November 2013 Archives

Week 10 Documentation.jpg
Documentation Dramatic Play Week of Nov 18.jpg
Week11 Documentation.jpg
Documentation Dramatic Play Week of Nov 24.jpg

Small Group Documentation: November 27, 2013

| No Comments

Transportsmgrpwk5-1.jpg
Transportsmgrpwk5-2.jpg

Weekly Documentation: November 18, 25, 27 - 2013

| No Comments

ViolinDoc-1.jpg
ViolinDoc-2.jpg
____________________________________________________________________
TracingPortrait-1.jpg
TracingPortrait-2.jpg
______________________________________________________________________
Geo-Board11-25&27.jpg
__________________________________________________________________
PaperMachemasks-1.jpg
_________________________________________________________________
YogaDoc1.jpg
_________________________________________________________________
FarmDoc11-25.jpg

sensory1118nikki.jpg
large motor1118leah.jpg
art1121marissa.jpg

drama1111nikki.jpg
art1111leah.jpg
largegroup1114marissa.jpg

drama1111nikki.jpg
art1111leah.jpg
largegroup1114marissa.jpg

weeklydoc 11-11thru15-13 art (leaf collage) .jpg

---------------------------------------------------------------------------------------------

weeklydoc 11-11thru15-13 science.jpg

-------------------------------------------------------------------------------------------

weeklydoc nov-11thru15-13 ramps.jpg

FALL Lesson Plan 11-18-13 (2wk)

| No Comments

autumn-wind.jpg


Weekly Lesson Plan for Ross' Class

November 18-29, 2013

Lead Teaching This Week: Emily

Overview: The colder weather last week got the children excited for winter to come! Getting ready to go outside will give the children more time to learn self-help skills like zipping jackets and pulling on boots. With the colder weather, please remember to send a winter jacket, hats, gloves or mittens, as well as snow pants and boots for especially chilly days. To draw the last couple days of fall into our classroom, the children will be able to admire leaf collages hanging in the windows that were created last week as well as create paint colors to match the remaining leaves at the art table. The next two weeks will be used to culminate small groups by completing final projects--and the children are very excited to share what they have been learning with the rest of the class!

Expressive Arts (paint, collage, clay)

• Materials: easel - mixed paints from the art table, paintbrushes, paper; art table - white, black, and primary colored paints, mixing trays, paintbrushes, Montessori color tiles, paper, water cups for rinsing brushes; clay table - clay, supportive tools (rolling pins, mallets, wood knives, pizza cutters, wire), colored glass gems, seashells
• Rationale: Last week we worked on creating lighter and darker shades of the colors of the rainbow, and will continue to mix these colors at the art table in order to replace the primary colors at the easel. One child recently used paints she thoughtfully mixed to paint a leaf from the science table, making sure to get all the details! We will encourage more children to do similar activities. As for the clay table, the children have been exposed to a variety of tools and had time to explore with the clay itself. Adding glass gems and seashells will help them extend their stories and representational creations.
• Skills: color recognition, creativity, fine-motor strength/coordination, artistic expression, symbolic representation, social skills, imaginative/creative play, prediction

Sensory (water table)

• Materials: pitchers, plastic containers, colored glass gems, rocks, corks, ping-pong balls, plastic toy boats, found pieces of plastic, rubber vehicles, natural materials (leaves, sticks, etc.)
• Rationale: Sinking and floating experiments took place every day last week. At large group the children helped a teacher count how many glass gems it would take to sink a toy boat. The children will have a chance to discover more about why certain objects sink and other objects float, starting to look at the "why" certain items float while others sink.
• Skills: large/fine motor, hand-eye coordination, math concepts including spatial awareness/counting/comparing-contrasting/observation, prediction, creativity

Science

• Materials: magnifying glasses, leaves, paper, black pens, clipboards, computer, books about animals in winter
• Rationale: Most of the leaves the children brought into the classroom have been pressed and will be hanging in the classroom windows this week. Since the trees are almost empty of their leaves we will be able to continue pressing leaves. However, there are also less frequent sightings of other animals around the school, so the focus of the science table will move to wintering habits of animals other than birds. We will read about where animals go for the colder months and how they prepare to stay warm and search the Internet for pictures of homes for animals that stick around for winter.)
• Skills: scientific awareness building and investigation skills, observation skills, foster sense of school/classroom community

Dramatic Play (and the cave)

• Materials: "house" furniture (e.g. stove, fridge, sink, and cupboard), peg people, wooden cars, plates, pretend food, animal print fabrics, habitat materials, baby-dolls and care supplies, string and paper, wood chips, small hand baskets
• Rationale: Recently, the peg people and wooden cars were moved to the dollhouse so the children could discover new ways to play with them. The stuffed animals in the middle cave will be removed to make the space available for more pretend play. The dramatic play area recently transformed into a place for the children to "Trick or Treat" using various small objects from the classroom. Extra hand baskets will allow the children to move around more freely and carry these objects efficiently.
• Skills: imaginative/creative play, symbolic representation, fostering social relationships

Math and Manipulatives

• Materials: bug matching game, puzzles, colored animal sorting set, scale, glass gems, ping-pong balls, rocks, sunflower seeds, light table, colored plastic shapes
• Rationale: A number puzzle has helped some children develop their number recognition skills along with one-to-one correspondence. Using the smaller objects provided, teachers will facilitate games of matching weight and number on each side of the scale to continue development of these skills.
• Skills: patterning (with plastic shapes at the light table), counting, one-to-one correspondence, sorting, opportunities for collaborative problem solving, prediction, number and number recognition

Language and Literacy

• Materials: pencils, markers, paper, envelopes, staplers, tape, Classmate Picture Drawer, sandpaper letters

• Rationale: We recently said goodbye to the dancers who joined our large group on Mondays, and some children are still working on writing thank you notes to them. An increased interest in name-writing has resulted from signing these notes, and the children will work with teachers to continue practicing how to write their names.
• 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, small wooden bowling pins, paper and markers for creating maps and plans, traction pads 

• Rationale: Imaginations have been running wild with many successful outcomes, such as delivery vehicles and tiger cages. Some children are especially interested in mapping out their constructions with the writing materials, which will stay in the block area this week. We hope to recreate some of these creations using the blueprints.
• Skills: large-/fine-motor skills, concepts of balance and gravity, problem solving skills (trial and error), hypothesis creating and testing, planning, pre-/early-literacy skills, imaginative/creative play

Large Motor

• Materials: GYM: monkey bars with rope swings, bumpy slide, Pedalo, A-frame bridge with ladder bridge;
PLAYGROUND: climber, slides, swings, shovels/rakes, buckets, tricycles, wagons, cones

• Rationale: Gym time has been filled with energy and big movements. The children especially enjoy playing a game called "Museum Guard" where they become "statues" standing very still when the "guard" turns to make sure the museum is safe. We will have limited gym time this week, but we hope to get outside to the playground earlier to make up for it. Our playground has disappeared beneath another layer of leaves and the children have enjoyed jumping into fresh leaf piles. Another leaf-raking party is in the works! Teachers will also work with the children to beautify our two stick houses by clearing out some clutter and rearrange the sticks to make them more stable and secure.
• 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, balance, turn taking, social skills

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

- Small groups are starting to wrap up this week - be sure to talk with your child about their small group project!
- Please continue to send in leaves to add to our class leaf collage and pictures of animals that live around your home to add to the "Who Am I?" book.
- A reminder that there is no school Wednesday, Thursday, or Friday of this week, as well as Thursday and Friday of next week.
- Our playground is currently covered in leaves--again! We would like to invite you to join us for another leaf raking party on Tuesday, November 19th. This one is a bit more informal, as it's just our class, but we hope you can come!
- Michonne (Augie's mom) and Sheila will be facilitating a cooking project on Tuesday the 26th, making vegetable soup with the children!

Snack

November 18-22 November 25-29
Monday - 
Pasta & red sauce Monday - Pretzels
Tuesday - 
Crackers & raisins Tuesday - Vegetable Soup
Wednesday - No school Wednesday -
Chex & apple slices
Thursday - No school
 Thursday - No school
Friday - No school Friday - No school

* All snacks served with milk and water unless noted *

documentationnov15.jpg
Week 9.jpg

uDocumentation Corn Week of Nov 11.jpg
Nov 11. 2013 art.jpg

Classroom Plan for November 18-December 2, 2013

| No Comments
Weekly Lesson Plan November 18-December 2 Elizabeth Lead Teaching

Overview: As we approach our final days of school before winter break, the classroom will support the closing exploration of a number of topics. In order to extend our ongoing investigation of faces and feelings, the children will have the opportunity to change the way they look as they engage in mask-making using paper mache. This will give them a chance to create new or different features and expressions based upon the face and emotions related vocabulary we have discussed over the previous 10 weeks. Additionally, additional memory games are added to our math center to provide ongoing experiences with matching, short-term memory, turn-taking, and other mathematical concepts the children have been practicing this year. Many other areas of the room remain unchanged to help support the self-initiated activities that the children continue to seek out. It will also be a time to talk about and prepare for change as we get ready to say goodbye to our wonderful student teachers and welcome new members to our classroom in January.



Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel with extra cups for paint mixing, paper mache materials for mask-making and paint for decorating, clay (pizza cutters, spatulas), markers,
Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to experiment with a new material while reflecting on appearance and strange facial features.

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 soap for washing classroom materials.

Rationale: to cooperatively work together while exploring a familiar sensory experience. To participate in the pro-social skill of caring for the classroom and classroom materials.

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

Science

Science
•Materials: mirrors, magnifying glasses, a slideshow with the children showing different emotions with their faces, various pictures of animal or other "silly" faces.
•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. To reflect on the emotions of self and others and begin identifying facial expressions connected to certain emotions. To note facial characteristics of non-human faces and compare and contrast them with our own faces.
•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 rings, balance scale, Mr. Potato heads and accessories, felt board with shapes suggestive of faces, boat match-up pictures, Memory Game
•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 incorporate mathematical concepts of matching and spatial reasoning with the social skills involved in play a game with rules.
•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, short term memory, spatial reasoning, turn-taking, persistence.

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, letter puzzles

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. To encourage familiarity with the shape and appearance of letters.

