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Weekly Lesson Plan: Week of February 24, 2014

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Weekly Lesson Plan February 24, 26, 27, 2014 Lead Teaching: Heather

Overview: As we head into our final weeks of school, the topic of human bodies continues to inspire the children. Stethoscopes are made available this week for exploration of heart beats as well as doctor-related dramatic play. Other equipment is also offered to create a doctor's office to allow the children to use their previous experiences with trips to the doctor's. The children continue using the portable microscope to look closely at different parts of our bodies as well as the mealworms and beetles in our classroom. Our small groups have also taken off with great success. The children are actively engaging in the project group activities as well as building relationships with the other peers in their group. The children are using these different activities to expand on their knowledge of their project topics by experimenting, collaborating, and communicating with classmates and teachers. Since the post office in the dramatic play area is going well, we are going to be writing letters during large group this week and hopefully the weather stays nice so next week we can walk to the mailbox to mail them!

Expressive Arts (paint, water colors crayons, play dough)

Materials: Blue, Red, White and Black paint at the easel with extra cups for paint mixing, watercolor crayons and paper. Play dough and various cooking tools (pastry cutter, french fry press, wire, spatulas, apple corers and sticks)
Rationale: to provide an opportunity for children to reflect on a concrete experience in an abstract and personal manner. The exploration of watercolors continues with the children using crayons to explore different aspects of drawing and mixing colors. Play dough is added for the children to be able to explore and investigate a new tactile experience. The children can roll, squash, squeeze, cut and poke holes in this softer substance.
Skills: fine motor development (strength, coordination), hand-eye coordination, hand strength, creativity, symbolic representation, sensory input, color recognition, expressive and descriptive vocabulary, generalizing and making connections, using new tools and appreciating art of others.

Sensory (water table)

Materials: Colored water, empty soap bottles, turkey basters, buckets and shovels.
Rationale: The children have still been engaged at the water table using squirt bottles and colored water. They have started experimenting with empty soap containers, buckets, and turkey basters exploring different ways these items can be used. The children are busy working together to see how they can get all the water to disappear. They fill all the containers counting how many turkey basters-, buckets-, or scoops-full of water it takes to fill and empty their container.
Skills: sensory awareness, cooperative play, social relationship building, comparing and contrasting, scientific observation, sharing materials, hand-eye coordination, cause and effect relationships, upper body strength and fine motor, color identification, descriptive language, one-to-one correspondence, counting.

Science
Materials: Full-Body Mirrors, human body charts and books, clipboards and paper, human body puzzle, microscope with computer attachment, magnifying glasses, books on sight and an eye chart.
Rationale: to continue the investigation of self and others and identify personal characteristics related to appearance and to build awareness of specific aspects and components of the human body. To use a scientific tool to identify different details of the human body such as the eyes. To practice using tools for observation and record keeping.
Skills: observation, scientific investigation and inquiry, body-part identification, developing curiosity, number skills and identity, use of tools.

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes, pretend phones and a real number phone list; one cave with babies and baby clothes/bottles. (NOOK) x-rays added to the translucent light table along with syringes, stethoscopes, clipboards and paper.
Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props, to foster care-taking role-play and to focus on wants and needs of self and others. To offer expanded communication experiences highlighted by phones and using real phone numbers to incorporate real life experiences. The doctor's office is added to support the children as they explore and reflect on real life experiences by looking at X rays, giving shots and playing the role of the doctor or the patient.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language, back and forth communication, number recognition.

Math and Manipulatives

Materials: puzzles, number sort game, numeral puzzles, patterning match game, pegs and peg board, small Lego sets, dominoes and calculators.
Rationale: to build awareness related to numerals and counting. To connect numerals with concepts of quantity. To foster interests in creating repeating patterns based upon several attributes and to be able to match numbers and colors. To connect counting experiences to measurement and record keeping. Calculators were added this week to foster the children's exploration of numbers.
Skills: color recognition, shape recognition, one-to-one correspondence, counting, numeral recognition, sorting, fine motor development, turn-taking, persistence and patterning, representation of numbers and number relationships.

Language and Literacy
Materials: variety of writing utensils, laminated paper to practice writing numbers, paper, envelopes, staplers, tape, scissors, Montessori base-ten number boards, examples of letters, addresses, mailbox, mail carrier bags and postal carrier uniforms.
Rationale: To build awareness of both numbers and letters. To foster alpha-numeric exploration, and to give children the opportunity to create their own stories, writings, and correspondence. To encourage familiarity with the shape and appearance of letters and numbers. To encourage writing as a means of communication.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language, numeracy, eye-hand coordination, communication with peers.
Materials: The library contains books related to winter, counting, transportation, and a variety of other topics of interest to the class, felt story boards and felt for the children to cut out their own clothing for the dolls.
Rationale: to develop strong appreciation for interactions with the written word. To provide time to build relationships between children and teachers. To encourage children to seek out a variety of fiction and non-fiction books on an ongoing basis and to allow the children to use their imagination and create their own story using books and felt boards. Extra felt was added for the children to cut out their own clothing for their character they are building in their own story. This will allow for more creativity and imagination in creating and carrying out original ideas.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, story re-telling, sequencing, communication, cooperation and fine-motor skills.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, peg people, traffic signs, paper, clip boards and drafting board.
Rationale: to support children's creativity, independent problem solving, social negotiation, and coordination as they plan and create block structures. The traffic signs, clip boards and light table continue to extend transportation-themed play.
Skills: large motor development, expressive creation, symbolic representation, cooperative play, problem solving, role playing, mathematical reasoning (part-whole relationships, geometry, symmetry), reflection in everyday experiences, analysis and synthesis, imagination, emergent writing skills, letter and word recognition.

