Recently in Ayuko's Weekly Plans F13 Category

3am Winter Lesson Plan: Week of 2.17.14
February 17-21 
Lead Teaching: Shannon
Overview:

The curriculum areas of my family, my school, and winter are currently in inquiry stages and moving into the utilization stage. Children are wondering and questioning ideas of particular curriculum areas and testing out their questions and theories, but they are also applying what they know to new situations and applying it to the real world. This week, we are emphasizing the respect of the family's interests and differences by incorporating the families' favorite activities and the children's favorite music into the classroom. Since the weather is warming up, we are also providing more time to play outside. To continue our emphasis on literacy, we will continue the alliterations of letter sounds that have the same sound as the first letter in the children's names. There will be an emphasis on "monster" play in the classroom due to the emerging interest.

Expressive Arts

***Materials: cookie cutters, alphabet letter shapes, playdough, rolling pins, pizza slicer, garlic press, play oven, cupcake tins 

Rationale: To support the concept of cause and effect by pressing cookie cutters and letter shapes into the playdough and seeing what could happen. To bring awareness to the different shapes alphabet letters can make. To provide dramatic play opportunities regarding baking

Skills: sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, try out, creativity

***Materials: table top easels, white paper, teal, purple, and blue watercolor paints, skinny paintbrushes

Rationale: To promote creative expression while providing colors that represent snow. To explore a variety of techniques, brush strokes, and color mixing with different type of paint. To foster fine motor development. To provide a different perspective of water color on a table instead of an easel.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression

***Materials: scissors, colorful tape, markers, hole punchers, black, blue, and white paper, glue, wooden shape pieces, cardboard pieces, and puff balls.
Rationale: To explore the use of glue and sticking materials on paper. 
To promote collage making. To promote creative expression while providing a variety of writing and art tools for the children to use. To support problem solving opportunities on how to cut and use tape and use scissors.
Skills: fine motor, try out new things, symbolic representation, creativity, artistic expression

Science

***Materials: water, colored ice, pitchers, boats frozen in colored ice, sponges, funnels, penguins, salt

Rationale: To compare, observe, mold, feel, and continue to wonder the difference between snow, water, and ice. To compare and contrast the different states of water, ice, and snow. To observe what happens to ice as it floats in water and in room temperatures. To observe the effects of colored ice melting in water. To continue to build on problem solving skills when figuring out how to melt ice.
Skills: sensory input, turn taking, observation, imitation, prediction, try out, fine motor

Sensory

***Materials: snow, molds, scoops, ice, microscope and lenses,
Rationale: To continue to manipulate snow indoors with the use of different toys and tools. To compare and contrast water in different forms. To examine the snowflakes that make up snow. To compare and contrast the differences in snowflakes. To examine the photos of real snowflakes taken by the children last week.
Skills: sensory input, turn taking, observation, imitation, prediction, try out, fine motor, recalling from past experiences, comparing and contrasting

Dramatic Play

***Materials: cars, buses, tracks, ramps, large steering wheels, hollow blocks

Rationale: To continue experimenting with slopes, speed, and cause and effect relationships 

Skills: role play, symbolic representation, communication, collaboration, experimentation, creative expression, cooperation, social skills, memory

***Materials: fabric, snow pants, hats, mittens, scarves, boots, backpacks, hollow blocks, wheels

Rationale: To problem solve on how we can stay warm and go outside to test their theories. To practice putting on winter clothes and backpacks independently and recreate the routine of going to and from school. To role play driving in a school bus, car, or some vehicle riding to school.

Skills: observing, reading, listening, act out, sharing ideas, negotiation, cooperation, collaboration, role play, comparing and contrasting, problem solving

Dramatic Play
***Materials: household kitchen furniture (refrigerator, oven, sink, cabinet, table and chairs), plates bowls, colander, cups, tongs, food, small babies, baby items
Rationale: To provide opportunities to explore and symbolically represent family dynamics in relation to babies. To strengthen self-help skills regarding babies (clothing babies). To provide materials which encourage children to think about their own favorite family meals.
Skills: role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills

***Materials: seriating puzzles, rubber, colored transportation vehicles, driving maps
Rationale: To provide materials which give children opportunities to practice and strengthen sequencing, matching, and grouping skills. To understand part to whole relationships while putting a puzzle together. To support hand-eye coordination in moving transportation vehicles along a large road map.
Skills: try out, persistence, matching, grouping, fine motor control, hand-eye coordination, sequencing

Language and Literacy
***Materials: Letter lists, letter shapes.

Rationale: To continue to support children's interest in identifying, spelling, and writing their own names. To support children's interest in identifying and writing alphabetic letters. To identify initial word sounds with its corresponding letter.
Skills: try out, persistence, fine motor control, communication, letter recognition, phonological awareness

Blocks
***Materials: hollow blocks, unit blocks, large steering wheels 

Rationale: To encourage block building in regards to making airports, houses, garages, train tracks, highways, cities, and bridges. To encourage building baby beds and doctor beds for "sick" babies. To support the story lines of traveling to and from school
Skills: cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills, try out, memory

***Materials: stethoscopes, reflex hammers, otoscopes, plastic syringes, pill bottles, hospital shirts, doctor's bags
Rationale: To provide opportunities for children to care for the sick baby dolls. To provide and strengthen helping skills as they care for each other and the babies. To help children recall their own doctor visits they may have had.
Skills: role play, symbolic, representation, communication, collaboration, creative expression, cooperation, social skills, respect for others

Large Motor

***Materials: Gym-Climbing wall, jumping pit, monkey bars, stairs and slide, basketball hoop, hop scotch, pitchback. Outdoors- monster play, playground equipment, shovels, buckets, yellow scooter cars, spray bottles, sledding hill.

Rationale: The gym set up is designed to support the children's propulsion and reception skills. The jumping pit will allow children to practice dynamic balance skills. Outside: To facilitate activities that promote the usage of snow. To examine what happens when snow is sprayed with colored water.

Skills: Gross motor, balance, endurance, upper body strength, fine motor-grasping, hand-eye coordination, risk-taking, hoping on one and two feet, throwing, catching.

Large Group
***Materials: name songs, modeling of new activities, discussion of family interests, Go To School song, emphasis on music and instruments, books with simple alliterations, discussion of monsters
Rationale: To demonstrate activities or ideas for a variety of curriculum areas. To help children see the uniqueness of our school community. To introduce simple alliterations that children can hear and recognize. To provide opportunities to understand humor in simple alliterations. To continue the incorporation of family into our school. To explore musical instruments and the sounds they make. To support the interest of monsters in a group discussion. 

