counting, visual discrimination, fine motor control, social interaction, one to one correspondence, understanding of parts and whole
Skills: Social skills, visual discrimination, communication, matching.

•Materials: pegs and pegboard, puzzles, and number and color sorters.

Rationale: To promote fine motor development, shape, number, and color differentiation, and hand-eye coordination for spatial awareness. To continue exploring different transportation vehicles, animals, shapes and colors.

Skills: visual discrimination, fine motor control, social interaction, one to one correspondence, patterning, sorting and turn taking.

Language and Literacy

•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.

Rationale: To promote phonological awareness, introduce new topics related to curriculum areas, and expand students' vocabulary in unfamiliar topics.

Skills: Listening, speaking, phonological awareness, vocabulary expansion.

Blocks
•Materials: Hollow, foam, cardboard blocks, visuals of homes and buildings and pictures of our own homes.
Rationale: To encourage conversation about the similarities and differences in the appearances of our houses and how they are built of various materials. To stimulate creative construction of houses using visuals. To support mathematical skills, social interaction, and collaborative building. To stimulate the construction of houses with possible incorporation of construction tools, fire trucks, and/or people dolls nearby including the mini-blocks with the children's pictures.
Skills: Communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts, compare and contrast, and symbolic representation.
•Materials: Building tools including hammers, saws, tape measures, screwdrivers, drills, etc.
Rationale: To encourage the incorporation of role-play into construction play. To support the children with their construction of homes and rooms in the block area. To support mathematical skills, social interaction, collaborative building, and pretend play.
Skills: Role-play and symbolic representation, communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts.
Large Motor

•Materials: Indoors - diving doughnut, bean bags, blue climber jumping station, monkey bars, A-frame balance beam, wall ladder. Outside - Gardening bed with fruit and vegetables, rakes, shovels, brooms, buckets, trikes, wheel barrels, wooden playhouse, picnic table, toy plastic animals, and teeter totter and natural materials such as tall grass, stumps, plants, and trees.
Rationale: To provide opportunities to practice skills such as balance and muscular strength which have yet to be facilitated by the gym equipment. To promote visual discrimination, social interaction, and cooperative play.

Skills: Diving, forward jumping, spatial awareness, turn taking, stair climbing, jumping and landing, dynamic balance, sliding, upper body strength, grasping strength, reaching, risk taking, eye-hand/foot coordination, balance, lower body strength, climbing up and down, propulsion skills.

Large group

•Materials: Name and hello songs, use of musical instruments, songs about fall, turtle songs, and books.
Rationale: To promote a sense of community, and to continue to promote excitement about various topics such as turtles and fall. To familiarize the children with musical instruments and some curriculum themes that is developing in the classroom

Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.

Music

•Materials: Piano, song lists, music sheets, scarves, egg shakers and music demo from the piano. 

Rationale: To incorporate songs that the children might be more familiar with in order to help them feel more comfortable in the classroom. To promote exploration of sound, volume, rhythm and social interaction. To hear music (the different tempos, volumes, feeling associated with the song) and respond with various body movements and scarves to interpret the music. To use other musical instruments to add to the musical experience.

Skills: turn taking, mathematical concepts such as beats and patterns, body awareness, large and fine motor abilities, social interactions, and the ability to hear differences in songs and music.

Snacks:

Monday: Birthday Snack
Wednesday: 
Pumpkin cooking project
Thursday: Baked corn chips and pumpkin hummus

Leah's Small Group

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Nikki's Small Group

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Marissa's Small Group

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Overview
This week we are continuing to weave familiar stories throughout our classroom. The children have enjoyed acting out The Three Billy Goats Gruff in the dramatic play area the past couple weeks and now we have decided to involve them in transitioning to a different story. Last Thursday, Leah had the children voted between Goldilocks and the Three Bears and The Three Little Pigs. By a landslide, The Three Little Pigs took the victory. The group then brainstormed what types of materials would need to be added to recreate that story. In addition to new stories, we also will continue to learn about and observe seasonal change, but will be transitioning our focus from fall harvest to leaves and seeds. On Monday the class will be taking a walk around the school and surrounding campus to observe and collect signs of fall. We will then be using the natural materials we collected to make self-portraits and collages.

Expressive Arts

-Materials: alphabet beads, colorful pipe cleaners, wire, found objects with holes, easels with colorful leaves for inspiration, natural materials for portraits and collage.
-Rationale: The children have been very engaged in stringing beads onto pipe cleaners and have been making various jewelry items. We will extend that activity by adding wire and found objects with holes to the beads and pipe cleaners. We will also be going for a fall walk on Monday to collect natural signs of fall. What is collected will then be available for art to make a self-portrait or collage.
-Skills: fine motor development, eye-hand coordination, representational creativity, self-expression, self-recognition and self-image.

Sensory Table

-Materials: flax seed, small bottles, funnels, sifters, new medium and large containers with apricot seeds, acorns, rocks and gems.

-Rationale: We are adding some novelty to the sensory table by providing different containers for filling and to promote pretend cooking. The gems that were very popular at the light table will now be added as an option for the sensory table to promote design making and the different pretend play scenarios the children are interested in such as cooking and fairies.
-Skills: Creative imagination, fluency with materials, pretend play, spatial awareness and fine motor skills.

Science

-Materials: Leaves, seeds, magnifying lenses, rulers, balancing scales, Boxy the turtle, and Bart the python. Laminated leaves will also be available at the light table.

-Rationale: Children will continue to explore the natural materials, informing their ideas about fall and the changes occurring in the trees and plants around them. Children will be able to see different types of leaves and seeds, the various characteristics of each, and hypothesize why the observed changes are occurring.
The balancing scale and rulers will continue to be used to foster concepts of numbers, measurement, and weight.
-Skills: observing, predicting, hypothesizing, asking questions, measuring, and logical reasoning.

Math and Manipulatives

-Materials: color/shape sorter, color/shape bingo, tangrams, numbered unifix cubes, new puzzles, light table, laminated leaves, tracing paper and pencils.
-Rationale: We are continuing to promote logical-mathematical thinking by providing opportunities to sort and classify by shape and color. Children will continue to practice geometric sense, spatial concepts and eye-hand coordination with novel puzzles in addition to tangrams and unifix cubes.
-Skills: Hand-eye coordination, spatial relationships, geometric sense, whole/part relationships, fine motor skills as well as color and shape recognition and matching.

Dramatic Play and Blocks

-Materials: The Three Little Pigs storybook, fur and fabrics to represent costumes, hollow blocks, large building scraps, small dollhouses, Goldilocks dolls, bear figures and the Goldilocks and the Three Bears storybook.
-Rationale: To continue to encourage pretend play that is related to the theme or structure of the corresponding storybook we will create novelty in the dramatic play area by bringing in a story of great interest amongst the children. We also want to promote imagination through the adaptation and comparison of the different story versions while discussing and acting them out.
-Skills: Role-play, pretend-play, peer-interaction, creating imaginary scenarios, comparing and contrasting, construction skills, communication, negotiation and collaboration.

Literacy/Language

-Materials: Felt board story pieces, hand puppets, tracing paper, classroom community book, paper and writing utensils.
-Rationale: To encourage and expand the children's love of stories, we will continue to offer felt stories in the loft, but will be adding hand puppets so children can act out familiar stories on a smaller scale or create their own stories. While reading various books throughout the day, children will be encouraged to think about the aspects of stories such as the setting, characters, problem, climax, and solution. These concepts will be compared in similar stories or between versions of the same original story.
-Skills: Receptive and expressive language, story structure concepts, comparing and contrasting, critical thinking, creative thinking, listening.

Large Motor/Gym & Playground

-Materials: Gym-diving doughnut, bean bags, blue climber jumping station, monkey bars, A-frame balance beam, wall ladder. Playground- bikes, wagons, cones, shovels.
-Rationale: To provide opportunities to practice skills such as balance and muscular strength which have yet to be facilitated by the gym equipment. To promote more meaningful play through process skills facilitated by shoveling, hauling and unloading. Additionally we will be doing some yoga during large group on Tuesday with a parent volunteer.
-Skills: Diving, forward jumping, spatial awareness, turn taking, stair climbing, jumping and landing, dynamic balance, sliding, upper body strength, grasping strength, reaching, risk taking, eye-hand/foot coordination, balance, lower body strength, climbing up and down, propulsion skills.

Snack
Monday - Muffin cooking project
Tuesday - Sunbutter Sandwiches
Wednesday - Carrots & Celery & hummus
Thursday - Apples & Triscuit
Friday- Baked corn chips & carrot dip


Weekly Documentation: Week of October 14, 2013

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Weekly Documentation: Week of October 14, 2013

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TinaTrains10-16-1.jpg
TinaTrains10-16-2.jpg
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TinaPlaygroundCakes.jpg
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Snk&Floatexperiment-Lauren.jpg
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MakingWavesLauren.jpg
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BrittanyScaleDoc.jpg
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BrittanyFaceDoc.jpg

Weekly Documentation: Week of October 14, 2013

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TinaTrains10-16-1.jpg
TinaTrains10-16-2.jpg
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TinaPlaygroundCakes.jpg
_________________________________________________
Snk&Floatexperiment-Lauren.jpg
_______________________________________________________
MakingWavesLauren.jpg
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BrittanyScaleDoc.jpg
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BrittanyFaceDoc.jpg

Weekly Documentation: Week of October 14, 2013

| No Comments

TinaTrains10-16-1.jpg
TinaTrains10-16-2.jpg
________________________________________________
TinaPlaygroundCakes.jpg
_________________________________________________
Snk&Floatexperiment-Lauren.jpg
_______________________________________________________
MakingWavesLauren.jpg
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BrittanyScaleDoc.jpg
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BrittanyFaceDoc.jpg

Weekly Lesson Plan: Week of October 21st, 2013

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Weekly Lesson Plan Week of October 21st, 2013 Brittany Lead Teaching

Overview: This week, the topics of floating and sinking, boats, feelings, and faces will be present in more specific ways. After an experiment done last week, we will continue to test new items in the sensory table to see whether they sink or float. The children will get a chance to share experiences they have had in boats with each other by looking through a picture book of themselves on boats. Thank you for helping us explore this topic by sending in your pictures! The children will also get a closer look at their own facial features by watching the running slideshow of their pictures throughout the week, and begin learning more about feelings through 'Feelings Bingo'. In addition, the children will focus on either transportation, cooking tools, or 'A Season for Our Senses' in their small groups this week, giving them a chance to get in-depth with a topic and build a sense of community within their group. A fun week is ahead!


Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage and clay, magazine clippings for collage, clay (pizza cutters, spatulas), markers, crayons, colored pencils, scissors

Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to explore what faces look like when different feelings are present, to build on previous experiences, and to foster social relationships as children observe and work together with their peers. To extend the children's deepening exploration of clay by adding natural materials to add to the clay as well as to aid in the creation of new textures in the clay.

Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, self awareness/recognition

Sensory (water table)

Materials: Water with measuring cups and miscellaneous containers for scooping and pouring, corks, stones, miscellaneous floating/sinking objects

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts. To practice making hypotheses and predictions, and to follow through by testing and recording the results of an experiment

Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, sharing materials, hand-eye coordination, knowledge of conservation, introductory measurement concepts, cause and effect relationships.

Science

Materials: mirrors, magnifying glasses, clipboards, varied "flesh tone" markers, up-close pictures of children's faces in slideshow
Rationale: to support children's curiosity about themselves and others. To identify personal characteristics related to appearance. To build awareness of similarities and differences between self and others while engaging in beginning concepts of comparing and contrasting

Skills: observation, scientific investigation and inquiry, making comparisons, emotion identification, hypothesizing, developing curiosity and identity

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes. One cave will now hold the babies and baby clothes/bottles, while the nook will hold a light table and tangram pieces to create faces on the surface. Doll house with furniture and dolls is also available near cave area.

Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props, to foster care-taking role-play and allow for the discussion of emotions and feelings, to build awareness of faces and support active, hands-on reflection of what faces look like.

Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language.


Math and Manipulatives

Materials: puzzles, seriation stacker, nesting cups, balance scale, sorting vehicles and tray, Mr. Potatoheads and accessories

Rationale: to encourage children to work with open-ended materials where they can develop understanding of size, shape, quantity, numerals, relative weight and facial features. To focus more closely on the concept of matching, comparing, grouping, and sorting. To provide opportunities for both independent, parallel, and cooperative work.

Skills: color recognition, shape recognition, seriating (i.e. stacking largest to smallest), one-to-one correspondence, counting, sorting, fine motor development, geometrical awareness, comparison, weight

Language and Literacy

Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and magazine clippings featuring faces with feelings.

Rationale: to foster experiences with the alphabetic principle, and to give children the opportunity to create their own stories, writings, and correspondence. Children's pictures and magazine clippings are available to support interpersonal communication, the process of note and letter writing, and expression of feelings.

Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language.

Materials: the library has books that might be familiar to the children on topics about homes, school, families, friendship, boats, faces, and feelings, Boat Book with pictures of children's experiences with boats.

Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport, while building awareness about curriculum topics such as faces, feelings, and boats. To build a personal connection to the children's interests and experiences with boats.