Large Motor
Materials: Gym-Climbing wall, jumping pit, monkey bars, stairs and slide, basketball hoop, hop scotch, pitch back. Outdoors- playground equipment, shovels, buckets, molding materials, sledding hill.
Rationale: The gym set up is designed primarily to foster the growth of the children's propulsion and reception skills.
Skills: Gross motor, balance, endurance, upper body strength, fine motor-grasping, hand-eye coordination, risk-taking, hoping on one and two feet, throwing, catching, turn-taking and special awareness.

Weekly Plan: Week of February 10, 2014

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Weekly Plan: February 3, 5 & 6 2014
Weekly Lesson Plan February 10, 12 & 13
Team Teaching

Overview: As we move into the second half of our winter session, the classroom continues to buzz with new types of learning and exploration. The cold weather continues to inspire questions related to freezing and melting, and this week we will delve more deeply into a recent interest in creating ice. The topic of human and animal bodies also continues to inspire scientific exploration, and the addition of a portable microscope will allow us to look closely at details of our bodies as well as the physical attributes of some of our classroom pals (mealworms, snakes, cupcake the rat). Additionally, group projects begin this week, as smaller groups of children collaborate to explore a topic in greater depth. The topics of Numbers, Painting, and Healthy and Safe Bodies will provide opportunities to expand knowledge of familiar topics while experimenting, collaborating, and communicating with classmates. We are all looking forward to beginning these long-term investigations.

Expressive Arts (paint, water colors crayons, clay)
Materials: Blue, Red, White and Black paint at the easel with extra cups for paint mixing, watercolor crayons and paper. Clay and various cooking tools (pastry cutter, french fry press, wire, spatulas, apple corers)
Rationale: to provide an opportunity for children to reflect on a concrete experience in an abstract and personal manner. To expand upon the ongoing exploration of making food in the clay area, cooking tools are added. As the exploration of watercolors continues, water color crayons are added so the children can begin to combine aspects of drawing with aspects of painting and continue to explore the experience of mixing different colors in a variety of manners.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, expressive and descriptive vocabulary, generalizing and making connections, using new tools and appreciating art of others.

Sensory (water table)
Materials: Ice of various shapes, colored water
Rationale: To emphasize recent interest in making and melting ice, the sensory table is stocked with ice of various shapes and sizes. Colored water continues to be available to provide opportunities for both continued dramatic play (making drinks, soup, etc) as well as to highlight the scientific exploration of melting ice and mixing colors. Children will also begin filling their own containers with water as they attempt to make their own ice sculptures.
Skills: sensory awareness, cooperative play, social relationship building, comparing and contrasting, scientific observation, sharing materials, hand-eye coordination, cause and effect relationships, upper body strength and fine motor, color identification, descriptive language.

Science
Materials: Full-Body Mirrors, human body charts and books, clipboards and paper, human body puzzle, animal books and pictures of animals, microscope with computer attachment.
Rationale: to continue the investigation of self and others. To identify personal characteristics related to appearance. To build awareness of specific aspects and components of the human body compared to animals. To identify the characteristics that are the same on a human compared to an animal. To use a scientific tool to identify different details of the human body, while contrasting them with different people and animals. To practice using tools for observation and record keeping.
Skills: observation, scientific investigation and inquiry, making comparisons, body-part identification, developing curiosity, number skills and identity, use of tools.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes, pretend phones; one cave with babies and baby clothes/bottles
Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props, to foster care-taking role-play and to focus on wants and needs of self and others. To offer expanded communication experiences highlighted by phones.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language, back and forth communication.

Math and Manipulatives
Materials: puzzles, number sort game, numeral puzzles, patterning match game, pegs and peg board, small Lego sets, dominoes and building board. White boards are added to the Lego area so children can keep track of how many blocks tall their towers are!
Rationale: to build awareness related to numerals and counting. To connect numerals with concepts of quantity. To foster interests in creating repeating patterns based upon several attributes and to be able to match numbers and colors. To connect counting experiences to measurement and record keeping.
Skills: color recognition, shape recognition, one-to-one correspondence, counting, numeral recognition, sorting, fine motor development, turn-taking, persistence and patterning.