Skills: attention span, attending and orienting, respect for one another, respect for our school, following directions, recognizing similar sounds, humor, creativity

Music

***Materials: drums, maracas, tamborines, cd player with cd's

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

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

Snacks
Monday: Cinnamon Crunch Snack Mix (cooking project)
Wednesday: Bananas and Crackers
Thursday: Oranges and pretzles

3am Winter Lesson Plan: Week of 2.10.14

February 10-14
Lead Teaching: Liz
Overview:

Areas of the classroom will continue to focus on and extend a few particular themes: my family, my school, and winter. The curriculum areas are beginning to enter the inquiry stage, where children are wondering and questioning ideas of particular curriculum areas, and testing out their questions and theories. This week, we will be exploring and focusing on the theme of family, and the importance of family in relation to school. In large group this week, songs and activities related to family will be introduced. This will give children opportunities to think about their own families and the activities they enjoy participating in with their families. After a few walking trips around the Lab School, the children will be focusing on building and strengthening the school community. Children will be given opportunities to build and strengthen their literacy skills by recognizing their own names, as well as their peers' names.

Expressive Arts
***Materials: cookie cutters, alphabet letter shapes, playdough, rolling pins, pizza slicer, garlic press, play oven, cupcake tins
Rationale: To support the concept of cause and effect by pressing cookie cutters and letter shapes into the playdough and seeing what could happen. To bring awareness to the different shapes alphabet letters can make. To provide dramatic play opportunities regarding baking
Skills: sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, try out, creativity

***Materials: easel, white paper, teal, purple, and blue watercolor paints, skinny paintbrushes
Rationale: To promote creative expression while providing colors that represent snow. To explore a variety of techniques, brush strokes, and color mixing with different type of paint. To foster fine motor development
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression

***Materials: scissors, grid paper, colorful tape, markers, bingo dot markers, hole punchers, chalk, black, blue, brown, and yellow paper, letter stencils, name cards
Rationale: To provide lined grid paper to support the use of scissors for precise cutting and bingo markers for one to one correspondence. To promote creative expression while providing a variety of writing and art tolls for the children to use. To support problem solving opportunities on how to cut and use tape and use scissors. To provide the opportunity to contrast light pastel colors on dark backgrounds
Skills: fine motor, try out new things, symbolic representation, creativity, artistic expression

Science
***Materials: water, colored ice, pitchers, boats frozen in colored ice, sponges, funnels
Rationale: To compare, observe, mold, feel, and continue to wonder the difference between snow, water, and ice. To compare and contrast the different states of water, ice, and snow. To observe what happens to ice as it floats in water and in room temperatures. To observe the effects of colored ice melting in water
Skills: sensory input, turn taking, observation, imitation, prediction, try out, fine motor

Sensory
***Materials: snow, molds, scoops, ice, microscope and lenses, spray bottles
Rationale: To provide opportunities to continue to manipulate snow indoors with the use of different toys and tools. To compare and contrast water in different forms. To examine the snowflakes that make up snow. To compare and contrast the differences in snowflakes. To recognize the cause and effect of snow being sprayed with colored water
Skills: sensory input, turn taking, observation, imitation, prediction, try out, fine motor, recalling from past experiences, comparing and contrasting

Dramatic Play
***Materials: cars, buses, tracks, ramps, large steering wheels, hollow blocks
Rationale: To continue experimenting with slopes, speed, and cause and effect relationships
Skills: role play, symbolic representation, communication, collaboration, experimentation, creative expression, cooperation, social skills, memory

***Materials: fabric, snow pants, hats, mittens, scarves, boots, backpacks, winter dress paper man on wall, hollow blocks, wheels
Rationale: To problem solve on how we can stay warm and go outside to test their theories. To practice putting on winter clothes and backpacks independently and recreate the routine of going to and from school. To role play driving in a school bus, car, or some vehicle riding to school.
Skills: observing, reading, listening, act out, sharing ideas, negotiation, cooperation, collaboration, role play, comparing and contrasting, problem solving

***Materials: household kitchen furniture (refrigerator, oven, sink, cabinet, table and chairs), plates bowls, colander, cups, tongs, food, small babies, baby items
Rationale: To provide opportunities to explore and symbolically represent family dynamics in relation to babies. To strengthen self-help skills regarding babies (clothing babies). To continue to provide opportunities to symbolically represent the individual child's family dinner experiences of making and serving food for themselves and others. To promote a sense of identity as one's self in the context of one's family.
Skills: role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills

***Materials: pillows, blankets, stuffed animals, books, pajamas
Rationale: To continue to provide an opportunity to symbolically represent and practice children's bedtime and wake-up routines
Skills: role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills

Math and Manipulatives
***Materials: puzzles, rubber, colored transportation vehicles, driving maps, doll people, felt face manipulative
Rationale: To provide materials which give children an opportunity to identify and manipulate morning routines within the family. To practice the routine by using mini doll people. To understand part to whole relationships while putting a puzzle together. To support hand-eye coordination in moving transportation vehicles along a large road map
Skills: try out, persistence, matching, grouping, fine motor control, hand-eye coordination, sequencing

Language and Literacy
***Materials: children's laminated names and pictures, letter shapes, alphabet letter stencils
Rationale: To continue to support children's interest in identifying, spelling, and writing their own names. To support children's interest in identifying and writing alphabetic letters
Skills: try out, persistence, fine motor control, communication, letter recognition, phonological awareness

Blocks
***Materials: hollow blocks, unit blocks, large steering wheels
Rationale: To encourage block building in regards to making airports, houses, garages, train tracks, highways, cities, and bridges. To support the story lines of traveling to and from school
Skills: cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills, try out, memory

Large Motor
***Materials: Gym-Climbing wall, jumping pit, monkey bars, stairs and slide, basketball hoop, hop scotch, pitchback. Outdoors- playground equipment, shovels, buckets, yellow scooter cars, spray bottles, sledding hill.
Rationale: The new gym set up is designed to support the children's propulsion and reception skills. The jumping pit will allow children to practice dynamic balance skills. Outside: to facilitate activities that promote the usage of snow. To examine what happens when snow is sprayed with colored water.
Skills: Gross motor, balance, endurance, upper body strength, fine motor-grasping, hand-eye coordination, risk-taking, hoping on one and two feet, throwing, catching.

