Related Resources: a Teacher S Guide to Opening Centers, Heritage Tree Parent Handout s3

Theme: “Farms, Markets & Food” (week 3)

Center/Classroom: Teachers: Week of: (A) General Information Key vocabulary: 1. Supermarket, grocery store supermercado, bodega Study/Topic - BIG IDEAS this week: Where does food come from? 2. Farmers’ market mercado de los agricultores Children will have the opportunity to explore concepts related to the 3. Names of supermarket sections – produce, dairy, freezer, meat, etc. nombres de las secciones grocery store, including classifying foods and sharing family en el supermercado- fruto, lácteo, congelador, carne, etc. experiences with food shopping. 4. Names of food groups – fruits, vegetables, grains, protein nombres de grupos de comidas- frutas, verduras, trigo, proteína

Friday “To Do” List: - Review Planned Read-Alouds; read books through at least once. - Review Small Group Activity forms and gather/create materials, including photos of grocery items; props to create grocery store in Dramatic Play; pizza dough, flour and utensils/pans - Create “Farm Class Book” (see small-group activity from week 2 of this theme) - Gather/create materials for centers and circle time, including supermarket photos; small colored pompoms; dried corn or seeds - Send home questions about grocery-shopping for families to answer (see below) - SS Week- Support for Dual Language Provide pictures of the grocery store and of various foods to scaffold children’s comprehension. Provide words for the different grocery store departments in Learners: Spanish (or other home languages spoken by children). Family/ Community Ask families to send in stories or photos of where they buy food, or to help children create a map/drawing of the market(s) that they know best. If possible, Involvement: plan a field trip to a grocery store, bodega, or farmers’ market. Invite family members to serve as chaperones. Send home two questions about shopping for families to answer: (1) Does your child go with you to do food shopping? (2) What kind of store do you go to (large or small)? Needed for “Grocery-Shopping Graphs” Small-Group Activity, next week. (B) Materials to Enhance Children’s Play Blocks Dramatic Play Toys and Games Keep: Items from previous weeks that children were Add: “Grocery Store/Market”: Add: particularly engaged with. Real food containers – soup cans, cereal boxes, etc. Food groups sorting game – provide copy of My Add: Signs indicating sections or prices of items Plate diagram so that children can sort food counters or pictures of various foods into the appropriate Trucks; pompoms or other small items to represent Paper for shopping lists or receipts

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 fruits and vegetables. Explain to children how farmers Supermarket circulars/coupons section of the plate. use trucks to transport foods to markets. Balance scales, cash register http://www.choosemyplate.gov/print-materials- Shopping cart/baskets/bags ordering/graphic-resources.html Art Library/Writing Discovery/Science Add: Add: Add: Photographs of food or markets/grocery stores to give Additional books related to food or markets (if Dried ears of corn and/or seeds from different fruits children ideas for their creations available) and vegetables with magnifying glass Note pads for making lists; paper for making Poster showing food groups supermarket signs for dramatic play or block area. (www.choosemyplate.gov) Flannelboard pieces (or pictures) for Feast for 10 Sand and Water Music and Movement Computers Keep: Items from previous weeks that children were Add: Add: particularly engaged with OR Add: Grass, hay, straw and/or soil Plastic figures of farm animals Outdoors Cooking Neighborhood walk to look for different kinds of places to buy food. Balls- encourage children to bounce the balls, run and kick them to each other and toss them back and forth.