Language and Literacy
Materials: variety of writing utensils, laminated paper to practice writing numbers, paper, envelopes, staplers, tape, scissors, Montessori base-ten number boards, mailboxes and examples of letters.
Rationale: To build awareness of both numbers and letters. To foster alpha-numeric exploration, and to give children the opportunity to create their own stories, writings, and correspondence. To encourage familiarity with the shape and appearance of letters and numbers. To encourage writing as a means of communication.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language, numeracy, eye-hand coordination, communication with peers.
Materials: The library contains books related to winter, counting, transportation, and a variety of other topics of interest to the class, and felt story boards.
Rationale: to develop strong appreciation for interactions with the written word. To provide time to build relationships between children and teachers. To encourage children to seek out a variety of fiction and non-fiction books on an ongoing basis and to allow the children to use their imagination and create their own story.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, story re-telling, sequencing, communication, cooperation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, translucent color blocks, peg people, traffic signs, paper, clip boards and drafting board. (In Cave) Light table with translucent Duplo's.
Rationale: to support children's creativity, independent problem solving, 3 dimensional processing, social negotiation, and coordination as they plan and create block structures. Traffic signs are added to extend transportation-themed play. The clip boards and the light table were added so the children can continue to expand on recent interest in street signs and simple word tracing.
Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), reflection on everyday experiences, analysis and synthesis, imagination, emergent writing skills, letter and word recognition.

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, jumping pit, and obstacle course 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

Snacks:

Monday - Sunbutter & bagels
Wednesday - Applesauce & crackers
Thursday - Rice chex & oranges

Weekly Plan: Week of February 3, 2014

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Weekly Plan: February 3, 5 & 6 2014
Weekly Lesson Plan February 3, 5 & 6
Heather Lead Teaching

Overview: Over the next couple of weeks we will be discussing numbers in the classroom and including them in the dramatic play area, block area, writing center, book corner, large group and the math table. The teachers will support the children's numerical awareness by working with numbers associated with our everyday lives. We will also continue talking about our bodies and continue the investigation of self and others, identify personal characteristics related to appearance, and building awareness of specific aspects and components of the human body. Hopefully the weather stays nice and we can exercise our bodies outside all 3 days next week!

Expressive Arts (paint, water colors, clay)
Materials: Blue, Red, White and Black paint at the easel with extra cups for paint mixing, watercolor painting materials: brushes, watercolor paint and paper. Clay and clay tools, paper clips that the children can use for bending or poking their clay.
Rationale: to provide an opportunity for children to reflect on a concrete experience in an abstract and personal manner. Then allow for the continued exploration of the art concepts of line, color, texture, shape, and dimension. To extend the children's emerging interest in mixing together colors and identifying the different shades and tones they can make. The paperclips allow the children to expand their creative representations as they add small details by poking and scraping the clay.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, expressive and descriptive vocabulary, generalizing and making connections, using new tools and appreciating art of others.

Sensory (water table)
Materials: Snow, scoops, molds, buckets, squeeze bottles, colored water, ice cubes.

Rationale: To provide a rich sensory experience while connecting indoor and outdoor experiences. To expand the sensory experience by including squeezing action, visual observation of color mixing, and the tactile experience of mixing water with snow. To encourage active scientific exploration of color mixing and the observation of the melting of snow. To expand on their number counting by counting the ice cubes, buckets and snowballs
Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, comparing and contrasting, scientific observation, sharing materials, hand-eye coordination, cause and effect relationships, upper body strength and fine motor, color identification, descriptive language and counting.

Science
Materials: Full-Body Mirrors, human body charts and books, clipboards and paper, human body puzzle, animal books and pictures of animals.
Rationale: to continue the investigation of self and others. To identify personal characteristics related to appearance. To build awareness of specific aspects and components of the human body compared to animals. To identify the characteristics that are the same on a human compared to an animal.
Skills: observation, scientific investigation and inquiry, making comparisons, body-part identification, developing curiosity, number skills and identity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave with babies and baby clothes/bottles
Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props, to foster care-taking role-play and to focus on wants and needs of self and others.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language

Math and Manipulatives
Materials: puzzles, number sort game, numeral puzzles, patterning match game, pegs and peg board, small Lego sets, dominoes and building board.
Rationale: to build awareness related to numerals. To connect numerals with concepts of quantity. To foster interests in creating repeating patterns based upon several attributes and to be able to match numbers and colors. Dominoes are added to highlight counting and comparing amounts as children count individual pips on the dominoes and match quantities.
Skills: color recognition, shape recognition, one-to-one correspondence, counting, numeral recognition, sorting, fine motor development, turn-taking, persistence and patterning.

