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Weekly Lesson Plan Feb. 24 - 28, 2014

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Weekly Lesson Plan
February 24 - 28
Emily Lead Teaching

Overview
The children continue to explore more winter concepts throughout the classroom. Over the past few weeks, the children have been introduced to different ways they can mix colors in the snow, using spray bottles, pipettes, and frozen colored water to alter their snow creations. Letters, the alphabet and rhyming have also been ongoing topics of interest throughout the classroom and the children have enjoyed learning and creating their own rhymes. This week we will begin to discuss the concept of symmetry with the children; we have added materials to the math and manipulatives cave that will allow them to independently explore symmetry, and teachers will add focus to their explorations during guided discussions at large group.

Expressive Arts
Materials: Plexiglas easel, paint, paintbrushes, play-doh, rolling pins
Rationale: In the art area we have added the Plexiglas art easel to encourage children to work together to collaborate on pictures and paintings. This will encourage communication with their peers during their painting experiences. Play-doh has also been added to the art table as well as rolling pins and various letters. The children will be encouraged to replicate the letters in a three dimensional representation.
Skills: Fine motor, creative expression, symbolic representation, letter recognition

Sensory
Materials: Sensory table, snow, ice cubes, spray bottles with colored water, shovels.
Rationale: To further the exploration of color mixing, at the sensory table the children will be able to mix colors with the spray bottles. The children will be able to spray red, blue and yellow colors on the snow to observe the color change when the colors are added to the white snow. The children will also be able to observe and interact with the melting snow as they add the colored water to the snow.
Skills: Sensory input, predicting, observing, knowledge of physical properties.

Science
Materials: vinegar, baking soda, pipettes, colored water, snow
Rationale: The children enjoyed experimenting and watching the reactions when the salt was added to the ice and snow. This week we will be adding a controlled experiment to allow the children to see and predict what will occur when baking soda and vinegar are added together. At the light table we will continue the exploration of color mixing by adding more colors to allow further predictions and explorations as the children experiment with adding color to the snow.
Skills: Scientific inquiry, observation, making use of appropriate sources of information, reasoning, making comparisons and predictions.

Language and Literacy
Materials: Plain paper, designed paper, pens, pencils, tape, staplers, hole punchers, envelopes, books related to winter and winter animals
Rationale: There are three writing centers set up in the classroom. At the writing center by the bird watching station, the children have been enjoying making notes, cards and books. This interest is being carried out to a new letter-writing table that will allow for the children to further their exploration of writing letters and notes to friends and family. This concept will continue to be supported throughout the next few weeks to build on the children's awareness of different types of communication, as well as the purpose and function of letters and words. This will also allow for the children to continue developing their fine motor skills and awareness of the alphabet.
Skills: Fine motor, descriptive and creative writing/dictation, letter recognition

Math and Manipulative
Materials: colored pattern animals, duplos, shape puzzles, letter puzzles, interlocking puzzles, magnetic tiles, and magnetic boards.
Rationale: Our exploration of patterns has lead us into a discussion about symmetry in an effort to extend the children's ability to observe and make sense of the world around them. We have set up magnetic boards and magnetic tiles to allow for the children to explore and demonstrate their knowledge of symmetry. The children will be encouraged to make symmetrical patterns on one side of the magnetic board and then recreate it on the other side of the magnetic board to develop a sense of symmetry.
Skills: symmetry, logical thinking, reasoning, fine motor strength and dexterity

Dramatic Play
Materials: Kitchen furniture, baked goods, muffin tins, mixing bowls, grocery lists, grocery store shelves, grocery bags and baskets, grocery goods. In the cave we have winter animals that reflect the story of The Mitten, winter fabrics to represent a snowy, forest landscape. Under the loft, in the back of the classroom we are creating a classroom grocery store.
Rationale: To encourage children to engage in dramatic play scenarios and support peer interactions, we are transforming the loft into a classroom grocery store. This will allow for the children to continue furthering their role-play of grocery store scenarios. There will be adding more grocery store foods, as well as a countertop to act as a check-out area. The children continue to engage in cooperative play, peer negotiation strategies, turn taking, and other social and emotional skills while interacting with one another in this area.
Skills: Role-play, symbolic play, peer interactions, support general social skills, problem solving, sharing.

Blocks
Materials: Unit blocks, hollow blocks, wood planks
Rational: The children have been engaged in creating various house-like structures utilizing the hollow blocks. They have been extending the kitchen materials into their play structures and creating dramatic play scenarios.
Skills: Creative building, spatial skills, geometry, balance and design, social skills, large motor, symbolic play.

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 new gym set up is designed primarily to foster the growth of the children's propulsion and reception skills and continues to foster cooperative large group play.
Skills: Gross motor, balance, endurance, upper body strength, fine motor-grasping, hand-eye coordination, risk-taking, hoping on one and two feet, throwing, catching.

Weekly Lesson Plan Feb. 24 - 28, 2014

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Weekly Lesson Plan
February 24 - 28
Emily Lead Teaching

Overview
The children continue to explore more winter concepts throughout the classroom. Over the past few weeks, the children have been introduced to different ways they can mix colors in the snow, using spray bottles, pipettes, and frozen colored water to alter their snow creations. Letters, the alphabet and rhyming have also been ongoing topics of interest throughout the classroom and the children have enjoyed learning and creating their own rhymes. This week we will begin to discuss the concept of symmetry with the children; we have added materials to the math and manipulatives cave that will allow them to independently explore symmetry, and teachers will add focus to their explorations during guided discussions at large group.

Expressive Arts
Materials: Plexiglas easel, paint, paintbrushes, play-doh, rolling pins
Rationale: In the art area we have added the Plexiglas art easel to encourage children to work together to collaborate on pictures and paintings. This will encourage communication with their peers during their painting experiences. Play-doh has also been added to the art table as well as rolling pins and various letters. The children will be encouraged to replicate the letters in a three dimensional representation.
Skills: Fine motor, creative expression, symbolic representation, letter recognition

Sensory
Materials: Sensory table, snow, ice cubes, spray bottles with colored water, shovels.
Rationale: To further the exploration of color mixing, at the sensory table the children will be able to mix colors with the spray bottles. The children will be able to spray red, blue and yellow colors on the snow to observe the color change when the colors are added to the white snow. The children will also be able to observe and interact with the melting snow as they add the colored water to the snow.
Skills: Sensory input, predicting, observing, knowledge of physical properties.

Science
Materials: vinegar, baking soda, pipettes, colored water, snow
Rationale: The children enjoyed experimenting and watching the reactions when the salt was added to the ice and snow. This week we will be adding a controlled experiment to allow the children to see and predict what will occur when baking soda and vinegar are added together. At the light table we will continue the exploration of color mixing by adding more colors to allow further predictions and explorations as the children experiment with adding color to the snow.
Skills: Scientific inquiry, observation, making use of appropriate sources of information, reasoning, making comparisons and predictions.