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

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

Large Motor
-Materials: Monkey bar swings, bumpy slide rope climb, A-frame with ladder bridge, uneven mat obstacle course, climbing wall, Pedalo. Outside there are shovels, buckets, bikes, and wagons.
-Rationale: Many changes have been made to the gym this week. The Pedalo was added to promote balance, coordination, lower body strength, and turn taking. The A frame obstacle course is set up as a ladder bridge suspended between the two A-frames, which are connected to a course of bolsters to walk across. A rope has been added to the rolling slide so children can climb up the slide. On the monkey bars we have added ropes for children to practice swinging. These new additions to the gym will provide opportunities to practice skills such as grasping, jumping, balancing, and even upper/lower body strengthening. The wall ladder will remain in the gym for children to practice climbing.
-Skills: Dynamic balance, lower body strength, spatial awareness, turn-taking, jumping and landing, sliding, upper body strength, grasping strength, risk taking, eye-hand/foot coordination, climbing, coordination, and climbing.

Snack

Monday: Popcorn and milk

Monday(11-23): Pasta and milk

Wednesday (11-25): Pretzels and apples

Classroom Plan for November 18-December 2, 2013

| No Comments
Weekly Lesson Plan November 18-December 2 Elizabeth Lead Teaching

Overview: As we approach our final days of school before winter break, the classroom will support the closing exploration of a number of topics. In order to extend our ongoing investigation of faces and feelings, the children will have the opportunity to change the way they look as they engage in mask-making using paper mache. This will give them a chance to create new or different features and expressions based upon the face and emotions related vocabulary we have discussed over the previous 10 weeks. Additionally, additional memory games are added to our math center to provide ongoing experiences with matching, short-term memory, turn-taking, and other mathematical concepts the children have been practicing this year. Many other areas of the room remain unchanged to help support the self-initiated activities that the children continue to seek out. It will also be a time to talk about and prepare for change as we get ready to say goodbye to our wonderful student teachers and welcome new members to our classroom in January.



Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel with extra cups for paint mixing, paper mache materials for mask-making and paint for decorating, clay (pizza cutters, spatulas), markers,
Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, to experiment with a new material while reflecting on appearance and strange facial features.

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 soap for washing classroom materials.

Rationale: to cooperatively work together while exploring a familiar sensory experience. To participate in the pro-social skill of caring for the classroom and classroom materials.

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

Science

Science
•Materials: mirrors, magnifying glasses, a slideshow with the children showing different emotions with their faces, various pictures of animal or other "silly" faces.
•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. To reflect on the emotions of self and others and begin identifying facial expressions connected to certain emotions. To note facial characteristics of non-human faces and compare and contrast them with our own faces.
•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 rings, balance scale, Mr. Potato heads and accessories, felt board with shapes suggestive of faces, boat match-up pictures, Memory Game
•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 incorporate mathematical concepts of matching and spatial reasoning with the social skills involved in play a game with rules.
•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, short term memory, spatial reasoning, turn-taking, persistence.

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, letter puzzles

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. To encourage familiarity with the shape and appearance of letters.

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

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

Large Motor
-Materials: Monkey bar swings, bumpy slide rope climb, A-frame with ladder bridge, uneven mat obstacle course, climbing wall, Pedalo. Outside there are shovels, buckets, bikes, and wagons.
-Rationale: Many changes have been made to the gym this week. The Pedalo was added to promote balance, coordination, lower body strength, and turn taking. The A frame obstacle course is set up as a ladder bridge suspended between the two A-frames, which are connected to a course of bolsters to walk across. A rope has been added to the rolling slide so children can climb up the slide. On the monkey bars we have added ropes for children to practice swinging. These new additions to the gym will provide opportunities to practice skills such as grasping, jumping, balancing, and even upper/lower body strengthening. The wall ladder will remain in the gym for children to practice climbing.
-Skills: Dynamic balance, lower body strength, spatial awareness, turn-taking, jumping and landing, sliding, upper body strength, grasping strength, risk taking, eye-hand/foot coordination, climbing, coordination, and climbing.

Snack

Monday: Popcorn and milk

Monday(11-23): Pasta and milk

Wednesday (11-25): Pretzels and apples

Weekly Plan Nov. 18 - Dec. 2, 2013

| No Comments

Marie's Class
November 18 - December 2
Marie Lead Teaching

Overview

It's hard to believe that this session is already drawing to a close! While our last day of classes isn't until December 2, we only have 4 days of school left over the course of the next three weeks. We will be wrapping up our dicsussions of fall and bringing our investigation of shapes to a close with the exploration of triangles. Children will be finishing up small group sessions and sharing what they have learned with the rest of the class. Color mixing experiements and explorations of hibernation and migration are ongoing and will be present in our classroom when children return to school, providing a curriculum bridge between the two halves of our school year. Our lesson plan will remain the same for the last few weeks as a way to provide some consistency during our choppy schedule.

Expressive Arts


-Materials: Construction paper, markers, colored pencils, crayons, tape, staplers, and glue sticks. Large beads and pipe cleaners have been added to the art table to begin beading. Red, yellow and blue watercolors will continue to be on the water table. Water colors for color mixing will be added to the arts area and light table.
-Rationale: Color mixing will continue to be a focus of discussion and experimentation at the light table. There the children have been provided with the primary colors red, yellow, and blue. Teachers will facilitate the children's awareness and interest in color mixing by asking guiding questions that encourage the children to notice the changes that are taking place. "Where did green come from? We don't have any green paint out!" "I want to paint a purple picture, but we don't have any purple paint. Can anyone help me solve this problem?" etc.
-Skills: Self-expression, cognitive flexibility, creative risk-taking, fine motor development, and color awareness.

Science

-Materials: Natural materials will continue to be in the science area (furs, feathers, acorns, antlers) these items along with magnifying glasses, paper, and color pencils promote the exploration of these new materials. The videos of animals in their natural habitat will continue to be shown in this area. A matching activity will be added where children are asked to match an animal to its habitat. Seriation materials will be continue to be provided for the children to work on sorting objects by size (smallest to biggest). The science area will continue to be home to Bart Starr the snake and Boxy the turtle
-Rationale: At the science center, teachers are focusing on animals and how they prepare for the winter. By providing the live videos children will be able to see real animals and make observations and predictions about what they need to do to prepare for winter. The new matching activities will ask children to think about what type of habitat each animal would live in.
-Skills: Inquiry, knowledge about the natural world, asking questions, observations, descriptive language, reasoning, note taking, and reasoning.

Sensory


-Materials: Sand, sticks, rocks, small diggers, tiles, sand molds, and trucks.
-Rationale: The sand table will continue to be a space for the children to explore construction, building, and the properties of sand. Teachers hope that the addition of tiles and sand molds will add another layer of complexity to the children's constructions.
-Skills: Experimentation, sensory stimulation, fine motor, sensory input, knowledge of physical properties, and motor manipulation.

Math and Manipulatives

-Materials: Interlocking puzzles, mirror, Legos, large wooden beads with shoelaces, and lacing cards with string.
-Rationale: Wooden beads are provided for the children to work on hand eye coordination and will support the beading being introduced at the art table. The Duplos have been swapped for Legos; these new builders will help children develop fine motor skills in an engaging way.
-Skills: 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 for the children to record their stories. Staplers, tape dispensers, scissors. A library filled with books about winter, shapes, the ocean, hibernation, colors, and adaptations of familiar stories.
-Rationale: Teachers have been adding new books to support the interests of children in the classroom. This week we have added books about winter, hibernation, and the ocean! Familiar stories continue to be available to support story telling of the children. Paper and writing tools are to support beginning writing and drawing practice.
-Skills: Tool use, letter recognition, familiarity with letter sounds, beginning writing, prediction and hypothesis, reasoning, listening and receptive abilities.

Blocks


-Materials: Hollow blocks, unit blocks with small wooden cars, and steering wheels. Open-ended fabrics and a cardboard door.
-Rationale: The children continue to find new and creative ways to use the blocks and fabric. The door has been added to support the building of houses and structures, which have been very popular in our classroom.
-Skills: Peer negotiation, spatial reasoning, symbolic representation, storytelling, creative risk taking, and problem solving.

Dramatic Play


-Materials: The puppet show "stage," puppets, and open ended fabrics have replaced the kitchen area. Construction paper, markers, glue, popsicle sticks, and scissors, have been added to the space under the loft to encourage puppet-creating. In the loft there are felt boards and felt story pieces that represent familiar stories. Open ended materials; wood, cardboard, and carpet pieces that coordinate with familiar stories that we have around our classroom. There are two small dollhouses that have wooden furniture and dolls.
-Rationale: The puppet stage and puppets have been moved to provide more space for the children to plan and perform shows. Loose fabric and open-ended materials help extend dramatic play scenarios with the puppet theater and in the block area. Puppet creating materials have been moved down from the loft so that creating puppets can be facilitated by teachers. Children can use provided puppets or created puppets to engage in familiar stories.
-Skills: Role-play, perspective taking, social problem solving, working memory, cognitive flexibility, cooperation, and creative risk-taking.

Large Motor

-Materials: Monkey bar swings, bumpy slide rope climb, A-frame with ladder bridge, uneven mat obstacle course, climbing wall, Pedalo. Outside there are shovels, buckets, bikes, and wagons.
-Rationale: Many changes have been made to the gym this week. The Pedalo was added to promote balance, coordination, lower body strength, and turn taking. The A frame obstacle course is set up as a ladder bridge suspended between the two A-frames, which are connected to a course of bolsters to walk across. A rope has been added to the rolling slide so children can climb up the slide. On the monkey bars we have added ropes for children to practice swinging. These new additions to the gym will provide opportunities to practice skills such as grasping, jumping, balancing, and even upper/lower body strengthening. The wall ladder will remain in the gym for children to practice climbing.
-Skills: Dynamic balance, lower body strength, spatial awareness, turn-taking, jumping and landing, sliding, upper body strength, grasping strength, risk taking, eye-hand/foot coordination, climbing, coordination, and climbing.

Snack

Monday - Nov. 18 - Popcorn and milk

Monday - Nov.25 - Pretzels and apples
Wednesday - Nov.27 - Pasta and milk

Monday - Dec.2 - Party snack surprise!