Skills: receptive language, phonological awareness, early literacy, listening, community building


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent color blocks, peg people, wooden cars, wooden trains, carpet scraps for road/track building

Rationale: to support children's creativity and problem solving skills, to develop mathematical skills/awareness of geometry, and to allow for opportunities for social interaction as children collaborate and build together, to support imaginative and creative exploration. Through the children's interest in vehicles, wooden trains and materials to make train tracks and road have been focused on.

Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry).


Large Motor

Materials: gym--balance beam, donut for jumping and crawling through, monkey bars, slide

Rationale: a new set-up in the gym this week allows children to explore different equipment, practice turn-taking, and gain confidence in their large motor abilities

Skills: Risk taking, climbing, coordination, upper body strength, depth perception, balance, jumping and landing

Materials: playground--shovels, buckets, bikes, and wagons

Rationale: to support basic motor skills, and to promote social interaction and role play as children dig, haul, run, and pedal

Skills: upper and lower body development, physical fitness, coordination, and perceptual motor skills (spatial, temporal, directional, and body awareness)

Snack


Snacks
Monday: Sunbutter Sandwiches
Wednesday: Carrots & Celery & Hummus
Thursday: Apples & Triscuits

Weekly Lesson Plan: Week of October 21st, 2013

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Weekly Lesson Plan Week of October 21st, 2013 Brittany Lead Teaching

Overview: This week, the topics of floating and sinking, boats, feelings, and faces will be present in more specific ways. After an experiment done last week, we will continue to test new items in the sensory table to see whether they sink or float. The children will get a chance to share experiences they have had in boats with each other by looking through a picture book of themselves on boats. Thank you for helping us explore this topic by sending in your pictures! The children will also get a closer look at their own facial features by watching the running slideshow of their pictures throughout the week, and begin learning more about feelings through 'Feelings Bingo'. In addition, the children will focus on either transportation, cooking tools, or 'A Season for Our Senses' in their small groups this week, giving them a chance to get in-depth with a topic and build a sense of community within their group. A fun week is ahead!


Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage and clay, magazine clippings for collage, clay (pizza cutters, spatulas), markers, crayons, colored pencils, scissors

Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to explore what faces look like when different feelings are present, to build on previous experiences, and to foster social relationships as children observe and work together with their peers. To extend the children's deepening exploration of clay by adding natural materials to add to the clay as well as to aid in the creation of new textures in the clay.

Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, self awareness/recognition

Sensory (water table)

Materials: Water with measuring cups and miscellaneous containers for scooping and pouring, corks, stones, miscellaneous floating/sinking objects

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts. To practice making hypotheses and predictions, and to follow through by testing and recording the results of an experiment

Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, sharing materials, hand-eye coordination, knowledge of conservation, introductory measurement concepts, cause and effect relationships.

Science

Materials: mirrors, magnifying glasses, clipboards, varied "flesh tone" markers, up-close pictures of children's faces in slideshow
Rationale: to support children's curiosity about themselves and others. To identify personal characteristics related to appearance. To build awareness of similarities and differences between self and others while engaging in beginning concepts of comparing and contrasting

Skills: observation, scientific investigation and inquiry, making comparisons, emotion identification, hypothesizing, developing curiosity and identity

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes. One cave will now hold the babies and baby clothes/bottles, while the nook will hold a light table and tangram pieces to create faces on the surface. Doll house with furniture and dolls is also available near cave area.

Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props, to foster care-taking role-play and allow for the discussion of emotions and feelings, to build awareness of faces and support active, hands-on reflection of what faces look like.

Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language.


Math and Manipulatives

Materials: puzzles, seriation stacker, nesting cups, balance scale, sorting vehicles and tray, Mr. Potatoheads and accessories

Rationale: to encourage children to work with open-ended materials where they can develop understanding of size, shape, quantity, numerals, relative weight and facial features. To focus more closely on the concept of matching, comparing, grouping, and sorting. To provide opportunities for both independent, parallel, and cooperative work.

Skills: color recognition, shape recognition, seriating (i.e. stacking largest to smallest), one-to-one correspondence, counting, sorting, fine motor development, geometrical awareness, comparison, weight

Language and Literacy

Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors, and magazine clippings featuring faces with feelings.

Rationale: to foster experiences with the alphabetic principle, and to give children the opportunity to create their own stories, writings, and correspondence. Children's pictures and magazine clippings are available to support interpersonal communication, the process of note and letter writing, and expression of feelings.

Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language.

Materials: the library has books that might be familiar to the children on topics about homes, school, families, friendship, boats, faces, and feelings, Boat Book with pictures of children's experiences with boats.

Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport, while building awareness about curriculum topics such as faces, feelings, and boats. To build a personal connection to the children's interests and experiences with boats.

Skills: receptive language, phonological awareness, early literacy, listening, community building


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent color blocks, peg people, wooden cars, wooden trains, carpet scraps for road/track building

Rationale: to support children's creativity and problem solving skills, to develop mathematical skills/awareness of geometry, and to allow for opportunities for social interaction as children collaborate and build together, to support imaginative and creative exploration. Through the children's interest in vehicles, wooden trains and materials to make train tracks and road have been focused on.

Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry).


Large Motor

Materials: gym--balance beam, donut for jumping and crawling through, monkey bars, slide

Rationale: a new set-up in the gym this week allows children to explore different equipment, practice turn-taking, and gain confidence in their large motor abilities

Skills: Risk taking, climbing, coordination, upper body strength, depth perception, balance, jumping and landing

Materials: playground--shovels, buckets, bikes, and wagons

Rationale: to support basic motor skills, and to promote social interaction and role play as children dig, haul, run, and pedal

Skills: upper and lower body development, physical fitness, coordination, and perceptual motor skills (spatial, temporal, directional, and body awareness)

Snack


Snacks
Monday: Sunbutter Sandwiches
Wednesday: Carrots & Celery & Hummus
Thursday: Apples & Triscuits

Lesson Plan October 21 - October 25, 2013

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Lesson Plan
Marie's Class
October 21th - 25th
Meghan Lead Teaching

Overview
This week we will continue to investigate the themes of fall and shapes. We will use what we observed on our fall walk last week to prompt further explorations of fall in the classroom. The children have become expert circle finders and we will use this skill to hunt down squares in our environment. Teachers have noticed several of the children have shown an interest in reading and retelling familiar stories. Teachers will be supporting storytelling in the classroom by bringing in materials and characters from common stories to facilitate the children's exploration of this topic.

Expressive Arts
-Materials: Construction paper, markers, colored pencils, crayons, tape, chalk, staplers, and glue sticks. A standing easel with yellow, green, red, and orange paint. Loose parts collage materials; a variety of circle and square loose parts. Clay, wire, and rolling pins will also be provided. Leaves will be added to the art table to be used in a variety of ways throughout the week.
-Rationale: Teachers want to encourage children to expand the use of materials in the art area. To encourage this we will support attempts to use materials in novel ways. The loose parts will allow children to explore the properties of squares and compare circles and squares. Fall colored paints in the easels were added in hopes children will use the colors to paint fall inspired images. Wire is being included with clay to stretch children's imagination as to what can be built when combining these two very different materials.

-Skills: Self-expression, creative risk-taking, understanding of shape, symbolic representation, fine motor development.

Sensory
-Materials: Flax seeds, small containers with caps and spouts, sifters, small scoops, various seeds, rocks and glass beads.

-Rationale: Flax seed was added to the sensory table and the children have enjoyed exploring the new material. The small scoops and small containers help children work on hand-eye coordination and fine motor development.

-Skills: Experimentation, sensory stimulation and pleasure, fine motor, fluency with objects, sensory input, knowledge of physical properties.

Science
-Materials: There will be a variety of natural materials of the fall season: small pumpkins, various apples, and leaves. The tools in our science area are tape measures, rulers, and a scale. With these materials children will begin to learn what these tools are used for and to begin experimenting with basic measurement concepts. This area is still home to Bart Starr the snake and Boxy the turtle, and contains magnifying glasses, paper, and colored pencils to support exploration.

-Rationale: Teachers decided to keep the various fall materials in the science area to continue to provide an opportunity for the children to explore and investigate the changes that come with the new season. The tools added to the science center are to begin to teach students how to make measurements. Teachers will support the use of these new tools by demonstrating their use and by asking and prompting questions. Teachers will use questions to prompt the use of the tools, "Which apple is heavier?" "How tall is the pumpkin?" "What tool do we use to measure which is heavier?" These questions will help the children learn more about the tools and begin to make comparisons.

-Skills: Inquire, knowledge about the natural world, asking questions, observations, hypothesizing, comparing, descriptive language, reasoning, measuring, concepts of number and size, weighing.

Math and Manipulatives
-Materials: Interlocking puzzles, mirror, Legos, Montessori stacking blocks, Tangrams, and unfix cubes with counters

-Rationale: We have been talking about squares and have added them to the math cave for the children to explore their different uses. Tangrams have been added for exploration of a variety of shapes. The tangrams will allow children to experiment with how different shapes fit together. Unfix cubes have been added to the space to support the measurement materials in the science center, they will also help develop number recognition and counting skills.

-Skills: Number recognition, one to one correspondence, counting, color and shape recognition, matching, whole/part relationships, fine motor strength, and patterns

Language and Literacy
-Materials: A variety of writing implements, paper, notebooks, and alphabet letters made by the children. Staplers, tape dispensers, scissors. A well-stocked library with books about fall, snakes, shapes, and story-books. Red, yellow, orange and brown paper.

-Rationale: Books have been popular with our class and the book area is always a busy place. Teachers have add new story books along with books about fall and shapes. The writing center has many materials to support early writing and the children attempt write, construct books, and practice using writing tools.

-Skills: Tool use, letter recognition, familiarity with letter sounds, prediction and hypothesis, reasoning, listening and receptive abilities, fine motor control.

Blocks
-Materials: Hollow blocks, unit blocks with small wooden cars, and steering wheels. A variety of construction vehicles, paper, scissors and markers.

-Rationale:
To support the classroom interest of vehicles, teachers added steering wheels to the block area. This will help to encourage building vehicles as well as imaginative play in this area. Paper, markers and scissors also provide an opportunity for students to create their own signs or images to complement their large motor play, and will continue to remain in this center.

-Skills: Large motor, symbolic representation, creative risk taking, problem solving, dramatic play, construction skills

Dramatic Play
-Materials: Kitchen with dishes, portioned and plastic fruits and veggies, and new larger bowls for communal food. Dress materials: jackets, sweaters, boots, and fabric. In the loft are felt boards, felt story pieces, and puppets. There are two small dollhouses that contain wooden people and furniture.

-Rationale: Fabric food has been changed for plastic and portioned foods, these new foods are more lifelike and will provide children the opportunity to divide and share food during dramatic play. The new communal dishes will help children connect play stories in the kitchen area around a single dish/meal. The clothes and fabric help extend play and help children assign and take on new roles.

-Skills: Role-play, peer interaction, social problem solving, creating imaginary scenarios, negotiation, cooperation

Snack
Monday: sunbutter sandwiches
Wednesday: Carrots & celery and hummus
Thursday: apples and triscuits

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Weekly Documentations Oct. 14 - Oct. 18

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Weekly Lesson Plan for Ross' Class
October 14-18, 2013
Lead Teaching This Week: Michaela

Overview: This past week we spent a lot of time talking about apples. We had Barb visit to lead an apple-themed large group, made applesauce, even went on a field trip to pick our own apples! We will continue that theme this week through apple-related songs and snacks. We also continued to build ramps in the water table and block area, built on our talks about turkeys at the science table, and expanded on the answers in our Who am I? book by adding "favorite food" pictures. We will delve further into these topics, as well as the topic of colors and rainbows with some new color exploring and mixing opportunities this week. Small groups will also begin this week, with the topics of music and movement, light/reflection, and clay. Small groups are a great way to support our continued focus on building social relationships through weekly meetings with the same group of children.