Language and Literacy
Materials: Plain paper, designed paper, pens, pencils, tape, staplers, hole punchers, envelopes, books related to winter and winter animals
Rationale: There are three writing centers set up in the classroom. At the writing center by the bird watching station, the children have been enjoying making notes, cards and books. This interest is being carried out to a new letter-writing table that will allow for the children to further their exploration of writing letters and notes to friends and family. This concept will continue to be supported throughout the next few weeks to build on the children's awareness of different types of communication, as well as the purpose and function of letters and words. This will also allow for the children to continue developing their fine motor skills and awareness of the alphabet.
Skills: Fine motor, descriptive and creative writing/dictation, letter recognition

Math and Manipulative
Materials: colored pattern animals, duplos, shape puzzles, letter puzzles, interlocking puzzles, magnetic tiles, and magnetic boards.
Rationale: Our exploration of patterns has lead us into a discussion about symmetry in an effort to extend the children's ability to observe and make sense of the world around them. We have set up magnetic boards and magnetic tiles to allow for the children to explore and demonstrate their knowledge of symmetry. The children will be encouraged to make symmetrical patterns on one side of the magnetic board and then recreate it on the other side of the magnetic board to develop a sense of symmetry.
Skills: symmetry, logical thinking, reasoning, fine motor strength and dexterity

Dramatic Play
Materials: Kitchen furniture, baked goods, muffin tins, mixing bowls, grocery lists, grocery store shelves, grocery bags and baskets, grocery goods. In the cave we have winter animals that reflect the story of The Mitten, winter fabrics to represent a snowy, forest landscape. Under the loft, in the back of the classroom we are creating a classroom grocery store.
Rationale: To encourage children to engage in dramatic play scenarios and support peer interactions, we are transforming the loft into a classroom grocery store. This will allow for the children to continue furthering their role-play of grocery store scenarios. There will be adding more grocery store foods, as well as a countertop to act as a check-out area. The children continue to engage in cooperative play, peer negotiation strategies, turn taking, and other social and emotional skills while interacting with one another in this area.
Skills: Role-play, symbolic play, peer interactions, support general social skills, problem solving, sharing.

Blocks
Materials: Unit blocks, hollow blocks, wood planks
Rational: The children have been engaged in creating various house-like structures utilizing the hollow blocks. They have been extending the kitchen materials into their play structures and creating dramatic play scenarios.
Skills: Creative building, spatial skills, geometry, balance and design, social skills, large motor, symbolic play.

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 new gym set up is designed primarily to foster the growth of the children's propulsion and reception skills and continues to foster cooperative large group play.
Skills: Gross motor, balance, endurance, upper body strength, fine motor-grasping, hand-eye coordination, risk-taking, hoping on one and two feet, throwing, catching.

Weekly Lesson Plan Feb. 24 - 28, 2014

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Weekly Lesson Plan
February 24 - 28
Emily Lead Teaching

Overview
The children continue to explore more winter concepts throughout the classroom. Over the past few weeks, the children have been introduced to different ways they can mix colors in the snow, using spray bottles, pipettes, and frozen colored water to alter their snow creations. Letters, the alphabet and rhyming have also been ongoing topics of interest throughout the classroom and the children have enjoyed learning and creating their own rhymes. This week we will begin to discuss the concept of symmetry with the children; we have added materials to the math and manipulatives cave that will allow them to independently explore symmetry, and teachers will add focus to their explorations during guided discussions at large group.

Expressive Arts
Materials: Plexiglas easel, paint, paintbrushes, play-doh, rolling pins
Rationale: In the art area we have added the Plexiglas art easel to encourage children to work together to collaborate on pictures and paintings. This will encourage communication with their peers during their painting experiences. Play-doh has also been added to the art table as well as rolling pins and various letters. The children will be encouraged to replicate the letters in a three dimensional representation.
Skills: Fine motor, creative expression, symbolic representation, letter recognition

Sensory
Materials: Sensory table, snow, ice cubes, spray bottles with colored water, shovels.
Rationale: To further the exploration of color mixing, at the sensory table the children will be able to mix colors with the spray bottles. The children will be able to spray red, blue and yellow colors on the snow to observe the color change when the colors are added to the white snow. The children will also be able to observe and interact with the melting snow as they add the colored water to the snow.
Skills: Sensory input, predicting, observing, knowledge of physical properties.

Science
Materials: vinegar, baking soda, pipettes, colored water, snow
Rationale: The children enjoyed experimenting and watching the reactions when the salt was added to the ice and snow. This week we will be adding a controlled experiment to allow the children to see and predict what will occur when baking soda and vinegar are added together. At the light table we will continue the exploration of color mixing by adding more colors to allow further predictions and explorations as the children experiment with adding color to the snow.
Skills: Scientific inquiry, observation, making use of appropriate sources of information, reasoning, making comparisons and predictions.

Language and Literacy
Materials: Plain paper, designed paper, pens, pencils, tape, staplers, hole punchers, envelopes, books related to winter and winter animals
Rationale: There are three writing centers set up in the classroom. At the writing center by the bird watching station, the children have been enjoying making notes, cards and books. This interest is being carried out to a new letter-writing table that will allow for the children to further their exploration of writing letters and notes to friends and family. This concept will continue to be supported throughout the next few weeks to build on the children's awareness of different types of communication, as well as the purpose and function of letters and words. This will also allow for the children to continue developing their fine motor skills and awareness of the alphabet.
Skills: Fine motor, descriptive and creative writing/dictation, letter recognition

Math and Manipulative
Materials: colored pattern animals, duplos, shape puzzles, letter puzzles, interlocking puzzles, magnetic tiles, and magnetic boards.
Rationale: Our exploration of patterns has lead us into a discussion about symmetry in an effort to extend the children's ability to observe and make sense of the world around them. We have set up magnetic boards and magnetic tiles to allow for the children to explore and demonstrate their knowledge of symmetry. The children will be encouraged to make symmetrical patterns on one side of the magnetic board and then recreate it on the other side of the magnetic board to develop a sense of symmetry.
Skills: symmetry, logical thinking, reasoning, fine motor strength and dexterity

Dramatic Play
Materials: Kitchen furniture, baked goods, muffin tins, mixing bowls, grocery lists, grocery store shelves, grocery bags and baskets, grocery goods. In the cave we have winter animals that reflect the story of The Mitten, winter fabrics to represent a snowy, forest landscape. Under the loft, in the back of the classroom we are creating a classroom grocery store.
Rationale: To encourage children to engage in dramatic play scenarios and support peer interactions, we are transforming the loft into a classroom grocery store. This will allow for the children to continue furthering their role-play of grocery store scenarios. There will be adding more grocery store foods, as well as a countertop to act as a check-out area. The children continue to engage in cooperative play, peer negotiation strategies, turn taking, and other social and emotional skills while interacting with one another in this area.
Skills: Role-play, symbolic play, peer interactions, support general social skills, problem solving, sharing.