Large Group
***Materials: name songs, modeling of new activities, "I Love My Family" poem, discussion of ice and snow, "Who Would Do This?" activity, With My Family song, Go To School song, discussion of what we do at school, anticipation of field trips around our school building, books with simple alliterations
Rationale: To demonstrate activities or ideas for a variety of curriculum areas. To introduce similarities and differences between ice and snow. To help children see the uniqueness of our school community. To introduce simple alliterations that children can hear and recognize. To provide opportunities to understand humor in simple alliterations. To introduce the theme of family and the importance of family in relation to school
Skills: attention span, attending and orienting, respect for one another, respect for our school, following directions, recognizing similar sounds, humor

Music
***Materials: drums, maracas, rhythm sticks and mallets, cd player with cd's
Rationale: To continue to promote exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments during free play
Skills: creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication

Monday: Applesauce rice chex
Wednesday: Oranges and pretzles
Thursday: Crackers and raisins

3am Winter Lesson Plan: Week of 2.10.14

February 10-14
Lead Teaching: Liz
Overview:

Areas of the classroom will continue to focus on and extend a few particular themes: my family, my school, and winter. The curriculum areas are beginning to enter the inquiry stage, where children are wondering and questioning ideas of particular curriculum areas, and testing out their questions and theories. This week, we will be exploring and focusing on the theme of family, and the importance of family in relation to school. In large group this week, songs and activities related to family will be introduced. This will give children opportunities to think about their own families and the activities they enjoy participating in with their families. After a few walking trips around the Lab School, the children will be focusing on building and strengthening the school community. Children will be given opportunities to build and strengthen their literacy skills by recognizing their own names, as well as their peers' names.

Expressive Arts
***Materials: cookie cutters, alphabet letter shapes, playdough, rolling pins, pizza slicer, garlic press, play oven, cupcake tins
Rationale: To support the concept of cause and effect by pressing cookie cutters and letter shapes into the playdough and seeing what could happen. To bring awareness to the different shapes alphabet letters can make. To provide dramatic play opportunities regarding baking
Skills: sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, try out, creativity

***Materials: easel, white paper, teal, purple, and blue watercolor paints, skinny paintbrushes
Rationale: To promote creative expression while providing colors that represent snow. To explore a variety of techniques, brush strokes, and color mixing with different type of paint. To foster fine motor development
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression

***Materials: scissors, grid paper, colorful tape, markers, bingo dot markers, hole punchers, chalk, black, blue, brown, and yellow paper, letter stencils, name cards
Rationale: To provide lined grid paper to support the use of scissors for precise cutting and bingo markers for one to one correspondence. To promote creative expression while providing a variety of writing and art tolls for the children to use. To support problem solving opportunities on how to cut and use tape and use scissors. To provide the opportunity to contrast light pastel colors on dark backgrounds
Skills: fine motor, try out new things, symbolic representation, creativity, artistic expression

Science
***Materials: water, colored ice, pitchers, boats frozen in colored ice, sponges, funnels
Rationale: To compare, observe, mold, feel, and continue to wonder the difference between snow, water, and ice. To compare and contrast the different states of water, ice, and snow. To observe what happens to ice as it floats in water and in room temperatures. To observe the effects of colored ice melting in water
Skills: sensory input, turn taking, observation, imitation, prediction, try out, fine motor

Sensory
***Materials: snow, molds, scoops, ice, microscope and lenses, spray bottles
Rationale: To provide opportunities to continue to manipulate snow indoors with the use of different toys and tools. To compare and contrast water in different forms. To examine the snowflakes that make up snow. To compare and contrast the differences in snowflakes. To recognize the cause and effect of snow being sprayed with colored water
Skills: sensory input, turn taking, observation, imitation, prediction, try out, fine motor, recalling from past experiences, comparing and contrasting

Dramatic Play
***Materials: cars, buses, tracks, ramps, large steering wheels, hollow blocks
Rationale: To continue experimenting with slopes, speed, and cause and effect relationships
Skills: role play, symbolic representation, communication, collaboration, experimentation, creative expression, cooperation, social skills, memory

***Materials: fabric, snow pants, hats, mittens, scarves, boots, backpacks, winter dress paper man on wall, hollow blocks, wheels
Rationale: To problem solve on how we can stay warm and go outside to test their theories. To practice putting on winter clothes and backpacks independently and recreate the routine of going to and from school. To role play driving in a school bus, car, or some vehicle riding to school.
Skills: observing, reading, listening, act out, sharing ideas, negotiation, cooperation, collaboration, role play, comparing and contrasting, problem solving

***Materials: household kitchen furniture (refrigerator, oven, sink, cabinet, table and chairs), plates bowls, colander, cups, tongs, food, small babies, baby items
Rationale: To provide opportunities to explore and symbolically represent family dynamics in relation to babies. To strengthen self-help skills regarding babies (clothing babies). To continue to provide opportunities to symbolically represent the individual child's family dinner experiences of making and serving food for themselves and others. To promote a sense of identity as one's self in the context of one's family.
Skills: role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills

***Materials: pillows, blankets, stuffed animals, books, pajamas
Rationale: To continue to provide an opportunity to symbolically represent and practice children's bedtime and wake-up routines
Skills: role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills

Math and Manipulatives
***Materials: puzzles, rubber, colored transportation vehicles, driving maps, doll people, felt face manipulative
Rationale: To provide materials which give children an opportunity to identify and manipulate morning routines within the family. To practice the routine by using mini doll people. To understand part to whole relationships while putting a puzzle together. To support hand-eye coordination in moving transportation vehicles along a large road map
Skills: try out, persistence, matching, grouping, fine motor control, hand-eye coordination, sequencing

Language and Literacy
***Materials: children's laminated names and pictures, letter shapes, alphabet letter stencils
Rationale: To continue to support children's interest in identifying, spelling, and writing their own names. To support children's interest in identifying and writing alphabetic letters
Skills: try out, persistence, fine motor control, communication, letter recognition, phonological awareness

Blocks
***Materials: hollow blocks, unit blocks, large steering wheels
Rationale: To encourage block building in regards to making airports, houses, garages, train tracks, highways, cities, and bridges. To support the story lines of traveling to and from school
Skills: cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills, try out, memory

Large Motor
***Materials: Gym-Climbing wall, jumping pit, monkey bars, stairs and slide, basketball hoop, hop scotch, pitchback. Outdoors- playground equipment, shovels, buckets, yellow scooter cars, spray bottles, sledding hill.
Rationale: The new gym set up is designed to support the children's propulsion and reception skills. The jumping pit will allow children to practice dynamic balance skills. Outside: to facilitate activities that promote the usage of snow. To examine what happens when snow is sprayed with colored water.
Skills: Gross motor, balance, endurance, upper body strength, fine motor-grasping, hand-eye coordination, risk-taking, hoping on one and two feet, throwing, catching.