Small Group Projects: November 13 & 14, 2013

| No Comments

CookingToolsWeek4-1.jpg
cookingToolsWeek4-2.jpg
CookingToolsWeek4-3.jpg
________________________________________________________________
SFSweek4-1.jpg
SFSweek4-2.jpg
_______________________________________________________________
TransportationGroupwk4-1.jpg
TransportationGroupWk4-2.jpg

Weekly Docmunetations Nov. 11 - Nov. 15, 2013

| No Comments

Light mix 1.JPG
Light mix 2.JPG
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
PuppetPuppetLolo.JPG
PuppetPuppetLolo2.JPG
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Newoneone.jpg
Newonetwo.jpg

Weekly Documentation: Week of November 11, 2013

| No Comments

BoatMatching:memory1.jpg
______________________________________________________________________
BrittanyBlocks11-1.jpg
____________________________________________________________________
Smoothies11-13-1.jpgSmoothies11-13-2.jpg

weeklydoc 11-4thru8-13 lrg grp (bodydrawings).jpg

------------------------------------------------------------------------------------------------

weeklydoc 11-4thru11-8-13 art (favorite color mixing).jpg

-----------------------------------------------------------------------------------------------

weeklydoc 11-4thru11-8-13 cooking (pumpkin seeds).jpg

Movement114leah.jpg
Largemotor114nikki.jpg
sci118marissa.jpg

Overview

We made some additional modifications to the arrangement of the room in order create more space for the children's dominant play themes. In order to emphasize and expand our puppet theater and storytelling, the puppet theater and materials have replaced the dramatic play kitchen. In order to promote and better facilitate paper puppet making, those materials have been moved under the loft for greater access and closer proximity to the puppet theater. This will allow teachers to help guide children's thinking while creating their puppet characters to act out various stories. Name writing strips have been added to the writing table in order to scaffold children's alphabet knowledge as well as letter and name writing. The class will also continue to expand their ideas and knowledge regarding seasonal change as we build homes and habitats for woodland animals out of clay, match animals to their homes at the science table, and observe live footage of animal behavior in their habitats on the computer.

Expressive Arts


-Materials: Clay, plastic woodland animals, cardstock, construction paper, tape, popsicle sticks, toilet paper rolls, found objects, watercolor paint, brushes, paper.
-Rationale: Children will continue to explore the clay and will apply their knowledge of animal homes by creating clay homes for the various animal figurines. Paper projects continue to be of great interest in the classroom so we added found objects to expand the creation of the children's increasingly complex three dimensional paper sculptures. The paper puppet making materials have been moved under the loft in order to allow greater access, facilitation by teachers and close proximity to the puppet theater. The light table will continue to be used for watercolor painting as many children have displayed interest in this activity.
-Skills: fine motor development, creative problem solving, eye-hand coordination, representational creativity, self-expression, divergent thinking and functional representation.

Sensory Table


-Materials: Moist sand, containers, buckets, scoops, shovels and hand rakes.
-Rationale: Children will apply their skills of scooping, sifting, filling containers and exploration of new sensory materials to moist sand. Children will be able to apply their knowledge of building structures to the moist sand as it will keep its form when compacted in various containers.
-Skills: sensory awareness, creative thinking, spatial awareness, large motor, fine motor and construction skills.

Science


-Materials: animal pelts, acorns, antlers, feathers, the computer, animal home matching activity, paper and colored pencils, Boxy the box turtle, and Bart the python. 

-Rationale: Children will continue to learn about what animals do to prepare for seasonal change. This will continue to build awareness of hibernation and animal homes. For children who are more familiar with the concepts of hibernation and migration, a matching game is provided in which the children match the animal to their home. The computer will still be used to show videos of various animals' homes, food collecting habits, and sleeping habits as colder temperatures set in. Children will be given the opportunity to represent their observations of the live footage or items on the science table with paper, colored pencils and clay.
-Skills: learning about natural science, information gathering, observation, representation, matching, critical thinking and inquiry.

Math and Manipulatives


-Materials: Assortment of Lego pieces, people and platforms, puzzles, shoe strings with large wooden beads and alphabet beads, and lacing cards.
-Rationale: To encourage greater interest in beading, small alphabet beads will be added. In order to facilitate more complex Lego building, Lego people and platforms have been added for inspiration.
-Skills: Hand-eye coordination, spatial relationships, whole/part relationships, fine motor skills, and small-scale constructive play.

Dramatic Play and Blocks


-Materials: Baby dolls, baby bed, baby accessories, cardboard boxes, and various fabrics.
-Rationale: To promote dramatic play and interest in the baby dolls, baby accessories and furniture will be added to the classroom. Cardboard boxes will continue to be available to children as they combine them with their hollow block structures to act out imaginative stories. Fabrics will continue to be available to facilitate character development or to contribute to their structures during dramatic play.
-Skills: Role-play, pretend-play, peer-interaction, creating imaginary scenarios, construction skills, communication, negotiation and collaboration, and care taking.

Literacy/Language


-Materials: Animal puppets, puppet theater stage, our classroom community book, paper and writing utensils available in the classroom, simple multi page paper books, model name strips with child's picture and blank paper strips.
-Rationale: The new puppets and puppet theater will replace the kitchen area in order to provide more space and attention for utilizing these materials in meaningful ways. Children will continue to create increasingly longer stories with the multi page books in the writing center and will be encouraged to write/draw stories that they act out in dramatic play. In order to support writing, children's names will be written on paper strips with their picture. Blank paper strips of the same size will be provided to encourage name writing and letter consistency.
-Skills: Receptive and expressive language, cooperation, negotiation, creative thinking, divergent thinking, creative representation, alphabetic knowledge, letter consistency and fine motor skills.

Large Motor
-Materials: Monkey bar swings, bumpy slide rope climb, A-frame with ladder bridge, uneven mat obstacle course, climbing wall, Pedalo. Outside there are shovels, buckets, bikes, and wagons.
-Rationale: Many changes have been made to the gym this week. The Pedalo was added to promote balance, coordination, lower body strength, and turn taking. The A frame obstacle course is set up as a ladder bridge suspended between the two A-frames, which are connected to a course of bolsters to walk across. A rope has been added to the rolling slide so children can climb up the slide. On the monkey bars we have added ropes for children to practice swinging. These new additions to the gym will provide opportunities to practice skills such as grasping, jumping, balancing, and even upper/lower body strengthening. The wall ladder will remain in the gym for children to practice climbing. On the playground we will continue to promote meaningful play through process skills facilitated by raking, shoveling, hauling and unloading.

-Skills: Dynamic balance, lower body strength, spatial awareness, turn-taking, jumping and landing, sliding, upper body strength, grasping strength, risk taking, eye-hand/foot coordination, climbing, coordination, and climbing.

Snack
Monday - Crackers & craisins
Tuesday - Frozen peas & pretzels
Wednesday - Bananas & milk
Thursday - Bagels & pumpkin butter
Friday- Trail mix


FALL Lesson Plan 11-11-13

| No Comments

day-12.jpg


Weekly Lesson Plan for Ross' Class
November 11th-15th, 2013
Lead Teaching This Week: Michaela

Overview: With picture day and the first snow fall of the year, last week proved to be an exciting one! Children got to meet Steve the photographer and fully enjoyed his jokes and magic tricks. Despite the snowfall, we continued our fall theme by making pumpkin seeds and pumpkin smoothies. In order to further celebrate the changing season, and preserve some fall beauty, we learned how to press leaves last week. This week we will continue to collect and press leaves, using them to create a class leaf collage. We have also started looking at the topic of self-portraits - working on drawing our full bodies/selves at large group. With the awareness of moving our bodies coming from our weekly visits from the dance students, the children are now thinking more intentionally about the parts of their bodies and how that actually looks - as reflected by the drawings they made.

Expressive Arts (paint, collage, clay)
• Materials: easel - primary colored paints; art table - white, black and primary colored paints, mixing trays, paintbrushes, Montessori color tiles, paper, leftover paint from the paint mixing project; clay table - clay, supportive tools (rolling pins, mallets, wood knives, pizza cutters, wire)
• Rationale: Last week we added white and black paint to the color mixing table to allow children to experiment with shades of color again. Some children began making their favorite colors to add to the "Who Am I" book we have been creating as a class. This week we will continue to give children the opportunity to add their page in the book. We will also use the Montessori color tiles to challenge some children to make specific colors using the knowledge they have built with exploring color mixing in past weeks. The teachers have also saved the different shade of paint made by children at the paint mixing table over the past few weeks. We plan on creating a large class painting in order to use up the paint in a meaningful way. Frances will be joining our class to work on some self-portraits at the clay table.
• Skills: color recognition, creativity, fine-motor strength/coordination, artistic expression, symbolic representation, social skills, imaginative/creative play, prediction

Sensory (water table)
• Materials: pitchers, small and large bottles/jugs, gems, rocks, corks, ping-pong balls, plastic boats, wooden planks, tin-foil (for boat making)
• Rationale: Children began exploring the concept of sinking and floating at the water table last week. We will continue our exploration of sinking and floating this week by adding some materials to make our own boats. Teachers will invite children to see how many items it takes to sink a boat, and to notice the differences between objects that sink and objects that float. Teachers will also do some sinking and floating demonstrations at large group using an aquarium, toy boats, and materials with various buoyancies.
• Skills: large/fine motor, hand-eye coordination, math concepts including spatial awareness/counting/comparing-contrasting, prediction

Science
• Materials: Magnifying glasses, leaves, newspaper, books, books about leaves, paper, pencils
• Rationale: With "turkey sightings" becoming less and less frequent, and all the changes that come with the Autumn season, we have decided to transition the science area to a leaf information and pressing center. We talked a little about leaves in the classroom and on field trips but now we will delve deeper into the topic. We have asked children to bring in some leaves from home and school and will press them in the classroom to be used to investigate and to add to our classroom leaf collage. The purpose of pressing them is to prolong the life of the leaves, as leaves that are left to dry on their own become brittle and dull quickly.
• Skills: scientific awareness building and investigation skills, observation skills, strengthening home-to-school connection, foster sense of school/classroom community

Dramatic Play (including the "Nook" and the cave)
• Materials: "house" furniture (e.g. stove, fridge, sink, and cupboard), peg people wooden cars, plates, pretend food, animal print fabrics, stuffed animals, baby-dolls and care supplies, string and paper, stuffed animals and habitat materials
• Rationale: To re-spark some interest in the doll house, the peg people have moved into there to hopefully create some new stories revolving around the child. New furniture and wooden cars will also be added. The animal and reading caves continue to be popular areas and will thus be staying this week. The theme of unicorns is also popular, and will be extended with the addition of string, circle stackers, and paper to make unicorn horns.
• Skills: imaginative/creative play, symbolic representation, fostering social relationships

Math and Manipulatives
• Materials: bug matching game, puzzles, colored animal sorting set, scale, wooden numbers, sunflower seeds.
• Rationale: The addition of sunflower seeds to our math table allowed for some high-number counting last week. Using the wooden numbers from a puzzle, children counted the corresponding number of seeds. On picture day last week, children had the opportunity to play some different games - one being the Bug Matching Game, that became an instant favorite. To further our investigation of sinking and floating, a scale will be added to the math table - allowing the children to use the scale to see if weight is related to whether or not an object sinks or floats.
• Skills: color recognition, seriation (i.e. stacking highest to lowest), patterning, counting, one-to-one correspondence, sorting, opportunities for collaborative problem solving, prediction