Blocks
Materials: Unit blocks, hollow blocks, wood planks
Rational: The children have been engaged in creating various house-like structures utilizing the hollow blocks. They have been extending the kitchen materials into their play structures and creating dramatic play scenarios.
Skills: Creative building, spatial skills, geometry, balance and design, social skills, large motor, symbolic play.

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 new gym set up is designed primarily to foster the growth of the children's propulsion and reception skills and continues to foster cooperative large group play.
Skills: Gross motor, balance, endurance, upper body strength, fine motor-grasping, hand-eye coordination, risk-taking, hoping on one and two feet, throwing, catching.

Weekly Lesson Plan Feb. 24 - 28, 2014

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Weekly Lesson Plan
February 24 - 28
Emily Lead Teaching

Overview
The children continue to explore more winter concepts throughout the classroom. Over the past few weeks, the children have been introduced to different ways they can mix colors in the snow, using spray bottles, pipettes, and frozen colored water to alter their snow creations. Letters, the alphabet and rhyming have also been ongoing topics of interest throughout the classroom and the children have enjoyed learning and creating their own rhymes. This week we will begin to discuss the concept of symmetry with the children; we have added materials to the math and manipulatives cave that will allow them to independently explore symmetry, and teachers will add focus to their explorations during guided discussions at large group.

Expressive Arts
Materials: Plexiglas easel, paint, paintbrushes, play-doh, rolling pins
Rationale: In the art area we have added the Plexiglas art easel to encourage children to work together to collaborate on pictures and paintings. This will encourage communication with their peers during their painting experiences. Play-doh has also been added to the art table as well as rolling pins and various letters. The children will be encouraged to replicate the letters in a three dimensional representation.
Skills: Fine motor, creative expression, symbolic representation, letter recognition

Sensory
Materials: Sensory table, snow, ice cubes, spray bottles with colored water, shovels.
Rationale: To further the exploration of color mixing, at the sensory table the children will be able to mix colors with the spray bottles. The children will be able to spray red, blue and yellow colors on the snow to observe the color change when the colors are added to the white snow. The children will also be able to observe and interact with the melting snow as they add the colored water to the snow.
Skills: Sensory input, predicting, observing, knowledge of physical properties.

Science
Materials: vinegar, baking soda, pipettes, colored water, snow
Rationale: The children enjoyed experimenting and watching the reactions when the salt was added to the ice and snow. This week we will be adding a controlled experiment to allow the children to see and predict what will occur when baking soda and vinegar are added together. At the light table we will continue the exploration of color mixing by adding more colors to allow further predictions and explorations as the children experiment with adding color to the snow.
Skills: Scientific inquiry, observation, making use of appropriate sources of information, reasoning, making comparisons and predictions.

Language and Literacy
Materials: Plain paper, designed paper, pens, pencils, tape, staplers, hole punchers, envelopes, books related to winter and winter animals
Rationale: There are three writing centers set up in the classroom. At the writing center by the bird watching station, the children have been enjoying making notes, cards and books. This interest is being carried out to a new letter-writing table that will allow for the children to further their exploration of writing letters and notes to friends and family. This concept will continue to be supported throughout the next few weeks to build on the children's awareness of different types of communication, as well as the purpose and function of letters and words. This will also allow for the children to continue developing their fine motor skills and awareness of the alphabet.
Skills: Fine motor, descriptive and creative writing/dictation, letter recognition

Math and Manipulative
Materials: colored pattern animals, duplos, shape puzzles, letter puzzles, interlocking puzzles, magnetic tiles, and magnetic boards.
Rationale: Our exploration of patterns has lead us into a discussion about symmetry in an effort to extend the children's ability to observe and make sense of the world around them. We have set up magnetic boards and magnetic tiles to allow for the children to explore and demonstrate their knowledge of symmetry. The children will be encouraged to make symmetrical patterns on one side of the magnetic board and then recreate it on the other side of the magnetic board to develop a sense of symmetry.
Skills: symmetry, logical thinking, reasoning, fine motor strength and dexterity

Dramatic Play
Materials: Kitchen furniture, baked goods, muffin tins, mixing bowls, grocery lists, grocery store shelves, grocery bags and baskets, grocery goods. In the cave we have winter animals that reflect the story of The Mitten, winter fabrics to represent a snowy, forest landscape. Under the loft, in the back of the classroom we are creating a classroom grocery store.
Rationale: To encourage children to engage in dramatic play scenarios and support peer interactions, we are transforming the loft into a classroom grocery store. This will allow for the children to continue furthering their role-play of grocery store scenarios. There will be adding more grocery store foods, as well as a countertop to act as a check-out area. The children continue to engage in cooperative play, peer negotiation strategies, turn taking, and other social and emotional skills while interacting with one another in this area.
Skills: Role-play, symbolic play, peer interactions, support general social skills, problem solving, sharing.

Blocks
Materials: Unit blocks, hollow blocks, wood planks
Rational: The children have been engaged in creating various house-like structures utilizing the hollow blocks. They have been extending the kitchen materials into their play structures and creating dramatic play scenarios.
Skills: Creative building, spatial skills, geometry, balance and design, social skills, large motor, symbolic play.

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 new gym set up is designed primarily to foster the growth of the children's propulsion and reception skills and continues to foster cooperative large group play.
Skills: Gross motor, balance, endurance, upper body strength, fine motor-grasping, hand-eye coordination, risk-taking, hoping on one and two feet, throwing, catching.

Weekly Lesson Plan Feb. 10 - 14, 2014

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Weekly Plan for Marie's Classroom
Feb. 10 - Feb. 14, 2014
Asha Lead Teaching

Overview
The children have enthusiastically been exploring the concepts of winter and animals throughout the past couple of weeks in the classroom! In the recent weeks, children have been introduced to temperature and thermometers during large group meetings. The children have been steadily creating connections between the temperature outside and inside the classroom. They have also extended their ideas about hibernation and the types of animals that hibernate during the winter. Last week at large group, the children began to explore the letters of the alphabet and words that rhyme. The alphabetic principal, rhymes, and winter are all concepts we will continue to be explore in the classroom throughout the next couple of weeks in a variety of ways.