Large Group
***Materials: name songs, modeling of new activities, "I Love My Family" poem, discussion of ice and snow, "Who Would Do This?" activity, With My Family song, Go To School song, discussion of what we do at school, anticipation of field trips around our school building, books with simple alliterations
Rationale: To demonstrate activities or ideas for a variety of curriculum areas. To introduce similarities and differences between ice and snow. To help children see the uniqueness of our school community. To introduce simple alliterations that children can hear and recognize. To provide opportunities to understand humor in simple alliterations. To introduce the theme of family and the importance of family in relation to school
Skills: attention span, attending and orienting, respect for one another, respect for our school, following directions, recognizing similar sounds, humor

Music
***Materials: drums, maracas, rhythm sticks and mallets, cd player with cd's
Rationale: To continue to promote exploration of sound, volume, rhythm and social interaction. To promote social interaction by encouraging the children to play instruments during free play
Skills: creative expression and movement, mathematical concepts (beats and patterns), imitation, call and answer, communication

Monday: Applesauce rice chex
Wednesday: Oranges and pretzles
Thursday: Crackers and raisins

January 27-30
Lead Teaching: Shannon
Overview:

Areas of the classroom will continue to focus on and extend a few particular themes: my family, my school, and winter. The materials will be arranged to support the curriculum areas while also providing opportunities for the children to collaborate on the areas by working together and sharing their ideas with each other.

Expressive Arts
**Materials: Woodland animals, playdoh, rolling pins, pizza slicer, garlic press, cutting tools.

Rationale: To create food and homes for the woodland animals. To support the concept of cause and effect by creating tracks while also learning about animal and human tracks. To use the new blue colored playdoh as a representation of snow.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, try out, creativity.

**Materials: Easel, white paper, and teal, purple, and blue ice cubes on Popsicle sticks 

Rationale: To promote creative expression while providing colors that represent snow. To support the winter theme of the classroom by using ice. To recognize ice is the solid state of snow and water. To observe the cause and effect that ice melts as it sits inside for a long period of time. To provide a new way of putting color to paper by using ice.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

**Materials: Scissors, grid paper, colorful tapes, markers, bingo dot markers, hole punchers, chalk, black, blue and yellow paper
Rationale: To provide lined, grid, paper, to support the use of scissors for precise cutting and bingo markers for one to one correspondence. To promote creative expression while providing a variety of writing and art tools for the children to use. To support problem solving opportunities on how to cut and use tape and use scissors. To provide the opportunity to contrast light pastel colors on dark backgrounds.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

Science

**Materials: water, ice, pitchers, penguins frozen in ice, sponges, funnels, strainers.
Rationale: To compare, observe, mold, feel, and continuing to wonder the difference between snow, water, and ice. To compare and contrast the different states of water: ice and snow. To recognize and learn about animals that live in the snow and ice conditions. Asking questions such as, "How do animals stay warm in the cold snow?" To observe what happens to ice as it floats in water and in room temperatures.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

Sensory
**Materials: Snow, Arctic and Antarctic animals, mini plastic pine trees, molds, scoops, ice
Rationale: To provide opportunities to continue to manipulate snow indoors with the use of different toys and tools. To provide opportunities to manipulate snow and ice to support the winter theme in the classroom. To provide a sensory experience that will help children acclimate to the classroom. To compare and contrast water in different forms. To be able to recreate a snow scene we may see outside using snow and new materials provided.

Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor, recalling from past experiences, comparing and contrasting.

Dramatic Play
**Materials: Airplanes, cars, buses, tracks, ramps, and large steering wheels. 

Rationale: To provide an opportunity to reenact some of the travel experiences the children may have driving to and from school. To continue experimenting with slopes and speed.

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


**Materials: Fabric, snow pants, hats and mittens, scarves, backpacks and winter dress paper man on wall. Soft woodland animals, woodland animal outfits, branches, barks, 

Rationale: To transition from the hibernation theme that persisted through last week. To compare differences/similarities of how animals get warm and how humans get warm during wintertime. To practice putting on winter clothes and backpacks independently and recreate the routine of going to and from school.
Skills: observing, reading, listening, act out, sharing ideas, negotiating, cooperating, collaborating, role play, comparing, contrasting

**Materials: Household kitchen furniture (refrigerator, oven, sink, cabinet, table and chairs, etc.), plates, bowls, colander, cups, tongs, and food (felt meatballs and yarn noodles).
Rationale: To continue to provide opportunities to symbolically represent the individual child's family dinner experiences of making and serving food for themselves and others.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.

**Materials: Pillows, blankets, stuffed animals, books, and pajamas.
Rationale: To continue to provide an opportunity to symbolically represent and practice the children's bedtime and wake-up routines.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills. 


Math and Manipulatives 


**Materials: Morning routine cards, puzzles, rubber colored transportation vehicles with corresponding color cards, doll people.

Rationale: To provide materials which give children an opportunity to identify and manipulate morning routines within the family. To practice the routine by using mini doll people. To understand part to whole relationships in putting together a puzzle. To support the identification of colored objects to its corresponding color on paper.
Skills: try out, persistence, matching, grouping, fine motor control, hand-eye coordination

Language and Literacy 


**Materials: Children's laminated names with their pictures on it. 

Rationale: To support children's interest in identifying, spelling, and writing their own names.

Skills: Try out, persistence, fine motor control, communication, letter recognition, phonological awareness



Blocks

**Materials: Hollow blocks, unit blocks and large steering wheels.

Rationale: To encourage block building and make airports, houses, garage, train tracks, highways, cities and bridges, to support the story lines of traveling to and from school. 

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas, memory (what do they see on their way to and from school)

Large Motor:
Materials: Gym- A-frame balance beam bridge, bean bag pit, obstacle course, tricycles, climbing wall. Outdoors- Snow slide, snow tunnel, buckets, scoops, sleds, shovels, yellow scooter cars

Rationale: The new gym set up is designed to complement the children's large motor experiences outside. Tricycles have been provided for the children since it is too snowy to bike on the playground and the balance beam and jumping pit will allow the children to practice dynamic balance without the added bulk of their winter clothing. Outdoors: To continue to provide children opportunities to engage in activities that challenge their physical skills including a focus on balancing coordination skills. To facilitate activities that promote usage of snow.

Skills: dynamic and static balance and coordination, core strength, endurance, propulsion skills, risk-taking, turn-taking, spatial awareness, locomotion skills, Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect,

Large group: 


**Materials: Name songs "Willaby Wallaby," and "Who is here today?", modeling of new activities, a family poem, discussion of ice and snow, the book "Press Here".
Rationale: To demonstrate activities or ideas for a variety of curriculum areas. To introduce similarities and differences between ice and snow.

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

Music 


**Materials: Drums, maracas, rhythm sticks and mallets

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

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

Snack:
Monday Bananas rice chex
Wednesday Rice cake and raisins
Thursday Trail mix


January 27-30
Lead Teaching: Shannon
Overview:

Areas of the classroom will continue to focus on and extend a few particular themes: my family, my school, and winter. The materials will be arranged to support the curriculum areas while also providing opportunities for the children to collaborate on the areas by working together and sharing their ideas with each other.

Expressive Arts
**Materials: Woodland animals, playdoh, rolling pins, pizza slicer, garlic press, cutting tools.

