DOCUMENT RESUME

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TITLE Grade One and Growing: A Comprehensive Instructional Resource Guide for Teachers. Pilot Edition. INSTITUTION New York City Board of Education, Brooklyn, N.Y. REPORT NO ISBN-1-55839-294-0 PUB DATE 96 NOTE 436p CONTRACT RR93002016 AVAILABLE FROM New York City Board of Education, Room 608, 131 Livingston Street, Brooklyn, NY 11201. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC18 Plus Postage. DESCRIPTORS *Academic Achievement; *Cultural Differences; *Educational Planning; *Grade 1; *Multicultural Education; Primary Education; Self Concept; Special Education; Student Responsibility; Teacher Responsibility; Teaching Methods; Urban Schools IDENTIFIERS *New York City Board of Education

ABSTRACT The first-grade multicultural curriculum in this guide is designed to enable teachers to create learning environments that will enable all children to develop nondiscriminatory behavior, form positive self-concepts, respect diversity of cultures, conserve the environment, foster a life-long desire for learning, and begin developing the necessary skills for school success. The introduction describes the philosophy that supports those aims. Chapter 1,"The Teaching/Learning Team," describes the shared responsibilities and activities of teachers, paraprofessionals, parents, and administrators and includes suggestions for parent involvement. "Planning for the First Grade," Chapter 2, provides strategies that will assist teachers in beginning the school year with developmentally appropriate multicultural activities for general and special education and for children of limited English proficiency. Chapter 3, "Creating a Learning Environment," offers overall guidance for teachers in organizing the multicultural classroom, including the creation of learning centers. "Using Instructional Approaches and Strategies," Chapter 4, suggests specific strategies for implementing multicultural education in the context of basic skills for the first grade. Chapter 5,"Developing Themes of Study," illustrates the thematic approach to the first-grade curriculum. Appendixes contain resource information for teachers and parents through discussions of societal concerns and pressures, curriculum frameworks, and bibliographies for teachers, parents, and children. (SLD)

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PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY U S DEPARTMENT OF EDUCATION Office of Educational Research andImprovement Evelyn Kaibola_ EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has beenreproduced as iv)CAcord oi Ed. received from the person ororgannalfon Originating it TO THE EDUCATIONAL RESOURCES 0 Minor changes have beenmade to improve reproduction Quality BEST COPY AVAILABLE INFORMATION CENTER (ERIC) Points of mew or optniOn5 stated inthis docu ment do not necessarilyrepresent official OERI grOsiffon or DOliCjr 2 Grade One And Growing: A Comprehensive Instructional Resource Guide for Teachers Pilot Edition

BOARD OF EDUCATION OF THE CITY OF NEW YORK

3 Acknowledgments Grade One And Growing: A Comprehensive Instructional Resource Guide for Teachers (Pilot Edition) was produced under the leadership of Judith A. Rizzo, Ed.D., Deputy Chancellor for Instruction. This publication is a product of the Division of Instructional Support, Judith Chin, Executive Director. Evelyn B. Kalibala, Director, assisted by Barbara Gerard, Staff Development Coordinator, and Eileen Neeson, Curriculum Development Coordinator, Office of Multicultural Education, provided BOARD OF EDUCATION overall supervision of the development and review of the project. OF THE CITY OF NEW YORK The following staff worked on the revision of this guide: Eleanor Grieg Ukoli, Divison of Instructional Support; Ruth Acevedo, William C Thompson, jr. Community School District 9; Carmela Cohen, Early Childhood President Supervisor, CSD 16; Emily Aceto Rodriguez, PS 95, CSD 21; and Blanche Solomon, PS 299, CSD 32. Irene H. Impellizzeri Grade One And Growing: A Comprehensive Instructional Resource Vice President Guide for Teachers (Pilot Edition) has been reviewed by a wide constituency made up of superintendents, principals, assistant principals, teachers, school board presidents and members, parents, Jerry Cammarata university personnel, and the community at large. Carol A. Gresser The manuscript was prepared for publication by the Office of Sandra E. Lerner Instructional Publications, Nicholas A. Aiello, Ph.D., Director. The Luis 0. Reyes Project Editor was Christopher Sgarro. Book design and illustrations Ninfa Segarra by Heidi Lanino, Jacqueline Wadsworth, Peter Wadsworth, and Cor Members Hazelaar. Cover design by Heidi Lanino. Photographs of children at PS 261, CSD 15, and PS 124, CSD 2, by Barbara Gerard and Murray Nobleman. Alen Gershkovich Student Advisory Member Recognition is given to staff and reviewers who contributed to the development of the origiinal first grade curriculum guide published in 19917' Rudolph F. Crew Florence A. Jackson, Ed.D., former Community Assistant Superintendent, supervised the development of the course outline and the activities of the writing Chancellor team, and reviewed and organized the manuscript. Evelyn W. Castro, Ed.D., former Director, Early Childhood Services, provided guidance and reviewed the manuscript. © 1991, Revised 1996 by the Board of Education of the City of New York The Division of Bilingual Education, Maria S. Guasp, Executive Director, guided the development of the bilingual components. Aurea Rodriguez, Ed.D., Director ISBN 1-55839-294-0 of the Center for Curriculum Development and Instructional Services, supervised the development of companion first grade guides in Chinese, Haitian, and Portions of the following Board of Education curriculum Spanish. Phyllis Ziegler, Director, Office of Second Languages, supervised the guides were excerpted for this publication: Children of development of a companion first grade English as a Second Language guide. the Rainbow Kindergarten,' Now We Are Six, and New The writers of the guide were Blanche Solomon, Early Childhood Staff Horizons. Developer, PS 299, CSD 32; Elissa Weindling, Teacher, PS 173A, CSD 6; Janet Application for permission to reprint any section of this Allen, Teacher, CSD 10; Emily Aceto, Teacher, CSD 21; Ruth Acevedo, Staff material should be made to the Chancellor, 110 Livingston Development Specialist, Division of Bilingual Education; Sheila Cole, Assistant Street, Brooklyn, NY 11201. Reprint of any section of Principal, CSD 22; Sherry Copeland, Early Childhood Supervisor, CSD 27; Judy this material shall carry the line, "Reprinted from Grade Gewuerz, Multicultural Education Administrator, CSD 25; Gloria Guzman, One And Growing: A Comprehensive Instructional Assistant Principal, CSD 10; Caren Hirsch, Early Childhood Coordinator, CSD 26; Resource Guide for Teachers (Pilot Edition) by permission Carmen Pizarro, Assistant Principal, CSD 12; Hilda Perez-Santiago, Staff of the Board of Education of the City of New York." Development Specialist, Division of Bilingual Education; Myrta Rivera, Supervisor, Early Childhood Services; and Susan Silverman, Educational Persons and institutions may obtain copies of this Administrator, Office of Special Education, Brookyln East. publication from the Publications Sales Center, Special thanks are extended to the following reviewers of the curriculum guide: Room 608, 131 Livingston Street, Brooklyn, NY 11201. Yvonne Beamer, Native American Education Program; Leona Boulware, Former See current catalog for price. For information, call Staff Developer, CSD 19; Antonia Carranza, Deputy Executive Director, Division (718) 935-3990. of Bilingual Education; Kathy Fay, Community Representative; Noemi Carrera It is the policy of the Board of Education of the City Herendeen, Staff Developer and Coordinator of Parent Involvement, Office of School District of the City of New York not to Multicultural Education; Asa Hilliard, Fuller E. Callaway Professor of Urban discriminate on the basis of race, color, creed, religion, Education, Georgia State University; Chandra D. Llewellyn, Director of Youth national origin, age, disability, marital status, sexual Services, National Urban League, Inc.; Rosemary Lopez-Kimpton, Assistant orientation, or sex in its educational programs, activities, Director, Office of Multicultural Education; Grace Pih, Project Associate, New and employment policies, as required by law. Inquiries York Multifunctional Resource Center; Aurea Rodriguez, Director of the Center regarding compliance with appropriate laws may be for Curriculum Development and Instructional Services; Migadalia Roniero, directed to the Office of Equal Opportunity, 110 Associate Professor of Bilingual Education, Hunter College; Marlene Rubins, Livingston Street, Brooklyn, NY 11201, (718) 935-3320. Community Representative; Toby Rusgo, Supervisor, Early Childhood Services; Sydney Schwartz, Professor, Queens College; Julia Washington, Principal, PS 284, CSD 23; Rue Zalia Watkins, Parent Consultant; and Leslie Williams, Associate This New York City Board of Education Rainbow resource Professor of Education, Teachers College, Columbia University. guide for teachers/curricula is not affiliated with the original Children of the Rainbow by Fern (a/k/a Rainbow All titles in effect at the 1991 printing. Children) (i) trade name (a licensed business since 1970) and (ii) early childhood beginning reading program and brotherhood publications and music, copyrighted 1969, 1970 by Fern S. Keiner (music publisher with ASCAP) and should not be confused with her business or publications.

4 PREFACE

New York City has a rich, multifaceted heritage that holds benefits for its children. The collective wisdom of many ethnic, racial, and linguistic cultures is their inheritance. That inheritance is being transmitted to today's generation through a variety of dynamic, absorbing, culturally rich experiences in our schools. Grade One And Growing: A Comprehensive Instructional Resource Guide for Teachers (Pilot Edition) presents an educational philosophy that accurately reflects the multicultural nature of our global family. The suggested themes and activities have been planned to address the needs and interests of first grade children and to help them acquire knowledge, develop skills, and cultivate positive attitudes. Over one hundred languages are spoken in our city's public schools, and many children live in homes and communities where languages other than English are spoken. As all children begin to appreciate and understand a diversity of ethnic, racial, and linguistic traditions, they will learn to cherish their own individuality and cultural identities as well. The heritage of the past will also be the heritage of the future. Let us guard it well for tomorrow's children and, as it passes through our hands, let us work together to increase its luster with the bright and shining lights of harmony, friendship, and peace. In the words of poet Maya Angelou, "Each new hour holds new chances for a new beginning." May this be the hour of our new beginning.

iii TABLE OF CONTENTS

Restatement and Strengthening of Policy on Multicultural Education vii Introduction xi

Chapter 1: The Teaching/Learning Team 3 Working Together 3 Parent Involvement 6 Formal and Informal Reporting 15

Chapter 2: Planning for the First Grade 17 The First Days 19 The Value of Play 35 Working with Limited English Proficient (LEP) Children 38

Chapter 3: Creating a Learning Environment 49 The Multicultural Learning Environment 51 The Multicultural Learning Center Approach 52 Floor Plans 56 The Teacher's Role 60 Making Centers Work 61 Contextual Invisibility 65 Checklists for the Classroom Learning Environment 66 Recommended Equipment and Supplies 70 Using Recycled Materials in the Classroom 73

Chapter 4: Using Instructional Approaches and Strategies 74 Language, Literacy, and Culture 76 Emergent Writing 86 Reading and Interacting with Print 91 Checklist for a Print-Rich Environment 98 Learning to Read th,ough the Arts 99 Innovative Use of the Basal 100 Skills in Mathematics 103 Encouraging Creative Thinking Skills 105 Children with Special Needs 107 The Interactive Teacher 114 Additional Literacy Strategies 122 Computers in the Classroom 126 Trips 130 Assessment Strategies 134 Educational Enrichment 147 Continuity and Articulation 149

6 Chapter 5: Developing Themes of Study 157 Theme Development 159 A. What's in a Name? 161 B. Families 179 C. So Like Us 237 D. Numbers Around Us 267 E.Let's Step Outside 289 Additional Suggested Themes/Topics 330

Appendices: Resource Information for Teachers andParents 331

APPENDIX A: SOCIETAL CONCERNS 333 Overview 335 Alcohol, Drug, and Substance Abuse 336 Recognizing Family Structures 345 The Latchkey Program 346 Children Who are Homeless and/or Living in Shelters 347 Preventing Child Abuse 349