Expressive Arts (paint, collage, clay)
• Materials: easel - primary colored paints, mirrors; art table - white, black and one primary colored paint, mixing trays, paintbrushes, markers, crayons, paper; clay table - clay, supportive tools (rolling pins, mallets, wood knives, pizza cutters, wire)
• Rationale: Last week, the children used the art areas to explore some of the current curriculum topics and ideas: using the excitement of rainbows to inspire color mixing at the art table, and using the clay to create turkey nests, homes, and food. We also began talking about shades of color. This week we will begin mixing paint at the art table to further explore the concept of light and dark colors. The addition of mirrors at the easel will allow children to create self-portraits like the ones they did in black marker in the science area the past few weeks.
• Skills: color recognition, creativity, fine-motor strength/coordination, artistic expression, symbolic representation, social skills, imaginative/creative play

Sensory (water table)
• Materials: pitchers, small and large bottles/jugs, small-large funnels, funnel stand, vinyl gutter ramps, rubber ducks, corks
• Rationale: Last week the vinyl gutter ramps at the water table continued to be an exciting place in the classroom. This week we will begin changing the angles of the ramps to look at speed in relation to the ramp's angle. The structure of the ramps is often very delicate, so children must use collaborative problem solving skills to rebuild and maintain their ramps. Given the teamwork mentality often necessary at the table, the children will continue to perform turn-taking and negotiation skills as they measure, pour, and predict which rubber duck or cork will take the plunge down the ramp first.
• Skills: enhancing existing social connections/friendships, large/fine motor, hand-eye coordination, math concepts including spatial awareness/measurement/counting/comparing-contrasting, prediction

Science
• Materials: picture board with our class pictures, large mirrors, black markers, paper, computer (with the "Our class pictures" slideshow scrolling across the screen), Who Am I? class book with children's pictures, books about turkeys, turkey feathers, magnifying glasses, turkey observation/information book (class contributions)
• Rationale: The children continue to be excited about the turkeys and although the excitement of apples delayed our work on the Turkey Observation book we hoped to make, we plan to revisit it this week. Children will have the opportunity to draw comparisons between turkeys, turkey tracks, nests, and feathers, as well as "take notes" on anything else they find interesting.
• Skills: scientific awareness building and investigation skills, observation skills, strengthening home-to-school connection, foster sense of school/classroom community, foster growing sense of self/autonomy

Dramatic Play (including the "Nook" and the cave)
• Materials: "house" furniture (e.g. stove, fridge, sink, and cupboard), plates, pretend food, shoes, fabric, stuffed animals, baby-dolls and care supplies (these are in the Nook), stuffed animals and habitat materials
• Rationale: Pretend picnics have been very popular this past week, along with apple-themed play, such as going apple picking or making applesauce. The addition of new pretend food items (colorful caps) and picnic baskets will allow children to expand on these themes.
• Skills: imaginative/creative play, symbolic representation, fostering social relationships

Math and Manipulatives
• Materials: various seriated pegboards, nesting cups, puzzles, colored animal sorting set
• Rationale: The collection of challenging puzzles and activities continue to bring children to the math table. This week some puzzles will be switched allowing children to continue to find new challenges at the math table. The addition of two more colors of animals to the animal sorting set added a new element/characteristic for the children to consider, making it more complex.
• Skills: color recognition, seriation (i.e. stacking highest to lowest), patterning, counting, one-to-one correspondence, sorting, opportunities for collaborative problem solving

Language and Literacy
• Materials: pencils, markers, paper, envelopes, staplers, tape, Classmate Picture Drawer
• Rationale: At the end of last week the students were formally introduced to the classmate picture drawer when they used their pictures to cast their vote on whether or not they liked the apples we picked on our field trip. Students have also been creating letters and invitations for classmates at the writing table. This week teachers will continue to facilitate the use of the picture drawer in order to help students "address" these letters and notes to their classmates, fostering social relationships.
• Skills: pre-/early-literacy skills, letter recognition, community building, fine-motor coordination/endurance (as children hand muscles grow stronger with holding writing utensils)

Blocks
• Materials: Multi-shaped unit blocks, ramps, large hollow blocks, marbles, marble works connector set, small wooden bowling pins
• Rationale: The addition of the marble works late last week was exciting for the children and gave them some new ideas for ramp building. Some children also experimented with trying to knock down bowling pins at the end of their ramps. This week, we will continue to create ramps using the bowling pins as the end goal and ideas gained from the marble works set.
• Skills: large-/fine-motor skills, concepts of balance and gravity, problem solving skills (trial and error), hypothesis creating and testing

Large Motor
• Materials: in the GYM: slide and stair climber, jumping station (bolster/uneven walk to padded donut landing zone), climbing wall, monkey bars, beanbag throwing area, teeter-totter
PLAYGROUND: climber, slides, swings, shovels/rakes, and buckets, tricycles, wagons
• Rationale: With no field trips or research studies planned, children will have the chance to go to the gym every day this week. The addition of the teeter-totter last week gave rise to a great teamwork and balance opportunity, with children having to work with children on the other side of the teeter-totter in order to move back and forth. We will continue to use this equipment this week. Last week we brought out the tricycles and wagons, which proved to be very exciting as well. The wagons have proved to be great tools for building social relationships, with children pulling other children around the playground and participating in dramatic play.
• Skills: large-motor strength/coordination/endurance, eye-to-hand and eye-to-foot coordination, body in motion (i.e. jumping and sliding), cardiovascular strength, depth perception, turn taking, social skills

Special Interest (cooking projects, field trips, visitors, etc.)
- On Monday we will have dance students from the U of M in our classroom to lead our large group.
- Lab School Creativity Night is Tuesday, October 15th from 6-7:30 pm. We hope to see you there!
- Keep sending in your child's favorite food pictures. Please remember to email them to Ross and he'll print them at school. Also, we'll plan on adding another question/picture to our book later this week.

Snack
Monday - Apples & pretzels
Tuesday - Trail mix
Wednesday - Corn chex & raisins
Thursday - Sunbutter & crackers
Friday- Oven fries
*All snacks served with milk/water unless noted*

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Overview

To promote our goal of building classroom community we have created a classroom book where children and teachers can document children's ideas and experiences. The book is used to record question of the day answers and large group discussion topics. The book is available for children to look at and add to, as well as for teachers to read and highlight similarities and the unique ideas of individuals. We also will continue to focus on seasonal change, as the signs of Fall become more and more evident. This week we will continue to utilize the abundance of fall harvest, specifically apples and leaves, through observation and exploration at our science table, sensory table, and on the playground. On Monday morning we will cook a batch of carrot muffins as a class. The children have been very engaged in acting out familiar stories. We will use this interest to promote awareness of the elements of a story such as, beginning, middle (problem or climax), and end (solution).

Expressive Arts

-Materials: alphabet beads, colorful pipe cleaners, name cards, easels with colorful leaves for inspiration 

-Rationale: The children were drawn to the alphabet and wooden beads used to decorate the pumpkin last week. We will continue to provide the beads along with pipe cleaners and written names so children can practice finding the letters of their names and incorporating them into their creative designs.
-Skills: fine motor development, eye-hand coordination, representational creativity, self-expression, letter recognition

Sensory Table

-Materials: flax, cups, pitchers, small bottles, funnels, sifters, containers with lids, apricot seeds, acorns, apples, and rocks.

-Rationale: Children will be inspired to rediscover the sensory table with the flax being added as it is novel and creates a different sensory sensation. Additionally, we have continued to notice an interest in adding natural materials from the science center into the sensory table. These materials encourage dramatic play and comparing and contrasting of physical properties.
-Skills: comparing and contrasting physical properties, fluency with materials, conservation

Science

-Materials: magnifying lenses, a book about apples, apples, rulers, balancing scales, Boxy the turtle, and Bart the python. Laminated leaves will be available at the light table.

-Rationale: Children will continue to explore the natural materials, informing their ideas about Fall and the harvest season. The balancing scale and rulers will be used to begin to foster concepts of numbers, measurement, and weight. In order to begin awareness of leaves, they will be added to the light table. Children will be able to see different types of leaves and the various characteristics of each.

-Skills: observing, sorting, hypothesizing, asking questions, measuring, and logical reasoning.

Math and Manipulatives

-Materials: color/shape sorter, color/shape bingo, tangrams, numbered unifix cubes, light table, gems, sheer fabric
-Rationale: We are continuing to sort and classify by shape and color in order to practice recognition and labeling. The tangrams will provide an opportunity for children to practice these skills and also promote the development of spatial concepts and geometric sense.
-Skills: Color and shape recognition, matching, one to one correspondence and whole/part relationships, spatial relationships, geometry, fine motor development

Dramatic Play and Blocks

-Materials: Three Billy Goats Gruff book, furry dress-up fabrics and hollow blocks. In the dollhouse will be a Goldilocks doll and three bear figures along with the Goldilocks and the Three Bears storybook. The unit block area and dramatic play cave will have The Three Little Pigs book with a variety of natural building materials such as sticks, wood, and marble tiles

-Rationale: To encourage pretend play that is related to the theme or structure of the corresponding storybook. In both the dramatic play and dollhouse areas, character roles and story lines will be promoted by comparing play to the storybooks. 

-Skills: Role-play, pretend-play, peer-interaction, creating imaginary scenarios, comparing and contrasting, construction skills, communication, and collaboration.

Literacy/Language

-Materials: class representation of the letters of the alphabet on display at the writing table, felt boards and story pieces in the loft, Our Class book

-Rationale: To encourage and expand the children's love of reading, we will continue to use books as a way to tie the classroom curriculum together and to emphasize classroom community. Additionally, children will continue to practice novel ways to tell familiar stories through felt boards in order to practice their understanding of story structure and telling. Children will be encouraged to think of sequences of stories and aspects like problem, climax, and solution. Finally, children have worked to create their own representation of the alphabet and will now be able to use it as a reference in writing and exploration of letters.
-Skills: Receptive and expressive language, alphabetic awareness, listening and story structure.

Large Motor/Playground

-Materials: Gym-baskets, slide, beanbags, monkey bars, donut hole, stacked mats, bolsters, climbing bars, small beanbags for throwing, and tunnel. Playground-buckets and shovel, wagons, tricycles 

-Rationale: To provide opportunities for social interaction during large motor play. In the gym the equipment is set up to support of jumping, climbing, crawling, and throwing skills. On the playground the children are building upper and lower body strength and coordination through digging and riding bikes. The children will also be encouraged to help find leaves to bring into the classroom and participate in making leaf piles.

-Skills: Throwing, hand-eye coordination, depth perception, spatial awareness, balance, jumping, upper and lower body strength, cooperative play, core strength, observation and inquiry of natural phenomena

Snack
Monday - Carrot Oat muffins (Cooking project)
Tuesday - Corn chex & raisins
Wednesday - Oven fries
Thursday - Apples & pretzels
Friday- Trail mix

Lesson Plan for Week of October 14
3am Ayuko's class
Katrina Lead Teaching

Overview: The children have been settling into our classroom routine, and the teachers have been getting to know them better. For some, the novelty of going to school has worn off and we are having to find new ways to encourage a sense of familiarity and security in the classroom. In order to continue to increase the children's comfort in the classroom, we will continue to have conversations about our families, and look at pictures of our families and the families of fellow classmates. We also will be adding pictures of our houses to the block area to stimulate conversation about what our homes look like and how they are similar or different from others. The dramatic play area has been rearranged to make the dollhouse a more central focus in order to additionally expand the topics of homes and families. We also will continue to observe the changing of the seasons and to explore fall in our science and art areas. Lastly, we will be diving into our small group projects with the student teachers this week with the 3AM class on Wednesday and Thursday, creating awareness of the different topics including caretaking (Katrina), turtles (Heidi) and construction (Sara).

Expressive Arts
•Materials: Sponge paint utensil, black paper, and red, orange, and yellow color paints.
Rationale: To experiment with a new tool, color mixing, and fall colors. To explore the contrast between the bright colors and dark paper.
Skills: Fine motor control, observation, and hand-eye coordination.
•Materials: Play dough, cookie cutters of homes, people, leaves and pumpkins, and natural materials such as leaves, sticks, rocks, pinecones etc.
Rationale: To continue to support the children's interest in homes and fall. To promote cooperative play, pretend play and social interaction. To support creative expression with natural materials, and cookie cutters. To explore natural materials within the play dough. To encourage children to create symbolic play with houses, leaves, pumpkins, and people through the use of the cookie cutters.
Skills: Fine motor development (squeezing, poking, and pinching), risk taking, observation, generating ideas, and sensory input.
•Materials: various colored leaves, glue, cotton swabs, and construction paper. Rationale: To explore the properties of a variety of natural art materials to be used for creating collages. To encourage children to observe and compare the characteristics of leaves. To continue to support the use of various art materials to be used for creative expression.
Skills: Fine motor control, hand-eye coordination, cause and effect, sensory input.

Sensory
•Materials: Basters, measuring cups, funnels, small and large jars, hand mixer, and water with soap added to the water table.
Rationale: To begin experimenting with another property of water by adding soap to make bubbles. To develop the awareness of cause and effect with the creation of bubbles by mixing the water. To encourage social awareness as children notice what those across from them are doing with the same materials
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, hand-eye coordination and fine motor.
•Materials: Mini rain sticks and sparkle sticks.
Rational: To continue to promote experimentation with cause and effect, sound, and how to produce sound.
Skills: Physical coordination, observation, and sensory input.

Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home, pumpkin knife, cutting board, pictures of gourds and pumpkins, boxes for comparing sizes and magnifying glasses.
Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children to share, feel, observe, sort, and compare to become aware of the similarities and differences of the objects. To encourage children to sort harvesting materials by size by using various sized boxes. To support children's mathematical skills of sorting. To begin exploring the insides of pumpkins and observing how it feels, looks, and smells. To begin understanding how pumpkins are used to make food.
Skills: Observation, exploration, record, comparison, classification, communication.
•Materials: Light table, natural materials such as different colored leaves, rocks, pinecones and sticks collected on our nature walk or brought from home and pictures of those materials.
Rationale: To explore the texture, shape, and look of leaves, sticks, pinecones, and rocks through the light table. To encourage children to observe, compare, and sort the similarities and differences between the natural materials.
Skills: Observation, sort, classification, comparison, and fine motor.

