Related Resources: a Teacher S Guide to Opening Centers, Heritage Tree Parent Handout s2

Theme: “Roads, Rails and Rivers” (week 2)

Center/Classroom: Teachers: Week of: (A) General Information Key vocabulary: 1. Train 1. Tren 2. Tracks, railroads 2. Vías, Ferro Carriles Study/Topic - BIG IDEAS this week: 3. Passengers 3. Pasajeros Children will continue their exploration of transportation with a focus 4. Conductor, engineer 4. Conductor, Ingeniero on trains and railways. They will learn that trains ride on tracks/rails; 5. Tickets 5. Boletos carry goods and people from place to place; and there are different 6. Travel, trip 6. Viaje, Paseo types (subways, trams, monorails). This week, the dramatic play area Subway, underground Metro, Subterránea will be transformed into a train station where children can take on different roles related to trains.

Monday “To - Review Planned Read-Alouds; read books through at least once. Do” List: - Review Small Group Activity forms and gather/create materials, including neighborhood buildings (see Art Area, week 1), materials to create roads/bridges/tunnels, spools, buttons, and other 3D building materials; props for “Train Station.” - Review lyrics to “Down at the Station” and “Working on the Railroad.” - Gather/create materials for centers and circle time, including images of trains/rails and bells, triangles and/or plastic bottles - Invite families to share their experiences riding on trains, or to accompany you on a walking trip to nearby train station (if applicable). - SS Week- Support for Use visuals such as pictures or vehicles when talking about the different modes of transportation. Encourage children to repeat what you say and offer them Dual Language descriptive language to extend both their home language and English. Encourage children to use their home language to tell you about what they are doing Learners: during free play or small group time; even if you can’t understand, you can encourage them through nonverbal signals such as smiling and nodding, or with brief phrases such as “¿Verdad?” (really?) or “¡Dime más!” (tell me more!) Family/ Encourage families to point out different types of cars or other vehicles as they walk or drive with their children. They can talk about how loud/quiet, Community fast/slow the vehicle is, and where it might be going. E.g., what do they think is in the delivery truck that passes them on the street? If they hear a train, where Involvement: do they think it might be going and what might it be carrying? Tell families about reading The Little Engine That Could, and encourage them to ask their child questions about the book and reinforce it at home. For example, you could post a note on the door for parents to see at pick-up time: “Today we read a book about a train who tried hard to go up a hill. Ask your child what the train said over & over!”

TEACHERS: Review this lesson plan thoroughly in advance. If you make any modifications (only if needed for your children), these must be approved by Education Manager/Supervisor. You also need to complete the Individualized Learning Plan. Last updated: 09/09/13 If you live in a community with trains or subway, consider taking a field trip to the train station. Time your visit so that children can see a train arrive, and be sure to look for signs, train schedules, etc. Or have a parent who takes the trains regularly come speak to the class—and perhaps show pictures! There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. This week items include spools, buttons, dowels, or other items to make vehicle wheels. (B) Materials to Enhance Children’s Play Blocks Dramatic Play Toys and Games Add: Add: “Train Station” Keep: Trains and train tracks Suggestions: conductor hats or uniforms; tickets; Vehicle picture-word cards to sort and match Post pictures of trains, railways, train stations, subways, train schedules and map of train routes (real or Add train images (if you did not include them last trams, etc. homemade); chairs set up as train seats (with seat week) – see Activities packet from week 1 numbers on them); hole puncher to have tickets punched; bell to signal train is arriving or leaving the station; railway signs; money, cash register Art Library/Writing Discovery/Science Keep any items from previous week(s) that children were particularly engaged with. Add: Spools, buttons Popsicle sticks Paper cut into triangle, hexagon and circle shapes (Children might make road signs, railroads, vehicles, etc.) Sand and Water Music and Movement Computers Add: Add: Bells, tambourines, triangles