Rationale: To create food and homes for the woodland animals. To support the concept of cause and effect by creating tracks while also learning about animal and human tracks. To use the new blue colored playdoh as a representation of snow.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, try out, creativity.

**Materials: Easel, white paper, and teal, purple, and blue ice cubes on Popsicle sticks 

Rationale: To promote creative expression while providing colors that represent snow. To support the winter theme of the classroom by using ice. To recognize ice is the solid state of snow and water. To observe the cause and effect that ice melts as it sits inside for a long period of time. To provide a new way of putting color to paper by using ice.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

**Materials: Scissors, grid paper, colorful tapes, markers, bingo dot markers, hole punchers, chalk, black, blue and yellow paper
Rationale: To provide lined, grid, paper, to support the use of scissors for precise cutting and bingo markers for one to one correspondence. To promote creative expression while providing a variety of writing and art tools for the children to use. To support problem solving opportunities on how to cut and use tape and use scissors. To provide the opportunity to contrast light pastel colors on dark backgrounds.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

Science

**Materials: water, ice, pitchers, penguins frozen in ice, sponges, funnels, strainers.
Rationale: To compare, observe, mold, feel, and continuing to wonder the difference between snow, water, and ice. To compare and contrast the different states of water: ice and snow. To recognize and learn about animals that live in the snow and ice conditions. Asking questions such as, "How do animals stay warm in the cold snow?" To observe what happens to ice as it floats in water and in room temperatures.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

Sensory
**Materials: Snow, Arctic and Antarctic animals, mini plastic pine trees, molds, scoops, ice
Rationale: To provide opportunities to continue to manipulate snow indoors with the use of different toys and tools. To provide opportunities to manipulate snow and ice to support the winter theme in the classroom. To provide a sensory experience that will help children acclimate to the classroom. To compare and contrast water in different forms. To be able to recreate a snow scene we may see outside using snow and new materials provided.

Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor, recalling from past experiences, comparing and contrasting.

Dramatic Play
**Materials: Airplanes, cars, buses, tracks, ramps, and large steering wheels. 

Rationale: To provide an opportunity to reenact some of the travel experiences the children may have driving to and from school. To continue experimenting with slopes and speed.

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


**Materials: Fabric, snow pants, hats and mittens, scarves, backpacks and winter dress paper man on wall. Soft woodland animals, woodland animal outfits, branches, barks, 

Rationale: To transition from the hibernation theme that persisted through last week. To compare differences/similarities of how animals get warm and how humans get warm during wintertime. To practice putting on winter clothes and backpacks independently and recreate the routine of going to and from school.
Skills: observing, reading, listening, act out, sharing ideas, negotiating, cooperating, collaborating, role play, comparing, contrasting

**Materials: Household kitchen furniture (refrigerator, oven, sink, cabinet, table and chairs, etc.), plates, bowls, colander, cups, tongs, and food (felt meatballs and yarn noodles).
Rationale: To continue to provide opportunities to symbolically represent the individual child's family dinner experiences of making and serving food for themselves and others.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.

**Materials: Pillows, blankets, stuffed animals, books, and pajamas.
Rationale: To continue to provide an opportunity to symbolically represent and practice the children's bedtime and wake-up routines.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills. 


Math and Manipulatives 


**Materials: Morning routine cards, puzzles, rubber colored transportation vehicles with corresponding color cards, doll people.

Rationale: To provide materials which give children an opportunity to identify and manipulate morning routines within the family. To practice the routine by using mini doll people. To understand part to whole relationships in putting together a puzzle. To support the identification of colored objects to its corresponding color on paper.
Skills: try out, persistence, matching, grouping, fine motor control, hand-eye coordination

Language and Literacy 


**Materials: Children's laminated names with their pictures on it. 

Rationale: To support children's interest in identifying, spelling, and writing their own names.

Skills: Try out, persistence, fine motor control, communication, letter recognition, phonological awareness



Blocks

**Materials: Hollow blocks, unit blocks and large steering wheels.

Rationale: To encourage block building and make airports, houses, garage, train tracks, highways, cities and bridges, to support the story lines of traveling to and from school. 

Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas, memory (what do they see on their way to and from school)

Large Motor:
Materials: Gym- A-frame balance beam bridge, bean bag pit, obstacle course, tricycles, climbing wall. Outdoors- Snow slide, snow tunnel, buckets, scoops, sleds, shovels, yellow scooter cars

Rationale: The new gym set up is designed to complement the children's large motor experiences outside. Tricycles have been provided for the children since it is too snowy to bike on the playground and the balance beam and jumping pit will allow the children to practice dynamic balance without the added bulk of their winter clothing. Outdoors: To continue to provide children opportunities to engage in activities that challenge their physical skills including a focus on balancing coordination skills. To facilitate activities that promote usage of snow.

Skills: dynamic and static balance and coordination, core strength, endurance, propulsion skills, risk-taking, turn-taking, spatial awareness, locomotion skills, Fine and large motor, body manipulation, physical fitness, hand-eye coordination, cause and effect,

Large group: 


**Materials: Name songs "Willaby Wallaby," and "Who is here today?", modeling of new activities, a family poem, discussion of ice and snow, the book "Press Here".
Rationale: To demonstrate activities or ideas for a variety of curriculum areas. To introduce similarities and differences between ice and snow.

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

Music 


**Materials: Drums, maracas, rhythm sticks and mallets

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

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

Snack:
Monday Bananas rice chex
Wednesday Rice cake and raisins
Thursday Trail mix


January 22-23
Liz, Katie, Shannon, Ayuko Co-Lead Teaching

Overview:
Areas of the classroom will begin focusing on a few particular themes: my family, my school, and winter. The materials will be arranged to support the curriculum areas while also providing opportunities for the new teachers and the children to get to know each other. As the children have started to show interest in their names and the letters of their names, literacy will also start becoming one of our main foci this week.

Expressive Arts
**Materials: Woodland animals, playdoh, rolling pins, pizza slicer, garlic press, cutting tools.
Rationale: To create food and homes for the woodland animals. To support the concept of cause and effect by creating tracks while also learning about animal and human tracks.
Skills: Sensory input, fine motor, turn taking, creative expression, manual dexterity, observation, cause and effect, try out, creativity.

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

**Materials: Scissors, grid paper, colorful tapes, markers, bingo dot markers, hole punchers.
Rationale: To provide lined, grid, paper, to support the use of scissors for precise cutting and bingo markers for one to one correspondence. To promote creative expression while providing a variety of writing and art tools for the children to use. To support problem solving opportunities on how to cut and use tape and use scissors.
Skills: Fine motor, try out new things, symbolic representation, creativity, artistic expression.