Language and Literacy
• Materials: pencils, markers, paper, envelopes, staplers, tape, Classmate Picture Drawer, simple maps
• Rationale: A group of children have been creating maps to use while "driving" their vehicles in the classroom. Some simple maps will begin to be available at the writing table next week in order to support these developing interests and provide models of what a map might look like. We will continue to focus on the Who Am I book as well, with a focus on practicing writing our names.
• 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, paper and markers for creating maps and plans.
• Rationale: The block area was quite busy last week and filled with many different and elaborate stories. Some children continue to build vehicles, and ramps are still popular as well. Writing materials will be added to the area in hopes to extend this type of play to support literacy skills and higher-level thinking.
• Skills: large-/fine-motor skills, concepts of balance and gravity, problem solving skills (trial and error), hypothesis creating and testing, planning, pre-/early-literacy skills

Large Motor
• Materials: GYM: monkey bars with rope swings, bumpy slide, Pedalo, A-frame bridge with ladder bridge
PLAYGROUND: climber, slides, swings, shovels/rakes, and buckets, tricycles, wagons
• Rationale: With no special events planned in the morning this week, children will have the chance to go to the gym every day this week. The addition of new equipment in the gym last Friday proved to be very exciting, and children will continue to have the opportunity to explore the new equipment. The teachers have been trying to get more time on the playground every day, and will continue to work towards this goal this week. We will continue to add to our growing leaf piles and use the balance beam and hay bales to jump into the leaves.
• 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, balance, turn taking, social skills

Special Interest (cooking projects, field trips, visitors, etc.)
- On Monday we will have our last visit from the dancers.
-Ali's small group will be taking a field trip to the Weisman Art Museum to continue their exploration of clay on Wednesday.
- Please continue to send in leaves to add to our class leaf collage and pictures of animals that live around your home to add to the "Who Am I?" book.
- The Oleanna Book Sale is here! Stop into the gym on Thursday and/or Friday to get some great deals on some beautiful books! With all the books in there, our class will not be going to the gym to play those days.

Snack
Monday - Crackers & raisins
Tuesday - Applesauce & pretzels
Wednesday - Bagels & pumpkin butter
Thursday - Frozen peas & Chex
Friday- Trail mix
* All snacks served with milk and water unless noted *

documentationNov8.jpg
Week 8 Documentation.jpg

aDocumentation Light Cave week of Nov 4.jpg
Week of nov. 4th math.jpg

Lesson Plan for Week of November 11
2am
Sara Lead Teaching


Overview:

This past week we have seen the first snowfall of the season and the weather is getting even colder. We will continue to discuss how the weather affects the clothes we wear outside. The main curriculum areas in the classroom will be wrapping up. The children will be encouraged to begin looking at different ways they can apply the knowledge they have learned on the three topics. The end of the term is fast approaching and we will be entering shorter school weeks soon. We will discuss the winter break and other big transitions at the week's end.

Expressive Arts 
 

•Materials: small paint brushes, white 8.5" x 11" paper and green, yellow, pink and blue watercolor paints.

Rationale: To explore a variety of techniques, brush strokes, and color mixing with a different type of paint. Encourage more detailed drawings. To foster fine motor development. 

Skills: Fine motor control, observation, and hand-eye coordination.


*Materials: Tree branch, decorating materials, such as leaves, paint, ribbons, paper, and glue
Rationale: Using the fall natural materials that were studied, observed, and sorted, the children will apply these materials on a large branch they found outside on the playground.
Skills: fine motor control, creativity, try out, experimentation, observation
•Materials: Black paper and chalk.
Rationale: To experiment with chalk and the effects it makes on black paper. To foster fine motor development.
Skills: Fine motor control, exploration, observation, and hand-eye coordination, creativity, expressive art.
•Materials: Cinnamon play dough and cooking tools such as spoons, pans, rolling pins, spatulas, and cookie cutters.
Rationale: To explore the idea of cooking and food with play-dough. To encourage children to create symbolic play with the cooking tools

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


Sensory

•Materials: Corn feed, measuring cups, funnels, scoops, corn mill wheel, and corn husks.


Rationale: To encourage children to explore and experiment with a new sensory material. To promote awareness and exploration of corn.
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, hand-eye coordination and fine motor.

Science

•Materials: A variety of corn husks, maize, and magnifying glasses.

Rationale: To observe and compare the differences of corn husks, maize, and the variety of colors. To encourage children to share, feel, observe, sort, and compare and become aware of the similarities and differences of the variety of corn/maize.
Skills: Observation, exploration, record, try out, and comparison, classification, communication. 

•Materials: Flashlights, overhead projector and found objects of various shapes and sizes.

Rationale: To stimulate the emerging theme of shadows and the concepts of light and dark. To encourage the children to explore the ways different objects can be represented in a different way. To support the skills of observation, prediction, inquiry, analyzing, and problem-solving.

Skills: Observing, inquiry, analytical thinking, problem solving and exploration of scientific concepts.

Dramatic Play


•Materials: Large pieces of cardboard, tape, markers, tools, and additional adhesives and decorative materials as needed.

Rationale: To facilitate the cooperative construction of a house the children can physically enter. To encourage creative expression, collaboration, cooperation, social skills and communication. To support the integration of the 'my home' curriculum with both dramatic and constructive play. To encourage the children to be active members of their learning experiences.

Skills: Communication, cooperation, turn-taking, role play, symbolic representation, social skills, collaboration, creative construction, inquisition, compare and contrast and critical/analytical thinking skills. 

•Materials: Familiar household kitchen items, pictures of students' families, stuffed dogs, cats, fish and pets, fish bowls, animal carriers and beds, feeding bowls, 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: various animal dress up materials such as fur or coats that looks like birds and a mirror.


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

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


•Materials: A variety of wood train cars.
Rationale: To introduce a new vehicle into dramatic play. To support exploration of trains and to follow children's interests. To support pretend play, symbolic play, foster social interaction and cooperative play. To support collaborative play by encouraging children to connect their trains together. 


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

Math and Manipulatives

•Materials: pegs and pegboard, animal and vehicle 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 to explore 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: Street signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
 

Rationale: To discuss the visual of street signs in relation to the word it states. To review topics related to curriculum areas and expand students' vocabulary in unfamiliar topics.


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

Blocks


•Materials: Hollow, foam, cardboard, Velcro and wooden unit blocks, visuals of homes and buildings and pictures of our own homes.

Rationale: To encourage the use of tools with the Velcro blocks (i.e. building, connecting them, and then sawing them apart). To stimulate creative construction of houses using visuals. To stimulate the construction of houses with possible incorporation of construction tools, stuffed animals, 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. 

•Materials: Cardboard box with holes for screws, nuts, bolts and nails and tools such as screwdrivers, hammers and drills. 

Rationale: To stimulate the fine motor skills involved in screwing and pounding. To encourage dramatic play and symbolic representation with building tools. To support collaborative construction, social skills, cooperation, expressive creation, problem-solving and analyzing skills.

Skills: Fine motor skills, symbolic representation, communication, collaboration, expressive creation, problem-solving, analyzing, mathematical and scientific concepts.

Large Motor

-Materials: Monkey bar swings, bumpy slide rope climb, A-frame with ladder bridge, uneven mat obstacle course, climbing wall, Pedalo. Outside - Gardening bed with fruit and vegetables, rakes, shovels, brooms, buckets, yellow cars, traffic signs, wheel barrels, wooden playhouse with dishes, picnic table, small toy plastic animals for the sand, teeter totters and natural materials such as leaves, tall grass, stumps, plants, and trees. 

-Rationale: Many changes have been made to the gym this week. The Pedalo was added to promote balance, coordination, lower body strength, and turn taking. The A frame obstacle course is set up as a ladder bridge suspended between the two A-frames, which are connected to a course of bolsters to walk across. A rope has been added to the rolling slide so children can climb up the slide. On the monkey bars we have added ropes for children to practice swinging. These new additions to the gym will provide opportunities to practice skills such as grasping, jumping, balancing, and even upper/lower body strengthening. The wall ladder will remain in the gym for children to practice climbing.
-Skills: Dynamic balance, lower body strength, spatial awareness, turn-taking, jumping and landing, sliding, upper body strength, grasping strength, risk taking, eye-hand/foot coordination, climbing, coordination, and climbing.

Large group


•Materials: Name and hello songs, continuation of musical instruments, introduction of corn husks and husk dolls, clothing social stories, modeling of proper prevention of sickness, various songs and books.
Rationale: To promote a sense of community, and to continue to promote excitement about various topics such as corn and changing weather. To familiarize the children with musical instruments and curriculum themes that are further developing in the classroom.

Skills: fine and gross 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 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: Triscuit and milk
Friday: Bananas and pretzels

Lesson Plan for Week of November 11
2am
Sara Lead Teaching


Overview:

This past week we have seen the first snowfall of the season and the weather is getting even colder. We will continue to discuss how the weather affects the clothes we wear outside. The main curriculum areas in the classroom will be wrapping up. The children will be encouraged to begin looking at different ways they can apply the knowledge they have learned on the three topics. The end of the term is fast approaching and we will be entering shorter school weeks soon. We will discuss the winter break and other big transitions at the week's end.

Expressive Arts 
 

•Materials: small paint brushes, white 8.5" x 11" paper and green, yellow, pink and blue watercolor paints.

Rationale: To explore a variety of techniques, brush strokes, and color mixing with a different type of paint. Encourage more detailed drawings. To foster fine motor development. 

Skills: Fine motor control, observation, and hand-eye coordination.


*Materials: Tree branch, decorating materials, such as leaves, paint, ribbons, paper, and glue
Rationale: Using the fall natural materials that were studied, observed, and sorted, the children will apply these materials on a large branch they found outside on the playground.
Skills: fine motor control, creativity, try out, experimentation, observation
•Materials: Black paper and chalk.
Rationale: To experiment with chalk and the effects it makes on black paper. To foster fine motor development.
Skills: Fine motor control, exploration, observation, and hand-eye coordination, creativity, expressive art.
•Materials: Cinnamon play dough and cooking tools such as spoons, pans, rolling pins, spatulas, and cookie cutters.
Rationale: To explore the idea of cooking and food with play-dough. To encourage children to create symbolic play with the cooking tools

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


Sensory

•Materials: Corn feed, measuring cups, funnels, scoops, corn mill wheel, and corn husks.


Rationale: To encourage children to explore and experiment with a new sensory material. To promote awareness and exploration of corn.
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, hand-eye coordination and fine motor.

Science

•Materials: A variety of corn husks, maize, and magnifying glasses.