Dramatic Play
•Materials: Large dollhouse with common household furniture, people dolls and household vehicles.
Rationale: To continue to stimulate pretend play and symbolic play with familiar house materials in manipulative form. To foster social interaction and cooperative play. To continue to encourage exploration of what is inside a house, what it is made of, etc.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, and social skills.
•Materials: Familiar household kitchen items, comfy pillows, baby items, multiethnic babies, various dress-up clothes, pictures of students' families, and books about families.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play. To foster family themed dramatic play and promote an exploration of different family structures, and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family. To promote house themed dramatic play and the awareness of different parts that make up a home.
Skills: Communication, cooperation, role play, symbolic representation, and social skills.
•Materials: Skirts, capes, scarves, aprons, brief case and a mirror.
Rationale: To support pretend play, role-taking, body awareness, foster social interactions, and notice similarities and differences amongst each other and help recognize the ability to change appearance with the use of the dress up clothes.
Skills: Role-play, communication, compare and contrast, cooperation, and social skills.
•Materials: Fire truck vehicles and fire fighter wardrobe items
Rationale: To support awareness of fire and firefighting in preparation for our fire drill. To support pretend play, symbolic play, foster social interaction and cooperative play.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, and social skills

Math and Manipulatives
•Materials: Pictures of the children in 3x5 frames on tack board. Matched for the first half of the week, and mixed up for the second half.
Rationale: To continue to encourage relationships between classmates and exploration of who belongs to what family pictures. To highlight the different families that are a part of our classroom community. To explore what it means to be a member of a family, and who makes up each family.
Skills: Social skills, visual discrimination, communication, matching.
•Materials: pegs and pegboard, puzzles, and shape and color sorters.
Rationale: To promote fine motor development, shape and color differentiation, and hand-eye coordination for spatial awareness. To continue exploring different transportation vehicles, animals, shapes and colors.
Skills: visual discrimination, fine motor control, social interaction, one to one correspondence, patterning, sorting and turn taking.

Language and Literacy
•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
Rationale: To promote phonological awareness, introduce new topics related to curriculum areas, and expand students' vocabulary in unfamiliar topics.
Skills: Listening, speaking, phonological awareness, vocabulary expansion.

Blocks
•Materials: Hollow, foam, cardboard blocks, visuals of homes and buildings and pictures of our own homes.
Rationale: To support mathematical skills, social interaction, and collaborative building. To stimulate the construction of houses with possible incorporation of construction vehicles and/or people dolls nearby including the mini-blocks with the children's pictures. To explore the similarities and differences in the appearances of our houses and how they are built of various materials.
Skills: Communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts, compare and contrast, and symbolic representation.

Large Motor
•Materials: Indoors - Basket hoop with bean bags, climbing equipment, monkey bars, stairs, slide, and seesaw. Outside - Gardening bed with fruit and vegetables, rakes, shovels, brooms, buckets, trikes, wheel barrels, wooden playhouse, picnic table, and teeter totter and natural materials such as tall grass, stumps, plants, and trees,.
Rationale: To promote social interaction, experiment with how our bodies move, and support basic skills such as jumping, climbing, balance, coordination, and upper and lower body development. To promote social interaction, cooperative play and role play.
Skills: Perceptual Motor Skills (spatial, temporal, directional, and body awareness), and physical fitness (cardio vascular endurance, muscular strength and endurance, flexibility, and agility), taking turns, negotiating, communication and social skills.

Large group
•Materials: name and hello songs, books, items to highlight particular curriculum areas, and demonstration of activities.
Rationale: To promote a sense of community and an increased sense of familiarity and security for the children. To familiarize the children with each other's names, promote awareness of a variety of languages spoken at home, and introduce some curriculum themes that will continue to develop this week.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.

Music
•Materials: Piano, song lists, music sheets, scarves, egg shakers and music demo from the piano.
Rationale: To incorporate songs that the children might be more familiar with in order to help them feel more comfortable in the classroom. To promote exploration of sound, volume, rhythm and social interaction. To hear music (the different tempos, volumes, feeling associated with the song) and respond with various body movements and scarves to interpret the music. To use other musical instruments to add to the musical experience.
Skills: turn taking, mathematical concepts such as beats and patterns, body awareness, large and fine motor abilities, social interactions, and the ability to hear differences in songs and music.

Snacks:
Monday: apples and pretzels
Wednesday: Class cooking - Pumpkin Hummus
Thursday: Rice chex and raisins

Lesson Plan for Week of October 15
2am Ayuko's class
Katrina Lead Teaching
Overview:
The children have been settling into our classroom routine, and the teachers have been getting to know them better. For some, the novelty of going to school has worn off and we are having to find new ways to encourage a sense of familiarity and security in the classroom. In order to continue to increase the children's comfort in the classroom, we will continue to have conversations about our families, and look at pictures of our families and the families of fellow classmates. We also will be adding pictures of our houses to the block area to stimulate conversation about what our homes look like and how they are similar or different from others. The dramatic play area has been rearranged to make the dollhouse a more central focus in order to additionally expand the topics of homes and families. We also will continue to observe the changing of the seasons and to explore fall in our science and art areas.

Expressive Arts
•Materials: Sponge paint utensil, black paper, and red, orange, and yellow color paints.
Rationale: To experiment with a new tool, color mixing, and fall colors. To explore the contrast between the bright colors and dark paper.
Skills: Fine motor control, observation, and hand-eye coordination.
•Materials: Play dough, cookie cutters of homes, people, leaves and pumpkins, and natural materials such as leaves, sticks, rocks, pinecones etc.
Rationale: To continue to support the children's interest in homes and fall. To promote cooperative play, pretend play and social interaction. To support creative expression with natural materials, and cookie cutters. To explore natural materials within the play dough. To encourage children to create symbolic play with houses, leaves, pumpkins, and people through the use of the cookie cutters.
Skills: Fine motor development (squeezing, poking, and pinching), risk taking, observation, generating ideas, and sensory input.
•Materials: various colored leaves, glue, cotton swabs, and construction paper. Rationale: To explore the properties of a variety of natural art materials to be used for creating collages. To encourage children to observe and compare the characteristics of leaves. To continue to support the use of various art materials to be used for creative expression.
Skills: Fine motor control, hand-eye coordination, cause and effect, sensory input.

Sensory
•Materials: Basters, measuring cups, funnels, small and large jars, hand mixer, and water with soap added to the water table.
Rationale: To begin experimenting with another property of water by adding soap to make bubbles. To develop the awareness of cause and effect with the creation of bubbles by mixing the water. To encourage social awareness as children notice what those across from them are doing with the same materials
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, hand-eye coordination and fine motor.
•Materials: Mini rain sticks and sparkle sticks.
Rational: To continue to promote experimentation with cause and effect, sound, and how to produce sound.
Skills: Physical coordination, observation, and sensory input.

Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home, pumpkin knife, cutting board, pictures of gourds and pumpkins, boxes for comparing sizes and magnifying glasses.
Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children to share, feel, observe, sort, and compare to become aware of the similarities and differences of the objects. To encourage children to sort harvesting materials by size by using various sized boxes. To support children's mathematical skills of sorting. To begin exploring the insides of pumpkins and observing how it feels, looks, and smells. To begin understanding how pumpkins are used to make food.
Skills: Observation, exploration, record, comparison, classification, communication.
•Materials: Light table, natural materials such as different colored leaves, rocks, pinecones and sticks collected on our nature walk or brought from home and pictures of those materials.
Rationale: To explore the texture, shape, and look of leaves, sticks, pinecones, and rocks through the light table. To encourage children to observe, compare, and sort the similarities and differences between the natural materials.
Skills: Observation, sort, classification, comparison, and fine motor.

Dramatic Play
•Materials: Large dollhouse with common household furniture, people dolls and household vehicles.
Rationale: To continue to stimulate pretend play and symbolic play with familiar house materials in manipulative form. To foster social interaction and cooperative play. To continue to encourage exploration of what is inside a house, what it is made of, etc.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, and social skills.
•Materials: Familiar household kitchen items, comfy pillows, baby items, multiethnic babies, various dress-up clothes, pictures of students' families, and books about families.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play. To foster family themed dramatic play and promote an exploration of different family structures, and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family. To promote house themed dramatic play and the awareness of different parts that make up a home.
Skills: Communication, cooperation, role play, symbolic representation, and social skills.
•Materials: Dump trucks, cement trucks, cars and people dolls.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play. To promote integration of the dramatic play vehicles and people with the construction play theme of building houses in the nearby block area.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, and social skills.
•Materials: Skirts, capes, scarves, aprons, brief case and a mirror.
Rationale: To support pretend play, role-taking, body awareness, foster social interactions, and notice similarities and differences amongst each other and help recognize the ability to change appearance with the use of the dress up clothes.
Skills: Role-play, communication, compare and contrast, cooperation, and social skills.

Math and Manipulatives
•Materials: Pictures of the children in 3x5 frames on tack board. Matched for the first half of the week, and mixed up for the second half.
Rationale: To continue to encourage relationships between classmates and exploration of who belongs to what family pictures. To highlight the different families that are a part of our classroom community. To explore what it means to be a member of a family, and who makes up each family.
Skills: Social skills, visual discrimination, communication, matching.
•Materials: pegs and pegboard, puzzles, and shape and color sorters.
Rationale: To promote fine motor development, shape and color differentiation, and hand-eye coordination for spatial awareness. To continue exploring different transportation vehicles, animals, shapes and colors.
Skills: visual discrimination, fine motor control, social interaction, one to one correspondence, patterning, sorting and turn taking.

Language and Literacy
•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
Rationale: To promote phonological awareness, introduce new topics related to curriculum areas, and expand students' vocabulary in unfamiliar topics.
Skills: Listening, speaking, phonological awareness, vocabulary expansion.

Blocks
•Materials: Hollow, foam, cardboard blocks, visuals of homes and buildings and pictures of our own homes.
Rationale: To support mathematical skills, social interaction, and collaborative building. To stimulate the construction of houses with possible incorporation of construction vehicles and/or people dolls nearby including the mini-blocks with the children's pictures. To explore the similarities and differences in the appearances of our houses and how they are built of various materials.
Skills: Communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts, compare and contrast, and symbolic representation.

Large Motor
•Materials: Indoors - Basket hoop with bean bags, climbing equipment, monkey bars, stairs, slide, and seesaw. Outside - Gardening bed with fruit and vegetables, rakes, shovels, brooms, buckets, trikes, wheel barrels, wooden playhouse, picnic table, and teeter totter and natural materials such as tall grass, stumps, plants, and trees,.
Rationale: To promote social interaction, experiment with how our bodies move, and support basic skills such as jumping, climbing, balance, coordination, and upper and lower body development. To promote social interaction, cooperative play and role play.
Skills: Perceptual Motor Skills (spatial, temporal, directional, and body awareness), and physical fitness (cardio vascular endurance, muscular strength and endurance, flexibility, and agility), taking turns, negotiating, communication and social skills.

Large group
•Materials: name and hello songs, books, items to highlight particular curriculum areas, and demonstration of activities.
Rationale: To promote a sense of community and an increased sense of familiarity and security for the children. To familiarize the children with each other's names, promote awareness of a variety of languages spoken at home, and introduce some curriculum themes that will continue to develop this week.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.

Music
•Materials: Piano, song lists, music sheets, scarves, egg shakers and music demo from the piano.
Rationale: To incorporate songs that the children might be more familiar with in order to help them feel more comfortable in the classroom. To promote exploration of sound, volume, rhythm and social interaction. To hear music (the different tempos, volumes, feeling associated with the
song) and respond with various body movements and scarves to interpret the music. To use other musical instruments to add to the musical experience.
Skills: turn taking, mathematical concepts such as beats and patterns, body awareness, large and fine motor abilities, social interactions, and the ability to hear differences in songs and music.

Snacks:
Tuesday: Class made smoothie and pretzels
Friday: Oven Fries

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Weekly Lesson Plan: Week of October 14, 2013

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Lauren Lead Teaching
October 14 - 17 , 2013


Overview: This week we will contnue our in-depth exploration of the themes of sinking and floating, faces, and feelings. We will continue to build awareness and allow time for the children to explore these topics this week, adding materials based on these themes. Corks and stones will continue to be available at the water table to facilitate sinking and floating experiences, with additional items being added throughout the week. In other areas of the classroom materials that support exploration of specific facial features are added as the children develop deeper understanding of the parts of faces and the vocabulary associated with them. Finally, our exploration of the concepts related to feelings are woven throughout our curriculum this week, as songs and books are included in our group experiences as well as the children's play. This emphasis on feelings also emerges in the naturally occuring inter-personal interactions that we see as the children play together, make friends, and solve problems. It's going to be a busy week.


Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage, markers, crayons, colored pencils, scissors, mirrors, pencils and fine-tip markers. Clay: pizza cutters, spatulas, dried clay bowls to use as models.

Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to observe characteristics about our own faces and bodies, and to foster social relationships as children observe and work together with their peers. To build on previous experiences (i.e. eating or making pizza) and share ideas and experience with peers and teachers. To offer examples of a familiar medium (clay) to extend creativity and encourage experimentation.

Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, self awareness/recognition

Sensory (water table)

Materials: Water with miscellaneous containers for scooping and pouring, corks and stones. As the week progresses various items will be added to the table so the children can continue testing items to see if they will sink or float.

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts. To practice making hypotheses and predictions, and to follow through by testing and recording the results of an experiment. The new materials at the sensory table will be part of a sinking and floating exploration this week and next week, setting up an opportunity to experiment and record findings.

Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, sharing materials, hand-eye coordination, knowledge of conservation, introductory measurement concepts, cause and effect relationships, properties of materials in water, such as sinking and floating.

Science

Materials: mirrors, magnifying glasses, clipboards, mismatched and up-close pictures of children's faces in computer slideshow.
Rationale: to support children's curiosity about themselves and others. To create sense of identity related to personal preference. Using pictures of the children's faces will draw attention to, and build awareness of, similarities and differences between self and others while engaging in beginning concepts of comparing and contrasting. Mismatched or close-up pictures will also draw attention to individual features.

Skills: observation, scientific investigation and inquiry, making comparisons, emotion identification, hypothesizing, developing curiosity, drawing connections, developing identity.

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes, and the babies that were in the nook last week; the nook will contain the light table and tangram pieces to create faces on the surface. One cave contains stuffed woodland animals in a woodland scene with pictures of animal faces on the walls. Doll house with furniture and dolls is also available near cave area.

Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props. To foster care-taking role-play and allow for the discussion of emotions and feelings. To build awareness of faces and support active, hands-on reflection of what faces look like.

Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, cognitive flexibility, use of expressive and receptive language.


Math and Manipulatives

Materials: puzzles, seriation stacker, bristle blocks, pegs and peg board, nesting cups, balance scale.

Rationale: to encourage children to work with open-ended materials where they can develop understanding of size, shape, quantity, numerals and, now, relative weight. To provide opportunities for independent, parallel, and cooperative work.

Skills: color recognition, shape recognition, seriating (i.e. stacking largest to smallest), one-to-one correspondence, counting, fine motor development, geometrical awareness, comparison, weight.


Language and Literacy

Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors.
Rationale: to foster experiences with the alphabetic principle. To give children the opportunity to create their own stories, writings, and correspondence. Children's pictures are available to support interpersonal communication and the process of note and letter writing.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language.

Materials: the library has books that might be familiar to the children on topics about homes, school, families, and friendship, the topics of faces and feelings and, new this week, boats!

Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport. To build awareness and offer new information related to topics important to children such as boats, faces, and emotions.

Skills: receptive language, phonological awareness, early literacy, listening, community building, awareness of emotions, vocabulary building, concept development.


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent blocks, peg people, wooden cars, carpet scraps for road building, and wooden train materials.

Rationale: to support children's creativity and problem solving skills, to develop mathematical skills/awareness of geometry, and to allow for opportunities for social interaction as children collaborate and build together, to support imaginative and creative exploration. Due to interest in vehicles, train materials have been added to support train building and increase focus on small block building which involves fine motor skills.

Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), fine motor skills.


Large Motor

Materials: gym--Rocking boats, wall mounted ladders, monkey bars, mat and bolster climbing station, steps and slide.

Rationale: a slightly different gym setup fosters turn-taking as well as confidence in large motor abilities.

Skills: Risk taking, climbing, coordination, upper body strength, depth perception, balance, jumping and landing, propulsion skills, balance.

Materials: playground--shovels, buckets, bikes, and wagons

Rationale: to support basic motor skills, and to promote social interaction and role play as children dig, haul, run, and pedal

Skills: upper and lower body development, physical fitness, coordination, and perceptual motor skills (spatial, temporal, directional, and body awareness)


Snacks
Monday: Oven fries
Wedensday: Apples and Pretzels
Thursday: Trail Mix

Weekly Lesson Plan: Week of October 14, 2013

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Lauren Lead Teaching
October 14 - 17 , 2013


Overview: This week we will contnue our in-depth exploration of the themes of sinking and floating, faces, and feelings. We will continue to build awareness and allow time for the children to explore these topics this week, adding materials based on these themes. Corks and stones will continue to be available at the water table to facilitate sinking and floating experiences, with additional items being added throughout the week. In other areas of the classroom materials that support exploration of specific facial features are added as the children develop deeper understanding of the parts of faces and the vocabulary associated with them. Finally, our exploration of the concepts related to feelings are woven throughout our curriculum this week, as songs and books are included in our group experiences as well as the children's play. This emphasis on feelings also emerges in the naturally occuring inter-personal interactions that we see as the children play together, make friends, and solve problems. It's going to be a busy week.


Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage, markers, crayons, colored pencils, scissors, mirrors, pencils and fine-tip markers. Clay: pizza cutters, spatulas, dried clay bowls to use as models.

Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to observe characteristics about our own faces and bodies, and to foster social relationships as children observe and work together with their peers. To build on previous experiences (i.e. eating or making pizza) and share ideas and experience with peers and teachers. To offer examples of a familiar medium (clay) to extend creativity and encourage experimentation.

Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, self awareness/recognition

Sensory (water table)

Materials: Water with miscellaneous containers for scooping and pouring, corks and stones. As the week progresses various items will be added to the table so the children can continue testing items to see if they will sink or float.

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts. To practice making hypotheses and predictions, and to follow through by testing and recording the results of an experiment. The new materials at the sensory table will be part of a sinking and floating exploration this week and next week, setting up an opportunity to experiment and record findings.

Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, sharing materials, hand-eye coordination, knowledge of conservation, introductory measurement concepts, cause and effect relationships, properties of materials in water, such as sinking and floating.

Science

Materials: mirrors, magnifying glasses, clipboards, mismatched and up-close pictures of children's faces in computer slideshow.
Rationale: to support children's curiosity about themselves and others. To create sense of identity related to personal preference. Using pictures of the children's faces will draw attention to, and build awareness of, similarities and differences between self and others while engaging in beginning concepts of comparing and contrasting. Mismatched or close-up pictures will also draw attention to individual features.

Skills: observation, scientific investigation and inquiry, making comparisons, emotion identification, hypothesizing, developing curiosity, drawing connections, developing identity.

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes, and the babies that were in the nook last week; the nook will contain the light table and tangram pieces to create faces on the surface. One cave contains stuffed woodland animals in a woodland scene with pictures of animal faces on the walls. Doll house with furniture and dolls is also available near cave area.

Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props. To foster care-taking role-play and allow for the discussion of emotions and feelings. To build awareness of faces and support active, hands-on reflection of what faces look like.

Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, cognitive flexibility, use of expressive and receptive language.


Math and Manipulatives

Materials: puzzles, seriation stacker, bristle blocks, pegs and peg board, nesting cups, balance scale.

Rationale: to encourage children to work with open-ended materials where they can develop understanding of size, shape, quantity, numerals and, now, relative weight. To provide opportunities for independent, parallel, and cooperative work.

Skills: color recognition, shape recognition, seriating (i.e. stacking largest to smallest), one-to-one correspondence, counting, fine motor development, geometrical awareness, comparison, weight.


Language and Literacy

Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors.
Rationale: to foster experiences with the alphabetic principle. To give children the opportunity to create their own stories, writings, and correspondence. Children's pictures are available to support interpersonal communication and the process of note and letter writing.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language.

Materials: the library has books that might be familiar to the children on topics about homes, school, families, and friendship, the topics of faces and feelings and, new this week, boats!

Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport. To build awareness and offer new information related to topics important to children such as boats, faces, and emotions.

Skills: receptive language, phonological awareness, early literacy, listening, community building, awareness of emotions, vocabulary building, concept development.


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent blocks, peg people, wooden cars, carpet scraps for road building, and wooden train materials.

Rationale: to support children's creativity and problem solving skills, to develop mathematical skills/awareness of geometry, and to allow for opportunities for social interaction as children collaborate and build together, to support imaginative and creative exploration. Due to interest in vehicles, train materials have been added to support train building and increase focus on small block building which involves fine motor skills.

Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), fine motor skills.


Large Motor

Materials: gym--Rocking boats, wall mounted ladders, monkey bars, mat and bolster climbing station, steps and slide.

Rationale: a slightly different gym setup fosters turn-taking as well as confidence in large motor abilities.

Skills: Risk taking, climbing, coordination, upper body strength, depth perception, balance, jumping and landing, propulsion skills, balance.

Materials: playground--shovels, buckets, bikes, and wagons

Rationale: to support basic motor skills, and to promote social interaction and role play as children dig, haul, run, and pedal

Skills: upper and lower body development, physical fitness, coordination, and perceptual motor skills (spatial, temporal, directional, and body awareness)


Snacks
Monday: Oven fries
Wedensday: Apples and Pretzels
Thursday: Trail Mix

Weekly Documentation, Oct. 7 - Oct. 11, 2013

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Lesson Plan Oct. 14 - Oct. 18

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Lesson Plan
Marie's Class
October 14th - 18th
Lauren Lead Teaching

Overview
This week the children will have plenty of opportunities for children to continuing exploring and investigating our overarching themes of "fall" and "shapes." Teachers continue to support children's awareness of the changing seasons and help to build concepts of shapes by providing a variety of opportunities for them to observe, explore and investigate the changes occurring around them. This includes a fall walk, flax seeds in the sensory table, adding beautiful fall leaves to the light table, fall clothes in the dramatic play centers, new tools in the science center to explore comparison of size of natural materials, and shape/number manipulatives that will provide opportunities for children to explore new concepts.

Expressive Arts
-Materials: Construction paper, markers, colored pencils, crayons, tape, chalk, staplers, and glue sticks. Table top easels with red, yellow, and blue paint. A variety of circular shaped collage materials.
-Rationale: Teachers want to continue to provide a variety of materials that will inspire expression of ideas and creative design. With that in mind we will keep the variety of loose parts for the children to use as collage materials at the art center. Teachers hope that the materials will continue to provide a unique and engaging way for the children to explore the properties of circles and spheres, even as we begin our exploration of squares.
-Skills: Self-expression, creative risk-taking, understanding of shape, symbolic representation, fine motor development

Sensory
-Materials: Flax seeds, small containers with caps and spouts, as well as various seeds, leaves, acorns, and rocks.

-Rationale: Teachers decided that children's interest was steering away from water, and are adding flax seeds to this area. This element will provide new sensory opportunities for children, as well as promote social interactions, and the sharing of ideas and materials. Adding in natural elements will allow children to explore natural materials and concepts associated with fall in a unique way

-Skills: Experimentation, sensory stimulation and pleasure, fluency with objects, sensory input, knowledge of physical properties

Science
-Materials: New ways to explore objects in our science area will be added, including rulers, tape measures, and a scale. This area will continue to have a variety of natural materials associated with the new fall season, including pumpkins, apples of various sizes, and colorful leaves. This area is still home to Bart Starr the snake and Boxy the turtle, and contains magnifying glasses, paper, and colored pencils to support exploration.

-Rationale: Teachers decided to keep the various fall materials in the science area to continue to provide an opportunity for the children to explore and investigate the changes that come with the new season. Teachers also added tools (rulers, measuring tape, scales) to extend this exploration and provide children with the opportunity to begin comparing and measuring size. Teachers will guide the children's hands-on exploration of the materials provided in the classroom and will help the children think more deeply about the changes they are observing outside by asking them a variety of prompting questions. "What changes do you notice happening outside?" "What happens to the animals that live outside when it gets colder?" Additionally, questions pertaining to comparison in size and measurement will be asked, such as "Which tool do you think we should use to measure weight?" "Which apple do you think is taller or heavier?" "Which ones do you think weigh the same?" and so on.

-Skills: Observation, inquiry, knowledge about the natural world, asking questions, hypothesizing, comparing, descriptive language, reasoning, measuring, weighing, concept of numbers and size

Math and Manipulatives
-Materials: Interlocking puzzles, mirror, Legos, Montessori stacking blocks, Tangrams, and unfix cubes with counters

-Rationale: Teachers are introducing squares in this area of the classroom to support the children's ongoing exploration of shape. Tangrams will further support the exploration of different shapes, prompting children to investigate the properties of shapes , and how they fit together. Unifi cubes with counters will be added to this center to enforce number recognition and to complement the new measurement materials in the science center).

-Skills: Number recognition, one to one correspondence, counting, color and shape recognition, matching, whole/part relationships, fine motor strength, and patterns

Language and Literacy
-Materials: A variety of writing implements, paper, notebooks, and a copy of the alphabet created by the children. Staplers, tape dispensers, scissors. A well-stocked library with books about fall, snakes, and shapes. Red, yellow, orange and brown paper.

-Rationale: The library continues to be a popular place in the classroom. The children enjoy spending time with teachers and one another looking at books and exploring the tools at the writing center. We have added new books that reflect the children's emerging interests and will continue to support the children's exploration of the materials and tools provided.

-Skills: Tool use, letter recognition, prediction and hypothesis, reasoning, listening and receptive abilities, fine motor control, familiarity with symbol systems

Blocks
-Materials: Hollow blocks, unit blocks with small wooden cars, and steering wheels. A variety of construction vehicles, paper, scissors and markers.