Expressive Arts
Materials: natural materials (feathers, pinecones, sticks, etc.), paint, animal tracks, ice cube paint, paper
Rationale: Animals tracks continue to be a popular topic in and out of the classroom. The children are beginning to find that other objects/things can make tracks. There will be a new table with paper, paint, and a variety of materials so the children can openly explore track making. Ice cube painting will continue in the classroom, as the children have been enjoying exploring color mixing and melting concepts as they use the materials. The children are still very interested in exploring the melting process of snow. Teachers will continue to provide a visual representation of this process.
Skills: Fine motor, creative expression, symbolic representation

Sensory
Materials: sensory table, snow, shovels, animals, ice cubes, natural materials (sticks, nuts, etc.)
Rationale: Snow at the sensory table continues to be an area of interest in the classroom. Teachers have consistently found that children find new topics to discuss each time they visit the table. But continuing to keep arctic animals at the sensory table, the teachers hope that these thoughts and ideas continued to be shared with one another. Ice of varying sizes will continue to be added to the table to explore the concept of melting and to provide opportunities for children to interact and build with ice in new and creative ways.
Skills: Sensory input, knowledge of physical properties, connections between indoors and outdoors, creative building

Science
Materials: Snow, ice, water, magnifying glasses, thermometers, tracks
Rationale: The thermometers at the science table continue to raise many questions for the children to think about with the concept of temperature. This week, teachers will provide more snow at the melting station for children to explore. There will also be items frozen in varying containers of different volumes for the children to compare the different stages of the melting process. As our conversations about tracks continue, the children become increasingly more knowledgeable about finding tracks that certain animals/items have made by matching the tracks to these items. This week at the light table, teachers will provide tracks of varying sizes and shapes for children to explore further.
Skills: Scientific inquiry, observation, making use of appropriate sources of information, reasoning, making comparisons

Language and Literacy
Materials: Plain paper, designed paper, lined paper, pens, pencils, tape, staplers, stencils, hole punches, envelopes, books relating to winter, animals, and relationships
Rationale: There are two writing centers set up in the classroom. One is by the bird watching area to spark the children's interest in writing and/or dictating what they observe there. There is also a writing center in the loft area to encourage and support sign making. This week, there will be designed paper and envelopes to encourage the children's fine motor skills with holding pencils and markers. These letters will also promote the children's awareness of the alphabet as they explore the use and function of the written word.
Skills: Fine motor, descriptive and creative writing/dictation, letter recognition,

Math and Manipulative
Materials: Colored pattern animals, duplos, shape puzzles, letter puzzles, interlocking puzzles, weaving materials
Rationale: The children have been interested in continuing their exploration of patterns with the colored pattern animals. These materials support the children's use of predicting what comes next in a pattern and making logical connections. This week, there will be weaving boards in the caves to give the children the opportunity to practice their growing fine motor skills.
Skills: patterning, logical thinking, reasoning, construction skills, fine motor strength and dexterity

Dramatic Play
Materials: Kitchen area- Kitchen furniture, baked goods, baking tools, muffin tins, bakery menus, recipes. In the cave we have woodland animals, fabric to represent snowy landscape, sticks, twigs, logs. Under the loft in the back of the classroom we have bears, wolves, owls, squirrels, moose and animal costumes.
Rationale: The baking materials in the dramatic play area have sparked rich cooperative play scenarios. Last week, the children extended their play experiences with menus and recipes. To further this play, there will be checklists will be added to the kitchen to encourage the children to play the role of going to the grocery store to find items to cook with. With this role-play, children have been engaged in cooperative play skills, peer negotiation strategies, turn taking, and a wide range of other social and emotional skills.
Skills: Role-play, symbolic play, peer interactions, support general social skills, problem solving, sharing

Blocks
Materials: Unit blocks, hollow blocks and wood planks
Rationale: The children continue to create caves to hibernate in during free playtime. With the addition of fruits and vegetables in the dramatic play kitchen last week, the children have been creating restaurants as an extension of the children's dramatic play scenarios.
Skills: Creative building, spatial skills, geometry, balance and design, social skills, large motor, symbolic play.

Large Motor
Materials: Gym- A-frame balance beam bridge, beanbag pit, obstacle course, tricycles, climbing wall. Outdoors-playground equipment, shovels, buckets, molding materials, sledding hill, snow shoes.
Rationale: As the weather remains cold, the gym continues to provide large motor experiences for children. The tricycles maintain interest for many of the children, as well as the balance beam and jumping pit. These items provide opportunities for 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

Large Motor
Materials: Gym-Climbing wall, jumping pit, monkey bars, stairs and slide, basketball hoop, hop scotch, pitchback. Outdoors- playground equipment, shovels, buckets, molding materials, sledding hill.
Rationale: The new 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.

Lesson Plan Feb. 3 - Feb. 7, 2014

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Feb. 3 - Feb. 7, 2014
Emily lead teaching

Overview
The children have been very eager to further their exploration of the winter season and have enjoyed exploring topics such as animal tracks, temperatures and thermometers, and winter animal behaviors such as migration and hibernation. With the recent discussion about hibernation at large group, many children have become interested in role playing and experimenting with this topic in all areas of the classroom. Temperature has also been an area of interest over the past week. We have taken time to record and observe different temperatures of snow and water. Over the next few weeks, we will continue to discuss the theme of winter animals and their behaviors and temperature.

Expressive Arts
Materials: clay, clay tools, feathers, animal tracks, ice cube paint, watercolor paper
Rationale: Tracks have been a popular topic around the classroom. With the addition of animals to the clay table, teachers hope to provide the children with the opportunity to further explore animal tracks in a three-dimensional way. Ice cube painting will be added to the art area. The children have been very interested in exploring the melting process of snow and the teachers hope to provide a visual representation of this process.
Skills: Fine motor, creative expression, symbolic representation,

Sensory
Materials: sensory table, snow, shovels, artic animals, ice cubes, pictures of artic habitats.
Rationale: Many of the children have enjoyed exploring winter habitats in the dramatic play cave. By moving the arctic animals to the sensory table, the teachers hope to spark the children's interest in exploring creative representations of artic animal habitats. With the children's recent interest inmelting, we have added ice cubes to the snow table. This will allow for the children to use these ice cubes for construction purposes and further melting observations.
Skills: Sensory input, knowledge of physical properties, connections between indoors and outdoors, creative building.