APPENDIX B: THE CURRICULUM FRAMEWORK& KNOWLEDGE, SKILLS, AND ABILITIES (EXCERPTS) 351 Preface 355 Rationale 356 A Vision for the Twenty-first Century 357 What Is A Curriculum Framework? 358 Principles of the New York City Curriculum Frameworks 362 Curriculum Frameworks: Knowledge, Skills, and AbilitiesGradesPreK-2 364 APPENDIX C: OPTIONAL BIBLIOGRAPHIES 423 A Multicultural Bibliography for Teachers and Parents 425 An Annotated Selected Listing of Multicultural Children's Books 434 Bibliography Related to Themes of Study (Chapter 5) 439

vi 7 RESTATEMENT AND STRENGTHENING OF POLICY ON MULTICULTURAL EDUCATION

WHEREAS, all students are entitled to a RESOLVED, that the New York City Board of comprehensive education to help them to Education hereby restates its POLICY OF achieve to their fullest potential; and MULTICULTURAL EDUCATION and commits itself and its resources to providing a WHEREAS, such an education must not only multicultural educational program to achieve include instruction in reading, writing, the following goals: mathematics, science, and history, but must also teach students to appreciate the to develop an appreciation and achievements and rich cultural heritage of understanding of the heritage of students' the diverse ethnic, racial, and linguistic and staffs' own ethnic, racial and groups who live and work together in our linguistic groups. city, our nation, and the world around us; to promote and foster intergroup and understanding, awareness and WHEREAS, accomplishment of such goal appreciation by students and staff of the requires that students be taught and learn to diverse ethnic, racial, and linguistic value and respect the achievements of such groups represented in the New York City diverse ethnic, racial, and linguistic cultural public schools and the general groups and the common bond of humanity population; that unites them all; and to enhance New York City youngsters' WHEREAS, on November 15, 1989, the self-worth and self-respect; Board of Education adopted a policy, to encourage a variety of teaching "Statement of Policy on Multicultural strategies to address differences in Education and Promotion of Positive learning styles; Intergroup Relations", which the Board determined on December 1, 1993 should be to identify the impact of racism and other separated into two policy statements so as to barriers to acceptance of ethnic, racial, strengthen both imperatives "multicultural and linguistic differences; education" and "anti-discrimination to develop opportunities for all students education" and that the best way to to become bilingual/proficient in at least achieve these goals would be to accord two languages; multicultural education full recognition as a discrete field of study rather than as an to develop a multicultural perspective adjunct to the Board's anti-discrimination which interprets history and culture from program, thereby strengthening the teaching a variety of perspectives consistent with of multicultural education to all students in available factual evidence; the city school system; and to analyze human rights violations in our WHEREAS, the Board of Education has global society and the progress in determined further that this strengthening of securing human rights; and multicultural education must also be to develop an appreciation of the cultural accompanied by a simultaneous and historical contributions of a variety strengthening of the Board's anti- of ethnic, racial, and linguistic groups to discrimination policy and programs; now, the growth of the United States and therefore, be it world civilizations;

vii and be it further EXPLANATION RESOLVED, that the Chancellor shall This resolution reflects the Board's continue to develop procedures and determination that its multicultural education guidelines for textbook selection to meet the program should be strengthened and that the above stated goals; shall continue to review best way to accomplish this is to accord all textbooks and instructional materials to multicultural education full recognitionas a ensure that they are free of stereotypical discrete field of study rather thanas an views on any ethnic, racial, or linguistic adjunct to the Board's anti-discrimination culture, whether expressed or implied by policy and programs. statement, visual image, or by omission; and shall, as necessary, develop supplementary At the same time, the Board has concluded material when commercially available that it is vitally important to strengthen its material fails to meet guidelines for anti-discrimination programs. Therefore, to comprehensive and accurate instruction; and address that need, a companion resolution be it further focused exclusively on efforts to combat bias at all levels of the New York City public RESOLVED, that the Chancellor shall prepare school system is being considered for action an action plan to implement this resolution, contemporaneously. that such plan shall include guidelines, procedures, and timelines for programs and The Board believes that the input and staff and curriculum development, such plan cooperation of parents and students are of to be submitted to the Board for its review critical importance in the design and and approval no later than March 31, 1995; implementation of multicultural education and be it further programs and anti-discrimination programs. Therefore, a high priority will be placedon RESOLVED, that this resolution supersedes their involvement in all aspects of each of any inconsistent policies, rules, regulations these imperatives. or bylaw provisions to the extent necessary to achieve the objectives of the resolution. Adopted by the Board of Education of the City of New York on February 15, 1995.

viii INTRODUCTION

Children, Children Everywhere* Children, children everywhere, children dark and children fair, children of all shapes and sizes, children springing odd surprises, children chasing, running races, children laughing, making faces, children cooking mud for dinner, children, every one a winner. Children jumping, children wiggling, children grumping, children giggling, children singing, sneezing, weeping, children sometimes even sleeping, children giving children hugs, children chewing worms and bugs, children in their parents' hair, children, children everywhere. Jack Prelutsky

OVERVIEW paraprofessionals, parents, and administrators. Suggestions for establishing The first grade multicultural curriculum is parental involvement and positive home and designed to enable teachers to create learning school relationships are included. environments that will enable all children to develop nondiscriminatory behavior, form Chapter 2: Planning for the First Grade positive self-concepts, respect a diversity of provides strategies that will assist teachers in cultures, conserve the environment, foster a beginning the school year successfully. life-long desire for learning, and begin Developmentally appropriate multicultural developing the basic skills necessary for activities and vital information regarding success in their school careers. general and special education programs for all students are included. Strategies for the This Introduction describes a philosophy child with limited English proficiency in that supports a high-quality, developmentally bilingual or monolingual classrooms are also appropriate program through a multicultural highlighted in this section. perspective for first grade children.It also includes an outline of growth patterns of six- Chapter 3: Creating a Learning Environ- and seven-year-olds. ment offers overall guidance for teachers in organizing the multicultural classroom. The The five chapters of this manual provide use of learning centers is examined; teachers with information they need to create techniques are offered for managing centers, a multicultural learning environment. creating a bias-free setting, and incorporating Chapter 1: The Teaching/Learning Team ethnic, racial, and linguistic cultural diversity. provides descriptions of shared responsi- bilities and activities for teachers,

Random House Book of Poetry for Children (New York: Random House, 1983).

10 Chapter 4: Using Instructional An Annotated Selected Listing of Approaches and Strategies suggestsa variety of strategies for implementing Multicultural Children's Books provides multicultural education, as well as basic skills, teachers and parents witha list of in the first grade classroom. Special attention developmentally appropriate books foruse is given to encouraging literacy througha in the first grade classroomor at home. whole language environment, and integrating reading, writing, and thinking skills into the Bibliography Related to Themes of Study children's everyday lives. Suggestions for provides bibliographic informationon the instructional adaptations are offered for themes of study in Chapter 5 of this guide. children with special needs. Learning is extended through trips, computer technology, PROGRAM PHILOSOPHY and the building of mathematics skills. This The way in which a society regardsits section also outlines the procedures and children reflects its commitmentto the strategies used to assess children's individual future. Children remind us that the progress. The Chapter 53 Screening program preservation of culture dependson many is reviewed and a developmental checklist responsibilities. For educators, such and enrichment activities are described. responsibilities include the cultivation of children's feelings of uniqueness and Chapter 5: Developing Themes of Study individuality and the exploration, illustrates the thematic approach through five acknowledgment, and affirmation of their themes which support the curriculum for first shared ethnic, racial, and linguistic cultural grade. Each theme is designed for immediate experiences. To meet this challenge, the use for teachers; specific teaching materials teacher needs to: and strategies exemplify developmentally appropriate practices. identify the different cultures and languages of the children in the Appendices: Resource Information for classroom; Teachers and Parents. This section plan appropriate activities for infusinga contains resource and background multiculturaVmultilingual awareness into information that will assist teachers and all of the curriculum areas; parents to work with the "whole child." ensure that the classroom environment Appendix A: Societal Concerns looks at addresses a wide variety of ethnic, racial, current societal pressures and concerns and linguistic cultural backgrounds affecting young children that impacton their through games, books, and other learning, which include health-related materials; problems, recognizing children's families, and model behaviors that demonstrate responsibilities for "latchkey" children. appreciation and respect for the Appendix B: The Curriculum contributions of many cultures; and Frameworks outlines the scope of the create an atmosphere in which expected learnings for first grade in theareas individuality and diversity can be of Arts and Humanities; Englishas a Second acknowledged and valued. Language; Health Education, Physical The widely differing needs, interests, and Education, and Home Economics; Language expectations of first grade children should be Arts; Languages Other Than English; addressed through personalized, Mathematics, Science, and Technology; and multicultural, developmentally appropriate Social Studies. learning experiences. Children should be continually encouraged to recognize and Appendix C: Optional Bibliographies. A respect other groups and individuals while Multicultural Bibliography for Teachers developing their own identity andsense of and Parents provides bibliographic self-worth. information useful to the teacher or parent in need of multicultural resources. By acknowledging, respecting, and celebrating diversity, the teacher recognizes x the whole child and can plan experiences Using curriculum resources and research that extend multicultural awareness. By information that reflect contributions understanding the similarities and differences made by people from many cultures. among cultural groups, children learn that all Displaying the children's self-portraits. people have the same basic needs, though Displaying pictures of members of they may respond to them in different ways. different cultural groups in a wide variety Parents and community members are vital of occupations. components in, the process, enhancing the first grade experience with contributions This teachers' resource guide reflects the from their own varied backgrounds. As the position statement of the National Association for the Education of Young following diagram illustrates, the truly Children (NAEYC) by supporting high- multicultural classroom consists of three quality, developmentally appropriate overlapping elements, which are inseparable. programs for all children and their families. NAEYC's definition of developmental appropriateness encompasses a two- dimensional approach, age appropriateness and individual appropriateness, as follows: Age appropriateness. Human develop- ment research indicates that there are universal, predictable sequences of growth and change that occur in children during the first nine years of life. These Community predictable changes occur in all domains of development physical, emotional, Culture/ social, and cognitive. Knowledge of Language typical development of children within the age span served by the program provides a framework from which teach- The teacher incorporates cultural and ers prepare the learning environment and linguistic diversity in the classroom by plan appropriate experiences. allowing parents and community persons to Individual appropriateness. Each child is enhance the first grade experience through a unique person with an individual appropriate contributions such as: pattern and timing of growth, as well as an individual personality, learning style, Reading stories, folktales, and poems that and family background. Both the reflect different cultures and languages. curriculum and adults' interactions with Integrating realia from different cultures children should be responsive to into the learning centers. individual differences. Learning in young Providing and displaying records, books, children arises from the interaction that posters, magazines, and tapes that are takes place between the child's thoughts free of racial and sexual bias. They and the child's experienceswith should reflect many cultures and materials, ideas, and people. These languages. experiences should match the child's Displaying pictures that portray different developing abilities, while also kinds of families. challenging his or her interest and un- Displaying and making art work and derstanding.* crafts (e.g., beadwork, masks, etc.) in the art center. In addition, the teacher must not only Featuring nutritious recipes from many demonstrate a clear and definitive under- cultures during cooking and snack standing of the general developmental pat- activities. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Sue Brekekamp, Editor. National Association for the Education of Young Children, 1988, Washington, D.C.

xi

12 terns that hold true for most children within Learns from symbolic experiences a given age span, but must also understand developed by reading books and the individual needs of the children in the listening to stories class. These understandings establish the Understands what they read basedon framework to create a learning environment their abilities to relate the written word that provides the children with many to their own personal experiences opportunities to initiate interactive activities with each other, with adults, or Physical independently. Slows down in physical growth Typical growth patterns for six- andseven- Gains greater control of hisor her body year-olds are listed below. Sits for longer periods of time but is still physically developing Begins to develop fine motor skills Growth Patterns of the necessary for writing Six- and Seven-Year-Old Begins to develop eye-hand coordination Emotional Needs to be physically active to deter Responds well to praise and empathic fatigue by sitting for long periods listening Prefers active rather than passivepursuits Begins to make more accurate judgments Expresses newly acquired physical about what is true or false power and control, enhancing self- Develops a sense of self-control esteem Begins to listen to others and to show social abilities such as "give-and-take" Principles of Appropriate Practice for Primary-Age Children Social Teachers of primary-age children Prefers to play with someone of his or must always be cognizant of the her own sex "whole child." All areas of Begins to internalize moral behavior and development are importantphysical, to acquire a conscience social, emotional, and intellectual. Looks to another child for gratification Children are more likely to succeed in rather than to an adult school when the school provides Interacts with friends of a similar age opportunities for them to use their Begins to develop an ability to work and bodies, make friends, and develop self- to relate effectively with peers esteem, as well as acquire knowledge. Tends to be possessive; sharing materials can be difficult Throughout the primary grades, the curriculum should be integrated. The Intellectual curriculum does not need to be divided Begins to acquire skills necessary for into discrete subjects with time allotted for thinking and solving problems mentally each. Young children can learn reading by manipulating objects symbolically as they discover information about Acquires knowledge from real science; they can learn writing when they experiences work on social studies or art projects. Develops an ability to accept another person's point of view Primary-age children should be Engages in interactive conversations with engaged in active, rather than adults and children by using oral passive, activities. Children learn best communication that may include joking from first-hand experiences. They do and teasing not develop concepts from sitting silently Learns to communicate through written and listening to someone else talk. language by dictating or writing stories about their experiences or fantasies Adapted from Appropriate Education in the Primary Grades: A Position Statement of the National Association for the Education of Young Children, 1989, pp. 22-23. xii 13 The curriculum should provide many about their own abilities and stifle developmentally appropriate motivation to learn. materials for children to explore and think about, and opportunities for The younger the children and the interaction and communication with more diverse their backgrounds, the adults and other children. Children wider the variety of teaching learn best when they have real objects to methods and materials required. No manipulate, like blocks or science one teaching strategy will work for all experiments, rather than only paper-and- children because each child has a unique pencil activities. Children need first-hand pattern and timing of development and experience to solve problems. Their learning style, as well as an individual understanding is improved when they family and cultural background. Good discuss what they experience with teachers use a variety of techniques to teachers and peers. find the best match for each child. The content of the curriculum should Curriculum and teaching methods be relevant, engaging, and should be designed so that children meaningful to the children not only acquire knowledge and themselves. As children get older, they skills, but also the disposition and can learn more about distant lands and inclination to use them. It is as peoples, but they understand better important for children to acquire the when they can relate information and desire to read as it is for them to acquire concepts to their own personal the mechanics of reading; and it is as important for children to want to apply experiences. math to solve problems as it is for them Primary-age children need opportu- to know their math facts. nities to work in small groups on projects that provide rich content for THE MULTICULTURAL CLASSROOM conversation; teachers can facilitate When planning the learning environment, discussion by making comments and the teacher considers the background, soliciting children's opinions and ideas. Meaningful projects that are culture, language, strengths, interests, and completed over time help children to needs of each child. acquire a deeper understanding of what The multicultural classroom mirrors the many they are learning. Research shows that diverse ethnic, racial, and linguistic cultures engaging children in conversation within the city. Children need to see aspects strengthens their ability to communicate of their home and community cultures and to reason. reflected in the classroom. Such an Teachers recognize the importance of environment encourages appreciation for the developing positive peer-group positive contributions of all cultures and relationships and provide oppor- enhances a respect for the diversity of their tunities and support for cooperative classmates. small-group projects that not only develop cognitive ability but promote The physical environment of the classroom peer interaction.Having positive should invite and encourage exploration and relationships and friendships with peers discovery. Children develop skills and is essential for primary-age children in concepts by participating in a variety of developing a sense of their own activities from a variety of cultures. competence. Children who are isolated Classrooms that are organized into learning or neglected by peers are more likely to centers provide opportunities for drop out or become delinquent in the manipulating materials, solving problems, future. When schools unduly rely on competition and comparison among developing spoken and written language, children, they lessen children's optimism sharing, and working independently.