-Rationale: To build off the students' interest in vehicles, teachers added steering wheels to the block area. This will help to encourage building vehicles as well as imaginative play in this area. Paper, markers and scissors also provide an opportunity for students to create their own street/traffic/construction signs to complement their large motor play, and will continue to remain in this center.

-Skills: Symbolic representation, creative risk taking, construction skills, dramatic play, problem solving

Dramatic Play
-Materials: New dress up materials such as warm clothes will be added to the dramatic play center, including jackets, sweaters, and boots. The kitchen with dishes, fruits and veggies will remain in this center. The loft contains pillows, stories, felt board and felt board pieces to use for storytelling. There are two small dollhouses with furniture and small dolls representing family members.

-Rationale: Adding new materials (such as cold weather clothes) can extend play when paired with the familiar kitchen objects. Children continue to explore character roles (families, farmers, grocery shoppers). Additionally, children can learn how to prepare for fall and winter (what clothes to wear for the new season). The dramatic play area provides a rich context for social problem solving and peer negotiation, as well as expressing individual feelings and thoughts.

-Skills: Role-play, peer interaction, social problem solving, creating imaginary scenarios

Large Motor
-Materials: Baskets, slide, beanbags, monkey bars, donut hole, stacked mats, bolsters, climbing bars, small beanbags for throwing

-Rationale: To provide opportunities for social interaction during large motor play. To support jumping and throwing skills.

-Skills: Throwing, hand-eye coordination, depth perception, spatial awareness, balance, jumping, upper and lower body strength, cooperative play, core strength


Snack
Monday: Oven fries
Wednesday: Apples and pretzels
Thursday: Trail Mix

Weekly Documentation: Week of October 7, 2013

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Lesson plan 2am
Ayuko's class
Heidi Lead Teaching

Overview: The Children have been settling into our classroom routine and we have been getting to know them better. In order to increase the children's comfort in the classroom, we will have conversations about our families, and look at pictures of their families and the families of their fellow classmates. We hope to extend these conversations by talking about vacations, trips, or traditions, and by supporting family themed dramatic play. We will continue to observe the changing of the seasons and explore fall in our science and art areas. Lastly, we have introduced a dollhouse to our dramatic play area! We hope to build an awareness of homes and what creates a home. We want to explore the idea of different homes, and compare and contrast them to our own homes.

Expressive Arts
•Materials: Wooden paint brushes, paper, and red, orange, and yellow color paints.
Rationale: To continue to explore brush strokes, color mixing and fall colors.
Skills: Fine motor control, observation, and hand-eye coordination.
•Materials: Playdough, cookie cutters of homes and leaves, and natural materials such as leaves, sticks, rocks, etc.
Rationale: To support the children's interest in homes and fall and produce an outlet for creative expression and social interaction.
Skills: Fine motor development (squeezing, poking, and pinching), risk taking, observation, generating ideas, and sensory input.
•Materials: Paper, markers, crayons, bingo markers, stickers, laminated leaves and scissors.
Rationale: To explore the properties of a variety of art materials for different functions, such as leaf rubbings.
Skills: Fine motor control and hand-eye coordination.

Sensory
•Materials: Basters, measuring cups, funnels, large and small jars.
Rationale: To begin experimenting with another tool that holds water. To develop the concept of empty and full, less and more, and in and out. To encourage social awareness as children notice what those across from them are doing with the same materials
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, and fine motor.
•Materials: Mini rain sticks and sparkle sticks.
Rational: To continue to promote experimentation with cause and effect, sound, and how to produce sound.
Skills: Physical coordination, observation, and sensory input.

Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home,
pictures of gourds and pumpkins, and magnifying glasses.
Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children
to share, feel, observe, sort, and compare and become aware of the similarities and
differences of the objects. To begin creating a home-school connection. To support children's mathematical skills of sorting.
Skills: Observation, exploration, record, try out, and comparison, classification, communication.
Materials: light table, natural materials such as different colored leaves, hay, and sticks collected on our nature walk.
Rationale: To explore shape, color, and transparency of the natural materials. To support classification of leaves by color. To explore the properties of transparency and opaque.
Skills: Observation, classification, comparison, and fine motor.

Dramatic Play
•Materials: Large dollhouse with common household furniture, people dolls and household vehicles.
Rationale: To continue to stimulate pretend play and symbolic play with familiar house materials in manipulative form. To foster social interaction and cooperative play.
Skills: Communication, cooperation, turn taking, role play, symbolic representation, and social skills.
•Materials: Familiar household kitchen items, baby items, multiethnic babies, various dress-up clothes, pictures of students' families, and books about families.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play. To promote an awareness of different families, and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family. To foster family themed dramatic play.
Skills: Communication, cooperation, role play, symbolic representation, and social skills.
•Materials: Familiar household kitchen items and dump trucks and cement trucks.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play.
Skills: Communication, cooperation, turn taking, role play, symbolic representation, and social skills.
•Materials: Skirts, capes, scarves, aprons, brief case and a mirror.
Rationale: To support pretend play, body awareness, foster social interactions, and notice similarities and differences amongst each other and help recognize the ability to change appearance with the use of the dress up clothes.
Skills: Role-play, communication, compare and contrast, cooperation, and social skills.

Math and Manipulatives
•Materials: Pictures of the children in 3x5 frames.
Rationale: To continue to encourage relationships between classmates and foster their awareness of each other. Framed pictures of the children will be placed in a visible part of the classroom where they are encouraged to notice them and examine them closer.
Skills: Social skills, turn taking, visual discrimination, communication.
•Materials: peg and pegboard, puzzles, pictures of student's families
Rationale: To promote fine motor development, shape and color differentiation, and hand-eye coordination for spatial awareness. To promote an awareness of different families, and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family.
Skills: visual discrimination, fine motor control, social interaction, one to one correspondence, patterning, turn taking.

Language and Literacy
•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
Rationale: To promote phonological awareness, introduce new topics related to curriculum areas, and expand students' vocabulary in unfamiliar topics.
Skills: Listening, speaking, phonological awareness, vocabulary expansion.

Blocks
*Materials: Hollow, foam, cardboard blocks, visuals of homes and buildings.
Rationale: To support mathematical skills, social interaction, and collaborative building. To stimulate the construction of houses with possible incorporation of construction vehicles and/or people dolls nearby.
Skills: Communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts, symbolic representation.

Large Motor
•Materials: Indoors - Basket hoop, climbing equipment, monkey bars, stairs, slide, and row boats.
Outside - Gardening bed with fruit and vegetables, rakes, shovels, broom, buckets, yellow race cars, wheel barrels, and natural materials such as tall grass, stumps, plants, and trees, wooden house, picnic table, and teeter totter.
Rationale: To promote social interaction, experiment with how our bodies move, and support basic skills such as jumping, climbing, balance, coordination, and upper and lower body development. To promote social interaction and role play.
Skills: Perceptual Motor Skills (spatial, temporal, directional, and body awareness), and physical fitness (cardio vascular endurance, muscular strength and endurance, flexibility, and agility), taking turns, negotiating, social awareness.

Large group
•Materials: name and hello songs, books, highlighting particular curriculum areas, demonstration of activities.
Rationale: To familiarize the children with each other's names, promote awareness of a variety of languages spoken at home, and introduce some curriculum themes that will continue to develop this week.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.

Music
•Materials: Piano, song lists, and music demo from the piano.
Rationale: To incorporate songs that the children might be more familiar with in order to help them feel more comfortable in the classroom. To promote exploration of sound, volume, rhythm and social interaction. To hear music (the different tempos, volumes, feeling associated with the
song) and respond with various body movements and scarves to interpret the music.
Skills: turn taking, mathematical concepts such as beats and patterns, body awareness, large and fine motor abilities, social interactions, and the ability to hear differences in songs and music.

Snack:

Tuesday: Rice chex and apples
Friday: prezles and fresh apple cider

Lesson plan 3am
Ayuko's class
Heidi Lead Teaching

Overview: The Children have been settling into our classroom routine, and we have been getting to know them better. In order to increase the children's comfort in the classroom, we will have conversations about our families, and look at pictures of their families and the families of their fellow classmates. We hope to extend these conversations by talking about vacations, trips, or traditions, and by supporting family themed dramatic play. We also took some time this week to observe the changing weather on our nature walk. We will continue to observe the changing of the seasons and explore fall in our science and art areas. Lastly, we have introduced a dollhouse to our dramatic play area! We hope to build an awareness of homes and what creates a home. We want to explore the idea of different homes, and compare and contrast them to our own homes.

Expressive Arts
•Materials: Wooden paint brushes, paper, and red, orange, and yellow color paints.
Rationale: To continue to explore brush strokes, color mixing and fall colors.
Skills: Fine motor control, observation, and hand-eye coordination.
•Materials: Playdough, cookie cutters of homes and leaves, and natural materials such as leaves, sticks, rocks, etc.
Rationale: To support the children's interest in homes and fall and produce an outlet for creative expression and social interaction.
Skills: Fine motor development (squeezing, poking, and pinching), risk taking, observation, generating ideas, and sensory input.
•Materials: Paper, markers, crayons, bingo markers, stickers, laminated leaves and scissors.
Rationale: To explore the properties of a variety of art materials for different functions, such as leaf rubbings.
Skills: Fine motor control and hand-eye coordination.

Sensory
•Materials: Basters, measuring cups, funnels, large and small jars.
Rationale: To begin experimenting with another tool that holds water. To develop the concept of empty and full, less and more, and in and out. To encourage social awareness as children notice what those across from them are doing with the same materials
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, and fine motor.
•Materials: Mini rain sticks and sparkle sticks.
Rational: To continue to promote experimentation with cause and effect, sound, and how to produce sound.
Skills: Physical coordination, observation, and sensory input.

Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home,
pictures of gourds and pumpkins, and magnifying glasses.
Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children
to share, feel, observe, sort, and compare and become aware of the similarities and
differences of the objects. To begin creating a home-school connection. To support children's mathematical skills of sorting.
Skills: Observation, exploration, record, try out, and comparison, classification, communication.
Materials: light table, natural materials such as different colored leaves, hay, and sticks collected on our nature walk.
Rationale: To explore shape, color, and transparency of the natural materials. To support classification of leaves by color. To explore the properties of transparency and opaque.
Skills: Observation, classification, comparison, and fine motor.

Dramatic Play
•Materials: Large dollhouse with common household furniture, people dolls and household vehicles.
Rationale: To continue to stimulate pretend play and symbolic play with familiar house materials in manipulative form. To foster social interaction and cooperative play.
Skills: Communication, cooperation, turn taking, role play, symbolic representation, and social skills.
•Materials: Familiar household kitchen items, baby items, multiethnic babies, various dress-up clothes, pictures of students' families, and books about families.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play. To promote an awareness of different families, and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family. To foster family themed dramatic play.
Skills: Communication, cooperation, role play, symbolic representation, and social skills.
•Materials: Familiar household kitchen items and dump trucks and cement trucks.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play.
Skills: Communication, cooperation, turn taking, role play, symbolic representation, and social skills.
•Materials: Skirts, capes, scarves, aprons, brief case and a mirror.
Rationale: To support pretend play, body awareness, foster social interactions, and notice similarities and differences amongst each other and help recognize the ability to change appearance with the use of the dress up clothes.
Skills: Role-play, communication, compare and contrast, cooperation, and social skills.

Math and Manipulatives
•Materials: Pictures of the children in 3x5 frames.
Rationale: To continue to encourage relationships between classmates and foster their awareness of each other. Framed pictures of the children will be placed in a visible part of the classroom where they are encouraged to notice them and examine them closer.
Skills: Social skills, turn taking, visual discrimination, communication.
•Materials: peg and pegboard, puzzles, pictures of student's families
Rationale: To promote fine motor development, shape and color differentiation, and hand-eye coordination for spatial awareness. To promote an awareness of different families, and the idea of a family unit. To promote a sense of identity as one's self in the context of one's family.
Skills: visual discrimination, fine motor control, social interaction, one to one correspondence, patterning, turn taking.

Language and Literacy
•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
Rationale: To promote phonological awareness, introduce new topics related to curriculum areas, and expand students' vocabulary in unfamiliar topics.
Skills: Listening, speaking, phonological awareness, vocabulary expansion.

Blocks
*Materials: Hollow, foam, cardboard blocks, visuals of homes and buildings.
Rationale: To support mathematical skills, social interaction, and collaborative building. To stimulate the construction of houses with possible incorporation of construction vehicles and/or people dolls nearby.
Skills: Communication, collaboration, large motor, fine motor, expressive creation, mathematical and scientific concepts, symbolic representation.

Large Motor
•Materials: Indoors - Basket hoop, climbing equipment, monkey bars, stairs, slide, and row boats. Outside - Gardening bed with fruit and vegetables, rakes, shovels, broom, buckets, yellow race cars, wheel barrels, and natural materials such as tall grass, stumps, plants, and trees, wooden house, picnic table, and teeter totter.
Rationale: To promote social interaction, experiment with how our bodies move, and support basic skills such as jumping, climbing, balance, coordination, and upper and lower body development. To promote social interaction and role play.
Skills: Perceptual Motor Skills (spatial, temporal, directional, and body awareness), and physical fitness (cardio vascular endurance, muscular strength and endurance, flexibility, and agility), taking turns, negotiating, social awareness.