Science
Materials: Snow, ice, water, magnifying glasses, thermometers, tracks.
Rationale: The children have been discussing temperature and experimenting with thermometers in the science area. The teachers have provided a melting station at the science table that allows for the children to compare ice and snow at different stages of the melting process. Thermometers will be provided to allow for the children to check and record the temperature of the snow and water. As an extension of our recent observations and discussions about tracks, we have provided different tracks on the light table for children to compare and make predictions about what could have made the tracks
Skills: Scientific inquiry, observation, making use of appropriate sources of information, reasoning, making comparisons,

Language and Literacy
Materials: An assortment of writing materials such as paper, lined paper, pens, pencils, tape, staplers, and stencils. A variety of books related to winter, animals and relationships.
Rationale: We have two writing centers set up in the classroom. One is by the bird watching area to spark children's interest in writing and/or dictating what they observe there. We will be providing lined paper to give children the option to practice writing drawing and scribbling. We have also added tablets to the dramatic play area to encourage children to write down orders that other children place at the bakery themed dramatic play area. There is also a writing center in the loft area to encourage and support sign making in the block and dramatic play area in the back of the classroom. The books that we have selected are meant to accompany, inform and expand on the children's winter explorations.
Skills: Fine motor, descriptive and creative writing/dictation, letter recognition,

Math and Manipulative
Materials: Mosaic blocks, unit cubes, colored pattern bears, mobilos and wheels, shape puzzles, letter puzzles and interlocking puzzles.
Rationale: Many children have been very interested in exploring patterns in a variety of ways for the past few weeks. Mosaic blocks, unit cubes and colored bears have been added to allow for building and finding visual patters with various objects. These added objects will also help and support the children's use of predicting what comes next in a pattern and making logical connections.
Skills: patterning, logical thinking, reasoning, construction skills, fine motor strength and dexterity

Dramatic Play
Materials: Kitchen area- Kitchen furniture, baked goods, baking tools, muffin tins, bakery menus, recipes. In the cave we have woodland animals, fabric to represent snowy landscape, sticks, twigs, logs. Under the loft in the back of the classroom we have bears, wolves, owls, squirrels, moose and animal costumes.
Rationale: The baking materials in the dramatic play area have sparked rich dramatic play scenarios. Menus have been added to encourage children to play the role of taking orders, placing orders, and writing them down. Recipes have also been added to encourage children to create their own baking goods and build their awareness of the use of letters and words in everyday situations. With this role play, children have been engaged in cooperative play skills, peer negotiation strategies, turn taking, and a wide range of other social and emotional skills.
Skills: Role-play, symbolic play, peer interactions, support general social skills, problem solving, sharing.

Blocks
Materials: Unit blocks, hollow blocks and wood planks
Rationale: With the discussion of hibernation coming up recently, the children have been creating caves to hibernate in. Houses and other buildings have also been built as extensions of the children's dramatic play scenarios.
Skills: Creative building, spatial skills, geometry, balance and design, social skills, large motor, symbolic play.

Large Motor
Materials: Gym- A-frame balance beam bridge, beanbag pit, obstacle course, tricycles, climbing wall. Outdoors-playground equipment, shovels, buckets, molding materials, sledding hill, snow shoes.
Rationale: The new gym set up is designed to complement the children's large motor experiences outside. Tricycles have been provided for the children since it is too snowy to bike on the playground, and the balance beam and jumping pit will allow the children to practice dynamic balance without the added bulk of their winter clothing.
Skills: dynamic and static balance and coordination, core strength, endurance, propulsion skills, risk-taking, turn-taking, spatial awareness, locomotion skills

Weekly Plan January 20 - 31st, 2014

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Weekly Plan for Marie's Classroom

January 20th - 31st, 2014

Marie Lead Teaching

Overview
The transition back into our routine has gone smoothly, the children seem excited to be back at school! The change in weather and the new materials in our classroom have sparked eager exploration in several areas. Many children have been interested in playing with the snow in the sensory table and the polar animals in the dramatic play cave. They have started bringing the materials together to create ice caves, icebergs, and other homes for the arctic animals. A lively discussion at large group and utilization of the materials in the math cave has inspired many students to find patterns in their environment or to create them out of the materials available. Over the next few weeks we will continue to support these themes, digging more deeply into polar animals and the behaviors of different animals in the winter season, and looking for increasingly complex patterns in our environment!

Expressive Arts

-Materials: clay, clay tools, feathers, packing peanuts, glue
-Rationale: Many children have enjoyed using the wire and clay to create three-dimensional representational figures. This week we will add feathers to the clay area so that the children can explore the interaction of these unique materials. Teachers hope that the addition of feathers will provide the children with the opportunity to explore birds and feathers in new and creative way.
-Skills: self-expression, fine motor, creative expression, sensory input, symbolic representation.

Sensory

-Materials: sensory table, snow, shovels, woodland animals, sticks, pictures of woodland animals in the snow (squirrels, rabbits, etc.)
-Rationale: This has been a popular area of the classroom for many children. To expand their exploration of the materials at the sensory table, we have added woodland animals, sticks, and acorns. Teachers hope that providing these materials will facilitate a deeper inquiry into how animals behave during the winter.
-Skills: creative building, sensory input, knowledge of physical properties, connection between indoors and outdoors.

Science

-Materials: bird watching station, exploration of mounted birds and feathers, snow, ice, thermometers, observation chart. Bart the ball python, and Boxy the box turtle.

-Rationale: The children have been eagerly examining the feathers and birds at the science area. At large group last week we looked closely at the taxidermy crow and observed that different parts of the crow's body had different types of feathers. This week we will continue our exploration of birds and feathers by adding charts, different types of feathers, and prompting questions to the science area to foster deeper inquiry. 

-Skills: scientific inquiry, observation, making use of appropriate sources of information, reasoning, conceptual knowledge-knowledge of the natural world, descriptive language, and making comparisons.

Language and Literacy

-Materials: an assortment of writing materials such as pens, pencils, paper, tape, staplers, and stencils. A variety of books have been chosen that relate to animals, winter, and relationships.

-Rationale: We have set-up two writing areas in the classroom. One is near the bird watching area to spark children's interest in writing and/or dictating what they observe there. We also have a writing center in the loft that can be used to support sign making and dramatic play in the back of the classroom. The books we have selected are meant to accompany, inform, and expand on the children's winter explorations. 

-Skills: fine motor, descriptive and creative writing/dictation, fine motor, and letter recognition.

Math and Manipulatives

-Materials: patterning materials, mobilos and wheels, shape puzzles and interlocking puzzles.

-Rationale: Many children have been very interested in exploring patterns in a variety of ways for the past few weeks. Children have enjoyed finding visual patterns in their environment and on their clothing, and many children have enjoyed creating patterns on their own with different manipulative materials. Patterns help children learn to make predictions, to understand what comes next, to make logical connections, and to use reasoning skills. We have added new materials to the math and manipulatives cave this week to support and extend the children's exploration.
-Skills: patterning, logical thinking, reasoning, construction skills, fine motor strength and dexterity.