14 The learning center approach allows children includes family and community as to learn through active participation. ongoing, important resources for Children are able to manipulate materials and extending children's understandings. learn through discovery at their individual provides a "mirror" so the child can see pace and ability level. The teacher structures his or her way of life reflected in the lives of others. the environment, sets up the centers, and keeps track of the children's progress. Multicultural objectives are achieved through: The multicultural classroom: hands-on experience. activities that provide experiences on develops individual feelings of self- varying levels of difficulty. esteem, confidence, and cultural and use of multicultural materials to achieve, linguistic identity. reinforce, or enrich skills. offers "windows" into the daily family life development of thinking and problem- of the child. solving abilities. allows children to share and appreciate sharing and cooperation. the richness of their backgrounds and respect and appreciation for diversity of cultures, as well as those of their peers. cultures and languages. reflects the collective experience of the The teacher in the multicultural classroom group as a whole. guides the children by being supportive and provides children with an extended, by expressing respect for each child. enriched vision of the world around them. Children feel secure within an environment encourages the growth of mutual respect in which individual styles are appreciated and acceptance through appropriate and success is measured by individual work and play experiences. efforts. Every child should leave school each day with a feeling of "success."

xiv 0 CHAPTER 1: THE TEACHING/ LEARNING TEAM

1 WORKING TOGETHER

The first grade program is enhanced by sit, squat, or stoop to meet children at many caring and responsible adults who eye level. support and assist the classroom teacher and demonstrate caring with smiles, kind the children throughout the school year. words, and encouragement. The most important of these are the guide children's behavior with positive children's own parents and caregivers. (See reinforcement. "Parent Involvement.") accept children's emotions and model Additional invaluable members of the appropriate behaviors. classroom team can include: The Paraprofessional Paraprofessionals The teacher and the paraprofessional Staff Developers participate in daily ana long-range planning. Student Teachers They work together to prepare materials and Volunteers share ideas about class projects and Other crucial partners in the learning process activities, such as: are experienced administrators and guidance discussing how to make a family banner counselors who contribute their skills and and preparing materials in trays for expertise in early childhood education. All children to use. of these people work to support the teacher planning a visit to the neighborhood in an atmosphere of mutual respect and library and preparing name tags for cooperation. They meet to discuss children to wear. implementation of the program, plan talking about cultural celebrations and learning experiences, and exchange ways in which children can participate in techniques and strategies for the growth and these events. development of the children in the sharing ideas about obtaining a pet for classroom. When classroom assistance is the classroom. available on a regular basis, a team-teaching setting up an experiment in the science or cooperative approach can be used. learning center. ONGOING COMMUNICATION: preparing a graph. PLANNING gathering utensils and preparing food for TEAM PROMOTES TEACHING SHARING CHILDREN'S a cooking experience. LEARNING discussing a trip to the market and COOPERATION activities to introduce children to a wide variety of "ethnic" foods and traditional The teacher and support staff discuss how dishes from many cultures. their own behavior affects each child's planning a party to celebrate a child's individuality, self-esteem, and emerging birthday. independence. They understand that the During the school day, the teacher and children may come from diverse cultural paraprofessional interact in many ways, as backgrounds and that their needs are best they share responsibilities for routines and met when adults: activities. Some suggestions follow: listen attentively when children speak. make efforts to understand and communicate in the child's home language.

Chapter 1: The Teaching/Learning Team II 3

BEST COPY VA1L BLE- 1 7 The Teacher: While the The teacher recognizes that other adults Paraprofessional: bring personal strengths and talentsto the reads with a group reinforces skills program. The paraprofessional enriches the of children... previously learned. learning environment in manyways, reads to a group of reads to another including: children... group of children. participating in staff development assists the children guides children in activities. with special needs constructing paper assisting children, individuallyor in small in each step of the bag puppets. groups, with planned activities. activity... enabling children to hear spoken announces a encourages languages other than English and meeting time... children to put providing translations when needed. away materials and explaining specific cultural traditions get ready for the such as spinning dreidels, planning meeting. parades on special days, religious confers with two listens to and celebrations, or making Chinese New children about observes another Year scrolls. their writing group of children alerting the teacher to needs of pieces... who are also individual children. engaged in the helping with classroom routines: arrival, writing process. checking homework, lunch, toileting, teaches a simple joins with the dismissal. folk dance... children and providing aid and encouragement to teacher in dancing children with special needs. to the music. assisting with clerical work such as takes the children accompanies the collecting trip slips and absencenotes. on a group, attending accompanying the class on trips. neighborhood closely to helping to organize materials and walk... individual children maintain classroom learning centers. as needed. guiding children in using instructional cooks applesauce visits and interacts equipment. with a small group with children listening to children and encouraging of children... working in another interaction and conversation. learning center. playing games with small groups of walks around roommakes fruit salad children. assisting children in with three or four reading stories to children. interest areas... children. comforting children when necessary. talks to the childrenexplains use of trip about a trip to assisting with use of the class lending boards to a small library. Chinatown... group of children. helping to prepare games and learning helps children placehelps children put materials. soil and gravel in small plants in containers... their terrariums. watching out for safety hazards and spills in the classroom. sharing own special talents and abilities with the children (for example, playing the guitar or woodworking).

4 III Grade One And Growing 18 Staff Developers Volunteers Staff developers are experienced teachers Volunteers, who may be parents, senior who offer support and assistance to other citizens, college students, or Other members teachers in the school. In some programs, of the community, offer their services to the staff developers conduct parent teachers and children in the schools without workshops and schedule training sessions for cost. The role of volunteers depends upon teachers, paraprofessionals, and other school each individual's talents, skills, and abilities. staff during the school year. They assist with Volunteers may act as resources for the the creation, selection, and implementation children by sharing ideas, experiences, of learning center activities and instructional culture and traditions, special talents, or materials. They confer with the team about interests. Some of the activities in which techniques for classroom management and volunteers may participate are: teaching strategies.Staff developers offer assisting children with reading skills demonstration lessons, arrange for interclass practice. observations, and counsel staff about assisting with special projects. methodologies for the special-needs child. assisting children for whom English is a Overall, they serve as role models for second language. collaborative and cooperative teaching in the reading stories to an individual child or a early childhood classroom. small group of children, in another Student Teachers language when appropriate. Student teachers gain valuable first-hand making puppets with the children. experience when they interact with children translating directions for children when and staff in first grade programs. These early necessary. experiences with young children afford sharing recipes and cooking experiences. opportunities for integrating the knowledge playing a musical instrument. acquired in college with practical application preparing the room for cultural in the classroom environment. The celebrations. classroom teacher and the children benefit accompanying the class on trips. from the new ideas, current research, and bringing in special objects to share with innovative approaches presented by student the children. teachers. At the same time, future teachers making materials such as gameboards or develop insights into the language(s), modelling clay. customs, and cultures of the children with caring for classroom pets. whom they work. Student teachers building structures with the children. contribute to the teaching/learning process helping children to make their own by working with individual children or small books. groups in activities that promote their Volunteers offer a link between the school academic and social development. As the and the larger community. Children's lives student teachers become more competent are enriched when they meet and work with under the guidance of the classroom teacher, adults from unfamiliar backgrounds as well additional tasks and responsibilities may be as with those from their own culture and delegated so they can become more community. proficient and self-confident as teachers.

Chapter 1: The Teaching/Learning Team Si 5

19 PARENT INVOLVEMENT

Parent involvement is widely varied and di- As Collaborators and Problem Solvers: verse. There are those activities aimed pri- Encourage and reward satisfactory marily at strengthening the overall school achievement and behavior. program (e.g., advisory, volunteering, fund Show interest in what happens during raising, and advocacy activities) and those the school day. activities directly aimed at assisting one's own Read to their children, take trips (e.g., child (e.g., helping with homework, meeting parks, museums, libraries). with teachers, and attending school events). Discuss possible careers. Teachers need to strengthen the family-school Demonstrate their own interest and relationship by encouraging and nurturing all curiosity in the world around them. types of parent/caregiver involvement activities. Help school resolve problems that might arise in the child's learning or behavior PARENT ROLES IN EDUCATION (if alerted to the difficulty and called in Partners: Performing basic obligations to help determine solutions). for their child's education and social As Audience: development. Attend open houses during the day. Collaborators and Problem Solvers: Attend back-to-school nights. Reinforcing the school's efforts and Attend concerts, plays, exhibitions, and helping to solve problems. athletic events. Audience: Attending and appreciating As Supporters: school performances and productions. Become a class parent. Supporters: Providing volunteer Organize to help obtain needed supplies assistance to teachers, parent or provide assistance with school trips or organizations, and other parents. emergencies. Advisors and/or Co-decision Makers: Volunteer in school libraries, provide Providing input on school policies and tutoring to children in special need, programs. and/or make attendance calls. Activities That Exemplify Each Role Share expertise (e.g., customs, hobbies, occupations). As Partners: Sponsor volunteer activities, fund-raising Register their child in school; ensure that activities, and publish a parent the child is properly dressed, gets to newsletter. school on time, and attends every day. As Advisors and Co-decision Makers: Purchase necessary supplies and Become a member of a parent advisory equipment. committee (including those mandated by Obtain required vaccinations and many federal programs such as: Title 1, medical exams. Title VII, and P.L. 94-142). Read and respond to written Become a member of a school-based communication about school schedules, council (e.g., PTAs or PAs). procedures, special events, and policies. Sign and return permission and information forms, and report cards. Respond to notes and phone calls from teachers.

6 Grade One And Growing 20 STRATEGIES TO INCREASE PARENT INVOLVEMENT

How Why How Why Open Houses To share with all Class InterviewsTo identify parents as parents information of Parents career role models/ about school programs, community helpers. activities, and Home-School accomplishments. To set the tone for a Handbook home-school Class/Grade To highlight values of a partnership, especially if Orientation multicultural written in several Meetings perspective, while languages to meet the providing details about needs of the culturally class activities, routines, and linguistically diverse and learning outcomes. parent body. Parent-Teacher To gain information Newsletters To provide parents with Conferences about specific children, school news in an such as their informal "letter" style. backgrounds, cultures, Parents Share To enhance children's traditions, strengths, and Family Customs,feelings of self-worth, weaknesses. Traditional social skills, and Involving To improve students' Dress, and Otherawareness of cultural Parents in attitudes toward school; Examples of diversity. Homework and research indicates that Ethnic/Cultural To reinforce the Home-Learning this is one of the most Heritage with development of positive effective approaches. Class attitudes and values. Parent To use the skills and To develop parents' Volunteers expertise of parents. feelings of importance One-on-One To inform parents about and self-confidence. Communication school policies and Ethnic Holiday To broaden experiences programs, share "good and Religious of children and adults news" about students, Celebrations by enhancing their and communicate the within the Class;views of life in a school's desire to have Informal multicultural world. parents involved in the Conversations in school. Family Rooms; Phone Program To increase home- Parent school communication Workshops, through personalized Teas, and positive telephone Multicultural contact between Luncheons teachers and parents. Home VisitationTo signify the Program willingness of the school to "go more than halfway," increase the level of trust, and give a clear message that the school cares.