Large group
•Materials: name and hello songs, books, highlighting particular curriculum areas, demonstration of activities.
Rationale: To familiarize the children with each other's names, promote awareness of a variety of languages spoken at home, and introduce some curriculum themes that will continue to develop this week.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.

Music
•Materials: Piano, song lists, and music demo from the piano.
Rationale: To incorporate songs that the children might be more familiar with in order to help them feel more comfortable in the classroom. To promote exploration of sound, volume, rhythm and social interaction. To hear music (the different tempos, volumes, feeling associated with the
song) and respond with various body movements and scarves to interpret the music.
Skills: turn taking, mathematical concepts such as beats and patterns, body awareness, large and fine motor abilities, social interactions, and the ability to hear differences in songs and music.

Snack:
Monday: Rice pudding
Wednesday: Rice chex and apples
Thursday: prezles and fresh apple cider

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Weekly Lesson Plan for Ross' Class
October 7 - 11, 2013
Lead Teaching This Week: Ali

Overview: This past week has been a turkey-filled one! Every day, the children are coming into class making predictions of whether we will spot the turkeys or not. It is always interesting to hear their rationales ("It's too rainy, they might be hiding on the playground."). This excitement shows no signs of subsiding, so we will continue to explore the possibilities of this topic in the upcoming week through our observations and work at the science table. We will also be diving into the topics of ramp building, colors/rainbows, and our classroom question, "Who am I?" in our daily focus groups.

Expressive Arts (paint, collage, clay)
• Materials: easel - primary colored paints; art table - primary colored water, pipettes, clear mixing trays, various natural and "beautiful" materials for collage (e.g. wood shavings, pinecones, seed pods, cinnamon, etc.), markers, crayons, paper; clay table - clay, supportive tools (rolling pins, mallets, wood knives, pizza cutters, wire)
• Rationale: Last week, the children used the art areas to explore some of the current curriculum topics and ideas: using the excitement of rainbows to inspire specific color mixing at the art table, and using the clay to create turkey nests, homes, and food. As we begin to go deeper into our discussions of turkeys and color/rainbows, these stations will provide opportunities to check in on what the children already know and to build on their growing knowledge.
• Skills: color recognition, creativity, fine-motor strength/coordination, artistic expression, symbolic representation, social skills, imaginative/creative play, collaborative problem solving

Sensory (water table)
• Materials: pitchers, small and large bottles/jugs, small-large funnels, funnel stand, vinyl gutter ramps, rubber ducks
• Rationale: The addition of the vinyl gutters and rubber ducks has helped ramp building take off at the water table. The structure of the ramps is often very delicate, so children must use collaborative problem solving skills to rebuild and maintain their ramps. Given the teamwork mentality often necessary at the table, the children will continue to perform turn-taking and negotiation skills as they measure, pour, and predict which rubber duck will take the plunge down the ramp first.
• Skills: enhancing existing social connections/friendships, large/fine motor, hand-eye coordination, math concepts including spatial awareness/measurement/counting/comparing-contrasting

Science
• Materials: picture board with our class pictures, large mirrors, black markers, paper, computer (with the "Our class pictures" slideshow scrolling across the screen), books about turkeys, turkey feathers, magnifying glasses, turkey observation/information book (class contributions)
• Rationale: After our turkey walk, the children continued to express interest in all things turkey. Bringing this topic into the science area will allow the children to begin asking questions about the anatomy, habitat, and overall lifestyle of turkeys through ongoing observations, note-taking, and discussions. Drawing comparisons and differences between turkeys and other animals (including humans) will allow the children to make connections to nature and their own lives.
• Skills: scientific awareness building and investigation skills, observation skills, strengthening home-to-school connection, foster sense of school/classroom community, foster growing sense of self/autonomy

Dramatic Play (including the "Nook" and the cave)
• Materials: "house" furniture (e.g. stove, fridge, sink, and cupboard), plates, pretend food, shoes, fabric, stuffed animals, baby-dolls and care supplies (these are in the Nook), stuffed animals and habitat materials
• Rationale: Storylines of families (everything from cats and dogs to people) have been the overwhelming favorite this past week. As the children settle into daily routines and develop stronger connections with other children, their storylines become more complex and pick up where they left off the following day. The seeds of truly rich play have been sown.
• Skills: imaginative/creative play, symbolic representation, fostering social relationships

Math and Manipulatives
• Materials: various seriated pegboards, nesting cups, puzzles, colored animal sorting set
• Rationale: The collection of challenging puzzles and activities continue to bring children to the math table. Adding different animals to the colored animal sorting set will bring in a new element/characteristic for the children to consider, making it more complex.
• Skills: color recognition, seriation (i.e. stacking highest to lowest), patterning, counting, one-to-one correspondence, sorting, opportunities for collaborative problem solving

Language and Literacy
• Materials: pencils, markers, paper, envelopes, staplers, tape, Classmate Picture Drawer
• Rationale: Our investigation of the question "Who am I?" will carry over to the literature center this week. We will begin to compile an "Our Class" book which we will add to throughout the year. Our first mission will be to document all of the children's and teacher's favorite foods. This will allow for continued social connections as children learn about their classmates.
• Skills: pre-/early-literacy skills, letter recognition, introduction to storytelling, fine-motor coordination/endurance (as children hand muscles grow stronger with holding writing utensils)

Blocks
• Materials: Multi-shaped unit blocks, ramps, large hollow blocks, marbles, marble works connector set (may be added later in the week)
• Rationale: The children are exploring more complicated ramp designs by combining ideas with other children. The excitement of the marbles rolling down the ramps reflects the growing excitement of ramp building at the water table. We will continue to support reflection and hypothesizing in these areas.
• Skills: large-/fine-motor skills, concepts of balance and gravity, problem solving skills (trial and error), hypothesis creating and testing

Large Motor
• Materials: in the GYM: slide and stair climber, jumping station (bolster/uneven walk to padded donut landing zone), climbing wall, monkey bars, beanbag throwing area, long crawling tube
on the PLAYGROUND: climber, slides, swings, shovels/rakes, and buckets
• Rationale: Our "turkey walk" field trip and participation in the research team's activity this past week prevented us from having our normal gym time each day. We're sure the children will enjoy getting into the gym every morning this upcoming week. The children have become more familiar with the spaces and each other - bringing more dramatic play to large motor time and giving context to the equipment. Our time outdoors has given the children opportunities to adventure the expanse of the playground while revisiting or sparking new friendships. Not to mention, the playground is a great place for our continued turkey research!
• Skills: large-motor strength/coordination/endurance, eye-to-hand and eye-to-foot coordination, body in motion (i.e. jumping and sliding), cardiovascular strength, depth perception, turn taking, social skills

Special Interest (cooking projects, field trips, visitors, etc.)
- Barb will lead large group on Monday, bringing a very special guest! We're looking forward to meeting her new friend, as well as having her join our classroom.
- PAC meeting Monday night from 7-8.30p. Hope you can make it!
- Keep sending in your child's favorite food pictures. Please remember to email them to Ross and he'll print them at school.

Snack
Monday - Apple slices & crackers
Tuesday - Rice pudding
Wednesday - Pretzels & fresh apple cider
Thursday - Rice crisp cereal & raisins
Friday- Applesauce & crackers
*All snacks served with milk/water unless noted*

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Overview
We have more community building activities planned that continue to highlight individuals and also bring children together to do something as a classroom community, such as our original classroom alphabet display, where many children are contributing their own depiction of a letter. We also will continue to focus on seasonal change, as the signs of Fall become more and more evident. This week we will continue to utilize the abundance of fall harvest through observation and exploration at our science table, sensory table, and on the playground. On Monday we will cook a batch of pumpkin muffins, as a class, using the pumpkin that the children cleaned and baked last week. The children have been very engaged in acting out familiar stories such as The Three Little Pigs and The Billy Goats Gruff. This storytelling has been incorporated into their block play, play in the gym, as well as on the playground. We will continue to support creative means of storytelling such as art and dramatic play.

Expressive Arts
-Materials: thin paint brushes, mirrors, pumpkins, nails, alphabet beads
-Rationale: To promote representational creativity, to provide materials that will inspire looking at the self and finding novel means of self-expression. Specifically, we hope to inspire children to continue studying themselves in mirrors and to then use paints to create self-portraits. This will continue to promote community-building by highlighting similarities and between children's expression of themselves. The thin brushes at the easels will allow for control and detail in the children's work. Additionally, we will use the pumpkin to create bead art with alphabet beads. We have noticed that the children seem interested in their own names, and we hope to help them find new ways of expressing this through the pumpkin bead art. Beads of their choice will be added to nails before being pounded into the outside of the pumpkin.
-Skills: fine motor development, representational creativity, self-expression

Sensory Table
-Materials: water, cups, pitchers, bottles, funnels, and containers with lids, apricot seeds, acorns, rocks.
-Rationale: Many children continue to show interest in the water table and using the materials in the water. Additionally, we have noticed the children seem interested in the natural materials on the science table, so we decided to utilize a few natural materials in the water table.
-Skills: Placing these familiar materials (acorns, rocks, etc.) in the water table continues to support the concept of conservation, logical reasoning and hypothesizing by providing the children with new problems and phenomena in a familiar setting.

Science
-Materials: magnifying lenses, a book about vegetables, apples, pumpkin, gourds, assorted vegetables, sunflower w/seeds, Boxy the turtle, and Bart the python.
-Rationale: Children will continue to explore the natural materials, informing their ideas about Fall and the harvest season. They will be able to explore the insides and outsides of various items and start to formulate theories about seeds and growing patterns. Boxy and Bart will continue to be a focus of conversations since children are highly interested in them and their habits, such as eating.
-Skills: observing, sorting, hypothesizing, asking questions, and logical reasoning.

Math and Manipulatives
-Materials: color/shape sorter, color/shape bingo, light table, found circle materials
-Rationale: We are continuing to sort and classify by shape and color in order to practice recognition and labeling. Our emphasis is currently circles. This thoughtful concentration will help us to work through each stage of the learning cycle (awareness, exploration, inquiry, utilization) before we move on to a new shape. Additionally, we have noticed the children's recent interest in the light table. To encourage continued investigation, we will add found circle shapes previously used for collages and sheer fabric to explore the wonder of color, shape, light, and shadow.
-Skills: Color and shape recognition, matching, one to one correspondence and whole/part relationships, fine motor development

Dramatic Play and Blocks
-Materials: Three Billy Goats Gruff book, furry dress-up fabrics and hollow blocks. In the dollhouse will be a Goldilocks doll and three bear figures along with the Goldilocks and the Three Bears storybook. The unit block area and dramatic play cave will have The Three Little Pigs book with a variety of natural building materials such as sticks, wood, and marble tiles.
-Rationale: To encourage pretend play that is related to the theme or structure of the corresponding storybook. In both the dramatic play and doll house areas, character roles and story lines will be promoted by comparing play to the storybooks.
-Skills: Role-play, pretend-play, peer-interaction, creating imaginary scenarios, comparing and contrasting, construction skills, communication, and collaboration.

Literacy/Language
-Materials: storybooks such as: One, Rainbow Fish, and various versions of The Three Little Pigs, class representation of the letters of the alphabet on display at the writing table, felt boards and story pieces in the loft.
-Rationale: To encourage and expand the children's love of reading, we will continue to use books as a way to tie the classroom curriculum together and to emphasize classroom community. Additionally, children will practice novel ways to tell familiar stories through felt boards in order to practice their understanding of story structure and telling. Finally, having a class representation of the alphabet, which the children are already highly interested in, will allow the children to continue their exploration and expression of written language.
-Skills: Receptive and expressive language, listening and story structure.

Large Motor/Playground
-Materials: Gym-baskets, slide, beanbags, monkey bars, donut hole, stacked mats, bolsters, climbing bars, small beanbags for throwing. Playground-Climber, garden, natural areas for exploration
-Rationale: To provide opportunities for social interaction during large motor play. In the gym the equipment is set up to support of jumping and throwing skills. On the playground we are encouraging the children to explore the gardens to observe the plants that have vegetables ready to harvest. The children have also been very interested in the milkweed plants that have gone to seed. We are facilitating conversation and wonder about seed travel.
-Skills: Throwing, hand-eye coordination, depth perception, spatial awareness, balance, jumping, upper and lower body strength, cooperative play, core strength, observation and inquiry of natural phenomena

Snack
Monday - Pumpkin muffins
Tuesday - Rice pudding
Wednesday - Pretzels & fresh apple cider
Thursday - Corn chex & raisins
Friday- Apple slices & crackers

Weekly Plan: Elizabeth's Class-Week of October 7, 2013

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Tina Lead Teaching
October 7 - 10 , 2013


Overview: A few common themes have emerged in the children's play and have been selected by the teachers as topics for our upcoming curriculum: sinking and floating, faces, and feelings. We will be addressing the children's awareness of these topics this week, adding materials based on these themes. Corks and stones will be added to the water table to facilitate sinking and floating experiences. Pictures of different human emotions will be hung on the wall near the dolls and books about feelings will be added to the bookshelves. Pictures of animal faces will be hung on the walls of the animal cave and books about human and animal faces and facial features will be added to bookshelves as well. Additionally, transportation themes have been a focus of play in the block area, so wooden train materials will be added this week. Several children have also become interested in modeling their clay creations after some clay pieces made by children in previous years, so we will be adding some more clay pieces for the children to use as inspiration.


Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage, markers, crayons, colored pencils, scissors, hinged mirrors, pencils and fine-tip markers. Clay: pizza cutters, spatulas, dried clay cups to use as models.

Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to observe characteristics about our own faces and bodies, and to foster social relationships as children observe and work together with their peers. To build on previous experiences (i.e. eating or making pizza) and share ideas and experience with peers and teachers. To offer examples of a familiar medium (clay) to extend creativity and encourage experimentation.

Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, self awareness/recognition

Sensory (water table)

Materials: Water with miscellaneous containers for scooping and pouring, corks and stones.

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts. To highlight a new concept related to water: buoyancy.

Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, sharing materials, hand-eye coordination, knowledge of conservation, introductory measurement concepts, cause and effect relationships, properties of materials in water, such as sinking and floating.

Science

Materials: mirrors, magnifying glasses, clipboards, pictures of children's favorite foods in computer slideshow.
Rationale: to support children's curiosity about themselves and others. To create sense of identity related to personal preference. To build awareness of similarities and differences between self and others while engaging in beginning concepts of comparing and contrasting.

Skills: observation, scientific investigation and inquiry, making comparisons, emotion identification, hypothesizing, developing curiosity, drawing connections, developing identity.

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; the nook is set as bedroom with "beds," baby dolls, and baby-care items. One cave contains stuffed woodland animals in a woodland scene with pictures of animal faces on the walls.. Doll house with furniture and dolls is also available near cave area.

Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props. To build awareness of animal faces.

Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language.


Math and Manipulatives

Materials: new puzzles, seriation stacker, bristle blocks, pegs and peg board, nesting cups.

Rationale: to encourage children to work with open-ended materials where they can develop understanding of size, shape, quantity, and numerals. To provide opportunities for both independent, parallel, and cooperative work. More challenging puzzles have been included to support shape and color recognition and geometrical awareness.


Skills: color recognition, shape recognition, seriating (i.e. stacking largest to smallest), one-to-one correspondence, counting, fine motor development, geometrical awareness.

Language and Literacy

Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors.
Rationale: to foster experiences with the alphabetic principle. To give children the opportunity to create their own stories, writings, and correspondence.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language.

Materials: the library has books that might be familiar to the children on topics about homes, school, families, and friendship, and new this week, the topics of faces and feelings.

Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport. To build awareness and offer new information related to topics important to children.

Skills: receptive language, phonological awareness, early literacy, listening, community building, awareness of emotions, vocabulary building, concept development.


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent blocks, peg people, wooden cars, carpet scraps for road building, and new this week: wooden train materials.

Rationale: to support children's creativity and problem solving skills, to develop mathematical skills/awareness of geometry, and to allow for opportunities for social interaction as children collaborate and build together, to support imaginative and creative exploration. Due to interest in vehicles, train materials are added this week to support train building and increase focus on small block building which involves fine motor skills.

Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), fine motor skills.


Large Motor

Materials: gym--Rocking boats, wall mounted ladders, monkey bars, mat and bolster climbing station, steps and slide.

Rationale: a slightly different gym setup fosters turn-taking as well as confidence in large motor abilities.

Skills: Risk taking, climbing, coordination, upper body strength, depth perception, balance, jumping and landing, propulsion skills, balance.

Materials: playground--shovels, buckets, bikes, and wagons

Rationale: to support basic motor skills, and to promote social interaction and role play as children dig, haul, run, and pedal

Skills: upper and lower body development, physical fitness, coordination, and perceptual motor skills (spatial, temporal, directional, and body awareness)


Snacks

Monday: Apples and Pretzels

Wednesday: Popcorn and Fresh Apple Cider

Thursday: Corn Chex and Craisins

Weekly Plan: Elizabeth's Class-Week of October 7, 2013

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Team Teaching
October 7 - 10 , 2013


Overview: A few common themes have emerged in the children's play and have been selected by the teachers as topics for our upcoming curriculum: sinking and floating, faces, and feelings. We will be addressing the children's awareness of these topics this week, adding materials based on these themes. Corks and stones will be added to the water table to facilitate sinking and floating experiences. Pictures of different human emotions will be hung on the wall near the dolls and books about feelings will be added to the bookshelves. Pictures of animal faces will be hung on the walls of the animal cave and books about human and animal faces and facial features will be added to bookshelves as well. Additionally, transportation themes have been a focus of play in the block area, so wooden train materials will be added this week. Several children have also become interested in modeling their clay creations after some clay pieces made by children in previous years, so we will be adding some more clay pieces for the children to use as inspiration.


Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage, markers, crayons, colored pencils, scissors, hinged mirrors, pencils and fine-tip markers. Clay: pizza cutters, spatulas, dried clay cups to use as models.

Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to observe characteristics about our own faces and bodies, and to foster social relationships as children observe and work together with their peers. To build on previous experiences (i.e. eating or making pizza) and share ideas and experience with peers and teachers. To offer examples of a familiar medium (clay) to extend creativity and encourage experimentation.

Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, self awareness/recognition

Sensory (water table)

Materials: Water with miscellaneous containers for scooping and pouring, corks and stones.

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts. To highlight a new concept related to water: buoyancy.

Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, sharing materials, hand-eye coordination, knowledge of conservation, introductory measurement concepts, cause and effect relationships, properties of materials in water, such as sinking and floating.

Science

Materials: mirrors, magnifying glasses, clipboards, pictures of children's favorite foods in computer slideshow.
Rationale: to support children's curiosity about themselves and others. To create sense of identity related to personal preference. To build awareness of similarities and differences between self and others while engaging in beginning concepts of comparing and contrasting.

Skills: observation, scientific investigation and inquiry, making comparisons, emotion identification, hypothesizing, developing curiosity, drawing connections, developing identity.

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; the nook is set as bedroom with "beds," baby dolls, and baby-care items. One cave contains stuffed woodland animals in a woodland scene with pictures of animal faces on the walls.. Doll house with furniture and dolls is also available near cave area.

Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props. To build awareness of animal faces.

Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language.


Math and Manipulatives

Materials: new puzzles, seriation stacker, bristle blocks, pegs and peg board, nesting cups.

Rationale: to encourage children to work with open-ended materials where they can develop understanding of size, shape, quantity, and numerals. To provide opportunities for both independent, parallel, and cooperative work. More challenging puzzles have been included to support shape and color recognition and geometrical awareness.


Skills: color recognition, shape recognition, seriating (i.e. stacking largest to smallest), one-to-one correspondence, counting, fine motor development, geometrical awareness.

Language and Literacy

Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors.
Rationale: to foster experiences with the alphabetic principle. To give children the opportunity to create their own stories, writings, and correspondence.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language.

Materials: the library has books that might be familiar to the children on topics about homes, school, families, and friendship, and new this week, the topics of faces and feelings.

Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport. To build awareness and offer new information related to topics important to children.

Skills: receptive language, phonological awareness, early literacy, listening, community building, awareness of emotions, vocabulary building, concept development.


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent blocks, peg people, wooden cars, carpet scraps for road building, and new this week: wooden train materials.

Rationale: to support children's creativity and problem solving skills, to develop mathematical skills/awareness of geometry, and to allow for opportunities for social interaction as children collaborate and build together, to support imaginative and creative exploration. Due to interest in vehicles, train materials are added this week to support train building and increase focus on small block building which involves fine motor skills.

Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), fine motor skills.


Large Motor

Materials: gym--Rocking boats, wall mounted ladders, monkey bars, mat and bolster climbing station, steps and slide.

Rationale: a slightly different gym setup fosters turn-taking as well as confidence in large motor abilities.

Skills: Risk taking, climbing, coordination, upper body strength, depth perception, balance, jumping and landing, propulsion skills, balance.

Materials: playground--shovels, buckets, bikes, and wagons

Rationale: to support basic motor skills, and to promote social interaction and role play as children dig, haul, run, and pedal

Skills: upper and lower body development, physical fitness, coordination, and perceptual motor skills (spatial, temporal, directional, and body awareness)


Snacks

Monday: Apples and Pretzels

Wednesday: Popcorn and Fresh Apple Cider

Thursday: Corn Chex and Craisins

Weekly Plan: Elizabeth's Class-Week of October 7, 2013

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Team Teaching
October 7 - 10 , 2013


Overview: A few common themes have emerged in the children's play and have been selected by the teachers as topics for our upcoming curriculum: sinking and floating, faces, and feelings. We will be addressing the children's awareness of these topics this week, adding materials based on these themes. Corks and stones will be added to the water table to facilitate sinking and floating experiences. Pictures of different human emotions will be hung on the wall near the dolls and books about feelings will be added to the bookshelves. Pictures of animal faces will be hung on the walls of the animal cave and books about human and animal faces and facial features will be added to bookshelves as well. Additionally, transportation themes have been a focus of play in the block area, so wooden train materials will be added this week. Several children have also become interested in modeling their clay creations after some clay pieces made by children in previous years, so we will be adding some more clay pieces for the children to use as inspiration.


Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage, markers, crayons, colored pencils, scissors, hinged mirrors, pencils and fine-tip markers. Clay: pizza cutters, spatulas, dried clay cups to use as models.

Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to observe characteristics about our own faces and bodies, and to foster social relationships as children observe and work together with their peers. To build on previous experiences (i.e. eating or making pizza) and share ideas and experience with peers and teachers. To offer examples of a familiar medium (clay) to extend creativity and encourage experimentation.

Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, self awareness/recognition

Sensory (water table)

Materials: Water with miscellaneous containers for scooping and pouring, corks and stones.

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts. To highlight a new concept related to water: buoyancy.

Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, sharing materials, hand-eye coordination, knowledge of conservation, introductory measurement concepts, cause and effect relationships, properties of materials in water, such as sinking and floating.

Science

Materials: mirrors, magnifying glasses, clipboards, pictures of children's favorite foods in computer slideshow.
Rationale: to support children's curiosity about themselves and others. To create sense of identity related to personal preference. To build awareness of similarities and differences between self and others while engaging in beginning concepts of comparing and contrasting.

Skills: observation, scientific investigation and inquiry, making comparisons, emotion identification, hypothesizing, developing curiosity, drawing connections, developing identity.

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; the nook is set as bedroom with "beds," baby dolls, and baby-care items. One cave contains stuffed woodland animals in a woodland scene with pictures of animal faces on the walls.. Doll house with furniture and dolls is also available near cave area.

Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props. To build awareness of animal faces.

Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language.


Math and Manipulatives

Materials: new puzzles, seriation stacker, bristle blocks, pegs and peg board, nesting cups.

Rationale: to encourage children to work with open-ended materials where they can develop understanding of size, shape, quantity, and numerals. To provide opportunities for both independent, parallel, and cooperative work. More challenging puzzles have been included to support shape and color recognition and geometrical awareness.


Skills: color recognition, shape recognition, seriating (i.e. stacking largest to smallest), one-to-one correspondence, counting, fine motor development, geometrical awareness.

Language and Literacy

Materials: the writing center has a variety of writing utensils, paper, envelopes, staplers, tape, scissors.
Rationale: to foster experiences with the alphabetic principle. To give children the opportunity to create their own stories, writings, and correspondence.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language.

Materials: the library has books that might be familiar to the children on topics about homes, school, families, and friendship, and new this week, the topics of faces and feelings.

Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport. To build awareness and offer new information related to topics important to children.

Skills: receptive language, phonological awareness, early literacy, listening, community building, awareness of emotions, vocabulary building, concept development.


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent blocks, peg people, wooden cars, carpet scraps for road building, and new this week: wooden train materials.

Rationale: to support children's creativity and problem solving skills, to develop mathematical skills/awareness of geometry, and to allow for opportunities for social interaction as children collaborate and build together, to support imaginative and creative exploration. Due to interest in vehicles, train materials are added this week to support train building and increase focus on small block building which involves fine motor skills.

Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), fine motor skills.


Large Motor

Materials: gym--Rocking boats, wall mounted ladders, monkey bars, mat and bolster climbing station, steps and slide.

Rationale: a slightly different gym setup fosters turn-taking as well as confidence in large motor abilities.

Skills: Risk taking, climbing, coordination, upper body strength, depth perception, balance, jumping and landing, propulsion skills, balance.

Materials: playground--shovels, buckets, bikes, and wagons

Rationale: to support basic motor skills, and to promote social interaction and role play as children dig, haul, run, and pedal

Skills: upper and lower body development, physical fitness, coordination, and perceptual motor skills (spatial, temporal, directional, and body awareness)


Snacks

Monday: Apples and Pretzels

Wednesday: Popcorn and Fresh Apple Cider

Thursday: Corn Chex and Craisins

Weekly Documentation, Sept. 30 - Oct. 4, 2013

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Weekly Documentation: Week of September 30, 2013

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