Learning Activities Classroom: New York Week of: June 8-12, 2020

APL: Approaches to Play and Learning ESD: Emotional and Social Development HPD: Health and Physical Development LDC: Language Development and Communication CD: Cognitive Development Math

APL ESD HPD LDC CD/MATH

June Displaying Your Child’s Me Do It! The Cat and the Bunny Listen for the Word Erupting Volcano 8 Name When your child has Creeping, creeping, creeping, Materials: Materials: 1) Your child is opportunities to participate comes the little cat. +Book with repeated word, + Cardboard beginning to recognize in personal care routines, But the bunny with the long phrase, or sound +Plastic cup the letters that make up +Construction paper she/he has some control ears, hops like that. her name. Children enjoy listening to +Paint, crayons or markers 2) So be sure to display it over these experiences and *Instructions on attached stores that have predictable and +¼ cup vinegar throughout your home— can be proud of her/his sheet. repetitive words, phrases, and +Dish soap on her bedroom door, a growing accomplishments. sentences. Through these stores, +Baking Soda bathroom step stool, the your child can develop word +Red food coloring fridge, etc. 1) Instructions on attached and sentence awareness and feel 3) Point to the letters, sheet. confident as he reads or recites *Instructions on attached saying each one out the familiar parts of the text. sheet. loud. 4) Talk about other 1) Instruction on attached words that begin with sheet. the same letter as her name does ("C is for Caitlin, but it's also for cat and cup").

June Free Like the Wind It’s Something New Draw a picture of yourself Alphabet Train Matching Animal Shadows 9 Materials: Some children have Materials: Materials: Materials: +Scarves or Ribbon difficulty adjusting to new +Writing utensils +Masking or Painter Tape +Glue Stick +Music situations and people. They +Construction Paper +Train engine and rail cars +Shadows of Pets, Farm,

will be more likely to with Alphabets on them. Forest, and Zoo Animals interact in these new (provided) (provided) 1) Play some instrumental circumstances if they have a 1) Look in the mirror with +Matching letters of +Animal Homes with music as you and your caring, trusted adult to guide your child and talk about alphabet wheels shadows (provided) child dance with the them through the process. your facial features. scarves. 1) Instructions on attached 2) Go to the table and have 1) Tape the train and rail cars 1) Cut out the farm animal 2) Swoop the scarf high sheet. your child draw a picture of to the wall at your child’s shadows. into the air and then low to him/herself. height. 2) Have your child name the ground. 3) Give your child cues, if 2) Place tape under each of each of the shadows, name 3) Hold the scarf out as they need help about what the letters on the rail card so them if they need help. you turn in a circle. she/he saw in the mirror. your child can stick the 3) Have your child match the 4) Dance with your child as matching letter wheels. shadow to same shadow you both hold one end of 3) Encourage your child to inside the home. the scarf. Encourage your match up the “wheel” to 4) Match other shadows like child to “show” you how where it goes on the train. the zoo, forest, and pet to dance with the scarf. You can make it fun for them animals. by letting out a big “Choo Choo!!” every time they get a letter in the right place. Trust me. They’ll love it!

June Reading Signs Three Nice Mice Exercising Number and Letter Writing in Sticky Wall Art 10 a Sand Tray 1) When you and your This is a wonderful rhyme to 1) Model for your child some Materials: child are on a walk, teach your child to do with simple exercise like toe Materials: +Contact paper point out words and other siblings. Older siblings touching, knee lifts, arm + Sand (filtered of rocks, +Masking tape or any other letters on street signs, in will enjoy teaching this fin circles, squats, etc. sticks and bugs!) kind of tape stores, and at the interaction to their younger 2) Help your child count how +Flat metal or plastic tray +Variety of “things” to stick doctor’s office. siblings. many you both do (maybe up +Notebook paper cut into to the paper (cotton balls, 2) Say them out loud to 10). squares pieces of paper, tissue paper, ("That sign says stop"), 1) Instructions on attached 3) Record how many times string, etc.). and help your child sheet. your child did each exercise. 1) On one side of each think of other rhyming square, write a letter or 1) Peel the paper backing to words ("Stop sounds like number and on the other expose one small corner of hop, bop, and mop"). side, if a number, write dots the contact paper, then tape 3) To help your toddler to correspond with the that corner to the wall, sticky connect letters to the amount that is on the other side facing out. sounds they make, speak side of the card. For 2) Slowly peel off the slowly, enunciate example, write the number 4 backing to reveal the other clearly, and place your on one side and four dots on corner, tape that side down. finger under the letters the other side:: 3) Repeat for the other two and words as you read. 2) For letters, on one side corners. Now it’s time for the write the letter you want fun part! them to learn (first letter of 4) Give your child the their name?) and on the variety of things and let her other side you could put a place on the contact paper. picture of them or even a picture of an object that begins with that letter. For example, start with the letter of their first name, such as J. Then on the other side of the square, draw or paste a picture of an object that begins with that letter. J. Make sure to say the letter sound with your child!