Rationale: To observe and compare the differences of corn husks, maize, and the variety of colors. To encourage children to share, feel, observe, sort, and compare and become aware of the similarities and differences of the variety of corn/maize.
Skills: Observation, exploration, record, try out, and comparison, classification, communication. 

•Materials: Flashlights, overhead projector and found objects of various shapes and sizes.

Rationale: To stimulate the emerging theme of shadows and the concepts of light and dark. To encourage the children to explore the ways different objects can be represented in a different way. To support the skills of observation, prediction, inquiry, analyzing, and problem-solving.

Skills: Observing, inquiry, analytical thinking, problem solving and exploration of scientific concepts.

Dramatic Play


•Materials: Large pieces of cardboard, tape, markers, tools, and additional adhesives and decorative materials as needed.

Rationale: To facilitate the cooperative construction of a house the children can physically enter. To encourage creative expression, collaboration, cooperation, social skills and communication. To support the integration of the 'my home' curriculum with both dramatic and constructive play. To encourage the children to be active members of their learning experiences.

Skills: Communication, cooperation, turn-taking, role play, symbolic representation, social skills, collaboration, creative construction, inquisition, compare and contrast and critical/analytical thinking skills. 

•Materials: Familiar household kitchen items, pictures of students' families, stuffed dogs, cats, fish and pets, fish bowls, animal carriers and beds, feeding bowls, 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: various animal dress up materials such as fur or coats that looks like birds and a mirror.


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

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


•Materials: A variety of wood train cars.
Rationale: To introduce a new vehicle into dramatic play. To support exploration of trains and to follow children's interests. To support pretend play, symbolic play, foster social interaction and cooperative play. To support collaborative play by encouraging children to connect their trains together. 


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

Math and Manipulatives

•Materials: pegs and pegboard, animal and vehicle 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 to explore 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: Street signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
 

Rationale: To discuss the visual of street signs in relation to the word it states. To review topics related to curriculum areas and expand students' vocabulary in unfamiliar topics.


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

Blocks


•Materials: Hollow, foam, cardboard, Velcro and wooden unit blocks, visuals of homes and buildings and pictures of our own homes.

Rationale: To encourage the use of tools with the Velcro blocks (i.e. building, connecting them, and then sawing them apart). To stimulate creative construction of houses using visuals. To stimulate the construction of houses with possible incorporation of construction tools, stuffed animals, 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. 

•Materials: Cardboard box with holes for screws, nuts, bolts and nails and tools such as screwdrivers, hammers and drills. 

Rationale: To stimulate the fine motor skills involved in screwing and pounding. To encourage dramatic play and symbolic representation with building tools. To support collaborative construction, social skills, cooperation, expressive creation, problem-solving and analyzing skills.

Skills: Fine motor skills, symbolic representation, communication, collaboration, expressive creation, problem-solving, analyzing, mathematical and scientific concepts.

Large Motor

-Materials: Monkey bar swings, bumpy slide rope climb, A-frame with ladder bridge, uneven mat obstacle course, climbing wall, Pedalo. Outside - Gardening bed with fruit and vegetables, rakes, shovels, brooms, buckets, yellow cars, traffic signs, wheel barrels, wooden playhouse with dishes, picnic table, small toy plastic animals for the sand, teeter totters and natural materials such as leaves, tall grass, stumps, plants, and trees. 

-Rationale: Many changes have been made to the gym this week. The Pedalo was added to promote balance, coordination, lower body strength, and turn taking. The A frame obstacle course is set up as a ladder bridge suspended between the two A-frames, which are connected to a course of bolsters to walk across. A rope has been added to the rolling slide so children can climb up the slide. On the monkey bars we have added ropes for children to practice swinging. These new additions to the gym will provide opportunities to practice skills such as grasping, jumping, balancing, and even upper/lower body strengthening. The wall ladder will remain in the gym for children to practice climbing.
-Skills: Dynamic balance, lower body strength, spatial awareness, turn-taking, jumping and landing, sliding, upper body strength, grasping strength, risk taking, eye-hand/foot coordination, climbing, coordination, and climbing.

Large group


•Materials: Name and hello songs, continuation of musical instruments, introduction of corn husks and husk dolls, clothing social stories, modeling of proper prevention of sickness, various songs and books.
Rationale: To promote a sense of community, and to continue to promote excitement about various topics such as corn and changing weather. To familiarize the children with musical instruments and curriculum themes that are further developing in the classroom.

Skills: fine and gross 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 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: Triscuit and milk
Friday: Bananas and pretzels

Lesson Plan for Week of November 11 3am
Sara Lead Teaching


Overview:

This past week we have seen the first snowfall of the season and the weather is getting even colder. We will continue to discuss how the weather affects the clothes we wear outside. The main curriculum areas in the classroom will be wrapping up. The children will be encouraged to begin looking at different ways they can apply the knowledge they have learned on the three topics. The end of the term is fast approaching and we will be entering shorter school weeks soon. We will discuss the winter break and other big transitions at the week's end.

Expressive Arts 
 

•Materials: small paint brushes, white 8.5" x 11" paper and green, yellow, pink and blue watercolor paints.

Rationale: To explore a variety of techniques, brush strokes, and color mixing with a different type of paint. Encourage more detailed drawings. To foster fine motor development. 

Skills: Fine motor control, observation, and hand-eye coordination.


*Materials: Tree branch, decorating materials, such as leaves, paint, ribbons, paper, and glue
Rationale: Using the fall natural materials that were studied, observed, and sorted, the children will apply these materials on a large branch they found outside on the playground.
Skills: fine motor control, creativity, try out, experimentation, observation
•Materials: Black paper and chalk.
Rationale: To experiment with chalk and the effects it makes on black paper. To foster fine motor development.
Skills: Fine motor control, exploration, observation, and hand-eye coordination, creativity, expressive art.
•Materials: Cinnamon play dough and cooking tools such as spoons, pans, rolling pins, spatulas, and cookie cutters.
Rationale: To explore the idea of cooking and food with play-dough. To encourage children to create symbolic play with the cooking tools

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


Sensory

•Materials: Corn feed, measuring cups, funnels, scoops, corn mill wheel, and corn husks.


Rationale: To encourage children to explore and experiment with a new sensory material. To promote awareness and exploration of corn.
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, hand-eye coordination and fine motor.

Science

•Materials: A variety of corn husks, maize, and magnifying glasses.

Rationale: To observe and compare the differences of corn husks, maize, and the variety of colors. To encourage children to share, feel, observe, sort, and compare and become aware of the similarities and differences of the variety of corn/maize.
Skills: Observation, exploration, record, try out, and comparison, classification, communication. 

•Materials: Flashlights, overhead projector and found objects of various shapes and sizes.

Rationale: To stimulate the emerging theme of shadows and the concepts of light and dark. To encourage the children to explore the ways different objects can be represented in a different way. To support the skills of observation, prediction, inquiry, analyzing, and problem-solving.

Skills: Observing, inquiry, analytical thinking, problem solving and exploration of scientific concepts.

Dramatic Play


•Materials: Large pieces of cardboard, tape, markers, tools, and additional adhesives and decorative materials as needed.

Rationale: To facilitate the cooperative construction of a house the children can physically enter. To encourage creative expression, collaboration, cooperation, social skills and communication. To support the integration of the 'my home' curriculum with both dramatic and constructive play. To encourage the children to be active members of their learning experiences.

Skills: Communication, cooperation, turn-taking, role play, symbolic representation, social skills, collaboration, creative construction, inquisition, compare and contrast and critical/analytical thinking skills. 

•Materials: Familiar household kitchen items, pictures of students' families, stuffed dogs, cats, fish and pets, fish bowls, animal carriers and beds, feeding bowls, 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: various animal dress up materials such as fur or coats that looks like birds and a mirror.


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

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


•Materials: A variety of wood train cars.
Rationale: To introduce a new vehicle into dramatic play. To support exploration of trains and to follow children's interests. To support pretend play, symbolic play, foster social interaction and cooperative play. To support collaborative play by encouraging children to connect their trains together. 


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

Math and Manipulatives

•Materials: pegs and pegboard, animal and vehicle 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 to explore 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: Street signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
 

Rationale: To discuss the visual of street signs in relation to the word it states. To review topics related to curriculum areas and expand students' vocabulary in unfamiliar topics.


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

Blocks


•Materials: Hollow, foam, cardboard, Velcro and wooden unit blocks, visuals of homes and buildings and pictures of our own homes.

Rationale: To encourage the use of tools with the Velcro blocks (i.e. building, connecting them, and then sawing them apart). To stimulate creative construction of houses using visuals. To stimulate the construction of houses with possible incorporation of construction tools, stuffed animals, 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. 

•Materials: Cardboard box with holes for screws, nuts, bolts and nails and tools such as screwdrivers, hammers and drills. 

Rationale: To stimulate the fine motor skills involved in screwing and pounding. To encourage dramatic play and symbolic representation with building tools. To support collaborative construction, social skills, cooperation, expressive creation, problem-solving and analyzing skills.

Skills: Fine motor skills, symbolic representation, communication, collaboration, expressive creation, problem-solving, analyzing, mathematical and scientific concepts.

Large Motor

-Materials: Monkey bar swings, bumpy slide rope climb, A-frame with ladder bridge, uneven mat obstacle course, climbing wall, Pedalo. Outside - Gardening bed with fruit and vegetables, rakes, shovels, brooms, buckets, yellow cars, traffic signs, wheel barrels, wooden playhouse with dishes, picnic table, small toy plastic animals for the sand, teeter totters and natural materials such as leaves, tall grass, stumps, plants, and trees. 

-Rationale: Many changes have been made to the gym this week. The Pedalo was added to promote balance, coordination, lower body strength, and turn taking. The A frame obstacle course is set up as a ladder bridge suspended between the two A-frames, which are connected to a course of bolsters to walk across. A rope has been added to the rolling slide so children can climb up the slide. On the monkey bars we have added ropes for children to practice swinging. These new additions to the gym will provide opportunities to practice skills such as grasping, jumping, balancing, and even upper/lower body strengthening. The wall ladder will remain in the gym for children to practice climbing.
-Skills: Dynamic balance, lower body strength, spatial awareness, turn-taking, jumping and landing, sliding, upper body strength, grasping strength, risk taking, eye-hand/foot coordination, climbing, coordination, and climbing.

Large group


•Materials: Name and hello songs, continuation of musical instruments, introduction of corn husks and husk dolls, clothing social stories, modeling of proper prevention of sickness, various songs and books.
Rationale: To promote a sense of community, and to continue to promote excitement about various topics such as corn and changing weather. To familiarize the children with musical instruments and curriculum themes that are further developing in the classroom.