Chapter 1: The Teaching/Learning Team 7

21 CONSIDERATIONS FOR BILINGUAL children's schooling. Educators must acquire PARENTAL INVOLVEMENT cultural awareness and sensitivity. Schools can greatly increase the effectiveness of their bilingual education and Englishas a This section suggests effective practices in Second Language (ESL) programs by implementing such a program.It is designed including the parents and caregivers in these for use by bilingual or ESL teachers, programs. Teachers benefit from parent directors, school administrators, and other participation programs as their efforts to staff who work with non-English speaking educate linguistically diverse children are children and their parents. reinforced at home. Offering language- Parent Needs Assessment minority parents a significant role in their children's schooling also helps program A parent participation program can be effec- tive only if it addresses the needs of the administrators develop and implementmore appropriate strategies. Knowledgeable, community that it serves. Program planners motivated parents are also a valuable can ascertain these needs by learning about resource to provide help in classrooms, the parents' backgrounds, concerns, and libraries, and other school programs. Parent interests. Understanding these factors will involvement also has directly personal help ensure that the program provides benefits to the students and parents relevant services, responds to widespread in- themselves. Effective communication terests, and makes use of the valuable re- between schools and parents can reduce the sources parents can bring to the program. sense of conflict some language-minority Background Information students feel between home and school Background information provides cultures. For non-English-speaking parents, program planners with a general context in which participating in a program at their children's to school can provide an excellent introduction set program goals. Do certain characteristics of the parent indicate the need for support to American society and increase their services in a particular area? Can awareness of other community services program available to them. planners expect a large number of parentsto provide instructional assistance to students? For many non-English speaking parents, Some important background factors that should involvement in school activities may be hin- be identified in an initial assessment dered by language barriers, limited are: schooling, different cultural norms, or a lack Language background of students and of information. These are challenges their parents. Once language teachers and administrators must face in background has been identified, bilingual implementing parent involvement programs liaisons or community workerscan be in their schools. used to make contact with parents, if appropriate. Careful planning is required to meet the Cultural values and practices of different challenges in creating a viable program of linguistic groups. A basic knowledge of parent participation. Schools need to indi- various cultures represented in the cate their commitment to involving bilingual school is essential in avoiding uninten- or non-English-speaking parents. The tional cultural conflicts. Information practices of the school, and the degree to on religious holidays or observances, cultur- which the involvement of bilingual and non- al celebrations, and family structures English speaking parents is taken seriously should be obtained. by educators, will make the difference in whether bilingual and non-English speaking parents actually become involved with their

8 Grade One And Growing 22 Parent Attitudes Parents' knowledge of or concern about Parents of students from some cultures often bilingual education and ESL instruction. have a deep reverence toward the school. Many parents are unfamiliar with these In some cultures, teachers and administrators programs and may have questions are highly respected professionals and some regarding their effectiveness or necessity parents may be uncertain of how to respond for their children. when the program encourages their Parents' ability and willingness to involvement in school activities. become involved in the school's decision-making processes. Provided Work Schedules of Parents with adequate information and Meeting times should be scheduled when opportunities, many parents are eager to most parents can attend.If parents work become part of school committees and during the day, meetings should be held in meetings. the evening. In other cases, parents may be Parents' ability and willingness to home during the day and find it more provide instructional assistance to their convenient to come to meetings at the children at home and at school. With beginning or end of the school day. proper support, parents can act as home Child Care Needs tutors and classroom volunteers. Parents' willingness to assist in non- Many parents will need babysitting services instructional school services. Many (probably at the school itself) to be able to parents have skills and resources that are attend meetings and other program useful in school administrative functions, functions. such as typing, drawing, supervising, Information on translating, interpreting, and providing Concerns and Interests child-care. Assessing non-English speaking parents' Parents' interest in their children's school concerns and interests will help program as a source for their own educational planners set specific objectives for parent advancement. Through adult ESL and participation. Important questions regarding vocational programs, schools can engage parents' concerns and interests that should the interest and participation of non- be covered in the initial meeting are: English speaking parents. Parents' concern about their children's A parent survey form, such as the following academic performance. Some parents may sample, can be an effective way to obtain need assistance in monitoring their comprehensive information on the target children's progress through traditional parent population. Such a survey may need channels of home-school communications to be conducted in the parents' home such as report cards, progress reports, and language and must be sensitive to their parent-teacher conferences. cultural norms.

Chapter 1: The Teaching/Learning Team 9 23 PARENT SURVEY Sample Questionnaire

We want to provide the best school program possible foryour child. To do so, we need your assistance. We would like to know more about your family, howyou feel about the school program, and the kind of information you would like us to provide about the school.With this information, we can improve the way we work withyou. You can help us develop the program by answering the following questions.

Name: Address: Phone: Children's names: Grade and Age:

A. Basic Information Questions 1.What language do you generally speak at home withyour children? With your spouse? With other family members/friends? 2.What is the most convenient time for you to come to school?

3.If you wish to participate in school activities, what times would bepreferable for you? Monday Tuesday Wednesday Thursday Friday Morning Afternoon Evening

4.To participate in parent activities, which would you prefer? (Check all that apply) on-site a neighbor to an interpreter transportation babysitting accompany you

10 Grade One And Growing 24 B. Bilingual/ESL Program Yes No 1. Do you know the purpose of the bilingual/ESL program? 2.Do you feel the program is helping your child in: reading? mathematics? English?

C. Interests Yes No Would you like to participate in a parent-school program to learn more about: 1. the purpose of bilingual education? 2. what your child learns in school? 3. how to help your child with schoolwork? 4. school decision-making activities? 5. how schools in the United States are different from schools in Africa, Asia, Australia, Canada, the Caribbean, Central America, Europe, and South America? 6. available community resources and services? 7. visit your child's classes? 8. come to a meeting to learn more about the school program? 9. volunteer in the classroom? 10.participate on a parent advisory committee? 11.talk to other parents about the program?

After the survey is complete, schools can compile appropriate data for programming decisions. A sample data sheet is included in the following assessment profile.

Chapter 1: The Teaching/Learning Team 11 25 ASSESSMENT PROFILE Complete the card below to ascertain parents' interests and availability. Parent Name: Children's Names:

Children's Ages Under 5 5-7 8-11 12-15 15+

Grade Levels Pre-K K 1-5 6-8 9-12

Preferred Monday Tuesday Wednesday Thursday Friday Time for Morning Meeting Afternoon Evening Interest Areas General Parents as Community Active Other Information Tutor/Learner Services Participation in PAC

Program Goals and Strategies Before some children enter school, their for Parental Participation parents have naturally assumed the role of Once parents' backgrounds, concerns, and teacher. They have helped their children interests have been identified, program with language and motor development,as developers can set program goals and select well as with beginning reading, writing, and implementation strategies. Remember that mathematics skills. some parents will be eager to participate Teachers recognize the importance of from the start, others less so.If programs establishing a cooperative relationship with are both as relevant and convenient as the parents of the children they teach. possible, participation can be maximized. Together, teachers and parents work to help The following section discusses sample goals children develop confidence in themselves and corresponding strategies that may be as responsible and productive learners. implemented within any school setting or It is essential to begin the home-school parent community. partnership thoughtfully and to nurture it with awareness and sensitivity. For ESTABLISHING THE example, plans and actions need to HOME-SCHOOL PARTNERSHIP reflect recognition of varied family Research has shown that effective parent structures and the rich cultural and participation helps improve children's school linguistic diversity represented. attendance, academic achievement, and social behavior.

12 Grade One And Growing 26 A warm, caring atmosphere in the school Provide frequent and flexible is an invitation to parents. Setting up a opportunities for parent conferences. Family Room or another special place for The parent-teacher conference is one of the parents/caregivers to gather and discuss most important contacts the school has with mutual concerns indicate that they are parents.It provides parents and teachers welcome in the school.If a separate room with the opportunity to share information is not available, information addressed to about the student's progress and goals. parents can be posted on a bulletin board Conferences should emphasize not only near the first grade room. difficulties, but the positive aspects of a To increase parent participation in school student's performance. programs and activities through enhanced Promote and provide frequent communication with school personnel, the opportunities for school visits. Parent following strategies should be implemented. visits should be scheduled for special events. Efforts to make connections with parents These visits may coincide with holidays of should start early in the year. Some cultural importance not usually celebrated by schools begin with parent orientation meet- American schools. A culture day in the ings. In others, teachers meet with parents/ classroom is another possibility. Parents caregivers for individual conferences. These generally enjoy seeing their children perform meetings are used to share information about and may be willing to contribute to a special the first grade program and about the child- program by bringing a favorite ethnic dish. ren. They also give the teacher insight into Initiate a class parent program. Such a parental expectations and concerns. program is an excellent way to involve par- Maintain positive communications with ents in class activities. Parents can learn parents. Non-English speaking parents about the school's instructional program, often escort their younger children to and your plans for the class, how to support from school. Teachers and administrators learning at home, school meetings, confer- should use this opportunity to talk with the ences, and school activities. The class parent parents informally. program is an excellent way to make parents Communicate directly with parents. feel that their time is valued and well spent. Informal meetings with parents can provide PARENT-CHILD ACTIVITIES additional encouragement, especially for Here are some parent-child activities that those who speak another language and teachers can suggest to parents: cannot read written notes and announce- ments sent home with their children. Language/Reading in Everyday Life Familiarize parents with the school Talk, listen, and respond to your building. Holding a special open house or children. back-to-school night is an excellent way to Encourage dress-up play, doll play, and introduce parents to the school. Once the puppet play. Make-believe play is a date for the open house is set, notices chance to practice language. should be sent to parents in their home Simple puppets can be made from language. School policies can be explained materials you have at home (e.g., an old and parents can be encouraged to visit the glove or sock, a cup, a cereal box). Use school, observe classes, and become crayons and buttons to decorate. involved in extracurricular activities.

Chapter 1: The Teaching/Learning Team 13

27 Create a puppet play with your child to Mathematics for Everyday Life stimulate creativity. Whenever we deal with relationships When walking or riding down the street, among point to words on traffic signs, stores, objects, events, and people in terms of "how street signs, etc. many" and "how much," we are using mathematics. In their interactions with When shopping in the grocery store, ask people and things, children deal with math your child to find things for you. When concepts such as numbers, space, the child brings the box or can to you, measurement, and time. point to the name on the label and read it. Ask your child to tell you a story. Write While putting away groceries, sort into down what he or she says and read it categories (e.g., canned goods, fruits). together. Help your child make pictures Sort, mix, and count all kinds of objects about stories he/she has told or heard. inside or outside the home: pennies, Read a story or tell a story to your child stones, buttons, bottle caps, and seeds. every day. Set the table for a number of persons. Measure, stir, beat, knead, and roll items Writing in Everyday Life to be cooked. Write messages to your children, such as Include math ideas in your daily notes of praise or loving notes, and place conversations with your children. Ask them in their lunch boxes. questions that include such concepts as Encourage your children to write how many, how far, how long, more messages to other relatives or friends. than, less than, and same or different. Help your children write their names on Describe an item from your kitchen pictures and belongings. cabinet or refrigerator. Mention the Give your children plenty of items shape, size, and color of it and haveyour needed for writing, such as scrap paper, child bring it to you. pencils, crayons, markers, and chalk. Write down what your children tell you about their drawings. Have a scavenger hunt. Leave written clues about where things are hidden around the house. Help your children write clues for others to find. Write a list of chores or directions for doing specific activities that can be done at home.

14 Grade One And Growing XI A FORMAL AND INFORMAL REPORTING

Throughout the school year, teachers may Special language concerns, if appropriate. use moments at the beginning and end of Parental role in supporting child each day to speak with parents informally as development/learning. they arrive at school or await dismissal. The Parent involvement in school/class. teacher's spontaneous and positive Child's progress in terms of class comments can help parents become aware program and goals. of daily plans, ongoing activities, and Child's special abilities and talents. children's progress. In turn, the parent can Child's needs and planned teaching share the child's experiences at home. And strategies. the child will know that people care! School's instructional reading, math, Teachers should make every effort to be science, social studies, and other curricula. specific and non-judgmental at these times. Planned personal conferences between the The Report Card teacher and parents/caregivers of individual The first grade progress report/report card is children are essential. When parents cannot a more formal way of communicating with come to school, a telephone conference may parents.It may be issued several times help. However, planned discussions with during the year, depending on the decision each parent should supplement informal "at of individual school districts. The purpose the school door" conversations. At the of the report card is to share, in writing, the planned conference, both teacher and parent following information about each child: share valuable information about the child. personal and social development. Some suggestions for the teacher follow: physical development. Encourage visits from non-English- intellectual development. speaking parents by sending home creative expression. notices in their language or using communication skills. interpreters. attendance. Start on a positive note. special health needs. Be a good listener. It is important to exercise sensitivity when Encourage and allow parents to share writing comments on report cards. only information they are comfortable Statements that emphasize children's discussing. strengths will help: Avoid confrontations and topics that may maintain positive relations with parents. be unproductive. encourage parents to guide their Allow time for questions. children's development. Avoid comparisons with other children. build better home-school connections. Topics You May Wish to Discuss During the fall and spring reporting periods, Child's health and developmental history. planned parent-teacher conferences Child's previous group experiences and complement the written reports. Therefore, play patterns. whenever possible, parents should be invited Child's interests at home. to discuss the written report with the teacher. Child's adjustment to school. At these times, it is suggested that the teacher have available a folder containing samples of Class program and goals. the child's work. A summary of the highlights Uniqueness of the child.

Chapter 1: The Teaching/Learning Team 15 of the conference by both parent and teacher Do's and Don'ts can serve to clarify points shared. about Informing Parents of Topics for Parent-Teacher Children's School Progress Conferences* Typically parents are eager to gain information regarding their child's Information the Information the performance. Teachers must provide teacher can provideparent can provide accurate and relevant information in a to the parent: to the teacher: sensitive manner. Following are some do's The child's Activities they do and don'ts for informing parents about academic and not want their children's progress in school. social behavior at child to school. participate in. Do: Areas of strength How much time Organize information into broad and weakness in is spent with the categories. various content child in family Begin with positive information. areas. activities. Cite specific examples to make your Independent and Their point. guided work expectations for Encourage parents to discuss and clarify habits. the child at as needed. Relationships school. Have dated examples of students' work with teachers and The type of available. other students. discipline the Explain how instruction is individualized Self-discipline child responds to. and how progress is evaluated. and response to The child's guidance. interests and Don't: Ideas to help the hobbies. Overwhelm parents with too much child's academic Daily activities, detailed information. performance. television habits, Use educational jargon. School policy on children's games. Be evasive.If you don't know the discipline. The child's answer to a question, say so. The need for general behavior Defend an archaic grading system. parental at home. If it's school policy, say so.If it's yours, cooperation both change it! in and out of the Predict life success from any data. classroom. Describe your problems to the parent. The important role that parents play in the early learning years.

Santa Cruz Bilingual Education Design. A Teacher Training System Component: Parent and Community Involvement. University of Arizona, Tucson, AZ, 1980.