June The Edible Snowman Care for the Animals The Big Crash Yes or No Sounds Counting Object 1-10 11 Materials: Toddlers have a difficult 1) Pick up and hold your When your child can Materials: +Vanilla ice cream time taking on another child as you swing him/her respond verbally to a yes/no +Whatever your child is +Raisins, and interesting person’s perspective. Having around in the air. question, his ability to playing with at the time cereal shapes them help someone who is 2) You can say, “Look at the communicate expands hurt or sick will help them airplane, soaring through the significantly. Answering 1) While your child is 1) Talk with your child understand, to a limited sky. Oh no! Bumpy weather! questions helps your child playing, line up toys (no about the activity and what degree, others have feelings. It looks a storm. We are become more independent, more than 10) and have your you both are going to do. crashing!” As you say, “We as he/she is able to make child count while pointing to 2) Let child try to help you Materials: are crashing,” fall gently to his/her wants, needs, and one toy for each number place two scoops of vanilla + Stuffed and plastic animals the floor with the child in ideas known to others. said. ice cream one on top of the +Small boxes or berry your arms. 3) Then continue 2) Ask them how many they other on a plate. baskets the story by saying, “What a Materials: have. Repeat a few times 3) Set out a variety of nuts, +Napkins or small scarves crash! I need to check you out +Small objects (rocks, paper with different amounts. raisins, and interesting to make sure that nothing was clips, bean bags, seashells, cereal shapes. 1) Help the child gather hurt.” Remember to touch the etc.) 4) Encourage your child to her/his favorite stuffed and parts of the body that you +Opaque plastic containers make a face on the ice plastic animals. look at. You may say, “This with lids cream snowman. He may prefer to put the goodies 2) Provide small boxes or arms looks good, and these 1) Instructions on attached all over the ice cream. berry baskets for her to use eyebrows are OK. You’ve got sheet Either way, you will as cages or carriers. She can all five fingers on this hand,” stimulate his creative use napkins or small scarves and so on. After all the parts juices. as blankets. are checked, take off again. 3) Talk to her/him about the 4) Continue running into poor ways in which animals get weather or running out of gas hurt: how they cut their to keep playing. paws, get bugs in their ears, break their wings, or get stomachaches. 4) Help her care for her sick animals by washing and bandaging their wounds, wrapping their broken limbs with gauze, and giving them a quiet place to sleep (plus lots of pats and kinds words). 5. Provide a toy doctor’s kit to give the animals a thorough examination.

June Taking Care of Myself Our Circle of Care Painting with Cotton Balls ABC Song House Color Scavenger 12 When children are very 1) Instructions on attached Materials: Children love to sing and Materials: young, they obviously sheet. You may draw or +Paint or water with food move in various ways, and +Cardboard depend on adults to take write on attached or use coloring some even learn best +Colored markers or care of any personal need. another sheet of paper. +Cotton Balls through music and crayons Over time, children notice 2) Sit together as a family +Clothespin movement. Singing the +Clothespins that others do these things while doing this activity. +White construction paper or ABC’s in a variety of ways +Glue sticks or sticky tape for themselves, so they notebook paper will help your child become become interested in more familiar with the 1) Using a medium to large gaining some of the 1) Set up paper on a clean alphabet and enjoy learning cardboard, write out “House independence. Finally, surface or a surface that will it. Color Scavenger Hunt” in they come to realize that in clean up easily. If you do not the center. Underneath that taking care of their own have any paint, make your 1) Invite your child to sing write to words red, green, needs they are not only own with food coloring! the ABC song in various purple, orange or any color showing off their 2) Use half a cup of water ways: loudly, in a whisper, you want, under thin independence, but they are with 5 to 6 drops of your in a high voice, in a low sections. also keeping themselves favorite color. If you’d like voice, etc. 2) Tape or glue a clothespin safe and healthy. the color to be more vivid, on top of the written word add more drops. color. You may color the 3) Help your child squeeze 2) Encourage her/him to clothespin according to the the clothespin and attach a move in a variety of ways as color but it’s not necessary. cotton ball. 4) Lightly dip the she sings: while tiptoeing, 3) Now your child to go find cotton ball into the stomping, clapping, etc. Can something, ANYTHING paint/food coloring. He/she you stomp your feet and sing (small enough to clip) can make swirls, straight the song? Let’s see if you can around the house that lines, shapes, zigzags or other sing it loudly while you stomp! matches each color. doodles. 3) Observe how much of the song your child can sing, and sing along, if needed. 4) Invite your child to march along to the ABSs as you transition to the next part of your day. For example, she could march to the kitchen for lunch or toward the door to put on her/his jacket.