Skills: fine and gross 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 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: Triscuit and milk
Wednesday: Bananas and pretzels
Thursday: Bagels and pumpkin butter

Elizabeth's Class Volunteer Opportunities- Fall 2013

| No Comments

READING BOOKS ON THE COUCH 12:45-1:05

Wednesday, November 13:

Thursday, November 14:

Monday, November 18:

Monday, November 25:

Wednesday, November 27:

JOIN US FOR GAMES ON THE PLAYGROUND 2:45-3:10

Thursday, November 14:

Monday, November 18: Nico's Mom

Monday, November 25:

Wednesday, November 27:

Lesson Plan Nov.11 - Nov.15, 2013

| No Comments

Lesson Plan

Marie's Class

November 11th - 15th
Meghan Lead Teaching

Overview

The children continue to be very interested in story telling! Teachers will continue to support this interest by proving children with plenty of opportunities to express themselves creatively and develop their early literacy skills as they explore familiar narratives and create new ones using puppets and props in the dramatic play area. In addition, the changes in the weather (snow!) have led to discussions about ways to keep our bodies warm in the colder temperatures. During the next few weeks we will use these conversations to spark the children's interest in thinking about how animals keep themselves warm and safe during the winter. The materials at the science center and in the dramatic play cave will support the children's exploration of hibernation, migration, and other ways animals adjust to the colder temperatures.

Expressive Arts


-Materials: Construction paper, markers, colored pencils, crayons, tape, staplers, and glue sticks. Large beads and pipe cleaners have been added to the art table to begin beading. Red, yellow and blue watercolors will continue to be on the water table. Water colors for color mixing will be added to the arts area.
-Rationale: This week color mixing will be a focus of discussion and experimentation at the light table. There the children have been provided with the primary colors red, yellow, and blue. Teachers will facilitate the children's awareness and interest in color mixing by asking guiding questions that encourage the children to notice the changes that are taking place. "Where did green come from? We don't have any green paint out!" "I want to paint a purple picture, but we don't have any purple paint. Can anyone help me solve this problem?" etc.
-Skills: Self-expression, cognitive flexibility, creative risk-taking, fine motor development, and color awareness.

Science

-Materials: Natural materials will continue to be in the science area (furs, feathers, acorns, antlers) these items along with magnifying glasses, paper, and color pencils promote the exploration of these new materials. The videos of animals in their natural habitat will continue to be shown in this area. A matching activity will be added where children are asked to match an animal to its habitat. Seriation materials will be continue to be provided for the children to work on sorting objects by size (smallest to biggest). The science area will continue to be home to Bart Starr the snake and Boxy the turtle
-Rationale: This week at the science center, teachers are focusing on animals and how they prepare for the winter. By providing the live videos children will be able to see real animals and make observations and predictions about what they need to do to prepare for winter. The new matching activities will ask children to think about what type of habitat each animal would live in.
-Skills: Inquiry, knowledge about the natural world, asking questions, observations, descriptive language, reasoning, note taking, and reasoning.

Sensory


-Materials: Sand, sticks, rocks, small diggers, tiles, sand molds, and trucks.
-Rationale: The sand table will continue to be a space for the children to explore construction, building, and the properties of sand. Teachers hope that the addition of tiles and sand molds will add another layer of complexity to the children's constructions.
-Skills: Experimentation, sensory stimulation, fine motor, sensory input, knowledge of physical properties, and motor manipulation.

Math and Manipulatives

-Materials: Interlocking puzzles, mirror, Legos, large wooden beads with shoelaces, and lacing cards with string.
-Rationale: Wooden beads are provided for the children to work on hand eye coordination and will support the beading being introduced at the art table. The Duplos have been swapped for Legos; these new builders will help children develop fine motor skills in an engaging way.
-Skills: 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 for the children to record their stories. Staplers, tape dispensers, scissors. A library filled with books about winter, shapes, the ocean, hibernation, colors, and adaptations of familiar stories.
-Rationale: Teachers have been adding new books to support the interests of children in the classroom. This week we have added books about winter, hibernation, and the ocean! Familiar stories continue to be available to support story telling of the children. Paper and writing tools are to support beginning writing and drawing practice.
-Skills: Tool use, letter recognition, familiarity with letter sounds, beginning writing, prediction and hypothesis, reasoning, listening and receptive abilities.

Blocks


-Materials: Hollow blocks, unit blocks with small wooden cars, and steering wheels. Open-ended fabrics and a cardboard door.
-Rationale: The children continue to find new and creative ways to use the blocks and fabric. The door has been added to support the building of houses and structures, which have been very popular in our classroom.
-Skills: Peer negotiation, spatial reasoning, symbolic representation, storytelling, creative risk taking, and problem solving.

Dramatic Play


-Materials: The puppet show "stage," puppets, and open ended fabrics have replaced the kitchen area. Construction paper, markers, glue, popsicle sticks, and scissors, have been added to the space under the loft to encourage puppet-creating. In the loft there are felt boards and felt story pieces that represent familiar stories. Open ended materials; wood, cardboard, and carpet pieces that coordinate with familiar stories that we have around our classroom. There are two small dollhouses that have wooden furniture and dolls.
-Rationale: The puppet stage and puppets have been moved to provide more space for the children to plan and perform shows. Loose fabric and open-ended materials help extend dramatic play scenarios with the puppet theater and in the block area. Puppet creating materials have been moved down from the loft so that creating puppets can be facilitated by teachers. Children can use provided puppets or created puppets to engage in familiar stories.
-Skills: Role-play, perspective taking, social problem solving, working memory, cognitive flexibility, cooperation, and creative risk-taking.

Large Motor

-Materials: Monkey bar swings, bumpy slide rope climb, A-frame with ladder bridge, uneven mat obstacle course, climbing wall, Pedalo. Outside there are shovels, buckets, bikes, and wagons.
-Rationale: Many changes have been made to the gym this week. The Pedalo was added to promote balance, coordination, lower body strength, and turn taking. The A frame obstacle course is set up as a ladder bridge suspended between the two A-frames, which are connected to a course of bolsters to walk across. A rope has been added to the rolling slide so children can climb up the slide. On the monkey bars we have added ropes for children to practice swinging. These new additions to the gym will provide opportunities to practice skills such as grasping, jumping, balancing, and even upper/lower body strengthening. The wall ladder will remain in the gym for children to practice climbing.
-Skills: Dynamic balance, lower body strength, spatial awareness, turn-taking, jumping and landing, sliding, upper body strength, grasping strength, risk taking, eye-hand/foot coordination, climbing, coordination, and climbing.

Snack

Monday- Chex and raisins
Wednesday- Pretzels and hummus
Thursday- Bagels and pumpkin butter

Small Group Projects: November 6 & 7, 2013

| No Comments

TransportationWeek3-1.jpg
TransportationWeek3-2.jpg
____________________________________________________________
SensesGroupweek3-1.jpg
SensesGroupweek3-2.jpg
__________________________________________________________________
CookToolsWk3-1.jpg
CookToolsWk3-2.jpg
CookToolsWk3-3.jpg

Weekly Documentation: Week of November 4, 2013

| No Comments

Facescavengerhunt-1.jpg
Facescavengerhunt-2.jpg
___________________________________________________________________
BoatMatch1.jpg
____________________________________________________________________
IndoorGarden1.jpg
________________________________________________________________
CampingDoc11-1.jpg

____________________________________________________________
EmotionslargeGroup11-4.jpg

Weekly Documentations Nov. 4 - Nov. 8, 2013

| No Comments

Puppet10000.jpg
puppet200000.jpg
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
DandySandy1.JPG
DandySandy2.JPG
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
lolololo1.JPG
lololololololo2.JPG

FALL Lesson Plan 11-4-2013

| No Comments

pumpkins.jpg


Weekly Lesson Plan for Ross' Class

Nov. 4 - 8, 2013

Lead Teaching This Week: Ali

Overview/goals: It is great to see so many friendships forming amongst the children! They are learning important social skills that come with making friendships. Offering valuable learning opportunities throughout the day - with a main focus being negotiation skills. We will continue to facilitate activities that foster social relationships and help equip the children with the tools and words they need - showing the children how to be considerate of one another. As a part of creating a sense of community in the classroom, we have also made an effort for the children to take ownership of the toys in the classroom. By compiling a set of guidelines for "keeping our toys safe," the children have been able to remind themselves and others to be responsible for their actions.

Expressive Arts (paint, collage, clay)
• Materials: art table - red, yellow, blue, white paint for mixing, paper, paintbrushes (various sizes); easel - primary colored paints, left over paint from the art table clay table - clay, supportive tools (rolling pins, wood knives, pizza cutters, wire, loop tools, scrappers)
• Rationale: Last week, the children explored mixing yellow and red paint. By having all of the primary colors plus white available, the children will be able to create a wide range of new colors. Many children bring their mixed paint to the painting easel which has fostered individual and collaborative paintings. New tools added to the clay table may bring some excitement to the area as well as allowing the clay small group to share what they have been learning with the other children.
• 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, glass gems, bottle caps, corks, toy boats
• Rationale: The water table will be a place for the children to continue to explore the concepts of sinking and floating. More materials will be added to aid in the children's investigations. We have also added rubber ducks with numbers on the bottom. We will use number and matching games to pull in a number concept theme.
• Skills: compare/contrast, fine motor, creating hypotheses/testing hypotheses, prediction, eye-hand coordination, number concept, matching

Science
• Materials: computer, turkey feathers, magnifying glasses, paper, black markers, science journals, pencils, turkey observation/information book (class contributions), leaves
• Rationale: As we continue to learn about turkeys in the surrounding environment, we will make connections to the children's home environments. We will discuss the animals we see in our own backyards and discuss how different animals have different habitats. Map making has taken off at the science table - as children make predictions of where the turkeys may have gone.
• Skills: scientific awareness building and investigation skills, observation, foster sense of school/classroom community, perseverance

Math/Manipulatives (including the "Nook" and the caves)
• Materials: at the table - various seriated pegboards, puzzles, colored animal sorting set, seriation sets involving color and size, mirror (as building platform), circle stackers; in the Nook - light table, transparent color blocks, colored shapes and gems (these are in the nook)
• Rationale: We will continue to have color and seriation sets at the table, but will also incorporate number concept and counting activities. We noticed that many children were interested in counting the animal sorting set. The children will also be able to build with the circle stackers at the math table as well. A mirror will be provided as a base to build on, encouraging the children to build with a different perspective in mind - from the bottom up! The light table has seen many visitor in the "Nook" and continues to be a place for children to experiment with stacking, shadows, color, and storytelling.
• Skills: color recognition, patterning, one-to-one correspondence, number concept, creative thinking, enhancing existing relationships, sorting