Language and Literacy
Materials: variety of writing utensils, laminated paper to practice writing numbers, paper, envelopes, staplers, tape, scissors, Montessori base-ten number boards.
Rationale: To build awareness of both numbers and letters. To foster alpha-numeric exploration, and to give children the opportunity to create their own stories, writings, and correspondence. To encourage familiarity with the shape and appearance of letters and numbers.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language, numeracy, eye-hand coordination.
Materials: The library contains books related to winter, counting, transportation, and a variety of other topics of interest to the class, and felt story boards.
Rationale: to develop strong appreciation for interactions with the written word. To provide time to build relationships between children and teachers. To encourage children to seek out a variety of fiction and non-fiction books on an ongoing basis and to allow the children to use their imagination and create their own story.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, story re-telling, sequencing, communication, cooperation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, translucent color blocks, peg people, traffic signs, paper, clip boards and drafting board. (In Cave) Light table with translucent Duplo's.
Rationale: to support children's creativity, independent problem solving, 3 dimensional processing, social negotiation, and coordination as they plan and create block structures. Traffic signs are added to extend transportation-themed play. The clip boards and the light table were added so the children can continue to expand on recent interest in street signs and simple word tracing.
Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), reflection on everyday experiences, analysis and synthesis, imagination, emergent writing skills, letter and word recognition.

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, jumping pit, and obstacle course 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

Snacks:

Monday: Crackers and raisins
Wednesday: Black eyed peas and sweet potatoes
Thursday: Rice cakes and apples

Weekly Plan: Week of February 3, 2014

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Weekly Plan: February 3, 5 & 6 2014
Weekly Lesson Plan February 3, 5 & 6
Heather Lead Teaching

Overview: Over the next couple of weeks we will be discussing numbers in the classroom and including them in the dramatic play area, block area, writing center, book corner, large group and the math table. The teachers will support the children's numerical awareness by working with numbers associated with our everyday lives. We will also continue talking about our bodies and continue the investigation of self and others, identify personal characteristics related to appearance, and building awareness of specific aspects and components of the human body. Hopefully the weather stays nice and we can exercise our bodies outside all 3 days next week!

Expressive Arts (paint, water colors, clay)
Materials: Blue, Red, White and Black paint at the easel with extra cups for paint mixing, watercolor painting materials: brushes, watercolor paint and paper. Clay and clay tools, paper clips that the children can use for bending or poking their clay.
Rationale: to provide an opportunity for children to reflect on a concrete experience in an abstract and personal manner. Then allow for the continued exploration of the art concepts of line, color, texture, shape, and dimension. To extend the children's emerging interest in mixing together colors and identifying the different shades and tones they can make. The paperclips allow the children to expand their creative representations as they add small details by poking and scraping the clay.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, expressive and descriptive vocabulary, generalizing and making connections, using new tools and appreciating art of others.

Sensory (water table)
Materials: Snow, scoops, molds, buckets, squeeze bottles, colored water, ice cubes.

Rationale: To provide a rich sensory experience while connecting indoor and outdoor experiences. To expand the sensory experience by including squeezing action, visual observation of color mixing, and the tactile experience of mixing water with snow. To encourage active scientific exploration of color mixing and the observation of the melting of snow. To expand on their number counting by counting the ice cubes, buckets and snowballs
Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, comparing and contrasting, scientific observation, sharing materials, hand-eye coordination, cause and effect relationships, upper body strength and fine motor, color identification, descriptive language and counting.

Science
Materials: Full-Body Mirrors, human body charts and books, clipboards and paper, human body puzzle, animal books and pictures of animals.
Rationale: to continue the investigation of self and others. To identify personal characteristics related to appearance. To build awareness of specific aspects and components of the human body compared to animals. To identify the characteristics that are the same on a human compared to an animal.
Skills: observation, scientific investigation and inquiry, making comparisons, body-part identification, developing curiosity, number skills and identity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave with babies and baby clothes/bottles
Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props, to foster care-taking role-play and to focus on wants and needs of self and others.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language

Math and Manipulatives
Materials: puzzles, number sort game, numeral puzzles, patterning match game, pegs and peg board, small Lego sets, dominoes and building board.
Rationale: to build awareness related to numerals. To connect numerals with concepts of quantity. To foster interests in creating repeating patterns based upon several attributes and to be able to match numbers and colors. Dominoes are added to highlight counting and comparing amounts as children count individual pips on the dominoes and match quantities.
Skills: color recognition, shape recognition, one-to-one correspondence, counting, numeral recognition, sorting, fine motor development, turn-taking, persistence and patterning.

Language and Literacy
Materials: variety of writing utensils, laminated paper to practice writing numbers, paper, envelopes, staplers, tape, scissors, Montessori base-ten number boards.
Rationale: To build awareness of both numbers and letters. To foster alpha-numeric exploration, and to give children the opportunity to create their own stories, writings, and correspondence. To encourage familiarity with the shape and appearance of letters and numbers.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language, numeracy, eye-hand coordination.
Materials: The library contains books related to winter, counting, transportation, and a variety of other topics of interest to the class, and felt story boards.
Rationale: to develop strong appreciation for interactions with the written word. To provide time to build relationships between children and teachers. To encourage children to seek out a variety of fiction and non-fiction books on an ongoing basis and to allow the children to use their imagination and create their own story.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, story re-telling, sequencing, communication, cooperation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, translucent color blocks, peg people, traffic signs, paper, clip boards and drafting board. (In Cave) Light table with translucent Duplo's.
Rationale: to support children's creativity, independent problem solving, 3 dimensional processing, social negotiation, and coordination as they plan and create block structures. Traffic signs are added to extend transportation-themed play. The clip boards and the light table were added so the children can continue to expand on recent interest in street signs and simple word tracing.
Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), reflection on everyday experiences, analysis and synthesis, imagination, emergent writing skills, letter and word recognition.