Learning Activities Classroom: Turquoise Springs Week of: 6/6-6/10

APL: Approaches to Play and Learning ESD: Emotional and Social Development HPD: Health and Physical Development LDC: Language Development and Communication CD: Cognitive Development Math

APL ESD HPD LDC CD

June 6 • • • • • Monday Words for time. Dream. Mighty Planting is fun! Take the story Q-tip Number Use words about Minutes 17. Start a vegetable or outdoors. painting. time such as Find a flower garden with Invite your child On the paper before, after, or comfortable your child, the pick their provided with next. “We will spot to snuggle garden can be one favorite book. numbers, invite eat before we with your child or two items you Explain that your child to count read a story in your lap. plant. Explain that you’re going to out loud each together.” Recite the you are going to dig read the book number with you. Relate familiar poem. a hole in the sand, outside. You Extend the events in your place seed into hole, and your child counting by child’s life by Poem cover with sand, and pick a spot in counting in Keres, using specific attached. water. the shade, on English, Spanish, language such Make watering the the porch, or etc. Invite your as next time garden or flowers a under a tree. child to dip the Q- we’ll go fishing, daily routine. tip into the paint, instead of next Talk about what you point to each summer. planted, how long do number and ask you think it will take your child to stay to sprout?, what on the line. No worries if your color do you think child doesn’t stay the flower will be? on the line. Another idea, cross off days on the calendar to show how long it took for the seed to sprout. Materials: Seeds provided, area to plant, shovel, gloves, water canister.

June 7 • • • • • Tuesday What’s gone? Rise and Shine. Get your heart rate Read 15 minutes. Let’s see what we . Leave two toys on Mighty Minutes up!! Read a picture book to can find. the floor or table 77. Take this exercise your child. Ask your Mighty Minutes 68 during clean-up time. outside. child questions about Invite your child to find Name each item and Sing to the tune Stretch out your the book. Ex. what is an object and bring it talk about them. Ask of “farmer in the body. on the page? Who do back. Encourage your your child to close dell” 10- jumping jacks you think that is? Why child to name the their eyes and 10- run in place do you think that? How object and describe it remove one toy Sing the song 10- sit-ups are they going to get if possible. You can while their eyes are when greeting your across the river? describe the size, shut. Invite your child child as they wake shape, or color of to open their eyes up in the morning object your child finds. and tell you which or from a nap. Sing toy is missing. Let’s all look around the room, Hug your child as you sing the last Around the room, line. around the room. Let’s look around Song attached. the room and see what we can find.

June 8 • • • • • Wednesday Q-tip name painting Hello Toes Move your legs! Sing Twinkle little Going Fishing. On the white paper Mighty Minutes Run as fast as you star. Mighty Minutes with your child’s 78 can for 10 seconds. Twinkle, twinkle, 18. name, invite your Invite your child to Walk for a minute. little star, Cut a hole in the child to move her recognize and Run 10 seconds. What a wonderful top of a shoebox fingers along the name parts of their Walk for a minute. child you are! that is large lines of her name. body by saying Repeat exercise for With bright eyes and enough for a small Say each letter out hello to the body 10 minutes. nice round cheeks, hand to fit through. loud with your child. parts. Ex. “I see You can add more or Talented person Fill the shoebox Invite your child to your keens less to the seconds from head to feet. with different dip the Q-tip into the peeking out of your and minutes. Twinkle, twinkle, materials of paint, point to the shorts. Let’s say, little star, various textures, lines of each letter, “hello, knees.” What a wonderful Ex. silk scarf, wax ask your child to stay Encourage your child you are! paper, ribbon, on the line with their child to use the aluminum foil, Q-tip. It’s okay if your particular body sandpaper. Invite child doesn’t stay on part to wave hello. your child to go the lines. “oh, hello, elbow. “fishing” for Materials: paint, Can your elbow different materials small cup, Q-tip wave hello?” in the box. When your child pulls out a piece, name the material and use self-talk to describe it’s color and texture. Ask questions like, “how is the foil different from the ribbon?” “Which one is the biggest?” Materials; Shoebox, ribbon, scarfs, sandpaper

