Related Resources: a Teacher S Guide to Opening Centers, Heritage Tree Parent Handout s5

Theme: “Roads, Rails and Rivers” (week 4)

Center/Classroom: Teachers: Week of: (A) General Information Key vocabulary: Study/Topic - BIG IDEAS this week: Children’s exploration of 1. Tunnel 1. Tunel transportation concludes this week with a focus on bridges and 2. Bridge 2. Puente tunnels. They will learn that bridges take you across rivers or other 3. Underwater 3. Bajo el Agua bodies of water, while tunnels take you underground or under the 4. Through, over, under 4. A traves, Sobre, Bajo water. Children will construct bridges, create their own class book, and 5. Connect 5. Conectar re-enact and extend concepts from stories. 6. Drawbridge 6. Puente Levadizo 7. Footbridge 7. Pasarela

Friday “To Do” - Review Planned Read-Alouds; read books through at least once. List: - Review Small Group Activity forms and gather/create materials, including bridge and tunnel building materials and photos; blue paper; camera; paper muffin-tin liners; small plastic vehicles or other small manipulative; cut-outs to retell Three Billy Goats Gruff. - Review lyrics to “We’re Going on a Bear Hunt” and create song chart or picture-cards. - Gather/create materials for centers and circle time, including additional bridge- - SS Week- Support for Dual Language Use pictures or actual objects, whenever possible, to reinforce theme-related vocabulary (such as bridges or tunnels). Use hand gestures to demonstrate Learners: different spatial terminology (over, under, through). Consider asking a bilingual family member to translate the Class Bridges & Tunnels book Family/ Encourage families to keep their eyes open for bridges or tunnels they pass by, over or through. (Do they drive under the highway on the way to school? Community That is like a bridge over their head!) Involvement: There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. This week we will be building bridges and tunnels so would welcome donations of paper towel tubes, cardboard, yarn, rope, PVC pipes, etc. Invite a family member to translate the Class Bridge & Tunnel Book into Spanish (or another home language of children in your class). Towards the end of the week, consider making a poster or small display near the door to summarize what children have learned or done during this theme. For example, you could write “We have talked about all these different types of transportation…” or “We have explored…[with photos of children’s activities].” This will help reinforce for parents that children’s activities are purposeful and related to larger themes/concepts. It is also a great conversation- starter for families with their children, and will reinforce the similar review that you’ll do with children (see Circle Time, Friday). (B) Materials to Enhance Children’s Play Blocks Dramatic Play Toys and Games Add: Cardboard tubes (e.g. paper towel/ wrapping paper) to use as tunnels for small cars

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: 06/08/2016 Rope or yarn to make foot bridges Post pictures of different types of bridges (see Activity packet or find your own) Art Library/Writing Discovery/Science Add: Materials to create bridges (paint, cardboard, paper towel rolls, wood pieces, toothpicks, etc.)

Sand and Water Music and Movement Computers Add: Add: Add: Boats Block instruments to make sounds of the billy goats Tubes/ PVC pipes (to use as “tunnels”) and cars to drive crossing the bridge. through them Large strip of cardboard or other material to go across water table to make a bridge Outdoors Cooking Set up balance beams and pretend they are bridges. Invite children to do an obstacle course, using spatial terminology: e.g., crawl under the slide, step over the ledge, balance on the step, etc.

(C) Group Experiences Monday Tuesday Wednesday Thursday Friday Arrival Arrival: Arrival: Attendance graph Arrival: Attendance graph Arrival: Attendance Attendance graph graph Morning Circle: Morning Circle: Opening Circle Welcome song & one other Welcome song & one other Morning Circle: Morning Welcome song & one Movement Circle: Review daily schedule and Review daily schedule and rules other Welcome song rules now and throughout now and throughout the day Relaxation & one other the day Review daily schedule SS Puppet Transition: and rules now and Script Transition: SS Brain throughout the day Transitions Discussion: Builder- Music/Movement: SS Song & Monday Tuesday Wednesday Thursday Friday What do you one other -SS Skill Activity Closing Circle know about bridges? If Music/Movement: “We’re Relaxation: Transition: Mighty needed, use Going on a Bear Hunt.” Minute #14 Scat bridge pictures Introduce and teach song Transition: Singing (see Activity (or use book if available). Packet) and Emphasize positional words Closing Circle: Music/Movement: ask children – over, under, through. Goodbye song “Monkey See, Monkey what they Do” (see below) and notice. Chart Relaxation: one other children’s ideas if Transition: Mighty Minute Relaxation: desired. #36 Body Patterns Transition: SS Brain Review daily Closing Circle: Builder- schedule and Goodbye song rules now and Closing Circle: throughout Goodbye song the day