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, jumping pit, and obstacle course 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

Snacks:

Monday: Crackers and raisins
Wednesday: Black eyed peas and sweet potatoes
Thursday: Rice cakes and apples

Weekly Plan: Week of February 3, 2014

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Weekly Plan: February 3, 5 & 6 2014
Weekly Lesson Plan February 3, 5 & 6
Heather Lead Teaching

Overview: Over the next couple of weeks we will be discussing numbers in the classroom and including them in the dramatic play area, block area, writing center, book corner, large group and the math table. The teachers will support the children's numerical awareness by working with numbers associated with our everyday lives. We will also continue talking about our bodies and continue the investigation of self and others, identify personal characteristics related to appearance, and building awareness of specific aspects and components of the human body. Hopefully the weather stays nice and we can exercise our bodies outside all 3 days next week!

Expressive Arts (paint, water colors, clay)
Materials: Blue, Red, White and Black paint at the easel with extra cups for paint mixing, watercolor painting materials: brushes, watercolor paint and paper. Clay and clay tools, paper clips that the children can use for bending or poking their clay.
Rationale: to provide an opportunity for children to reflect on a concrete experience in an abstract and personal manner. Then allow for the continued exploration of the art concepts of line, color, texture, shape, and dimension. To extend the children's emerging interest in mixing together colors and identifying the different shades and tones they can make. The paperclips allow the children to expand their creative representations as they add small details by poking and scraping the clay.
Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, expressive and descriptive vocabulary, generalizing and making connections, using new tools and appreciating art of others.

Sensory (water table)
Materials: Snow, scoops, molds, buckets, squeeze bottles, colored water, ice cubes.

Rationale: To provide a rich sensory experience while connecting indoor and outdoor experiences. To expand the sensory experience by including squeezing action, visual observation of color mixing, and the tactile experience of mixing water with snow. To encourage active scientific exploration of color mixing and the observation of the melting of snow. To expand on their number counting by counting the ice cubes, buckets and snowballs
Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, comparing and contrasting, scientific observation, sharing materials, hand-eye coordination, cause and effect relationships, upper body strength and fine motor, color identification, descriptive language and counting.

Science
Materials: Full-Body Mirrors, human body charts and books, clipboards and paper, human body puzzle, animal books and pictures of animals.
Rationale: to continue the investigation of self and others. To identify personal characteristics related to appearance. To build awareness of specific aspects and components of the human body compared to animals. To identify the characteristics that are the same on a human compared to an animal.
Skills: observation, scientific investigation and inquiry, making comparisons, body-part identification, developing curiosity, number skills and identity.

Dramatic Play
Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave with babies and baby clothes/bottles
Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props, to foster care-taking role-play and to focus on wants and needs of self and others.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language

Math and Manipulatives
Materials: puzzles, number sort game, numeral puzzles, patterning match game, pegs and peg board, small Lego sets, dominoes and building board.
Rationale: to build awareness related to numerals. To connect numerals with concepts of quantity. To foster interests in creating repeating patterns based upon several attributes and to be able to match numbers and colors. Dominoes are added to highlight counting and comparing amounts as children count individual pips on the dominoes and match quantities.
Skills: color recognition, shape recognition, one-to-one correspondence, counting, numeral recognition, sorting, fine motor development, turn-taking, persistence and patterning.

Language and Literacy
Materials: variety of writing utensils, laminated paper to practice writing numbers, paper, envelopes, staplers, tape, scissors, Montessori base-ten number boards.
Rationale: To build awareness of both numbers and letters. To foster alpha-numeric exploration, and to give children the opportunity to create their own stories, writings, and correspondence. To encourage familiarity with the shape and appearance of letters and numbers.
Skills: fine motor, pre-writing, letter recognition, symbolic reasoning, expressive language, numeracy, eye-hand coordination.
Materials: The library contains books related to winter, counting, transportation, and a variety of other topics of interest to the class, and felt story boards.
Rationale: to develop strong appreciation for interactions with the written word. To provide time to build relationships between children and teachers. To encourage children to seek out a variety of fiction and non-fiction books on an ongoing basis and to allow the children to use their imagination and create their own story.
Skills: receptive language, phonological awareness, early literacy, listening, community building, expressive language, story re-telling, sequencing, communication, cooperation.