Outdoors Cooking

© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current SARGE subscriber with Acelero, Inc. (C) Group Experiences Monday Tuesday Wednesday Thursday Friday Arrival Arrival: Attendance graph Arrival: Attendance graph Arrival: Attendance Arrival: Attendance graph graph Morning Circle: Morning Circle: Morning Circle: Opening Circle Welcome song & one other Welcome song & one other Morning Circle: Welcome song & one other Welcome song & one Movement SS Puppet Script Review daily schedule and rules other -Discussion: What have we now and throughout the day learned about trains? (E.g., Relaxation Discussion: What rides on - Morning Message: parts of a train, what they rails? Show images of train, Transition: QOTD: “Which do Clickety-clack carry, jobs on a train or at a tram, subway etc. (see you like best?” (train, bus, Clickety-clack train station…) Chart Transitions Activity packet or find your garbage truck) Use visuals. Train on the track children’s ideas with simple own) What do children Have children answer charting Clickety-clacking words, phrases or images. Closing Circle notice? Have they ever been with whiteboard/ pocket chart/etc To _____* and on one? Why do people back Review daily schedule and ride them? Compare Music/Movement: “I’ve Been (* insert your rules now and throughout similarities and differences Working on the Railroad” & one location) the day in the photos. other Have message written in advance and read SS Skill Activity Review daily schedule and aloud to children (or rules now and throughout Relaxation: Choose a math with their help). Ask Transition: QOTD: the day transition children to recall “Where would you like to where they’ve heard take a train to?” (Use words like this Transition: Question of the Transition: choices that will be Day (QOTD): “How did recently? If time meaningful to your group: permits, invite children you get to school today?” Closing Circle: zoo, Grandma’s house, (Car, bus, train, airplane) to notice concepts of Chuck E Cheese, Mexico, Review QOTD results with the print, e.g. similarities use visuals. While similar full group, counting each column etc.) to last week’s QOTD, this between words, long and writing the numeral vs. short words, etc. will be valuable in Goodbye song Music/Movement: SS Song highlighting children’s & one other experience (or lack thereof) Review daily schedule with trains. You can Relaxation: change the other answer and rules now and options but keep “train” as throughout the day Transition: SS Brain one of them. Builder- Transition: Closing Circle: Music/Movement: SS Song Goodbye song & “Train” (see below) Music/Movement: :

Transition: SS Brain Builder- Relaxation: Closing Circle: Goodbye song Transition:

Closing Circle: Goodbye song

Read-Alouds Group 1: The Little Engine Group 1: Train Song Group 1:SS Story and Group 1: SS Book That Could by Watty Piper Discussion- Group 2: SS Story and Group 2: The Little Engine That Discussion- Could by Watty Piper Group 2: SS book- Group 2: Train Song

Small-Group Activity Group 1: Train Station Group 1: Where to Go and How Group 1: SS Skill Group 1: Building Roads to Get There Activity- Group 2: Where to Go and Group 2: SS Skill Activity- How to Get There Group 2: Train Station Group 2: Building Roads

Special Activities Tangible Have children move in a 3D Vehicles (see activity guide) 3D Vehicles(see 3D Vehicles(see activity Acknowledge train (line), changing their during free choice activity guide) during guide) during free choice ment System: speed to match a tempo you free choice set (e.g. with rhythm sticks) or the noise they make (puff, chug, choo choo, etc.) Outside Inclement Weather Plan:

Center/Classroom: Teachers: Week of:

School Strategy/Activity Pos CH Readiness Goal sibl ECK NOTE: Children with similar needs may benefit from e wh Focus differentiated instruction (e.g. during small-group activity). Domain(s) sm en Focus TS GOLD You can use the “Small Group” column at right to make notes all- im about possible groupings. C Objective(s) gro ple up? me o Example: 1. Routine – activity, state how you are nte g individualizing for this child. n d . / Why Chosen? Child’s P G Focus Date h (IFSP, TS Gold Report, e Name y family input, conference n s goal, etc.) Soc-Emotional . i

c K a n l o w l e d g e

2. 3.

1. 2.

IFSP Child Planning

Child’s Name IFSP Goals Classroom Plan: What’s the Activity/Who’s Supporting the Child

© 2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current SARGE subscriber with Acelero, Inc. *Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals.

*For speech goals the what/who would be: Directed by the Speech Language Therapist