June 9 • • • • • Thursday Special Letter What can that Go on a nature Using a different Spoon Scoop! Chant. sound be? walk. voice. Mighty Minutes 90 Mighty Minutes Take a walk around Speak to your child What you do: Get Create a chant to 66 your house or the in a higher or lower two bowls, fill both transition (move on) Encourage your neighborhood. Look voice or whisper in bowls half way to the next activity or child to listen very for flowers or leaves. your child’s ear. Get with water, next routine using your closely and identify Bring the items home your child’s place small child’s first letter any sounds they with you. On the attention, make objects into one sound of their name. hear, ex. voices in brown tree trunk them feel special, bowl ex. legos, Ex. /k/ /k/ Kailyn the house, birds paper, glue your and show your blocks, abc /m/ /m/ Marissa chirping outside, a flowers and leaves surprise and delight magnets, invite Clap your hands and car outside. Invite onto the paper. Invite by changing the your child to scoop keep the beat. your child to draw your child to help tone of your voice. the objects with Repeat using other what they hear. you put the glue on the spoon, and friend’s names in the Sing the items or glue the transfer the object classroom. Oh, dear! What items onto the paper. into the other can that sound Hang your child’s bowl. Watch your be? tree up on display child as they Oh, dear! What concentrate on can that sound Tree trunk provided keeping the object be? on the spoon. Oh, dear! What Encourage your can that sound child along the be? way. Let’s listen Materials: Two closely and hear. bowls, spoon, water, legos, blocks etc.,

June 10 • • • • • Friday Animals in the From seed to Plan a healthy Two-step Tasks Spill the beans! Barn. Mighty tree. Mighty menu. Provide several 1. set up the activity Minutes 28 minutes 08 Invite everyone in two-step directions Sing, Sit on the floor with your family to sit throughout the day. 2. Spill the beans! The cows in the your child, invite down and plan a A game that that barn say moo, brothers/sisters to menu for the week. supports following 3. Line them up moo, moo join in, recite the You can plan for two-step directions Moo, moo, moo. rhyme, lunch/dinner or is “Simon says.” 4. Count the objects Moo, moo, moo As a seed I’m snack. Ask your child What you can say: The cows in the rather small. would they like to “simon says to Game attached. barn say moo, I barely can be have on the menu. touch your nose moo, moo seen at all. Whats your favorite and turn around” All through the day. But once the food? Why is it your “Simon says to put Repeat using other raindrops water favorite food? When your hands in the farm animals and me, I grow into a do you think we air and touch your their associated great big tree. should eat chicken? toes.” sounds. Ex. Pig/oink, Invite your child to duck/quack You can crouch on the use stuffed animals ground and as cues when pretend to be singing. seeds by wrapping their arms around their knees. Repeat the rhyme, but this time, pretend to “water” your child. Invite them to uncurl and stand, stretching their arms out to the side.

The Cat and the Bunny

Creeping, creeping, creeping, Comes the little cat. But the bunny with the long ears, Hops like that.

Prep and Instructions: Stand behind the child and prepare to move his or her body as you say the rhyme.

“Creeping, creeping, creeping,” From behind the child, place your arms under child’s arms (so the child’s armpits are resting on your arms) and hold onto the child’s wrists. Move the child’s arms in a creeping movement.

“Comes the little cat.” Continue to move the child’s arms in a creeping motion. You may want to add a meow at the end of the line!

“But the bunny with the long ears,” Raise the child’s hands to either side of his or her head like big bunny ears.

“Hops like that.” Pick the child up grabbing under the armpits and take the child for a three-hop ride, one hop for each word in this line.

Erupting Volcano

Prep and Instructions:

1. On a baking sheet (or other easily cleaned surface), shape cardboard into a broad cone shape using the cup to form a “crater” at the top of the volcano. 2. Have your child decorate the construction paper with the crayons, paint and markers to look like a volcano/mountain. 3. Have your child pour ¼ cup vinegar into a bigger cup so he/she can add a few drops off dish soap, a few drops of water and a few drops of red food coloring. 4. Next have your child put one teaspoon of baking soda in a small, empty plastic cup and place this cup inside the volcano crater. 5. Quickly pour vinegar mixture into the baking soda cup that’s inside the crater. 6. Have your phone ready to video the reaction – the volcano reaction and your child’s reaction!