Dramatic Play

-Materials: kitchen furniture, baked goods, baking tools, and muffin tins. In the cave, we have polar animals and fabrics chosen to represent a snowy landscape. Under the loft, in the back of the classroom we have bears, wolves, owls, squirrels, moose, and animal costumes.

-Rationale: The baking materials in the dramatic play area have sparked rich dramatic play scenarios. Many of the children have been pretending to make and sell pies, cakes, and other baked goods. 
As the children enact these stories they practice cooperative play skills, peer negotiation strategies, turn taking, and a wide range of other social and emotional skills. This week we have added more baking tools to support their narratives.
-Skills: role-play, symbolic play, peer interactions, support general social skills, problem solving, sharing.

Blocks

-Materials: Unit blocks, hollow blocks and long wood planks

-Rationale: The block area continues to be a popular area in the classroom. Lately, the materials have been used to create cars, trains, bakeries, cafes and other structures and vehicles that complement the narratives taking place in the adjacent 

-Skills: creative building, spatial skills, geometry, balance and design, social skills, 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 and jumping pit will allow the children to practice dynamic balance without the added bulk of their winter clothing.
-Skills: dynamic and static balance and coordination, core strength, endurance, propulsion skills, risk-taking, turn-taking, spatial awareness, locomotion skills

Snack:

Monday- No School
Wednesday- Banana muffins (class cooking project)
Thursday- Nasta's Birthday snack!!

Weekly Plan January 6 - 17, 2014

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Weekly Plan for Marie's Classroom
January 7-17th, 2014
Marie Lead Teaching

Overview

Welcome back to school! I am looking forward to seeing all of you and hearing all about how things went over our long winter break! The first few days back at school we will concentrate on getting back into our routine and getting to know Asha and Emily, our new student teachers. Please let me know if your child is having a hard time transitioning back into school so that I can provide extra support. The materials available in the classroom reflect the snowy, wintery landscape outside and are designed to pique the children's interest in exploring the environment around them. We will begin to delve into more advanced math and literacy concepts this session as well, beginning with an exploration of more complex shapes and the concept of patterning.

Expressive Arts
-Materials: clay, clay tools and winter collage materials with white glue.
-Rationale: We are reintroducing clay to the art area to start off the year, as the children were beginning to show interest in creating three dimensional figures and exploring the possibilities of the material. Collage materials have been chosen with the wintery landscape in mind and will be available for open-ended design.
-Skills: self-expression, fine motor, creative expression, sensory input, symbolic representation.

Sensory
-Materials: sensory table, snow, shovels, molding materials.
-Rationale: To connect to the outdoors by providing opportunities for the children to learn about the properties of snow through play. We will encourage the children to build with the snow and these ideas will also be extended to the playground. Having snow within the classroom will also allow children to play in the material while temperatures outside keep us off of the playground!
-Skills: creative building, sensory input, knowledge of physical properties, connection between indoors and outdoors.

Science
-Materials: animal track examination, bird watching station, exploration of mounted birds and feathers. Bart the ball python, and Boxy the box turtle.
-Rationale: The playground has had a lot of animal activity while the children were away. We will build the children's awareness of animal tracks inside at the light table before heading outside to search for tracks. We added a bird feeder to the window as a bird observation station. The mounted birds at the science center will allow the children to get a closer look and feel of the feathers and physical attributes of birds. We will encourage the children to compare and contrast different feathers as well as spark conversation and wonder about functions of feathers.
-Skills: scientific inquiry, observation, making use of appropriate sources of information, reasoning, conceptual knowledge-knowledge of the natural world, descriptive language, and making comparisons.

Language and Literacy
-Materials: an assortment of writing materials such as pens, pencils, paper, tape, staplers, and stencils. A variety of books have been chosen that relate to animals, winter, and relationships.
-Rationale: We have set-up two writing areas in the classroom. One is near the bird watching area to spark children's interest in writing and/or dictating what they observe there. We also have a writing center in the loft that can be used to support sign making and dramatic play in the back of the classroom. The books we have selected are meant to accompany, inform, and expand on the children's winter explorations.
-Skills: fine motor, descriptive and creative writing/dictation, fine motor, and letter recognition.

Math and Manipulatives
-Materials: patterning materials, mobilos, shape puzzles and interlocking puzzles.
-Rationale: Patterns help children learn to make predictions, to understand what comes next, to make logical connections, and to use reasoning skills. The mobilos are a new manipulative that will help the children develop manual dexterity and strength as they creatively connect the pieces.
-Skills: patterning, logical thinking, reasoning, construction skills, fine motor strength and dexterity.

Dramatic Play
-Materials: kitchen furniture, baked goods, and muffin tins. In the cave, we have polar animals and fabrics chosen to represent a snowy landscape. Under the loft, in the back of the classroom we have bears, wolves, owls, squirrels, moose, and animal costumes.
-Rationale: To encourage children to engage in make-believe play, to support conversations related to animals and their habitats and provide opportunities for self-expression, imagination, and creativity.
-Skills: role-play, symbolic play, peer interactions, support general social skills, problem solving, sharing.

Blocks
-Materials: Unit blocks, hollow blocks and long wood planks
-Rationale: The children have used both types of blocks to represent their ideas and to support their dramatic play. Last session the children were very involved in making homes and ships. We will provide photos of their previous work so they can add depth to their creations and experiment with building in new ways.
-Skills: creative building, spatial skills, geometry, balance and design, social skills, large motor.

Large Motor
-Materials: Gym- monkey bars, A-frame ladder bridge, bean bag pit, and ladders. Outdoors-playground equipment, shovels, buckets, molding materials, sledding hill.
-Rationale: The gym set-up is basic and familiar and is designed to facilitate the children's easy transition back into the routine of school. Outside, the children will have opportunities to enjoy the snow and cold fresh air. Sledding will be introduced soon for all to enjoy.
-Skills: balance and coordination, strength, and endurance.

Weekly Plan Nov. 18 - Dec. 2, 2013

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

Overview

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

Expressive Arts


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

Science

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

Sensory


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

Math and Manipulatives

-Materials: Interlocking puzzles, mirror, Legos, large wooden beads with shoelaces, and lacing cards with string.
-Rationale: Wooden beads are provided for the children to work on hand eye coordination and will support the beading being introduced at the art table. The Duplos have been swapped for Legos; these new builders will help children develop fine motor skills in an engaging way.
-Skills: One-to-one correspondence, counting, color and shape recognition, comparing, fine motor strength, and hand-eye coordination.