Blocks
Materials: large hollow blocks, small multi-shaped unit blocks, translucent color blocks, peg people, traffic signs, paper, clip boards and drafting board. (In Cave) Light table with translucent Duplo's.
Rationale: to support children's creativity, independent problem solving, 3 dimensional processing, social negotiation, and coordination as they plan and create block structures. Traffic signs are added to extend transportation-themed play. The clip boards and the light table were added so the children can continue to expand on recent interest in street signs and simple word tracing.
Skills: large motor development, expressive creation, symbolic representation, spatial (3-D) reasoning, cooperative play, problem solving, mathematical reasoning (part-whole relationships, geometry, symmetry), reflection on everyday experiences, analysis and synthesis, imagination, emergent writing skills, letter and word recognition.

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, jumping pit, and obstacle course 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

Snacks:

Monday: Crackers and raisins
Wednesday: Black eyed peas and sweet potatoes
Thursday: Rice cakes and apples

Weekly Plan: January 22 & 23, 2014

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Weekly Lesson Plan January 22 & 23 Elizabeth Lead Teaching

Overview: It is hard to imagine that the children have only been back to school for 5 days. We have quickly jumped back into our daily routines and activities and the learning and enthusiasm is already apparent. Although no major changes are made this week, check below for a few new additions in bold. As a teacher, it is always wonderful when the students' interests and questions steer the direction of our learning. That is just what is happening this week. After observing several children fascinated by the mixing of paint colors at the easel, the art and sensory areas will be altered to reflect this interest. Watercolors are introduces at the art area this week, and the sensory table is stocked with squeeze bottles and colored water to extend and "color" our ongoing snow exploration. Finally, as the increasingly cold temperatures keep us indoors, the gym has been changed with new and challenging equipment. It will be a short but exciting week!



Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel with extra cups for paint mixing, watercolor painting materials (paints, watercolor paper, brushes), Clay and clay tools.
Rationale: to provide an opportunity for children to reflect on a concrete experience in an abstract and personal manner. The allow for the continued exploration of the art concepts of line, color, texture, shape, and dimension. To extend the children's emerging interest in mixing together colors and identifying the different shades and tones they can make.

Skills: fine motor development (strength, coordination), creativity, symbolic representation, sensory input, color recognition, expressive and descriptive vocabulary, generalizing and making connections, using new tools, appreciate of art of others.

Sensory (water table)

Materials: Snow, scoops, molds, buckets, squeeze bottles, colored water

Rationale: To provide a rich sensory experience while connecting indoor and outdoor experiences. To expand the sensory experience by including squeezing action, visual observation of color mixing, and the tactile experience of mixing water with snow. To encourage active scientific exploration of color mixing and the observation of the melting of snow.

Skills: sensory awareness, large and fine motor development, cooperative play, social relationship building, comparing and contrasting, scientific observation, sharing materials, hand-eye coordination, cause and effect relationships, upper body strength and fine motor, color identification, descriptive language.

Science

•Materials: Full-Body Mirrors, human body charts and books, clipboards and paper, human body puzzle
•Rationale: to continue the investigation of self and others. To identify personal characteristics related to appearance. To build awareness of specific aspects and components of the human body. To identify the characteristics that all humans share. To draw more specific attention to the individual parts that comprise the human body. To build descriptive vocabulary to describe the human body and the movement it produces.
•Skills: observation, scientific investigation and inquiry, making comparisons, body-part identification, developing curiosity and identity

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; one cave with babies and baby clothes/bottles
Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props, to foster care-taking role-play and to focus on wants and needs of self and others.
Skills: creative role-play, peer interaction, social problem solving, symbolic representation, imaginative transformation, use of expressive and receptive language.


Math and Manipulatives
•Materials: puzzles, number sort game, numeral puzzles, patterning match game, pegs and peg board, small lego sets and building board.
•Rationale: to build awareness related to numerals. To connect numerals with concepts of quantity. To foster interests in creating repeating patterns based upon several attributes.
•Skills: color recognition, shape recognition, one-to-one correspondence, counting, numeral recognition, sorting, fine motor development, turn-taking, persistence, patterning.

Language and Literacy

Materials: variety of writing utensils, paper, envelopes, staplers, tape, scissors, Montessori base-ten number boards.

Rationale: To build awareness of both numbers and letters. To foster alpha-numeric exploration, and to give children the opportunity to create their own stories, writings, and correspondence. To encourage familiarity with the shape and appearance of letters and numbers.

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

Materials: The library contains books related to winter, counting, transportation, and a variety of other topics of interest to the class.

Rationale: to develop strong appreciation for interactions with the written word. To provide time to build relationships between children and teachers. To encourage children to seek out a variety of fiction and non-fiction books on an ongoing basis.

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


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent color blocks, peg people, traffic signs, light table with translucent duplos.
Rationale: to support children's creativity, independent problem solving, 3 dimensional processing, social negotiation, and coordination as they plan and create block structures. Traffic signs are added to extend transportation-themed play.