16 Grade One And Growing 28 A CHAPTER 2: PLANNING FOR THE FIRST GRADE

29 THE FIRST DAYS

OVERVIEW update school regulations, such as those that The first days in the classroom should set the involve: stage for developing a first grade program assigned entrances and exits. that is organized, productive, and happy. routines for arrival and dismissal. This section, "The First Days," assists the attendance requirements. teacher in day-by-day planning of the first critical days of the school year.It contains emergency and fire drill procedures. the following information and procedures: Many teachers use this time before pupils Before the Children Arrive arrive to complete necessary clerical work Planning for the First Grade and to plan for effective recordkeeping. A First Day in the First Grade When paperwork is organized efficiently, A Second Day in the First Grade teachers are free to spend more time with the children. Teachers should prepare various Sample Weekly Schedule forms, charts, and folders for use during the Management Routines (including Learning school year. One suggestion is to usea Centers, Fire Drills, Bathroom, Clean-up, different-colored folder for each item being Attendance, Lunchtime, and Homework) saved such as: The establishment of routines is crucial at this school notices and announcements. time. Routines that require specific attention letters from parents. are drills, getting clothing, lining up, dental and absence notes. responding to signals, toileting, and lunch trip information and consent slips. procedures. Prepare a program card and other required Greeting parents as they bring their children information for the classroom door. The to school is the time to begin the partnership teacher may wish to design a "Where Are of home and school. The teacher should use We?" sign, using two paper plates attached the first days to develop a solid relationship together (one on top of the other) and with parents. Suggestions for interacting with mounted to a sheet of construction paper by parents appear in Chapter 1: The Teaching/ a two-pronged fastener. Cut a wedge in the Learning Team. top plate. When rotated, possible class BEFORE THE CHILDREN ARRIVE locations written on the bottom plate are revealed. Use words with symbols or Allow time for planning and designing the pictures of the class locations. classroom environment before the children arrive. Display welcome signs and posters in Where Are We? more than one language; bulletin boards should be decorated with cheerful colors in anticipation of displaying children's work. Familiarize yourself with the building's physical layout and with the school organization (names of teachers, administrators, and other staff members). A "school tour" to acquaint children with the building should be planned for the first days of the school year. Both new and Arrange the classroom furniture before the experienced teachers need to review and children arrive. The learning centers should

Chapter 2: Planning for the First Grade 19

n be in place with a few readily accessible Purpose of the Plan materials. (See "Chapter 3: Creating a Learning Environment" for specific The plan assists: information on how to set up learning the classroom teacher: in using time, centers.) material, and energy wisely and for assessing children's progress. Name tags should be made for each child. the cluster teacher: in assuming Children enjoy reading their names and responsibility for the class during the those of their classmates on labels and on various charts. teacher's preparation period. the substitute teacher: in assuming Parents should be notified about the responsibility for the class when the classroom location, teacher's name, arrival teacher is absent. time and procedures, dismissal time and the supervisor: in understanding the procedures, lunch and snack plans, and any program planned for the children. other special school regulations. This information can be mailed to the parents The plan is used to guide the teacher in before the start of school or sent home with achieving short- and long-term objectives. the children on the first day. A listing of school and district goals may be included for reference. Planning helps Tips for the Early Days clarify the curriculum and the children's learning experiences.It schedules time Bring a plant or two from home to spent on direct instruction, learning centers, brighten up the classroom. and special events. An integrated program Meet with a buddy teacher. Share using themes and overlapping curriculum ideas, plan trips, and ask questions! areas can be planned for accordingly. Use a pocket calendar or diary. Try several different floor plans; be Plans need to be flexible enough for the prepared to make changes after the classroom teacher to use, change, modify, children come. and adapt throughout the week as unexpected situations arise. They should Check and color-code your keys. include time for special events that occur Have multicultural picture books for during the school year, such as children's children to look at on the first day. birthdays, cultural celebrations, and class trips. (Note: Teachers should be aware that PLANNING FOR THE FIRST GRADE members of some religious denominations Well organized and successful teaching is do not celebrate birthdays and holidays, and dependent, to a large extent, on careful should address the issue, when it arises, in planning. The teacher's plan is a personal accordance with parents' specified wishes.) way to organize the learning environment Cooperative planning with the cluster efficiently.It gives the teacher a means of (paired) teacher and paraprofessional, communicating with others, putting a parent/community volunteer, or student philosophy into practice, organizing time, teacher is ongoing. Provision should be and thinking about what materials and made for capitalizing on the short quiet supplies will be needed. This framework times during the school day to share promotes a sense of confidence, and allows observations on children's behavior and to the teacher to see that there are many plan for individual children's needs. possibilities for expanding, integrating, and differentiating within the curriculum.

20 Grade One And Growing 31 Teachers should plan for ongoing create nonsexist interest areas with equal communication with parents through notices activities for boys and girls. on a bulletin board in the classroom and/or avoid stereotyping in assigning tasks. periodic newsletters sent to the home. In ("Girls don't drive trains.") cases in which English is not the primary allow boys and girls to participate in all language spoken in the home, all written physical activities they enjoy in order to communication should be translated. become strong and physically fit. Planning to Avoid Bias encourage respect and friendship between girls and boys. The first grade multicultural program should place nonsexist games, puzzles, toys, and provide many experiences to help children manipulatives on the shelves in the develop a positive self-image and realize classroom. their full potential.It is important for all teachers, especially those assigned to first arrange trips that will expose children to grade children, to be sensitive to each child's career role models engaged in individual needs and talents. nontraditional jobs. extend awareness of the physically Frequently, stereotypes can be uninten- challenged through stories, films, tionally or inadvertently introduced. classroom visitors, and other appropriate It is important to: activities. Children will learn about use teaching materials and books that alternative ways in which some people depict both males and females in participate in life experiences, such as nurturing roles. through the Special Olympics or by using encourage children to choose from a "kneeling" buses. variety of occupational roles and props encourage children to use their native as they work/play. language. provide time for both boys and girls to Because of the subconscious origin of engage in active and quiet play. stereotyping, it is particularly recommended avoid sexist language and phrases. that teachers review their use of language ("Mary is a tomboy." "Boys are not and methods of teaching. For techniques nurses." "That is not ladylike behavior.") and sample materials that promote equity, The following titles provide examples of teachers are invited to visit or telephone the how sexist language can be avoided: Office of Equal Opportunity, Room 601, 110 police officer flight attendant Livingston St., Brooklyn, NY 11201, (718) mail carrier sanitation worker 935-3602. firefighter delivery person

Chapter 2: Planning for the First Grade 21 32 Suggested Plan Format Planning Checklist Once the teacher is sure of the content to be covered, knows what instructional materials Do you: are needed for the following several weeks, incorporate an appropriate and can see an overall pattern emerging, multicultural/multilingual perspective plans can be committed to writing. Book- into all of the classroom experiences, lets, research texts, reference books, maps, including the selection of books, records, magazines, and other materials should be and other materials? collected as needed. Trips can be planned plan opportunities for the children to to coincide with current themes, and books make choices and decisions? relating to specific themes can be placed in include the classroom paraprofessional the library and read to the class. and other support personnel in planning? Use a large book. Many teachers find develop activities around a current that a loose-leaf book allows for flexible interest or theme? planning. Index tabs or gate leaves eliminate the build on children's previous experiences? need to rewrite topic headings every carefully evaluate the experiences and week. materials to be used and select those that The following information can be are developmentally most appropriate? recorded in the back of the book: plan a relaxed, unhurried school day sources for poems, stories. with easy transitions from one activity to sources for songs and music. the next? sources for games. alternate the scheduling of active and learning center themes and activities. quiet activities? curriculum bulletins used. provide differentiated activities? resources in the community. maintain a balance of individual, group, daily schedule. and whole class activities? weekly preparation periods. group children for differentiated data regarding trips (addresses, instruction? telephone numbers, contact persons). include time each day for planning and lists of materials reflecting diverse evaluating the day's work? ethnic, racial, and linguistic cultural groups: plan differentiated homework assignments? realia. illustrative materials (photographs provide daily opportunities for large muscle development? of children and adults engaged in activities; filmstrips; posters). include frequent, well planned trips in manipulatives (building toys, the school and community? games, puzzles). art materials (paint, crayons, chalk, clay, paper, cloth, wood).

22 Grade One And Growing 33 A FIRST DAY IN THE FIRST GRADE On the first day of school, the teacher of the A welcome song may be sung to the tune of multicultural first grade class greets the "Happy Birthday": children and their parents at the designated line-up area or as the children enter the Good morning to you, room, depending upon school procedures. Good morning to you, My name is If children are met at a designated area, the Good morning to you. teacher should carry a sign with the class number, the teacher's name and familiar Variations may be sung to accommodate the symbol, such as an animal or cartoon cultural diversity of the class: character for easy recognition during the first Buenos dias a todos, week. A similar sign may be placed on the Buenos dias a todos, classroom door. Before proceeding to the Mi nombre es room, the teacher should tell the children Buenos dias a todos. where they are going and should help them to find partners on the line. Be sensitive to the needs of the children in the class for whom English is a second Once inside the room, the children may be language. Every effort must be made to seated at predetermined seats or be allowed ensure that all the children understand the to choose their own seats for the first day. day's activities, and translations should be The children should be shown how to hang made in the native language when up their outer clothing in the class closets. necessary. Discuss what the children will While the children wait for the remainder of learn in first grade and how the program the class to arrive, they can look at picture differs from kindergarten. Write the specific books that the teacher has placed on the plans for the first day on the chalkboard. As desks. the day progresses, provide time for the When the class is ready to begin the first pupils to refer to the plans. Another set of activity, the teacher should invite the name cards may be used to play the children to sit in the meeting area or in following name-recognition game: another arrangement that is comfortable. The children are seated in a circle At this time, the teacher's name should be and the cards placed on the floor in written on the chalkboard along with the the center of the area. As children class designation and the room number. find their own name cards, they pick Then the information should be read to the them up and say their names. The children. A short poem (such as "Learning is teacher should use this opportunity fun in Class 1-221") may be used to help the to learn the proper pronunciation of children remember the information just read. each child's name. Name cards, which were previously prepared, should be distributed to the The teacher should familiarize the children children. The teacher should help the with the room, materials, and learning children match the cards to their names on centers by having the children visit each area the Attendance Chart. Children may be to see and discuss the use of the materials asked to count the number of boys and the and to learn routines and rules for working number of girls present in the class. together in the classroom.

Chapter 2: Planning for the First Grade 23 3 4 A sign can be jointly developed by the the procedures may be encouraged to coach teacher and the children listing some of the children new to the school. rules discussed. When the class returns to the room after Use materials carefully. lunch, engage them in another quiet activity. Invite children to share their story art from Put materials back in place. the morning session. Work together quietly. After the children listen to soft music and Stop at the signal. take a few minutes to rest., assess their understanding of spatial relationships witha The teacher may have the children line up to "Simon Says" activity. take a walk around the school building. Place your hands on your shoulders. Provide some information about their Place your finger under yournose. destination and discuss the behavior that is Touch the top of your ears. expected of them. Children should be given Touch the bottom of your knees. partners on the line. Then the class visits those places in the building that they will The children may continue this activity of need to locate in the future. The walk may distinguishing between above and below, in include the main office, the nurse's office, front of and in back of, and up and down. the bathrooms, the lunchroom, and the The children may be helped to sing "Put auditorium. Your Finger in the Air." The teacher should plan a quiet activity Put your finger in the air before lunch. A story with large pictures in the air may be read and the children invited to Put your finger in the air make predictions. The children may be in the air asked to find story details that support their Put your finger in the air predictions. Children may then draw and hold it for a year individual pictures of their favorite parts of Put your finger in the air the story or of the characters. Those who in the air. can write their names or words should be Put your finger encouraged to do so. The teacher should on your nose walk around the room helping those on your nose Put your fingeron your nose children who need assistance with writing. on your nose Children may be asked to think of the names Put your finger of some of their favorite stories. Those on your nose stories may be read aloud in class by the and feel the cold wind blow Put your fingeron your nose teacher at different times in the future. on your nose. Before lunch the children should be allowed (Repeat the first verse, but change the body to use the bathroom and wash their hands. part in each succeeding verse.) Toileting behavior and taking turns should be reviewed. Then the teacher may show Ask the children if they would like to visit the children pictures of foods to be served the principal's office. Work with the class to and discuss the day's menu. compose a letter on experience chart paper requesting permission from the administrator Many first grade children may be familiar to visit. Help the children think of questions with lunchroom procedures learned in they would like to ask the principal. Then kindergarten. Lunchroom behavior should elicit what they might expect to see upon be discussed and children who are aware of their visit to the principal's office.

24 Grade One And Growing 35 Review the day's activities, and indicate what The teacher collects any storybooks children the children will do on the following day. may have brought to class. One book is Children may be given a brief verbal selected by the group to be read later in the homework assignment such as "Bring one of day. your favorite storybooks to share." A routine for a daily roll tally may be Allow adequate time to prepare for dismissal established. A large sheet of paper with and to establish proper routines. Have the three ruled rows is placed on the board. children pack up their belongings, get their

outer clothing, and put their chairs up on the boys 11111 11111 I 11 tables. Children may be reassured that parents or siblings will be waiting for them girls 11111 11111 II 12 at the exit door. Caution them not to leave boys and girls 11111 11111 I 23 the line until they are given permission. 11111 11111 II Have the children get in line, find their partners, and walk with the teacher through the building to the exit door. The teacher reads the words to the children and explains that each child will make a mark in the proper row. After all the marks A SECOND DAY IN THE FIRST GRADE have been made, the teacher and children The teacher carries the classroom sign and count the marks, and the teacher writes the meets the children at the designated line-up attendance totals for each row. area.If the children go directly to the classroom, greet them as they enter. Parents The September calendar should be or siblings may ask questions or offer introduced. Discuss the name of the month information at this time. Their concerns and day as well as the date. Special days should be addressed briefly. and holidays should be indicated on the calendar. The children may recite the names In the classroom, the teacher gathers the of the days of the week. A Class Weather children at the meeting place for informal Chart may be introduced at this time. The attendance-taking by singing the song visuals and symbols for sunny, cloudy, "Everybody Has a Name," to the tune of snowy, and rainy days should be discussed. "Mary Had a Little Lamb." A child may be called upon to point the Everybody has a name, arrow on the weather chart to the Has a name, has a name. appropriate symbol for the day. Some are different, Some the same. Tell me, what is your name? Every child should be given a chance to respond to the question. Correct pronunciations are noted by the teacher. The children then look for their name cards and match them with the names on the Attendance Chart. The children place their cards in the appropriate pockets. The plan for the day is discussed and written on the chalkboard. Then the children may be given an opportunity to ask questions about school procedures.