(C) Group Experiences Monday Tuesday Wednesday Thursday Friday Arrival Arrival: Arrival: Attendance graph Arrival: Attendance graph Arrival: Attendance Attendance Scissors and coupons Scissors and coupons graph graph Scissors and coupons Opening Circle Scissors and Morning Circle: Morning Circle: coupons Welcome song & one other Welcome song & one other Morning Circle: Movement Morning Welcome song & one Circle: -Read Farm Class Book - Coupons: show examples of other Monday Tuesday Wednesday Thursday Friday Relaxation Welcome song (created during free choice) coupons and ask children & one other whether they know what they - Discussion: Food are. Does your family clip Groups. Show large Transitions coupons to bring to the store? SS Puppet Review daily schedule and image of the “food What are coupons for? Tell Script rules now and throughout group’s plate” (with a children that you will add some symbol or picture in Closing Circle the day - Discussion: coupons to Dramatic Play for each section, giving an them to use in their store. example of that How do we get Transition: QOTD: Which category). products from food from the grocery store the farm into http://www.choosemypla do you like best? (fruit/ te.gov our homes to Review daily schedule and rules milk/ bread) Provide visuals Explain that we need eat? Show now and throughout the day for each answer choice to eat different foods photo(s) of each day to be healthy. supermarket Transition: Choose a rhyming Music/Movement: choose Ask children if they and ask what activity 2 recognize any of these children know groups. Are any of about it. E.g., Music/Movement: SS Song & them similar to the what kinds of Relaxation: “Yoga” (see one other parts of a things can they below) supermarket? Talk buy there? about what we ate for What sections Relaxation: breakfast today and are there in a where each item would supermarket? Transition: SS Brain Transition: Feely bag/box with a go on this “plate.” Why are some Builder- 3-D shape colder than others? (etc.) Closing Circle: Point out any Goodbye song Closing Circle: Review daily schedule signs visible in Goodbye song and rules now and photo (e.g. throughout the day Produce) and preview that Transition: SS Brain children will Builder- make grocery- store signs in Small-Group Music/Movement: today. Choose 2

Relaxation: Review daily schedule and Transition: SS Skill rules now and Activity- throughout Monday Tuesday Wednesday Thursday Friday the day Closing Circle: Goodbye song Transition: Question of the Day (QOTD): Did you go food shopping this weekend? (Y/N) Have children answer individually if possible (during arrival or transition) and engage in feedback loops.

Music/Movem ent: SS Song & one other

Relaxation:

Transition:

Closing Circle: Goodbye song

Read-Alouds Group 1: Bebé Group 1: Feast for 10 by Group 1:SS Story and Group 1: SS book- Goes Shopping Cathryn Falwell Discussion- by Susan (initial reading; focus on Group 2: SS Story and Middleton grocery-shopping aspect, Group 2: SS book- Discussion- Elya types of foods, sequence of Monday Tuesday Wednesday Thursday Friday (See Activity numbers) Guide week 2, personal Group 2: Bebé Goes connections to Shopping by Susan going grocery Middleton Elya shopping, what (See activity guide week 2, you see at a personal connections to market) going grocery shopping, what you see at a market) Group 2: Feast for 10 by Cathryn Falwell (initial reading; focus on grocery- shopping aspect, types of foods, sequence of numbers)

Small-Group Activity Group 1: Group 1: Introduction to the Group 1:SS Skill Activity- Group 1: Aisle by Grocery Store Grocery Store TS Gold- Aisle TS Gold Counting Book 3a,9a,s9a,14b,30 Group 2: Aisle by Aisle TS Gold Objectives- TS Gold Objectives- 8a,s8a,8b,s8b,11a,13 Objectives- Group 2: Grocery Store 8a,s8a,8b,s8b,11a,13 8a,13,20a,20c Counting Book TS Gold Group 2: SS Skill Objectives- Activity- Group 2: 8a,s8a,13,20a,20c Introduction to the Grocery Store TS Gold- 3a,9a,s9a,14b, 30 Special Activities Yoga: Put on slow music Exploring Pizza Dough (see task and have children stretch, and activity guide) during free bend, curl, reach and choice breathe. For example, stand tall like a tree and spread arms like branches; lie flat on stomach, push up onto Monday Tuesday Wednesday Thursday Friday elbows and hiss like snake. Tangible Acknowledgment 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 Child’s Focus TS (IFSP, implement Focus Date GOLD observation/assessment NOTE: Children with similar needs may benefit from differentiated ed Name 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 a n. a c / g 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.