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


Large Motor

Large Motor
-Materials: 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, jumping pit, and obstacle course 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

Snack

Wednesday: Class-made granola, yogurt, and birthday fruit (happy birthday, Ella)

Thursday: Carrots and hummus

Classroom Plan for November 18-December 2, 2013

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Weekly Lesson Plan November 18-December 2 Elizabeth Lead Teaching

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



Expressive Arts
(paint, collage, clay)

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

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

Sensory (water table)

Materials: Water with soap for washing classroom materials.

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

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

Science

Science
•Materials: mirrors, magnifying glasses, a slideshow with the children showing different emotions with their faces, various pictures of animal or other "silly" faces.
•Rationale: to support children's curiosity about themselves and others. To identify personal characteristics related to appearance. To build awareness of similarities and differences between self and others while engaging in beginning concepts of comparing and contrasting. To reflect on the emotions of self and others and begin identifying facial expressions connected to certain emotions. To note facial characteristics of non-human faces and compare and contrast them with our own faces.
•Skills: observation, scientific investigation and inquiry, making comparisons, emotion identification, hypothesizing, developing curiosity and identity

Dramatic Play

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

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

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


Math and Manipulatives
•Materials: puzzles, seriation stacker, stacking rings, balance scale, Mr. Potato heads and accessories, felt board with shapes suggestive of faces, boat match-up pictures, Memory Game
•Rationale: to encourage children to work with open-ended materials where they can develop understanding of size, shape, quantity, numerals, relative weight and facial features. To incorporate mathematical concepts of matching and spatial reasoning with the social skills involved in play a game with rules.
•Skills: color recognition, shape recognition, seriating (i.e. stacking largest to smallest), one-to-one correspondence, counting, sorting, fine motor development, geometrical awareness, comparison, weight, short term memory, spatial reasoning, turn-taking, persistence.

Language and Literacy

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

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

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

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

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

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


Blocks

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

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

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


Large Motor

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

Snack

Monday: Popcorn and milk

Monday(11-23): Pasta and milk

Wednesday (11-25): Pretzels and apples

Weekly Lesson Plan: Week of October 28th, 2013

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

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



Expressive Arts
(paint, collage, clay)

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

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

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

Sensory (water table)

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

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

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

Science

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

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

Dramatic Play

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

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

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


Math and Manipulatives

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

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

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

Language and Literacy

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

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

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

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

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

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


Blocks

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

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

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


Large Motor

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

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

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

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

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

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

Snack

Monday: Apples and class made dip

Wednesday: Rice cakes and craisins

Thursday: Oatmeal with apples and cinnamon

Weekly Lesson Plan: Week of October 21st, 2013

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

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


Expressive Arts
(paint, collage, clay)

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

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

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

Sensory (water table)

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

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

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

Science

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

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

Dramatic Play

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

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

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


Math and Manipulatives

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

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

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

Language and Literacy

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

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

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

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

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

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


Blocks

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

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

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


Large Motor

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

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

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

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

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

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

Snack


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

Weekly Lesson Plan: Week of October 21st, 2013

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

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


Expressive Arts
(paint, collage, clay)

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

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

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

Sensory (water table)

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

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

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

Science

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

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

Dramatic Play

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

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

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


Math and Manipulatives

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

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

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

Language and Literacy

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

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

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

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

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

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


Blocks

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

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

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


Large Motor

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

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

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

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

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

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

Snack


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

Weekly Lesson Plan: Week of October 14, 2013

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Lauren Lead Teaching
October 14 - 17 , 2013


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


Expressive Arts
(paint, collage, clay)

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

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

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

Sensory (water table)

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

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

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

Science

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

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

Dramatic Play

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

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

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


Math and Manipulatives

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

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

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


Language and Literacy

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

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

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

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


Blocks

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

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

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


Large Motor

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

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

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

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

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

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


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

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

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Tina Lead Teaching
October 7 - 10 , 2013


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


Expressive Arts
(paint, collage, clay)

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

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

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

Sensory (water table)

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

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

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

Science

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

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

Dramatic Play

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

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

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


Math and Manipulatives

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

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


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

Language and Literacy

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

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

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

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


Blocks

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

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

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


Large Motor

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

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

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

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

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

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


Snacks

Monday: Apples and Pretzels

Wednesday: Popcorn and Fresh Apple Cider

Thursday: Corn Chex and Craisins

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

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Team Teaching
October 7 - 10 , 2013


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


Expressive Arts
(paint, collage, clay)

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

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

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

Sensory (water table)

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

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

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

Science

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

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

Dramatic Play

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

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

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


Math and Manipulatives

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

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


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

Language and Literacy

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

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

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

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


Blocks

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

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

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


Large Motor

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

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

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

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

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

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


Snacks

Monday: Apples and Pretzels

Wednesday: Popcorn and Fresh Apple Cider

Thursday: Corn Chex and Craisins

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

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Team Teaching
October 7 - 10 , 2013


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


Expressive Arts
(paint, collage, clay)

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

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

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

Sensory (water table)