Chapter 2: Planning for the First Grade 25 38 If a preparation period is to be held in the room of a cluster teacher, the classroom teacher should explain to the children that they will be escorted to and from that teacher's room. The teacher discusses again the line-up procedures and proper behavior in the hallways. It is a good idea to apprise the cluster teacher of your themes in orderto coordinate activities in the various curriculum areas. The teacher may wish to assess mathematical concepts by using the flannel board. Placea set of three flannel pieces on the board and Routines for distributing paper and crayons ask for volunteers to make a matching should be introduced. Children may be set with other flannel objects. This activity given sheets of drawing paper to draw self- may be repeated, varying the number of objects portraits. Provide a full-length mirror or in each set. The children may be given several hand mirrors. Encourage the drawing paper and crayons and shown how children to fill in any facial parts they may to fold the paper in four parts. Help the have omitted. Write each child's name children who are unable to fold thepaper in under the completed portraits. The self- fourths. Then ask the children to draw portraits may be displayed on a bulletin a set in each box to correspond to sets of 1, 2, 3, board, with an experience story similar to or 4 objects. the one following: During the morning the teacher should reinforce bathroom routines as the children make use of the school facilities in pairsor ecoi ry as an entire class. Before lunch, the teacher should review the morning's activities and praise the positive behaviors of the children. Then, the children weare class1-$. line up for lunch and take partners. The 4%) Wehave IIboys. wehave 9 A teacher accompanies the class to the g,r15. lunchroom and makes sure that they we have20 boys are andgirlS. seated at their table. After lunch, the children may be givena few minutes to rest, or they may discuss the The teacher and children may read the story foods they ate and any unusual lunchroom together as the children find their own por- situations. The teacher may wish to spend a traits on the bulletin board. The children short time reviewing lunchroom behavior. may recite the following poem to complete the activity: The teacher may read a story selected by the Each of us is special children from their favorite book. No matter what the name. Help the children remember from the school Each of us is different; tour taken the first day the names and titles Yet each is still the same. of people who work in the school. An Write the poem on chart paper for the experience chart should be developed about children to read on other occasions. the school tour. The children may select the

26 Grade One And Growing 37 person they would like to visit after visiting with the principal. We worked in centers. Fingerplays help change the pace and give We played with puzzles. children opportunities to sing and move We used lotto games. together. An example of two fingerplays We worked with letters. that the teacher may use are: We had fun. On My Head On my head my hands I place, The children are reminded about routines On my shoulders, on my face, related to going home and enough time is On my hips and by my side, allowed for packing up, picking up the Now behind me they will hide. chairs, and getting on line. The teacher I will hold them up so high; escorts the children to the exit door. Quickly make my fingers fly; Hold them out in front of me; A SAMPLE WEEKLY SCHEDULE Swiftly clap themone, two, three. This weekly schedule is a sample of how a Up to the Ceiling first grade teacher might plan a typical week. It complies with the Part 100 Regulation of Up to the ceiling, the State Education Department. Teachers (Raise both hands up toward the ceiling.) and supervisors, however, may modify the Down to the floor. schedule in keeping with district policy and (Lower both hands down toward the floor.) school regulations and organization. Left to the window, Right to the door. Center time is flexible. This time may be This is my right hand, scheduled during the morning, afternoon, or Raise it high. as an adjunct to any curriculum area lesson. This is my left hand, Direct instruction should be limited to 10-15 Reach for the sky. minutes, followed by hands-on, experiential Right hand, left hand activities, so that the children develop process (Raise each hand as it is mentioned.) and inquiry skills.Subject area instruction Twirl them around. should be interdisciplinary and related to the (Twirl hands in circular motion in front current theme. (See "Chapter 5: Developing of you.) Themes of Study.") Left hand, right hand 8:40 Meeting. Begin-the-day routines Pound, pound, pound. 9:00 (attendance, calendar, weather, (Make fists and hold one fist over the daily plan, checking homework, other and pound like a hammer.) review of health and safety rules, The teacher may wish to practice routines for parent communications). using the Learning Centersa discussion 9:00 Language Arts. Small group about the use of materials, making center 10:15 instruction in reading/whole choices, and working together. Review the language activities, related skills in rules for working in centers. As the children phonics, writing, and listening. work with the materials, the teacher observes 10:15-Transitions, Fingerplays, and their behavior and abilities. At the 10:25 Movement Games. conclusion of Center Time, a meeting may be called to discuss the success of the activities. A story about working in the centers is written on experience chart paper.

Chapter 2: Planning for the First Grade 27 33 10:25 -Mathematics. Direct instruction, The periods of time to consider when 11:00 followed by small group and establishing routines are: transition individual hands-on activities times when children are moving fromone activity using manipulatives in learning to another; group meetingswhen all the centers. (11:0011:40 Prep with art cluster.) children are together to share ideas; and small group or learning center timeswhen 11:00 Literature. Story time, read- children are working independently,with an 11:15 aloud, listening tapes, discussion, adult, or in small groups. Routines forlining retelling. up, outdoor play, mealtimes, and drillsmust 11:15 Creative Writing. Journals, also be established to enable childrento 11:45 content-related learning logs. meet the expectations set for them. 11:45 Lunch. Routines are best introduced by reviewing 12:30 appropriate behaviors from the children's 12:30 Sharing of Creative Writing. prior school experiences. Part of each day 12:45 during the first weeks of school shouldbe spent developing and practicing classroom 12:45 Social Studies. Thematic routines. Once these routines 1:15 approach to content-area topics. are defined and rehearsed, an occasional reminderfrom 1:15 Center Time. Interdisciplinary the teacher is sufficient to refocusthe class 2:00 approach to curriculum: children on the task at hand. In addition, new select activities using all learning procedures can be developed jointly by the centers in classroom, and include teacher and the children. thematic projects in a cooperative setting. The keys to effective routinesare clarity and (1:302:15 Prep in library.) consistency. When clearly stated and 2:00 - Physical Activity- adhered to, routines ensure the children's 2:10 Music/Movement. Exercise, sense of safety, create a pleasant dramatizations, and dance. environment, enhance instruction, and increase the availability of materials. 2:10 Science. Process-oriented, Furthermore, an orderly beginning will 2:40 set inquiry-based approach in an the pace for years of productive learning experiential setting. experiences for the children. 2:40 Meeting. Sharing of the day, 3:00 evaluation of ongoing projects, Transition Times discussing, clarifying homework, The times when childrenare moving from reminders, planning for tomorrow, one activity to another tend to be particularly reading notices, dismissal routines. noisy and active. A transitional activity alerts the children to finish one activity and MANAGEMENT ROUTINES prepare a different one. In general, the most It is necessary that the teacher develop clear, important transitions occur when: well planned management routines with entering the classroom and beginningan children to establish and maintain orderly activity. movement inside and outside the classroom. initiating a small group activity. In establishing routines, the teacher distributing supplies and starting the considers the physical environment, the activity. number of children, and the types of finishing an activity and cleaningup. activities being, planned. returning to the classroom after visitinga "special" room for instruction.

28 Grade One And Growing

33 ending an activity and preparing for to carefully plan routines that enable the lunch. children to take care of their own needs completing the final task of the day and while the teacher is busy with an individual getting ready to go home. or a small group. There are many different styles of managing When the children have learned to get their transition periods. Effective transition own supplies, clean up after themselves, routines focus the children on the activities place their work in a designated area, and that help move the group from one task to engage in another activity, they are ready for another. These routines, when established individual and small group work. The and practiced with the children, help teacher will decide when to group to meet maintain a safe and orderly classroom similar needs and abilities and when to have environment. mixed grouping. Careful observation and planning will determine the best ways to Develop procedures with the children that group or individualize in each classroom. allow enough time to put away work projects and books and prepare for the next Working in Learning Centers activity. The transition from one activity to Children are usually very excited about their another should be supported by clearly new experiences in learning centers. To stated and practiced procedures. Experiment avoid confusion and to encourage children to find methods that work for you and for to work independently, it is important to the children. introduce each center carefully. Too many One effective procedure uses a cue that centers established too early will only alerts children to the end of one activity and confuse young children. the beginning of another. This signal lets the Establishing acceptable routines for using children know it is time to complete their learning centers is an important part of the work and meet together for new activities. orientation during the first weeks. Early As the children get ready, adults may want to learning center activities focus on materials: move about the room, assisting them. paper, crayons, and puzzles. The significant Group Meetings transition takes place when the centers are used for specific tasks such as exploring First grade children meet together in small or themes in depth. A writing center may be large groups for cooperative activities. A used for writing to pen-pals or making cards circle formation is a most effective way to for friends. A science learning center may create intimacy and to conduct a variety of contain materials that encourage individual experiences. The group meeting is a time to growth in skills such as rock or button provide direct instruction, explain tasks and sorting, categorizing, and vocabulary procedures, share ideas .and projects, development. As time passes, the centers participate in problem-solving, read aloud, will change, vary, and grow more complex. recite poetry, or sing songs. When needed, a group meeting may be held in the "Magic For more information on learning centers, Circle" to give the children an opportunity to see "Chapter 3: Creating a Learning help each other solve problems. Environment." Working with Individual Children Forming a Line or Small Groups Most schools require each class to move The most difficult aspect of working with through the halls in a double line. The individual children or with small groups is instructions the teacher gives the children at knowing how to maintain a smoothly run the very beginning of the school year are classroom at the same time. The solution is crucial, as is the teacher's continuing and

Chapter 2: Planning for the First Grade 29 40 patient support. Remember that some children will need assistance in mastering the DRILL RULES concepts of "in front of," "beside," or "in Listen to the bells. back of." Be quiet. Get your coat. Sample Dialogue Get on line. "Selina, please walk to this space. Good! Now face me and stay right there. Move quietly and quickly. Thank you, Selina." "Jamal, please walk to this space beside Children should be aware of the exits Selina." (Teacher shows Jamal what and staircases to be used by their class "beside" means by helping him into the during drills. space and position, if necessary.) The teacher's serious and confidentmanner "Thank you, Jamal." will assist children in developingproper atti- "Sam, please walk here and stand in tudes and behaviors during school drills. back of Selina." (Helps Sam, if heseems Teachers should familiarize themselves with uncertain.) "Thank you, Sam." the Chancellor's Regulations concerningdrills. The teacher continues until everyone is Bathroom in place. There are several differentways to manage bathroom routines, dependingon the school Establishing partners or buddies and giving facilities.Initially, all children will need to each pair a number for their positionon line be shown how the faucets work and where (reinforced with a Partners' Chart) diminishes the soap, towels, and wastebasketare to be some of the confusion and anxiety. Absences, kept, so that washing the hands is both however, will disrupt this system, and the emphasized and simplified. teacher will need alternative plans. Children may be asked to line up in alphabetical or If the bathrooms are at a distance from the size order, and take the next child for a first grade room, the teacher should, in the partner. Line leaders may be chosen to beginning of the school year, take the entire facilitate movement through the halls. class in line formation, particularly before and after lunch. The children graduallylearn Fire Drills to accompany each other in pairs to and Fire drills are crucial in the elementary from the bathroom, to ask permissionto school. Fire drill procedures and behavior leave the room, and to tell the teacher when need to be reinforced regularly. Teachers they have returned. demonstrate their genuine concern for the Clean-up Time safety of their children when they establish There are two viewpoints about clean-up sound fire drill rules and see that theyare implemented during every drill. time. Some teachers feel that children should be trained to clean up thearea in Children should be taught to distinguish which they have worked, rather thanto between two-bell and three-bell fire drills. clean materials and areas leftmessy by other "Two bells" tell the children to get their children. This system results insome coats, get on line, and wait for an additional children having to perform multiple clean-up signal. "Three bells" tell children to get on tasks by the end of the day. line immediately. The other viewpoint considers the classroom Teachers and children can develop a list of as the responsibility of those assigned to fire drill behavior: specific tasks. Cleaning an area is the job of

30 Grade One And Growing 41. the person indicated on the Job Chart. Our Jobs Children clean areas in which they may or may not have worked. Another advantage

of the Job Chart is that this method allows 114111^111 Ist`Awi children to handle materials and move into "?,a0,fer 4=8.1)c-is vs areas that, for one reason or another, they may have been avoiding. In general, however, children are encouraged throughout the day to care for the materials 'MN;A Kwonl and the space they use. C ittet5 A sample Job Chart follows for teachers who 13 wish to employ this system. The teacher must examine each task required to maintain classroom order and break it down into ICCoy. manageable parts. The aims are to have a Scan job for each child (on a rotating basis with perhaps a week off) and to accomplish clean-up in a reasonable length of time. The time frame is influenced by the difficulty of the tasks, which may vary from day to day, and by the ability of the children to effec- tively, slowly or quickly, complete the tasks. An illustration on the card representing the job, with the word printed underneath, is It is a good idea to change responsibilities very helpful to beginning readers. every week. The simplest method is to drop each card down one job. Over the course of Following is a list of possible jobs, which the school year, everyone will get at least may vary according to the amount of use one turn at each job.It is important to make each area receives day by day: provisions for delegating job responsibilities Art Materials Books when a child is absent. Attendance Chart Closets Any method for clean-up time can be used; Blocks Discovery Center consistency, however, is necessary.It is Games Picture Collection stressed that a well formulated system must Literacy Center Magazines be established by the teacher and Magic Markers Puzzles communicated with great clarity to the Manipulatives Sweeping children from the very beginning of the Pets Writing Materials school year. Children will also need something to do when they have completed their jobs This activity must be one the children can and will confine to a single area, and which requires very little supervision. Some experienced teachers use this period of time to encourage children to look at books in the Library/Listening Center. Where clipboards are provided, children can work at an appropriate paper and pencil activity while waiting for others to complete clean-