Listen to the Word

Instructions:

1. Introduce the book to your child. Talk about the cover and ask your child to predict what the story will be about. 2. Read a few pages of the story, and pause at the repetitive word or sound. Emphasize this part of the story by changing your temp or tone, or by making the sounds from the story. 3. Explain to your child that you want him/her to listen for the word in the story and make the sound when he/she hears it. Alternatively, suggest that he/she may listen for the pause and insert the repetitive phrase. “When you hear me say the word snore I want you to make a snoring sound.” 4. When the story is finished, discuss your child’s predictions about the story. Read the book again, and ask your child to supply the word or sound each time it appears in the book. 5. Encourage him/her to read the book again at a later time. 6. Use this listening strategy when reading other books. Encourage your child to perform an action or make a sound when he hears a specific word or phrase.

Me Do It!

Instructions:

1. Observe your child for signs of what level of participation she/he is ready for in personal care routines. 2. Encourage your child to participate during each routine. Use the following examples as a guide of what she can do when ready:

Diapering and Toileting: tells you she/he needs a new diaper using words, signs, or signals; gets her/him a new diaper; pull her/his pants up or down; wash her hands (with assistance); get her own paper towel.

Eating and Mealtime: wash her/his hands (with assistance); get her/his own paper towel; help to set the table; throw away her/his own trash; feed her/himself finger foods or use utensils.

Sleeping: get her/his blanket; lie down on her bed.

Getting Dressed: take off and put on socks; takes of her/his own shoes, get shoes; helps put on pants by lifting up each leg to put in the leg holes; help put on her shirt by lifting her/his arms over her head.

Three Nice Mice

Three nice mice. Three nice mice. See how they care. See how they care. They hold both hands and give a shake. Smiling together, good friends they make. Then turning around, for goodness’ sake. Three nice mice. Three nice mice.

Instructions: “Three nice mice. Three nice mice.” As you say each sentence, hold up three fingers on each hand. Have your child mirror your actions and hold up three fingers.

“See how they care. See how they care.” You and your child for circles with both your right and left hands. Then you both bring the circles up to your eyes as if to look through binoculars at the mice.

“They hold both hands and give a shake.” Reach out and hold hands. Move you clasped hands up and down in a handshake.

“Smiling together, good friends they make.” Continue holding hands and swinging them slightly from side to side as you keep rhythm with the rhyme.

“Then turning around, for goodness’ sake.” Release your hands while each of you makes a complete turn. When you are again face to face, give each other a gentle, loving high five while saying, “for goodness’ sake.”

“Three nice mice. Three nice mice.” Return to holding up three fingers on each hand.

It’s Something New

Instructions:

1. Acknowledge the new situation verbally to your child. “You noticed Robbie’s dad come in.” 2. Give your child words to name his feelings. “You are nervous because there is a new person in the room.” 3. Validate his feeling. “Seeing new people can make you feel nervous.” 4. Explain what the situation is to your child so he knows why this new person is present or why a new event is taking place. “Robbie’s daddy is here to have lunch with us. He will sit next to Robbie. Oh. Look Robbie is so happy to see his daddy.” 5. As you respond to your child’s feelings, observe his reaction. Notice when he looks to you for guidance when something new happens.

Taking Care of Myself

Instructions:

1. Look for opportunities to express appreciation when your child takes responsibility for her/his personal needs. “You do such a good job of washing your hands.” 2. Read books with self-help themes, such as Jesse Bear, What Will You Wear? 3. You can encourage your child’s development in other ways, such as by hanging pictures of her/him working on self-care.

Yes or No Sounds

Instructions:

1. Fill each container with one material. Seal the containers so they will not open when shaken. Place the containers in a row on the table. 2. Invite your child to explore the containers with you. Explain that he/she may shake each container to see what it sounds like. 3. After he/she shakes each one, ask him/her yes/no questions about the results. What it loud? Does it sound like the last container? Does it sound like there are many things inside? 4. Continue the activity for as long as your child is interested. Leave the sound canisters in a place where your child can explore them again. 5. You can extend this activity by filling sets of two containers with the same materials (e.g. two with beans, two with bells, etc.). Ask your child yes/no questions as you help him identify the containers with matching sounds. Dream Dream about flowers and fast moving cars. Dream about monkeys and bright shooting stars.

Dream about horses and trips to the moon. Dream about rainbows and bright red balloons.

Dream about oceans and pale blue skies. Dream about love, dear. Now close your eyes.

Rise and Shine

It’s time to rise and shine. It’s time to rise and shine. Hello, my little one, it’s time to rise and shine. It’s time to play some games. It’s time to play some games. Peek-a-boo my little one. It’s time to play some games. It’s time for great big hugs. It’s time for great big hugs. I love you, my little one, it’s time for great big hugs.