Language and Literacy
• Materials: pencils, markers, paper, envelopes, staplers, tape, Classmate Picture Drawer, classroom Who Am I book
• Rationale: This week, the children will continue to add their written names into the Who Am I book. We will also be working on drawing self-portraits with Frances, using our classmate pictures as starting points. Frances is working on a presentation on self-portraits, and the children's art will be add to her collection. The self-portraits may also be used in our Who Am I book.
• 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: Animal play themes have been prevalent in the dramatic play area. This week, we will add "fur" and animal-printed fabrics to add to this play. Children are also interested in acting out some of our songs from large group - "Scamper, Scamper" is a favorite! Teacher facilitated activities such as this can pull children into the dramatic play area that may otherwise not.
• 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 block area continues to be a busy place during free time. Clipboards and pencils will be available for children to sketch blueprints of their creations while they are building. This might facilitate more elaborate play themes that span several days. Books about vehicles will be displayed in the block area to encourage adding details to block 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, bumpy slide, 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, hay bales.
• Rationale: We had a lot of drizzly and foggy days this past week which has left our leaf piles soggy. Weather permitting, we'll be able to get jumping again this week. In the mean time, many children have enjoyed running on the hay bale circle out on the playground. With small groups in full swing, we've been making morning gym time a choice. We will continue to play both familiar and new games to get the children engaged.
• 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 Interests
• The dance students will be back on Monday to lead more movement activities with the children -
the children have been very excited to participate in the activities, which allow them to work with new adults.
• Picture Day is on Wednesday (November 6), so we will not have small group that day.
• We will also have our first fire drill this week, we'll note it on the board.
• It's a couple weeks away, but the Oleanna book sale is coming up on November 14-15!
(side note: we will have no gym on those days)

Snack
Monday - Carrots & Celery & triscuit
Tuesday - Applesauce & pretzels
Wednesday - Pomegranate & wheat crackers
Thursday - Rice cakes & craisins
Friday- Popcorn & pumpkin smoothies

Construction small group

| No Comments

smallgrp1 (1)1.jpg
smallgrp1 (1)2.jpg
smallgrp1 (1)3.jpg
smallgrp1 (1)4.jpg
smallgroup2r (1).jpg
smallgroup2r (2).jpg
smallgroup2r (3).jpg
smallgroup3r (1).jpg
smallgroup3r (2).jpg
smallgroup3r (3).jpg
smallgroup4 (1).jpg
smallgroup4 (2).jpg
smallgroup4 (3).jpg
smallgroup5 (1).jpg
smallgroup5 (2).jpg
smallgroup5 (3).jpg
smallgroupfinalr.jpg

Turtle small group

| No Comments

Small Group Documentation 1H.jpg
Small Group Documentation 2H.jpg
Small Group Documentation 3H.jpg
Small Group Documentation 4H.jpg
Small Group Documentation slide 5.jpg
Small Group Documentation slide 6.jpg
Small Group Documentation slide 7.jpg
Small Group Documentation slide 8.jpg
Small Group Documentation slide 9H.jpg
Small Group Documentation (Draft 3) 10.jpg
Small Group Documentation (Draft 3)11.jpg

Caretaking small group

| No Comments

construction 10.28.jpg
Documentation Music week of Oct 28.jpg

Lesson Plan for Week of November 5
2am Ayuko's class 

Katrina Lead Teaching

Overview:

November has begun and the weather is getting ever colder! This week, we will continue to address the changing weather and how this affects our everyday life, including weather wardrobes and proper practices for reducing the spread of common sicknesses this time of the year. The main curriculum areas in the classroom will be expanding within 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 much integration between curriculum areas. We will be consciously expanding the children's fusing and collaborating of different curriculum areas of the classroom in order to elaborate play and skills. At this point in the term the children are becoming more settled into the routine of school and are able to spend more time noticing the various aspects of their environment. The children are increasingly able to identify their teachers and many of their classmates by name and are excited about these new relationships. We will continue to stimulate this awareness of others and name to face recognition by singing and playing games.

Expressive Arts 

•Materials: small paint brushes, white 8.5" x 11" paper, and green, yellow, pink and blue watercolor paints.
Rationale: To explore a variety of techniques, brush strokes, and color mixing with a different type of paint. Encourage more detailed drawings. To foster fine motor development.
Skills: Fine motor control, observation, and hand-eye coordination.

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

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


Sensory
•Materials: Scrub brushes, sponges, measuring cups, funnels, small and large jars, hand mixers, 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, boxes for comparing sizes, and magnifying glasses.
Rationale: To observe the size of the gourds and pumpkins. To encourage children to share, feel, observe, sort, and compare and become aware of the similarities and differences. To encourage children to sort harvesting materials by size by using to various sized boxes.
Skills: Observation, exploration, record, try out, and comparison, classification, communication.
•Materials: Flashlights, overhead projector and found objects of various shapes and sizes.
Rationale: To stimulate the emerging theme of shadows and the concepts of light and dark. To encourage the children to explore the ways different objects or parts of the body can be represented in a different way. To support the skills of observation, prediction, inquiry, analyzing, and problem-solving.
Skills: Observing, inquiry, analytical thinking, problem solving and exploration of scientific concepts.

Dramatic Play

•Materials: Large pieces of cardboard, tape, markers, tools, and additional adhesives and decorative materials as needed.
Rationale: To facilitate the cooperative construction of a house the children can physically enter. To encourage creative expression, collaboration, cooperation, social skills and communication. To support the integration of the 'my home' curriculum with both dramatic and constructive play. To encourage the children to be active members of their learning experiences.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, social skills, collaboration, creative construction, inquisition, compare and contrast and critical/analytical thinking skills.
•Materials: Familiar household kitchen items, pictures of students families, stuffed dogs, cats, fish and pets, fish bowls, animal carriers and beds, feeding bowls, 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 exploration 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: 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.
•Materials: Corn husks, twine, photos of children
Rationale: To explore the material of corn and their husks. (Later in the week) To learn how to make corn husk dolls to represent themselves and/or members of their families.
Skills: fine motor control, social interaction, problem solving, self identity

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 review topics related to curriculum areas and expand students' vocabulary in unfamiliar topics.

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

Blocks
•Materials: Hollow, foam, cardboard, Velcro and wooden unit blocks, visuals of homes and buildings and pictures of our own homes.
Rationale: To encourage the use of tools with the Velcro blocks (i.e. building, connecting them, and 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.
•Materials: Cardboard box with holes for screws, nuts, bolts and nails and tools such as screwdrivers, hammers and drills.
Rationale: To stimulate the fine motor skills involved in screwing and pounding. To encourage dramatic play and symbolic representation with building tools. To support collaborative construction, social skills, cooperation, expressive creation, problem-solving and analyzing skills.
Skills: Fine motor skills, symbolic representation, communication, collaboration, expressive creation, problem-solving, analyzing, 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, yellow cars, traffic signs, wheel barrels, wooden playhouse with dishes, picnic table, toy plastic animals, teeter totters and natural materials such as leaves, tall grass, stumps, plants, and trees.
Rationale: To provide opportunities to practice skills such as balance, muscular strength, large and fine motor development facilitated by the gym equipment. To promote visual discrimination, social interaction, and cooperative play. To expand riding activities with the use of traffic signs.
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, modeling of proper prevention of sickness, 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 curriculum themes that are further developing in the classroom
Skills: fine and gross 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 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.

documentationNov1.jpg
Week 7 Documentation.jpg

documentationNov1.jpg
Week 7 Documentation.jpg

weeklydoc oct-28thru nov-1 2013 ramps.jpg

-------------------------------------------------------------------------------------------

weeklydoc 10-28thru 11-1-13cooking (pumpkin muffins).jpg

--------------------------------------------------------------------------------------------

weeklydoc 10-28thru11-1-13 science table (turkeys).jpg

Lesson Plan for Week of November 4
3am Ayuko's class 

Katrina Lead Teaching

Overview:

November has begun and the weather is getting ever colder! This week, we will continue to address the changing weather and how this affects our everyday life, including weather wardrobes and proper practices for reducing the spread of common sicknesses this time of the year. The main curriculum areas in the classroom will be expanding within 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 much integration between curriculum areas. We will be consciously expanding the children's fusing and collaborating of different curriculum areas of the classroom in order to elaborate play and skills. At this point in the term the children are becoming more settled into the routine of school and are able to spend more time noticing the various aspects of their environment. The children are increasingly able to identify their teachers and many of their classmates by name and are excited about these new relationships. We will continue to stimulate this awareness of others and name to face recognition by singing and playing games. We have also noticed many budding friendships among the children with various classmates as they are able to build relationships from social interactions and common interests. To support these friendships, we will consciously assign the children to specific focus groups to assist them in cooperative and collaborative play.

Expressive Arts 

•Materials: small paint brushes, white 8.5" x 11" paper, and green, yellow, pink and blue watercolor paints.
Rationale: To explore a variety of techniques, brush strokes, and color mixing with a different type of paint. Encourage more detailed drawings. To foster fine motor development.
Skills: Fine motor control, observation, and hand-eye coordination.

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

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


Sensory
•Materials: Scrub brushes, sponges, measuring cups, funnels, small and large jars, hand mixers, 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, boxes for comparing sizes, and magnifying glasses.
Rationale: To observe the size of the gourds and pumpkins. To encourage children to share, feel, observe, sort, and compare and become aware of the similarities and differences. To encourage children to sort harvesting materials by size by using to various sized boxes.
Skills: Observation, exploration, record, try out, and comparison, classification, communication.
•Materials: Flashlights, overhead projector and found objects of various shapes and sizes.
Rationale: To stimulate the emerging theme of shadows and the concepts of light and dark. To encourage the children to explore the ways different objects or parts of the body can be represented in a different way. To support the skills of observation, prediction, inquiry, analyzing, and problem-solving.
Skills: Observing, inquiry, analytical thinking, problem solving and exploration of scientific concepts.

Dramatic Play

•Materials: Large pieces of cardboard, tape, markers, tools, and additional adhesives and decorative materials as needed.
Rationale: To facilitate the cooperative construction of a house the children can physically enter. To encourage creative expression, collaboration, cooperation, social skills and communication. To support the integration of the 'my home' curriculum with both dramatic and constructive play. To encourage the children to be active members of their learning experiences.
Skills: Communication, cooperation, turn-taking, role play, symbolic representation, social skills, collaboration, creative construction, inquisition, compare and contrast and critical/analytical thinking skills.
•Materials: Familiar household kitchen items, pictures of students families, stuffed dogs, cats, fish and pets, fish bowls, animal carriers and beds, feeding bowls, 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 exploration 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: 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.
•Materials: Corn husks, twine, photos of children
Rationale: To explore the material of corn and their husks. (Later in the week) To learn how to make corn husk dolls to represent themselves and/or members of their families.
Skills: fine motor control, social interaction, problem solving, self identity

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 review topics related to curriculum areas and expand students' vocabulary in unfamiliar topics.