Chapter 2: Planning for the First Grade 31 4 a up responsibilities. A chart similar to the one below will guide children in selectingan A+iendoatc.e Oncv-+ appropriate activity: VIE el AQSEN1 liERE ABSENT

I'M FINISHED WITH CLEAN-UPI Aldo MLA Ala° N AA can quietly: begin writinga story. Seri 0150, $A.^ finish writing a story. 01,51e, read a book. 'Po; o+5 read my story tomy neighbor. I, o to-V5 listen to my neighbor's story. 1 LtAiSI "Pcktr draw a picture. LIAs "Pci.c.e. ask my neighboran interesting question. Abate I RDS0. I do a task card. AvAgke

Checking the Children's Work I1-40.11 f5dinai KAI Sci;vv In checking the work of six-year-olds, "the sooner the better" applies. Checking work I Zo, 1 I 13o r while it is fresh in the child's mind reinforces -1-11.0 learning. Because this is time-consuming, the teacher will want to distinguish between 20.c.11 tAi°t1filo * zac VI essential instructional work, and the practice and expressive activities that requiremere name cfArd 51ued skip acknowledgment. Scheduling time for checking children's work with them, while As they enter the classroom in themorning, the remainder of the class is engaged in the children should place their individual worthwhile activities, is crucial and, at times, name card in theHerecolumn. At the end a challenge. The teacher is reminded that of the day the name cardsare moved back the quality of the time spent with each child into the Absent column. is more important than the quantity. Lunchtime Strategies Attendance Some first graders will have had previous The Attendance Chart is a usefulway for experiences eating in the school lunchroom. attendance to be recorded by the children For others the school lunchroom will bea themselves. It is a simple routine that takes first experience. Routines for breakfastand place at the beginning of each day. One lunch in the school cafeteria will haveto be way of making an Attendance Chart that will developed. For example, at lunchtime, last all year is described below: children will have to wash and dry their hands. They will have to forma line and Make a pocket chart by cutting two-inch follow the route to the school's lunchroom, strips of oaktag. Attach the strips to a large where they will be assigned toa table. The piece of oaktag by gluing the ends and the children will be lining up, balancingtrays, lower edges to form pockets. Make twiceas and carrying them back to assigned tables. many pockets as you have (or will have) children in the class. Make a printedname For most children, school breakfast and card for each child, being sure the name will lunch will be an integral part of the appear above the "pocket."For example: educational day for many years. The teacher can help make eating in school a positive

32 II Grade One And Growing 43 and enjoyable experience. If there is time young children see older sisters and brothers for the teacher to remain in the lunchroom with notebooks and pencils in hand doing with the class, the teacher should discuss the homework, they expect that their own menu for the day. Topics for discussion may homework will be written. First grade be about the origins of foods and why food teachers know the significance and is necessary. importance of verbal homework assignments Children need time to finish eating without in the development of language and thought pressure. To make lunch more pleasant, processes. They should, however, strive for conversations should be encouraged a reasonable balance between written and regarding favorite topics such as toys, verbal assignments. But children should not television, birthdays, family members. be expected to spend long periods of time copying assignments from the chalkboard. After everyone is finished eating, the routine Teachers should use discretion in for emptying trays should be introduced. determining when to assign homework and Introduce the children to a clean-up what type of homework is appropriate. procedure and help them become familiar Teachers should recognize differences in with traffic patterns as they move out of the home environments (e.g., working parents, lunchroom to other designated areas. shelters) that may impact on the quality and After the children return to the classroom, completion of assignments. A meaningful they may play a brief picture game using homework assignment is one that is an food pictures that illustrate their lunch menu. outgrowth of classroom activities. They may discuss the food that was served Parents have the prime responsibility for its nutritional value, color, texture, taste, their children's education at home and are and origin. The food service manager is an key resources to their children for answering excellent resource and should be called questions and providing information. They upon to talk with young children about should be encouraged to fulfill their role by nutritious foods. In addition, the food providing a suitable environment, support service manager may be able to provide and encouragement for the completion of materials such as posters, games, films, and homework assignments. Teachers can filmstrips about nutrition and food. assist parents in becoming aware of different ways that they can participate with their Homework children to enhance learning by suggesting Homework serves many purposes.It can activities such as going on neighborhood further the academic growth of children by walks, playing word games, compiling reinforcing learning.It enables teachers to grocery or "to do" lists, and taking car, meet and foster individual needs and subway, or bus trips to parks, museums, or interests through differentiated assignments. other places of interest. It provides an opportunity for parents and family members to become aware of what When trying to decide on the necessity for their children are learning.It gives children homework, teachers should keep in mind a time away from school that can be used to the purpose of the assignment. The review and reorganize materials and to plan relevance of homework is based on the for the next school day. individual needs of the child. When a child's needs are recognized, a suitable homework In first grade, homework may be assigned assignment should be given. If more than daily, unless otherwise prescribed by district one child has the same need, homework can or school policy.It will often be the be given to the group. If applicable, the children who make the initial request for assignment can be given to the whole class. homework, even when teachers are not planning to give an assignment. Since

Chapter 2: Planning for the First Grade 33 44 It is critical, however, that homework valuable feedback for both the teacher and assignments be meaningful to each child. the child. Children should be activepartic- Homework should not be a last-minute ipants in the evaluation process. The teacher thought.It should be planned by the may decide to review assignments with a teacher, along with a process for checking group during class time or at another and correcting the completed assignment. appropriate time during the day. Whichever Homework should be checked on the day it method is selected, the childrenmust is due. A completed assignment servesas receive feedback.

Sample Homework Assignments and Follow-upActivities Objective Assignment Follow-up To reinforce Find and bring pictures or emptyUse for categorizing foods as concepts/understandings that packages of foods. healthful or not healthful. there are many foods that help keep the body healthy and energized:

To extend and enhance fine Cut out pictures of objects that Collect and assemble pictures to motor skills: are a particular color. Paste themmake a class color book. on a piece of paper, or bring them to school for pasting. To understand characterization Draw a picture of your favorite Mount pictures on wooden slats for dramatic play: character from the story you to form puppets. heard today. To encourage interaction with Ask each family member what heTell the class about your findings. family members: or she likes to eat. To develop understandings aboutBring a toy that you played with Baby clothes and toys can be the passage of time: when you were a baby (or an placed in a class museum for article of clothing that you no comparison and discussion. longer wear).

To encourage expressive Tell a family member about a Tell the class about a soundyou language and auditory sound that you heard on the wayheard on the way to school. Try perception: home from school. Try to make to make the same sound. the same sound. To develop sequencing skills: Draw three pictures about what Use pictures for additional you do each day. Mix them up sequencing activities on the and see if you can put them backflannel board in the in the order in which you did library/listening center. them. To stimulate observation and Collect objects such as bottle Arrange the objects by size categorization: caps, buttons, and empty cans. (smallest to largest); devise categories for sorting and . classifying.

34 Grade One And Growing 45 THE VALUE OF PLAY

...child-initiated, child-directed, teacher-supported play is an essential component of developmentally appropriate practice [in early childhood programs1.*

Play is a primary learning mode for young Skill Games children.It helps to develop children's Children become very interested in board creativity and provides opportunities for and card games that allow them to practice synthesizing information. Play continues to academic skills such as counting, matching, be important in the first grade, although its classifying, sorting, problem solving, and nature changes from the play of kindergarten reading. Candyland, lotto, bingo, phonics youngsters in a number of distinct ways. games, dominoes, and Teddy Bear ABC all Six-year-olds continue to use play to perfect invite their participation. Teacher-made physical skills such as skating, bicycle riding, games can be used to reinforce skills jumping rope, skateboarding, and throwing previously taught, encourage children to and catching balls. When weather permits, think creatively, or present challenges to the teachers can take children outdoors to play children. Children can be shown how to in an appropriate area. Plan for large muscle make their own games to play with a friend. activities and games. Squirrels in the Trees; Puzzles with 12 or more pieces are Freeze Tag; Duck, Duck, Goose; Dodge Ball; appropriate at this stage. Children can cut and King of the Mountain are some of the colorful pictures from magazines, glue them games that allow children to exercise their to oaktag, and cut them into puzzle pieces to growing muscles as they learn about sports- put together again at another time. manship. Children need these activities to Play serves as a motivator for learning in the develop physical coordination, strength, and first grade. Often, children will resort to control of their own bodies. At this age, acquired skills in order to put their ideas into children's play tends to become more formal practice. Youngsters may measure paper so and organized, and often, they invent their that it fits into a shoebox diorama, plan a own rules as they go along. Children enjoy puppet performance and write the dialogue, playing in small groups and sometimes seek use a ruler to plan a mural of the neighbor- the companionship of a special friend. hood, sort rocks for the science display, or Dramatic Play improvise costumes from crepe paper and At age six, children's dramatic play becomes ribbons to retell a selection in the reader. more sophisticated and complex. Their play Learning Centers and Play activities may be grounded in reality, or may Learning centers encourage children to use revolve around fantasycastles, witches, play activities to integrate the curriculum cartoon characters, television personalities, and areas. Children may use materials from dif- super heroes. Children frequently compose ferent centers to explore a theme or to work their own scripts and design costumes, on a special project. Paint and crayons from puppets, and scenery. Play themes may last the art corner can be used to illustrate a for a short time, or continue for weeks with retelling of a book that was read in the events and characters that change over time. literacy center. A map of Africa may be

From the NAEYC "Position Statement on Developmentally Appropriate Practice in Early Childhood Programs," in Young Children, September 1986, p. 6.

Chapter 2: Planning for the First Grade 35

BEST COPY I %LAKE 4 made from play clay prepared in the cooking Children's active participation in self-directed center. The computer center could help play is the key to motivated and meaningful children publish poetry composed in the learning in the early grades. The teacher's writing center. role is to plan for individual and small-group Children's play is natural, spontaneous, and activities, organize the environment, and enjoyable. It encourages them to take risks, supply the necessary materials. Play make discoveries, and broaden their becomes learning as the teacher interacts experiences. Children learn through play as with the children, facilitates their they use skills to develop concepts in social explorations, offers suggestions, and helps studies, science, mathematics, health, resolve problems as they arise. music/movement, language arts, and Learning is essentially an integratedprocess. dramatics. Play is an effective way to truly integrate the The Importance of Play to Learning* first grade curriculum so that the individual learner, either alone or with others,can Games reflect the heritage, culture, and gather information, concepts, and traditions of people around the world. understandings. Creative expression helps International play activities offer surprising the child to construct and internalize similarities and intriguing differences. meaning, which need not be categorized into Parents of children in the class can be separate subject areas (e.g., math, science, invited to school to share games from their social studies, or language arts). Play helps native lands. Sharing games of other young children to interpret experience, to countries will enrich the dimensions of play think, to act, and to dream. and encourage respect for games of people from other cultures. te,

1

frel"1.11rArk

Adapted from Games of the World, Frederic V. Grunfeld, ed. (New York: Holt, Rinehart & Winston, 1975).

36 Grade One And Growing 47 Play Is...

Measuring Comparing Restructuring Expressing Balancing Communicating Sorting Participating Dividing Recalling Multiplying Responding Arranging Dancing 1/4 Selecting Moving 14121111ei... Coordinating Listening Experimenting Conceptualizing Constructing Testing A Designing Questioning Building Discussing Transporting Organizing Classifying Validating Adding Observing Subtracting Enjoying Ordering Improvising Apportioning Discovering Originating

Creating Imitating Accomplishing .Fantasizing Achieving Verbalizing Experiencing Pretending Imagining Recreating Socializing Directing Cooperating Encouraging Initiating Sharing

Adapted from: Rosalie Blau, Ann Zavitkovsky, and Docia Zavitkovsky, Young Children, Journal of NAEYC, November 1989, p. 30-31.