Transition: QOTD: “Did you see a bridge on your way to school?” (Y/N)

Music/Movem ent: SS Song & one other

Relaxation:

Transition:

Closing Circle: Goodbye song Monday Tuesday Wednesday Thursday Friday

Read-Alouds Group 1: Group 1: Caps for Sale by Group 1:SS Story and Group 1: SS Book- Reread The Esphyr Slobodkina Discussion- Three Billy Group 2: SS Story and Goats Gruff by Group 2: Reread The Three Group 2: Ss Book- Discussion- Paul Galdone, Billy Goats Gruff by Paul Carol Galdone, Carol Ottolenghi Ottolenghi or or other version other version (invite children to predict, (invite children recall, and chime in on to predict, repetitive text) recall, and chime in on repetitive text)

Group 2: Caps for Sale by Esphyr Slobodkina

Small-Group Activity Group 1: Group 1: Math Muffin Cups Group 1: SS Skill Activity- Group 1: Class Bridge Building (See Activity Guide) TS & Tunnel Book (See Bridges & Gold Objectives- Group 2: Class Bridge & Tunnel Activity Guide) TS Tunnels (See 20a,20b,20c Book (See Activity Guide) TS Gold Objectives- Activity Gold Objectives- 9a,s9a,16a,s16a,16b,s1 Guide) TS Group 2: Building Bridges 9a,s9a,16a,s16a,16b,s16b, 6b, 19b,s19b, Gold & Tunnels (See Activity 19b,s19b, Objectives- Guide) TS Gold Objectives- Group 2: SS Skill 11a,11b,11d,14 11a,11b,11d,14b Activity- b

Group 2: Math Muffin Cups (See Activity Guide) TS Gold Objectives- 20a,20b,20c Special Activities Retelling The Retelling The Three Billy Retelling The Three Billy Goats Have children imitate Three Billy Goats Gruff during free Gruff during free choice your gestures, starting Monday Tuesday Wednesday Thursday Friday Goats Gruff choice with ones from Caps during free for Sale (shaking fist, choice stamping), then adding other movements. You can add a phrase such as “Monkeys, monkeys, do like me!” Let children take turns as the leader. Tangible Acknowledgement System Inclement Weather Plan Emergency Drills Outside Individual Child Planning Form

Teachers: Classroom: Week of:

School Readiness Goal Why Chosen? CHECK Focus Domain(s) Strategy/Activity when Focus TS (IFSP, implement GOLD observation/assessment NOTE: Children with similar needs may benefit from differentiated ed Objective(s) instruction (e.g. during small-group activity). You can use the “Small , family input conference Group” column at right to make notes about possible groupings. goal, etc.)

A L p a p C n r o g o g u Child’s a n. a Focus Date c / g Name h G e e e

s n. & Physical t K

o n L L o i e w t a le e r d r n g a i e c n y g

3. IFSP Child Planning

Child’s School Readiness Goal Focus TS IFSP Strategy/Acti Possible CHECK when implemented Focus Domain(s) GOLD GOAL vity small- Name Objective(s) group? NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings. A p p r o a c S h o e c- s E Cogn./ Gen. m Language & Literacy Physical t Knowledge ot o io

n L al e a r n i n g

*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

*If you have additional goals, highlight the last row for that child, right click with mouse, scroll to Insert rows, scroll to insert row below. Do this as many times as needed.