Sensory
**Materials: Sand, shovel, rocks, cups, cars, dumper and front loader trucks.
Rationale: To provide opportunities to manipulate sand and add rocks to support the children's imaginative play in construction. To provide a sensory experience that will help children acclimate to the classroom.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

Science
**Materials: Snow, Arctic and Antarctic animals, mini plastic pine trees, molds, scoops
Rationale: To provide opportunities to continue to manipulate snow indoors with the use of different toys and tools. To compare, observe, mold, feel, and continuing to wonder the difference between snow and water. To recognize and learn about animals that live in the snow and ice conditions. Asking questions such as, "How do animals stay warm in the cold snow?" To be able to recreate a snow scene we may see outside using snow and new materials provided.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor, recalling from past experiences, comparing and contrasting.

Dramatic Play
**Materials: Airplanes, cars, buses, tracks, ramps, and large steering wheels.
Rationale: To provide an opportunity to reenact some of the travel experiences the children may have driving to and from school. To continue experimenting with slopes and speed.
Skills: Role play, symbolic representation, communication, collaboration, experimentation, creative expression, cooperation, social skills, memory


**Materials: Soft woodland animals, woodland animal outfits, branches, barks, fabric, snow pants, hats and mittens, scarves, backpacks and winter dress paper man on wall. 

Rationale: To continue the hibernation theme that persisted through last week. To compare differences/similarities of how animals get warm and how humans get warm during winter time. To practice putting on winter clothes and backpacks independently and recreate the routine of going to and from school.
Skills: observing, reading, listening, act out, sharing ideas, negotiating, cooperating, collaborating, role play, comparing, contrasting

Materials: Household kitchen furniture (refrigerator, oven, sink, cabinet, table and chairs, etc.), plates, bowls, cups, tongs, and food (felt salad and chicken). In the cave: Pillows, blankets, stuffed animals, books.
Rationale: To provide an opportunity to symbolically represent the individual child's family dinner experiences of making and serving food for themselves and others. To provide an opportunity to symbolically represent and practice the children's bedtime and wake-up routines.
Skills: Role play, symbolic representation, communication, collaboration, creative expression, cooperation, social skills.

Math and Manipulatives
Materials: Morning routine cards
Rationale: To provide materials which give children an opportunity to identify and manipulate morning routines within the family.
Skills: Sequencing ability, try out, observing, persistence.

**Materials: sewing cards, large wooden beads and string, puzzles, zippers.
Rationale: To continue to provide materials that support fine motor control and self help skills, such as zipping and bottoning. To understand part to whole relationships in putting together a puzzle.
Skills: try out, persistence, fine motor control, hand-eye coordination

Language and Literacy
**Materials: Children's laminated names with their pictures on it.
Rationale: To support children's interest in identifying, spelling, and writing their own names.
Skills: Try out, persistence, fine motor control, communication, letter recognition, phonological awareness

**Materials: Felt board, woodland animal felts, Bear Snores On book.
Rationale: To support another form of literacy, language, to communicate and learn about the woodland animals in the winter. 

Skills: turn taking, storytelling, expressive language, fine motor skill, communication. 



Blocks
**Materials: Hollow blocks, unit blocks, visuals of schools, and large steering wheels.
Rationale: To encourage block building and make airports, houses, garage, train tracks, highways, cities and bridges, to support the story lines of traveling to and from school.
Skills: Cooperation, collaboration, creativity, symbolic representation, large and fine motor, spatial concepts, construction skills (building), try out new ideas, memory (what do they see on their way to and from school)

Large Motor 

Materials: Gym- A-frame balance beam bridge, bean bag pit, obstacle course, tricycles, climbing wall. Outdoors-playground equipment, shovels, buckets, molding materials, sledding hill.

Rationale: The new gym set up is designed to complement the children's large motor experiences outside. Tricycles have been provided for the children since it is too snowy to bike on the playground and the balance beam and jumping pit will allow the children to practice dynamic balance without the added bulk of their winter clothing.
Skills: dynamic and static balance and coordination, core strength, endurance, propulsion skills, risk-taking, turn-taking, spatial awareness, locomotion skills

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

Large group
**Materials: Rhyming songs, such as "Down by the Bay" and "Willaby Wallaby," rhyming stories, modeling of activities
Rationale: To begin introducing phonetics. To demonstrate activities or ideas for a variety of curriculum areas.
Skills: Attention span, attending and orienting, respect for one another, following directions.

Music
**Materials: Drums, tambourine, piano and tone bells. 

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

Snack
Wednesday: Birthday snack
Thursday: Applesauce and rice chex

January 7th -10th
Ayuko Lead Teaching

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

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

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

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

Sensory
**Materials: Sand, shovel, cups, cars, dumper and front loader trucks.
Rationale: To provide a sensory experience that will help children acclimate to the classroom. To provide opportunities to manipulate sand, a new sensory material.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

Science
**Materials: Snow, shovel, molds, cups, water.
Rationale: To provide opportunities to manipulate snow indoors. To compare, observe, mold, feel, and begin wondering the difference between snow and water. Questions will be asked, "What is snow made out of?" To observe what happens when snow enters a warm environment.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

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


**Materials: Airplanes, cars, tracks, and ramp.
Rationale: To provide an opportunity to reenact some of the travel experiences the children may have had over winter break. To begin experimenting with slopes and speed.
Skills: Role play, symbolic representation, communication, collaboration, experimentation, creative expression, cooperation, social skills


**Materials:Soft woodland animals, plastic woodland animals, woodland animal outfits, branches, barks, fabric, cardboard molds.
Rationale: To continue the hibernation theme that was started last term. To study the concept of hibernation and what some animals do during winter time. To begin discussing where woodland animals live.
Skills: observing, reading, listening, act out, sharing ideas, negotiating, cooperating, collaborating.

Math and Manipulatives
**Materials: large wooden beads and string, large sewing block, puzzles, self help clowns.
Rationale: To provide materials that support fine motor control and self help skills, such as zipping and bottoning. To understand part to whole relationships in putting together a puzzle.
Skills: try out, persistence, patterns, counting, fine motor control, hand-eye coordination

Language and Literacy
**Materials: Felt board, woodland animal felts, nature felts, Bear Snores On book.
Rationale: To support another form of literacy, language, to communicate and learn about the woodland animals in the winter. 

Skills: turn taking, storytelling, expressive language, fine motor skill, communication. 

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

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

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


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

Large Motor 

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

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

Large group 

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

Music
**Materials: Drums, tambourine, piano and tone bells. 