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

Blocks
•Materials: Hollow, foam, cardboard, Velcro and wooden unit blocks, visuals of homes and buildings and pictures of our own homes.
Rationale: To encourage the use of tools with the Velcro blocks (i.e. building, connecting them, and 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.
•Materials: Cardboard box with holes for screws, nuts, bolts and nails and tools such as screwdrivers, hammers and drills.
Rationale: To stimulate the fine motor skills involved in screwing and pounding. To encourage dramatic play and symbolic representation with building tools. To support collaborative construction, social skills, cooperation, expressive creation, problem-solving and analyzing skills.
Skills: Fine motor skills, symbolic representation, communication, collaboration, expressive creation, problem-solving, analyzing, 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, yellow cars, traffic signs, wheel barrels, wooden playhouse with dishes, picnic table, toy plastic animals, teeter totters and natural materials such as leaves, tall grass, stumps, plants, and trees.
Rationale: To provide opportunities to practice skills such as balance, muscular strength, large and fine motor development facilitated by the gym equipment. To promote visual discrimination, social interaction, and cooperative play. To expand riding activities with the use of traffic signs.
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, modeling of proper prevention of sickness, 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 curriculum themes that are further developing in the classroom
Skills: fine and gross 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 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.

sensory1028Leah.jpg
Manips1029nikki.jpg
literacy111Marissa.jpg

Overview

Some physical changes have been made to the classroom to highlight specific materials. The light table is now in the front of the classroom to be used for expressive art with watercolor paint. Puppets and felt storyboards are now under the loft with a "theater" that will accommodate many storytellers. In the loft there are stick puppet making materials so children can incorporate their own characters into the stories they tell. These changes will help redirect children's attention to specific materials and assist them in seeing new possibilities for play. This coming week we hope to start helping the children realize that while they can all do amazing things on their own, we can also do great things together as a class. Children will also begin learning about what happens in the transition between fall and winter as they observe colder weather outside and experience having to dress in warmer outdoor gear.

Expressive Arts


-Materials: Clay, clay tools, cardstock, construction paper, tape, popsicle sticks, toilet paper rolls, watercolor paint, brushes, paper.
-Rationale: Children will continue to explore the clay and will have the opportunity to manipulate clay by using tools later in the week. Paper projects continue to be a main interest in the classroom so we added the provocation to make puppets to add to our dramatic play puppet stage. Also, in order to highlight the light table we added watercolors, paper, and brushes to the table. This will illuminate the paper, making the watercolors have a more dramatic effect as the light passes through.
-Skills: fine motor development, eye-hand coordination, representational creativity, self-expression, and functional representation.

Sensory Table


-Materials: glurch, markers, glurch scissors, trays
-Rationale: In order to continue to provide the children with new opportunities to explore the physical properties of the glurch we added markers and scissors. One of the unique qualities of the glurch is that you can draw on it then change the shape of your design by stretching it into a new shape.
-Skills: sensory awareness, creative imagination, fluency with materials, spatial awareness and fine motor skills.

Science


-Materials: animal pelts, acorns, antlers, feathers, the computer, Boxy the box turtle, and Bart the python. 

-Rationale: Children will transition from what happens to plants in fall to what animals do in the fall. This will be an awareness building approach to hibernation and animal homes. The computer will be used to show videos of various animals' homes, food collecting habits, and sleeping habits as colder temperatures set in.
-Skills: learning about natural science, information gathering, observation, and asking questions.

Math and Manipulatives


-Materials: legos, numbered unifix cubes, puzzles, shoe strings with large wooden beads, and lacing cards.
-Rationale: To support children's interest in beading and creating dramatic play jewelry we will continue to use shoe strings with large wooden beads and have added lacing cards. The various shapes and pictures on the lacing cards will be motivating for children of various interests.
-Skills: Hand-eye coordination, spatial relationship, whole/part relationships, fine motor skills, color and shape recognition and matching, small-scale constructive play.

Dramatic Play and Blocks


-Materials: Baby dolls, accessories for baby dolls, cardboard boxes, and costumes.
-Rationale: To promote dramatic play baby dolls and baby accessories will be added to the classroom. Cardboard boxes will continue to be available to children as they build structures to act out stories, for puppets, or for baby dolls. Costumes will also be added to facilitate character development in acting and dramatic play.
-Skills: Role-play, pretend-play, peer-interaction, creating imaginary scenarios, construction skills, communication, negotiation and collaboration, and care taking.

Literacy/Language


-Materials: Animal puppets, our classroom community book, paper and writing utensils available in the classroom, simple two page blank books
-Rationale: The addition of new puppets and a puppet theater will encourage more open-ended play and the creation of children's own stories. Children will continue creating stories with the two page books in the writing center and will be encouraged to write/draw stories that they act out in dramatic play.
-Skills: Receptive and expressive language, critical thinking, creative thinking, using scribbles, shapes, pictures, letters, 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- trikes, wagons, cones, shovels, and rakes.
-Rationale: To continue promotion of static and dynamic balance when crossing the balance beam and landing in a designated area after jumping. To continue to promote meaningful play through process skills facilitated by raking, shoveling, hauling and unloading. To promote turn taking and safe risk when jumping in leaf piles.
-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.

Weekly Documentations Oct. 28 - Nov. 1, 2013

| No Comments

LG1fwvbsdfb.jpg
LG2sgerq.jpg
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Collage1.jpg
Collage2.jpg
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Doc11:1.jpg
Doc11:2.jpg

Lesson Plan Nov. 4 - Nov. 8, 2013

| No Comments

Lesson Plan

Marie's Class

November 4th - 9th
Lauren Lead Teaching

Overview
As the weather continues to get colder, the children have been observing the continuing changes outside. The teachers have reflected this interest by adding materials within our classroom to provide children with the opportunity to explore hibernation and other ways animals adapt to the changing weather. These topics will spark discussion involving the changes that occur within nature before winter arrives. Additionally, story telling continues to be a popular activity for many of the children in our classroom. This week our lesson plan reflects the interest in story telling in a variety of ways. Children will have the opportunity to act out familiar characters at the puppet show "stage", create popsicle stick puppets in the loft, act out narratives in the dramatic play and block area, or even create books at the writing center. Our class is having a lot of fun engaging with these scenarios in a variety of ways!

Expressive Arts

-Materials: Construction paper, markers, colored pencils, crayons, tape, staplers, and glue sticks. A variety of natural fall collage materials (leaves, acorns, pinecones, sticks, etc) with paste. Leaves, crayons, and tracing paper. Red, yellow and blue watercolors will be added to the light table to explore a new venue for painting.

-Rationale: Teachers want to encourage children to expand the use of materials in the art area. Leaves and other natural materials encourage leaf rubbing and unique nature collages. Introducing watercolors to the light table will provide opportunities to explore mixing primary colors, and also extend creative expression in a new form of painting.

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

Science
-Materials: There will be a variety of different sized fall materials (pumkins, gourds, leaves, and sticks) to promote seriation skills and initial mathematical concepts. We are also adding antlers, feathers, acorns, and other natural materials involving animals. The computer will display observational videos of animals preparing for hibernation. 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 of size with hands-on materials. Adding various sizes of the same objects will promote exploration of seriation and provoke use of new vocabulary words such as: length, height, short, shorter, shortest, 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. As winter emerges, we will begin to explore the topic of hibernation, including how animals prepare for winter and how those preparations correspond to the changes that we begin to see outside.

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

Sensory

-Materials: Sand, sticks, rocks, small diggers and trucks.

-Rationale: This week, sand will be replacing Glurch at the sensory table. Teachers hope that introducing sand will provide an opportunity to explore new materials, and will spark new discussions and a deeper exploration around building and construction.

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

Math and Manipulatives
-Materials: Interlocking puzzles, mirror, Montessori stacking blocks, unifix cubes with counters, duplos (square and rectangular builders), large wooden beads with shoelaces, and lacing cards with string.

-Rationale: Large wooden beads with shoelaces and lacing cards with string have been added to the math cave to support the development of one-to-one correspondence and fine motor skills.
Duplos will remain in the math cave in order to continue to provide the children with an opportunity to contrast and compare shapes in an engaging and hands-on manner. The manipulations of unifix cubes will promote further discussion of length, height, and making size comparisons to support materials at the science table.

-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 for 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 will continue to have open-ended fabrics in the block area to support the fairy and super hero play that has captivated many children's interest.

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

Dramatic Play

-Materials: Below the loft there is a puppet show "stage" made out of cardbaord, felt boards, felt story pieces, and puppets representing familiar story characters. In the loft we added popsicle sticks, glue, construction paper, and writing utensils to encourage puppet-creating. In the kitchen there are a variety of dishes, utensils, and play food. Open-ended fabrics, wood, and cardboard that coordinate with familiar stories (The Three Little Pigs, Little Red Riding Hood, Three Billy Goats Gruff...etc.) are also available. There are two small dollhouses that contain wooden people and furniture.

-Rationale: Adding the puppet stage and new materials on the loft will provide opportunities to further explore storytelling and the elements of stories. Loose fabric and open-ended materials (wood, cardboard) will 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, creative risk-taking, symbolic representation

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.

Small Group Projects: October 28 & 31, 2013

| No Comments

TinaTransportationwk2-1.jpg
TinaTransportationwk2-2.jpg
_______________________________________________________________
BrittanySenseweek2-1.jpg
BrittanySenseweek2-2.jpg
_______________________________________________________________
LaurenCookingwk2-1.jpg
LaurenCookingwk2-2.jpg

Weekly Documentation: Week of October 28, 2013

| No Comments

BrittanyCooking10-31-1.jpg
BrittanyCooking10-31-2.jpg
BrittanyCooking10-31-3.jpg
________________________________________________________________
WAMtrip10-30-1.jpg
WAMtrip10-30-2.jpg
WAMtrip10-30-3.jpg
______________________________________________________________
BearDragonDoc28.jpg

Categories

Pages

  • Amy
  • Ayuko
  • Dalia
  • Frances
  • Nyna
  • Ross
Powered by Movable Type 4.31-en

About this Archive

This page is an archive of entries from November 2013 listed from newest to oldest.

October 2013 is the previous archive.

December 2013 is the next archive.

Find recent content on the main index or look in the archives to find all content.