Language and Literacy


-Materials: A variety of writing implements, paper, notebooks, and alphabet letters made by the children. Simple booklets for the children to record their stories. Staplers, tape dispensers, scissors. A library filled with books about winter, shapes, the ocean, hibernation, colors, and adaptations of familiar stories.
-Rationale: Teachers have been adding new books to support the interests of children in the classroom. This week we have added books about winter, hibernation, and the ocean! Familiar stories continue to be available to support story telling of the children. Paper and writing tools are to support beginning writing and drawing practice.
-Skills: Tool use, letter recognition, familiarity with letter sounds, beginning writing, prediction and hypothesis, reasoning, listening and receptive abilities.

Blocks


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

Dramatic Play


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

Large Motor

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

Snack

Monday - Nov. 18 - Popcorn and milk

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

Monday - Dec.2 - Party snack surprise!

Lesson Plan Nov.11 - Nov.15, 2013

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Lesson Plan

Marie's Class

November 11th - 15th
Meghan Lead Teaching

Overview

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

Expressive Arts


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

Science

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

Sensory


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

Math and Manipulatives

-Materials: Interlocking puzzles, mirror, Legos, large wooden beads with shoelaces, and lacing cards with string.
-Rationale: Wooden beads are provided for the children to work on hand eye coordination and will support the beading being introduced at the art table. The Duplos have been swapped for Legos; these new builders will help children develop fine motor skills in an engaging way.
-Skills: One-to-one correspondence, counting, color and shape recognition, comparing, fine motor strength, and hand-eye coordination.

Language and Literacy


-Materials: A variety of writing implements, paper, notebooks, and alphabet letters made by the children. Simple booklets for the children to record their stories. Staplers, tape dispensers, scissors. A library filled with books about winter, shapes, the ocean, hibernation, colors, and adaptations of familiar stories.
-Rationale: Teachers have been adding new books to support the interests of children in the classroom. This week we have added books about winter, hibernation, and the ocean! Familiar stories continue to be available to support story telling of the children. Paper and writing tools are to support beginning writing and drawing practice.
-Skills: Tool use, letter recognition, familiarity with letter sounds, beginning writing, prediction and hypothesis, reasoning, listening and receptive abilities.

Blocks


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

Dramatic Play


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

Large Motor

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

Snack

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

Lesson Plan Nov. 4 - Nov. 8, 2013

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Lesson Plan

Marie's Class

November 4th - 9th
Lauren Lead Teaching

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

Expressive Arts

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

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

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

Science
-Materials: There will be a variety of different sized fall materials (pumkins, gourds, leaves, and sticks) to promote seriation skills and initial mathematical concepts. We are also adding antlers, feathers, acorns, and other natural materials involving animals. The computer will display observational videos of animals preparing for hibernation. This area is still home to Bart Starr the snake and Boxy the turtle, and contains magnifying glasses, paper, and colored pencils to support exploration.

-Rationale: This week at the science center, teachers will focus on helping children make comparisons of size with hands-on materials. Adding various sizes of the same objects will promote exploration of seriation and provoke use of new vocabulary words such as: length, height, short, shorter, shortest, etc. Drawing children's attention towards making simple comparisons is a way to engage their observations skills and create a foundation for the development of more complex thought patterns. As winter emerges, we will begin to explore the topic of hibernation, including how animals prepare for winter and how those preparations correspond to the changes that we begin to see outside.

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

Sensory

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

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

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

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

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

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

Language and Literacy

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

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

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

Blocks

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

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

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

Dramatic Play

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

-Rationale: Adding the puppet stage and new materials on the loft will provide opportunities to further explore storytelling and the elements of stories. Loose fabric and open-ended materials (wood, cardboard) will help extend and enrich children's dramatic play scenarios. Teachers expect that these materials will allow children the opportunity to extend their engagement with the stories and will encourage children to interact will all of the elements of the familiar stories in creative and unique ways.

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

Large Motor
-Materials: Gym-diving doughnut, bean bags, blue climber jumping station, monkey bars, A-frame balance beam, wall ladder. Playground- bikes, wagons, cones, shovels.

-Rationale: To provide opportunities to practice skills such as balance and muscular strength which have yet to be facilitated by the gym equipment. To promote more meaningful play through process skills facilitated by shoveling, hauling and unloading.

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

Lesson Plan October 28 - November 1, 2013

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Lesson Plan

Marie's Class

October 28th - November 1st 

Marie, Meghan, and Lauren Team Teaching

Overview 

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

Expressive Arts


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

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

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


Science

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

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

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

Sensory


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

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

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

Math and Manipulatives

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

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

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

Language and Literacy


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

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

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

Blocks


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

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

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

Dramatic Play


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

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

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

Large Motor

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

Playground- bikes, wagons, cones, shovels.

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

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

Lesson Plan October 21 - October 25, 2013

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Lesson Plan Oct. 14 - Oct. 18

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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

Lesson Plan Sept. 30 - Oct. 11

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Lesson Plan Marie's Class September 30 - October 11 Marie Lead Teaching

Overview
As we move into the school year, the teachers have been delighted to see the children becoming more comfortable and confident in the classroom. While we will continue to focus on fostering peer relationships and establishing a sense of community in our classroom, we are also beginning to focus more intentionally on our curriculum. Over the next few weeks we will be bringing fall into the classroom! As teachers support the children's awareness of the changing seasons we will provide a myriad of opportunities for them to observe, explore and investigate the changes occurring around them. Cooking projects, a fall walk, and new materials at the art and science areas will provide opportunities for children to explore the concept of "fall" both inside and outside of the classroom.

Expressive Arts
-Materials: Construction paper, markers, colored pencils, crayons, tape, chalk, staplers, and glue sticks. Table top easels with red, yellow, and blue paint. A variety of circular shaped collage materials.

-Rationale: Teachers want to continue to provide a variety of materials that will inspire expression of ideas and creative design. With that in mind we have added a variety of loose parts for the children to use as collage materials at the art center. Teachers hope that the new materials will provide a unique and engaging way for the children to explore the properties of circles and spheres.

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

Sensory
-Materials: Water, cups, pitchers, bottles, and funnels. Small containers with caps and spouts.

-Rationale: This has been a popular area of the classroom! We will continue to have the water table in the classroom to provide a soothing sensory experience that is familiar and promotes social interactions as children negotiate sharing ideas and materials.

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

Science
-Materials: A variety of natural materials associated with the new fall season; pumpkins, gourds, a variety of fall vegetables, beautiful leaves. Magnifying glasses, paper, and colored pencils. Bart Starr the snake is now living in the science area as well!

-Rationale: Fall is (mostly) here! The teachers have added new materials to the science area to provide an opportunity for the children to explore and investigate the changes that come with the new season. Teachers will guide the children's hands-on exploration of the materials provided in the classroom and will help the children think more deeply about the changes they are observing outside by asking them a variety of prompting questions. "What changes do you notice happening outside? Do the trees look different in the summer and fall? What can we do with a pumpkin? What happens to the animals that live outside when it gets colder?" are all questions we will explore with the children.