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

January 7th -10th
Ayuko Lead Teaching

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

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

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

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

Sensory
**Materials: Sand, shovel, cups, cars, dumper and front loader trucks.
Rationale: To provide a sensory experience that will help children acclimate to the classroom. To provide opportunities to manipulate sand, a new sensory material.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

Science
**Materials: Snow, shovel, molds, cups, water.
Rationale: To provide opportunities to manipulate snow indoors. To compare, observe, mold, feel, and begin wondering the difference between snow and water. Questions will be asked, "What is snow made out of?" To observe what happens when snow enters a warm environment.
Skills: Sensory input, turn-taking, observation, imitation, prediction, trying out new ideas, fine motor

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


**Materials: Airplanes, cars, tracks, and ramp.
Rationale: To provide an opportunity to reenact some of the travel experiences the children may have had over winter break. To begin experimenting with slopes and speed.
Skills: Role play, symbolic representation, communication, collaboration, experimentation, creative expression, cooperation, social skills


**Materials:Soft woodland animals, plastic woodland animals, woodland animal outfits, branches, barks, fabric, cardboard molds.
Rationale: To continue the hibernation theme that was started last term. To study the concept of hibernation and what some animals do during winter time. To begin discussing where woodland animals live.
Skills: observing, reading, listening, act out, sharing ideas, negotiating, cooperating, collaborating.

Math and Manipulatives
**Materials: large wooden beads and string, large sewing block, puzzles, self help clowns.
Rationale: To provide materials that support fine motor control and self help skills, such as zipping and bottoning. To understand part to whole relationships in putting together a puzzle.
Skills: try out, persistence, patterns, counting, fine motor control, hand-eye coordination

Language and Literacy
**Materials: Felt board, woodland animal felts, nature felts, Bear Snores On book.
Rationale: To support another form of literacy, language, to communicate and learn about the woodland animals in the winter. 

Skills: turn taking, storytelling, expressive language, fine motor skill, communication. 

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

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

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


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

Large Motor 

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

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

Large group 

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

Music
**Materials: Drums, tambourine, piano and tone bells. 

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

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

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.

Lesson plan 3am
Ayuko's class
Heidi Lead teaching

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

Expressive Arts 

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

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

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

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

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

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

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

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

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


Dramatic Play

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

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

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

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

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

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

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

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

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

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

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

Language and Literacy

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

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

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

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

Large Motor

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

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

Large group

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

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

Music

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

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

Lesson Plan for Week of October 21

3am Ayuko's class 

Sara Lead Teaching

Overview:

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

Expressive Arts 

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

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

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

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

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

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

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

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

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


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

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

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

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

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

Dramatic Play

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

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

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

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

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

•Materials: Fire truck vehicles and fire fighter wardrobe items

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

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

Math and Manipulatives

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

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

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

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

Language and Literacy

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

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

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

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

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

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

Large group

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

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

Music

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

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

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

Snacks:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Lesson plan 3am
Ayuko's class
Heidi Lead Teaching

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

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

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

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

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

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

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

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

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

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

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

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

Lesson Plan-Ayuko's 3AM Classroom
Week of 9/30
Ayuko, Katrina, Heidi, and Sara Co-Lead Teaching

Overview: As the children are beginning to adjust and settle into our classroom routine and environment, we are starting to see budding relationships. They are starting to see the physical and social similarities and differences in each other. Many children are also talking about their homes, family, and their siblings. This time of year is also a great opportunity to dig deeper into the seasonal change that is happening at this moment. How does this weather affect us and the environment? We will be focusing on these themes that have been developing naturally in the classroom and the world around them: Fall/Autumn, My Home, and My Family. The curriculum areas are arranged to promote these themes. Morning large group times will also consist of well-known songs and songs that include languages spoken in their own homes in order to provide familiarity and help the children's transitions throughout the morning.

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


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


Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home,
pictures of gourds and pumpkins, and magnifying glasses.
Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children
to share, feel, observe, sort, and compare and become aware of the similarities and
differences of the objects. To begin creating a home-school connection.
Skills: Observation, exploration, record, try out, and comparison, classification, communication.
*Materials: colored see through blocks, and laminated leaves on the light table.
Rationale: To explore shape, color, and transparency of the laminated leaves and colored
see through blocks. To encourage children to observe and compare the similarities and differences
of the blocks and leaves.
Skills: Observation, classification, comparison, and fine motor.


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


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


Language and Literacy
•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
Rationale: To support their development in language and literacy and emergent reading, such as the process of independently turning pages in a book and dictating a story from the pictures.
Skills: Listening, speaking, phonological awareness, vocabulary expansion.


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


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


Large group
•Materials: name and hello songs, books, preparing for the field trip/nature walk on Wednesday, highlighting particular curriculum areas, demonstration of activities.
Rationale: To familiarize the children with each other's names, promote awareness of a variety of languages spoken at home, and begin introducing some curriculum themes that will begin to develop this week. To discuss what we might see on a nature walk and familiarizing themselves with the school environment.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.


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

Snacks:
Monday: apples and crackers
Wednesday: rice chex and milk
Friday: Granola bars

Lesson Plan-Ayuko's 3AM Classroom
Week of 9/30
Ayuko, Katrina, Heidi, and Sara Co-Lead Teaching

Overview: As the children are beginning to adjust and settle into our classroom routine and environment, we are starting to see budding relationships. They are starting to see the physical and social similarities and differences in each other. Many children are also talking about their homes, family, and their siblings. This time of year is also a great opportunity to dig deeper into the seasonal change that is happening at this moment. How does this weather affect us and the environment? We will be focusing on these themes that have been developing naturally in the classroom and the world around them: Fall/Autumn, My Home, and My Family. The curriculum areas are arranged to promote these themes. Morning large group times will also consist of well-known songs and songs that include languages spoken in their own homes in order to provide familiarity and help the children's transitions throughout the morning.

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


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


Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home,
pictures of gourds and pumpkins, and magnifying glasses.
Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children
to share, feel, observe, sort, and compare and become aware of the similarities and
differences of the objects. To begin creating a home-school connection.
Skills: Observation, exploration, record, try out, and comparison, classification, communication.
*Materials: colored see through blocks, and laminated leaves on the light table.
Rationale: To explore shape, color, and transparency of the laminated leaves and colored
see through blocks. To encourage children to observe and compare the similarities and differences
of the blocks and leaves.
Skills: Observation, classification, comparison, and fine motor.


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


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


Language and Literacy
•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
Rationale: To support their development in language and literacy and emergent reading, such as the process of independently turning pages in a book and dictating a story from the pictures.
Skills: Listening, speaking, phonological awareness, vocabulary expansion.


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


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


Large group
•Materials: name and hello songs, books, preparing for the field trip/nature walk on Wednesday, highlighting particular curriculum areas, demonstration of activities.
Rationale: To familiarize the children with each other's names, promote awareness of a variety of languages spoken at home, and begin introducing some curriculum themes that will begin to develop this week. To discuss what we might see on a nature walk and familiarizing themselves with the school environment.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.