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

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

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

Science

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

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

Dramatic Play

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

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

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


Math and Manipulatives

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

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


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

Language and Literacy

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

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

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

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


Blocks

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

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

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


Large Motor

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

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

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

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

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

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


Snacks

Monday: Apples and Pretzels

Wednesday: Popcorn and Fresh Apple Cider

Thursday: Corn Chex and Craisins

Weekly Lesson Plan: September 30-October 3, 2013

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Team Teaching
September 30-October 3, 2013


Overview: As the children continue to grow more comfortable with the classroom materials, routines, and expectations, very few changes are made to our weekly plan. A few enriching materials are added to different areas of the classroom to extend to play themes the children have demonstrated in the first days of school. For example, a strong group interest in making clay pizzas have led to the addition of pizza cutters and other tools that will assist in the further exploration of the play topic. Additionally, the strong interest in self-portraiture that emerged in the Science area has led to the addition of more mirrors and drawing instruments to be added to the art area as well. Meanwhile, as the student teachers begin to take more responsibility in the classroom, all teachers will continue to focus on fostering peer relationships and establishing a sense of community in our classroom.


Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage, markers, crayons, colored pencils, scissors, hinged mirrors, pencils and fine-tip markers. Clay: pizza cutters, spatulas, bottle caps for cutting clay.

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

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

Sensory (water table)

Materials: Water with measuring cups and miscellaneous containers for scooping and pouring, basters, and whisks

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts.

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

Science

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

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

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; the nook is set as bedroom with "beds," baby dolls, and baby-care items. One cave contains stuffed woodland animals in a woodland scene. Doll house with furniture and dolls is also available near cave area.
Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props.

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


Math and Manipulatives

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

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


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

Language and Literacy

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

Materials: the library has books that might be familiar to the children on topics about homes, school, families, and friendship.
Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport.

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


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent blocks, peg people, wooden cars addition: Carpet scraps for road building.

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

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


Large Motor

Materials: gym--Rocking boats, wall mounted ladders, monkey bars, mat and bolster climbing station, steps and slide.
Rationale: a slightly different gym setup fosters turn-taking as well as confidence in large motor abilities.

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

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

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

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


Snack

Monday: Rice chex and dried apricots

Wednesday: apples and crackers

Thursday: granola bars

Weekly Lesson Plan: September 18-26

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Overview: Welcome to a new school year! As we the children return to school or come for the very first time, the classroom is set up to support an enjoyable and comfortable experience for all. Simple and familiar materials are offered to encourage exploration of the classroom environment as well as facilitate connections between individuals. Each day, the teachers will attend closely to assisting the children as they build relationships with one another and establish new friendships. The classroom materials also support individual and group exploration as the children seek to answer the question "Who are we?" This question provides the children with an opportunity to delve deeply into a meaningful topic and extend their thinking about themselves, their peers, their family, and their community as the year unfolds. In the first weeks of school, the environment is thoughtfully planned to stimulate investigation as well as promote a sense of belonging, familiarity, comfort, and joy.


Expressive Arts
(paint, collage, clay)

Materials: primary colors (blue, red, yellow) at the easel, natural materials for collage, clay, markers, crayons, colored pencils, scissors

Rationale: to explore with hands and tools to promote sensory awareness, to increase fine motor skills, and to foster social relationships as children observe and work together with their peers

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

Sensory (water table)

Materials: Water with measuring cups and miscellaneous containers for scooping and pouring

Rationale: to cooperatively work together while exploring a familiar sensory experience. To gain initial experience with a variety of science and mathematical concepts.

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

Science

Materials: mirrors, magnifying glasses, clipboards, varied "flesh tone" markers.
Rationale: to support children's curiosity about themselves and others. To identify personal characteristics related to appearance. To build awareness of similarities and differences between self and others.

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

Dramatic Play

Materials: housekeeping materials (furniture, dishes, food) and dress-up fabric and shoes; the nook is set as bedroom with "beds," baby dolls, and baby-care items. One cave contains stuffed woodland animals in a woodland scene. Doll house with furniture and dolls is also available near cave area.
Rationale: to allow for the expression of family life and to encourage social interaction and creative role-play while playing with familiar props.

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


Math and Manipulatives

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

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

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

Language and Literacy

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

Materials: the library has books that might be familiar to the children on topics about homes, school, families, and friendship.
Rationale: to encourage cozy reading time with friends and teachers as we build relationships and rapport.

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


Blocks

Materials: large hollow blocks, small multi-shaped unit blocks, translucent blocks, peg people, wooden cars

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

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


Large Motor

Materials: gym--A-frame jumping station, wall mounted ladders, monkey bars, trampoline, steps and ladder.
Rationale: a simple set-up in the gym is inviting and allows the children to explore gross motor abilities and gain confidence

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

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

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

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


Special Interest

Large Group Meeting--music and movement will be used to help the children learn each other's names and the classroom routines. This time together emphasizes togetherness and fosters the building of classroom community.

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  • Frances
  • Nyna
  • Ross
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This page is an archive of recent entries in the Elizabeth's Weekly Plans F13 category.

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