-Skills: Observation, inquiry, knowledge about the natural world, asking questions, hypothesizing, comparing, descriptive language, reasoning

Math and Manipulatives
-Materials: Interlocking puzzles, circle stackers, mirror, number pegs, Legos

-Rationale: We will continue to provide a variety of circular manipulatives in this area of the classroom to support the children's ongoing exploration of the shape. Teachers have added Legos and wheels to the area to provide an opportunity for the children to construct their own vehicles and experience the usefulness of circles (i.e. wheels) in an organic and engaging manner.

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

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

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

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

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

-Rationale: Several of the children in our classroom have been very interested in the construction project taking place across the street from our school. To reflect and support that interest, teachers have added construction vehicles to the block area. By adding paper, markers and scissors teachers are providing an opportunity for students to create their own street/traffic/construction signs to complement their large motor play.

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

Dramatic Play
-Materials: Kitchen with dishes, fruits and veggies, and open-ended fabrics that can be turned into all manner of dress up clothes. The loft pillows, stories, felt board and felt board pieces to use for storytelling. There is a dollhouse with furniture and small dolls representing family members. In the animal cave there are stuffed dogs and cats with pet homes and beds.

-Rationale: This has been a popular area of the classroom over the last few weeks. Teachers will continue to provide the materials listed above so that the children have a chance to explore this area and engage with the materials more deeply. The dramatic play area provides a rich context for social problem solving and peer negotiation.

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

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

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

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


Snack

Monday: Rice Checks and dried apricots
Wednesday: Granola bars
Thursday: Homemade applesauce

Lesson Plan Sept. 18 - Sept. 27

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Lesson Plan
Marie's Class
September 18- 27, 2013
Marie Lead Teaching

Overview
The materials in the classroom at the beginning of the school year are meant to be appealing and familiar to the children to help ease their transition into the new environment. Over the course of the first few weeks the student teachers and I will be observing the children and taking note of their developmental capabilities, their preferred styles of socialization and interaction, and themes that we see emerging in their play. Initially we will focus on establishing and strengthening relationships, both between children and teachers, and amongst the children themselves. As the year progresses we will begin to incorporate individual and group goals, as well as the children's ideas and interests, into our classroom curriculum. This year we will be exploring the broad
question "What Can I Do?" The teachers hope to use this question to focus on empowering the children and promoting their self-efficacy as they explore materials and engage in experiences in the classroom, the school, the community and the world around them.

Expressive Arts
-Materials: Construction paper, markers, colored pencils, crayons, tape, chalk, staplers, and glue sticks. Table top easel with red, yellow, and blue paint.
-Rationale: To provide a variety of materials that will inspire expression of ideas and creative design.
-Skills: Self-expression, creative risk-taking, fine motor development, symbolic representation.

Sensory
-Materials: Water, cups, pitchers, bottles, and funnels
-Rationale: Warm water is a soothing sensory experience that is familiar and promotes social interactions as children negotiate sharing ideas and materials.
-Skills: Experimentation, sensory stimulation and pleasure, fluency with objects, and beginning understanding of the concept of conservation

Science
-Materials: A variety of beautiful natural materials (shells, acorns, seeds, bark) and prompting questions inviting the children to examine the materials closely. Magnifying glasses, pencils, clipboards, and colored pencils. An empty animal home and prompting questions inviting the children to hypothesize about who might be coming to live in our classroom.
-Rationale: Throughout the year we will be inviting the children to closely observe and explore the world around them. The variety of beautiful natural materials in the science area provide an introduction to that investigative process. Teachers hope that the variety of patterns and textures in the materials will serve as an intrinsically motivating way to engage the children's interest and pique their curiosity. Teachers also expect that the empty animal cage will stimulate the children's interest and prompt them to ask questions. Teachers will encourage children to develop their scientific thinking skills by asking prompting questions; Who do you think will live in this cage? What do animals need to live? Could an elephant live here? Why or why not? Questions such as these provide opportunities for students to develop reasoning and critical thinking skills.
-Skills: Observation, inquiry, sorting, asking questions, hypothesizing, comparing, interpreting and reasoning about events

Math and Manipulatives
-Materials: Interlocking puzzles, circle stackers, mirror, number pegs
-Rationale: We are starting with sorting and classifying by shape and color not only to emphasize recognition and labeling, but also to lay a foundation for later mathematical concept development. We are beginning the year with a focus on "circles" and will continue to focus on specific shapes at different times throughout the year in order to provide the children with an opportunity to investigate shape and dimensions more closely.
-Skills: Color and shape recognition, matching, one to one correspondence and whole/part relationships, fine motor development

Language and Literacy
-Materials: A variety of writing implements, paper, notebooks, and a posting of the upper and lower case alphabet. A well stocked library with books about starting school, families, and friends.
-Rationale: The library is placed near the couch for cozy reading time with new friends and teachers. Throughout the room there will be many opportunities to enjoy the spoken and written word.
-Skills: Letter recognition, listening and receptive abilities, fine motor control, familiarity with symbol systems

Blocks
-Materials: Hollow blocks and unit blocks with small wooden cars.
-Rationale: Children use creativity and problem solving while developing their awareness of geometry through building. Communal building with hollow blocks encourages cooperation.
-Skills: Construction skills, dramatic play, symbolic representation, problem solving

Dramatic Play
-Materials: Kitchen with dishes, fruits and veggies, and open-ended fabrics that can be turned into all manner of dress up clothes. The loft pillows, stories, felt board and felt board pieces to use for storytelling. There is a dollhouse with furniture and small dolls representing family members. In the animal cave there are stuffed dogs and cats with pet homes and beds.
-Rationale: To encourage social interaction and the expression of children's knowledge of family life by taking on familiar roles. The cave provides a cozy close place that promotes small group interaction.
-Skills: Role-play, peer interaction, social problem solving, creating imaginary scenarios

Large Motor
-Materials: Slide climber, wall mounted ladders, monkey bars, mini-trampoline, and jumping station. The playground will be set up with shovels, buckets, bikes, and wagons. On the playground we will also encourage exploration of the natural areas and draw children's attention to the vegetable garden, plant and animal life.
-Rationale: A simple set-up in the gym is inviting and allows us to assess gross motor abilities and confidence.
-Skills: Risk taking, climbing, coordination, upper body strength, depth perception, balance, jumping and landing. On the playground there are opportunities for digging, hauling, pedaling, running.

Special Interest
-Large group meeting: Music and rhythmic movement will be used to help the children learn each other's names and the classroom routines. The large group meeting also emphasizes togetherness and fosters the building of classroom community.

Snack
Monday - No School
Wednesday- Rice cakes
Thursday - Rice cakes

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