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

Snacks:
Monday: apples and crackers
Wednesday: rice chex and milk
Friday: Granola bars

Lesson Plan-Ayuko's 3AM Classroom
Week of 9/30
Ayuko, Katrina, Heidi, and Sara Co-Lead Teaching

Overview: As the children are beginning to adjust and settle into our classroom routine and environment, we are starting to see budding relationships. They are starting to see the physical and social similarities and differences in each other. Many children are also talking about their homes, family, and their siblings. This time of year is also a great opportunity to dig deeper into the seasonal change that is happening at this moment. How does this weather affect us and the environment? We will be focusing on these themes that have been developing naturally in the classroom and the world around them: Fall/Autumn, My Home, and My Family. The curriculum areas are arranged to promote these themes. Morning large group times will also consist of well-known songs and songs that include languages spoken in their own homes in order to provide familiarity and help the children's transitions throughout the morning.

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


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


Science
•Materials: Fall harvesting materials such as gourds and pumpkins brought from home,
pictures of gourds and pumpkins, and magnifying glasses.
Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children
to share, feel, observe, sort, and compare and become aware of the similarities and
differences of the objects. To begin creating a home-school connection.
Skills: Observation, exploration, record, try out, and comparison, classification, communication.
*Materials: colored see through blocks, and laminated leaves on the light table.
Rationale: To explore shape, color, and transparency of the laminated leaves and colored
see through blocks. To encourage children to observe and compare the similarities and differences
of the blocks and leaves.
Skills: Observation, classification, comparison, and fine motor.


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


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


Language and Literacy
•Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
Rationale: To support their development in language and literacy and emergent reading, such as the process of independently turning pages in a book and dictating a story from the pictures.
Skills: Listening, speaking, phonological awareness, vocabulary expansion.


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


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


Large group
•Materials: name and hello songs, books, preparing for the field trip/nature walk on Wednesday, highlighting particular curriculum areas, demonstration of activities.
Rationale: To familiarize the children with each other's names, promote awareness of a variety of languages spoken at home, and begin introducing some curriculum themes that will begin to develop this week. To discuss what we might see on a nature walk and familiarizing themselves with the school environment.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.


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

Snacks:
Monday: apples and crackers
Wednesday: rice chex and milk
Friday: Granola bars

Lesson Plan-Ayuko's 3AM Classroom
Weeks of 9/16 and 9/23
Ayuko Lead Teaching

Overview: The first couple of weeks will be focused on supporting the children's adjustment to the school environment, creating a positive and comfortable space where they feel safe to say goodbye to their families. As the children explore and investigate the classroom, we hope they begin to think positively of the teachers and school. Slowly we will begin to learn the routines of the classroom and give the children the support they need to make transitions throughout the morning. The materials and play areas are arranged to promote these goals, create familiarity, and encourage the development of positive relationships with classmates and teachers.


Expressive Arts
• Materials: Wooden paint brushes, paper, and primary color paints
Rationale: To explore brush strokes and color mixing.
Skills: Fine motor control, observation, and hand-eye coordination.
• Materials: Paper, markers, crayons, stickers, and scissors.
Rationale: To explore the properties of a variety of art materials.
Skills: Fine motor control and hand-eye coordination.
• Materials: Playdough and a variety of molding tools.
Rationale: To produce an outlet for creative expression and promote social interaction.
Skills: Fine motor development (squeezing, poking, and pinching), observation, generating ideas, and sensory input.


Sensory
• Materials: Water, measuring cups, funnels, large and small jars.
Rationale: To encourage a practice of pouring and filling and develop the concept of empty and full, less and more, and in and out. To encourage social awareness as children notice what those across from them are doing with the same materials
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, and fine motor.
• Materials: Noise sticks and water/glitter sticks.
Rationale: To promote experimentation with sound and how to produce sound. To challenge children's thinking while creating a satisfying cause and effect game with teachers and peers.
Skills: Physical coordination, observation, and sensory input.


Science
• Materials: Our Turtles, Tuck and Rainbow.
Rationale: To observe the turtles in the terrarium. To begin discussing the idea of caring for these pets as a class: What care does it entail?
Skills: Observation, prediction, comparison, classification.
• Materials: Fall harvesting materials such as gourds and pumpkins brought from home and magnifying glasses.
Rationale: To observe and feel the texture of gourds and pumpkins. To encourage children to share, feel, observe, and compare and become aware of the similarities and differences of the objects. To begin creating a home-school connection.
Skills: Observation, exploration, record, try out, and comparison, classification, communication


Dramatic Play
• Materials: Familiar household kitchen items, baby items, multiethnic babies, various dress-up clothes, scarves, pillows, and trucks and cars.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play. To promote social interaction, peek-a-boo games, and provide a room/cozy area to read and relax.
Skills: Communication, cooperation, turn taking, role play, symbolic representation, and social skills.
• Materials: Stuffed household pets: dogs and turtles.
Rationale: To stimulate pretend play with familiar animals they know or have at home. To promote social interaction among the children and teachers.
Skills: Social skills, cooperation, communication, turn taking, and role play.


Math and Manipulatives
• Materials: shape sorters, seriation and color stackers, and puzzles.
Rationale: To promote fine motor development, shape and color differentiation, and hand-eye coordination for spatial awareness.
Skills: visual discrimination, turn taking, fine motor control.


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 support their development in language and literacy and emergent reading, such as the process of independently turning pages in a book and dictating a story from the pictures.
Skills: Listening, speaking, phonological awareness, vocabulary expansion.


Blocks
• Materials: Hollow, foam, and cardboard blocks.
Rationale: To support mathematical skills, social interaction, and collaborative building. To be incorporated into buildings or roads for the vehicles located nearby.
Skills: Communication, collaboration, large motor, expressive creation, mathematical and scientific concepts.


Large Motor
• Materials: Indoors - Climbing equipments, stairs, slide, and trampoline. Outside - Gardening bed with fruit and vegetables, natural materials such as tall grass, stumps, plants, and trees, wooden house, picnic table, slide, and tools for digging and molding sand.
Rationale: To support basic skills such as jumping, climbing, balance, coordination, and upper and lower body development and promote social interaction and role play.
Skills: Perceptual Motor Skills (spatial, temporal, directional, and body awareness) and physical fitness (cardio vascular endurance, muscular strength and endurance, flexibility, and agility).


Large group
• Materials: name songs, books, fingerplay.
Rationale: To begin a routine, familiarize the children with each other's names, and promote a beginning sense of group, community, and collaboration.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.


Music - Music will be apparent throughout the day to support transitions and encourage participation.
• Materials: Piano
Rationale: to promote exploration of sound, volume, rhythm and social interaction.
Skills: turn taking, fine motor development, and mathematical concepts such as beats and patterns.


Snacks:
Wednesday 9/18 and Thursday 9/19 - apple slices and whole wheat crackers.
Monday 9/23, Wednesday 9/25 Thursday, 9/26: TBD

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