Chapter 2: Planning for the First Grade 37 4 8 WORKING WITH LIMITED ENGLISH PROFICIENT (LEP)CHILDREN

LEP Children in a Monolingual Setting Native-language language arts This section will provide teachers in the instruction; monolingual classroom setting with informa- Content area instruction in the native tion and strategies that will be useful in sup- language (science, mathematics, and plementing the ESL program of the children. social studies); and The large number of students who speaka English as a Second Language language other than English presents all instruction. teachers with an additional challenge. Research strongly indicates that children Children who score between the 21st and learn best when the home language is incor- 40th percentiles on the English LABmust be porated into the school environment.It is provided with content area instruction, either therefore important that all first grade teach- in English using ESL methodologiesor in the ers, not just bilingual and ESL teachers, ac- native language, as appropriate. Incases commodate home cultures in their instruc- where there are insufficient numbers of LEP tional strategies. An additional value of in- children to mandate bilingual instructionas cluding children's cultures in the teaching indicated above, ESL instruction must process is that children value their own in- nevertheless be provided. dividualities and cultural identities, while The ideal instructional setting for LEP children they learn to appreciate and respect other is a bilingual classroom where their native children and their diverse cultures, as well. languages are used as the medium of Effective September 1989, the New York City instruction. There may be times, however Board of Education mandated the (e.g., parents "opt out," or there isa lack of a implementation of bilingual and English as a sufficient number of children with thesame Second Language (ESL) services for all language), when a teacher in a monolingual general and special education limited English classroom has LEP students who receive ESL proficient (LEP) students in kindergarten instruction for only one period and remain in through grade 12 who score at or below the the general education classroom for therest 40th percentile on the English Language of the day. Assessment Battery (LAB). This cut-off was The instructional needs of LEP childrenscor- raised from the 20th percentile, which was ing from the first to the 20th percentileon established in 1974. the English LAB and from the 21st to the In elementary through junior high school, 40th percentile are different.It is, therefore, bilingual instruction is mandated where there important to have a different instructional fo- are fifteen or more LEP children, with the cus for these two groups of eligible students. same other-than-English-language The following chart gives some instructional background, enrolled in one grade or two guidelines and may be helpful in establishing contiguous grades within a school. When appropriate instructional groupings. there are at least fifteen such children from a Spanish-speaking background who score at or below the 20th percentile, all bilingual program elements as prescribed in the Aspira Consent Decree/Lau Plan must be provided as follows:

38 Grade One And Growing 49 Bilingual Instructional Program Continuum

LEP STUDENTS

10 20 30 40

English 1 (former LEP students: 1 yr. LAB Score transitional services) Levels 'Beginning Intermediate Advanced Transitional"

English

Language Listening/Speaking,Reading/Writing 1 Reading/Writing, Listening/Speaking Skills (ESL) fEmphasis on particular languageskills development depends upon student's age and level of Englishor native language proficiency Native I Language => Reading/Writing,Listening/Speaking Skills (NLA)

Social Studies Instructionprimarily/exclusively Instruction primarily in Science =r). inthe native language (L1) English (L2) Mathematics Beginning and ending of levels are approximate

The levels of language development while for older students, higher level reading described in the chart based on the LAB and writing skills may be fostered. score are detailed below: Advanced Level: LEP students in grades K-12 Beginning Level: Students receive instruction who are at the advanced level must receive that emphasizes listening with instruction that incorporates aspects of the comprehension and speaking. Reading and community school district's English language writing skills appropriate to each student's arts program. At this level, however, age, grade, and native-language proficiency instructional methodologies must still take must also be taught. For example, while into account the fact that these students kindergarten and first grade youngsters may come from other-than-English-speaking be at the beginning reading level, older backgrounds and still need ESL. Students youngsters may be very skillful readers in who are found to need some remediation in their native languages. These native certain areas of ESL must be provided such language literacy skills are an important services in addition to their regular ESL foundation for the acquisition of literacy instruction. Reading and writing English skills in English, and should continue to be must be emphasized and integrated with developed as well. listening and speaking instruction. Intermediate Level: Students continue to Transitional Level: The ESL component for receive instruction in listening and speaking LEP students at this level must emphasize all English through a wide variety of ESL aspects of the English language arts instructional activities appropriate to their curriculum, although these should be taught age and grade levels. Reading and writing with the support of appropriate ESL methods instruction that is based on their listening and techniques. The scope and sequence of and speaking skills must be provided in the such programs should be adapted from the ESL classroom. For children in the early English language arts program offered to the grades, this may mean a continuation of the general school population at comparable building of basic literacy skills in English grade levels.

Chapter 2: Planning for the First Grade 39 50 It is important to remember that second-lan- Storytelling develops language and cognition guage learners have the same abilities as through exposure to a rich variety of literary their classmates. Instructions given to the traditions. Folk tales, fables, myths, and entire class must be altered for the LEP chil- poetry of various countries form a wealth of dren. The teacher can provide numerous cultural resources that children can share and examples in a variety of forms, and demon- enjoy. Stories that are familiar to the strate what is to be done. Direct experi- children in their native language arean ences, concrete objects, and extensive use of excellent springboard for language illustrations will greatly increase comprehen- development in English, as the known sion. Telling stories using illustrations, prac- content lightens the cognitive load. The ticing choral speaking, and singing action teacher must be aware of the fact thatmany songs provide a wealth of linguistic input stories are written for native speakers of that can be shared by the entire class. English and may, therefore, contain language Sufficient time must be provided for activities structures too complex for beginning that integrate the four language skills: learners of English. Care must be taken to listening, speaking, reading, and writing. In present versions of the stories that contain the initial stages of second-language useful vocabulary, that are supported by acquisition, primary emphasis is on receptive illustrations or props, and whose skills and following oral directions. In this grammatical structures have limited variation. context, reading aloud and telling stories to After sharing a story, children can be askedto: children, particularly from "predictable big point to characters and objects in books" and wordless picture books, are the illustration. effective ESL strategies that promote name characters and objects. language learning and literacy within a put pictures in sequence. holistic frame. complete the teacher's sentences. Reading to children provides them with the ask and answer questions. opportunity to listen to vocabulary in a dramatize with puppets. meaningful context and allows them to begin retell the story. to internalize the rhythms, stresses, and describe and compare characters. intonations of the language. The stories they sing songs and recite poems on hear will form a reservoir of scripts; LEP related topics. children can retell these stories and use the This literature may be enriched and language with their teacher and classmates in extended through a wide variety of activities natural settings. Concomitantly, reading and experiences in music, movement, dance, aloud to the children provides the and drama. scaffolding for cognitive growth and language proficiency within the positive and Simultaneously, it establishes a timely base supportive environment that is imperative for for questions designed to encourage critical successful second-language acquisition. thinking. A suggested scheme might include the following:

40 Grade One And Growing 51 Objectives Implementation Activities Teacher Questions

Building Vocabularypointing; selecting correct Show me the . picture; naming Who is this? What is this?

Selecting Details selecting correct picture; Is this a ? describing Is this a or a ? Who (action)? What does (name) have? What do (name) do? Whose is this? Finding the providing a title What's the name of the story? Main Idea Establishing putting picture cards in orderWhat happens first? next? last? Sequence (before/after) Drawing Inference answering questions Why did (name) (action) ? Predicting Outcomes How did (name) (action) ? Do you think they wanted to ? (action) What do you think happened to (name) after they (action)? Critical Thinking removing pictures or details What doesn't belong? Making Judgments that do not belong; classifyingDo you think it was a good idea for pictures (name) to (action)?

THE BILINGUAL FIRST GRADE PROGRAM There is a significant correlation between Bilingual first grade programs in New York positive self-image and success in school.* City public schools reflect an increasing The philosophy underlying bilingual awareness of the need to provide education programs in the New York City appropriate education for all our school public schools is based on research. For children. The integration of bilingual children who are in the process of acquiring methodology into a developmentally English language skills, it is clearly appropriate child-centered environment is of advantageous to continue to become literate, paramount importance for a school system acquire content area knowledge, and that serves the wide cultural and linguistic develop concepts and critical thinking skills diversity of the New York City student in their native language. The knowledge population. Additionally, the role of the and skills learned in the native language are children's cultures in our multicultural then transferred to the second language. society is of great significance. It is of utmost importance to highlight the fact that the curriculum for bilingual classes J. Cummins, Empowering Minority Students: A Framework is the same as that for monolingual classes. for Intervention (Harvard Educational Review Vol. 56 No. 1, 1986). The delivery of instruction in the native Steven Krashen, Bilingual Education: A Focus on Current language and the use of second-language Research (Washington, DC. WCBE National Clearinghouse on Bilingual Education, 1991). methodologies are its major differences. C. Ovando and V. Collier, Bilingual and ESL Classrooms (New York: McGraw-Hill, 1985).

Chapter 2: Planning for the First Grade 41

5 The first grade bilingual education program Provide a literature-rich native-language is grounded in instructional practices development program through whole developmentally appropriate to the cognitive language approaches. and linguistic strengths and needs of LEP Provide inquiry skills and instruction in children. The child's native language is used the content areas so that linguistically as the primary language of instruction for diverse children will have achieved parity concept and skill development, coupled with with their English-speaking classmates. a strong ESL instructional component. Provide hands-on learning experiences School success is built on many experiences through art, music/movement, and and backgrounds that LEP children bring to discovery and problem-solving activities. school. All cultures are integrated in the curriculum, with special emphasis placed on Provide holistic instruction in a the culture(s) of the classroom population. bilingual/multicultural learning environment that emphasizes language Teaching methodology for bilingual development through activities education of young children incorporates appropriate to the social, linguistic, and both the first- and second-language academic developmental needs of young acquisition processes. English-language children. skills development for limited English Provide for the use of learning centers proficient youngsters is based on methods and the integration of the curriculum and materials of second-language areas by using a thematic approach. acquisition. Children acquire the vocabulary Foster self-esteem through the and structures of English, as well as a development of pride in and knowledge knowledge of our multicultural society, as of the native culture. part of a fully developed program of listening, speaking, reading, and writing. Provide multicultural education ESL is the appropriate English language arts experiences that foster appreciation of program for LEP children. When content and respect for cultural pluralism. area instruction based on concepts learned Educational strategies focus on smallgroup in the native language is integrated with ESL, instruction; learning centers containing children are offered a firm base for academic materials related to mathematics, science, art, and social success in general education and the children's cultures; and language classes. development. The bilingual first grade curriculum takes The goal of the bilingual/multicultural into account each child's strengths and inter- program is for our young learners to become ests, learning styles, native-language skills, fluent and literate in two languages and to level of English proficiency, and stage of de- achieve their full potential. velopment. This instructional focus will: Provide native-language instruction in Culture and Language order to develop critical thinking skills All children come to school with theirown and the mastery of concepts. Native- cultural and linguistic traditions. In addition language development supports English- to meeting the academic needs of the language development. student, the school should also provide an Provide an ESL component to enable understanding of the multicultural aspects of children to become proficient in English. American society. Children are capable of Provide a positive, open, experiential maintaining their ethnic identity while environment while encouraging acquiring the school culture and respecting sustained use of the native language as a and appreciating other cultures. Such vehicle for communication and learning. integration enables children to value what they are and who they are becoming. This

42 Grade One And Growing 53 process fosters the development of sound the cognitive and affective needs of second- and healthy individuals. language learners. This precept is especially Culture must be incorporated into all significant in early childhood programs. curriculum areas and all parts of the learning environment. The basic concepts to be What is ESL? emphasized are that cultures have common Social and Academic English elements, that all have some salient It is important for teachers of LEP students to characteristics that make them unique, and be aware of the fact that there are two types that all are valid. The teacher should seek to of English-language proficiency: social and become knowledgeable about each child's academic. Cummins (1978) called these Basic culture. This serves as the foundation for Interpersonal Communication Skills (BICS) introducing information about other cultures. and Cognitive Academic Language An understanding of diversity provides Proficiency (CALP). children with a broader sense of the world and its people. The teacher in the bilingual The first denotes a student's ability to func- classroom must plan for systematic use of tion conversationally in English and "survive" the native language and the English or negotiate everyday situations. The second language. Since the language chosen for a refers to a student's ability to function aca- given situation may be perceived as a value demically in English, and is critical to school judgment, the teacher's attitude toward and success. Teachers must remember that the the use of each language must demonstrate two are not totally separate aspects of lan- that both are important and valuable. guage functioning, but rather a continuum of Languages must be separated for the the uses of language that children gradually purpose of instruction. Each particular acquire as they develop during the pre- lesson's content, questions, and comments school and school years. must be conducted entirely in one language. However, when the teacher speaks the While peer-appropriate communication is children's primary language(s), and feels that generally achieved within two years (BICS), it using them will alleviate frustration, it is often takes five to seven years to achieve acceptable on occasion to promote English proficiency for academic tasks (CALP) comprehension in this way. Teachers on a par with native speakers of English of the should, however, avoid translation as a same age. In a definition provided by the New teaching strategy, particularly if some York State Teachers of English to Speakers of children in the class are excluded from the Other Languages (NYS TESOL), an effective same assistance. and successful ESL program addresses the development of both social English and ENGLISH AS A SECOND LANGUAGE (ESL) academic English.It allows students to learn Teaching English as a Second Language English systematically and cumulatively, requires special training, not only in methods moving from concrete to abstract levels of of second-language teaching, but also in the language in a spiraling fashion. Academic use of materials appropriate to the targeted English must be developed in a classroom age group. Since a large percentage of the setting in which a variety of ESL methods or children in New York City schools came approaches are used to develop the cognitive, from backgrounds where a language other academic, and content-specific English- than standard American English is spoken, it language skills necessary for LEP students to is wise for every teacher to be familiar with succeed in the mainstream.

Chapter 2: Planning for the First Grade 43 5 4 A substantive and compelling body of Four Levels of Language Acquisition research indicates that a second language is Language is acquired in basically four stages: learned not so much by instruction in the preproduction, early production, speech rules of language, but by using the new emergence, and intermediate fluency. By language in meaningful contexts. Effective correctly identifying a student's level of instruction in ESL actively engages the language acquisition, appropriate instruction learner in the lessons being presented with activities can then be provided to prepare language that is both comprehensible and students of any age for successful purposeful. Like their English-speaking communication and achievement. The classmates, LEP children must be involved following descriptions and suggestionsare with materials and ideas that are appropriate adapted from work by Stephen Krashen*: for their age and level of development. Instruction for LEP first grade children can, A. Preproduction with certain modifications, make use of The first stage is called the comprehension many of the themes and materials developed or preproduction stage. In the for the monolingual child, but should also preproduction stage beginners develop the include the following understandings in the ability to extract meaning from utterances area of ESL: directed to them. Children always understand more Some of the characteristics of this stage are: language than they can produce and Students begin to associate sound and should be given opportunities to meaning in the new language. demonstrate their comprehension Students grasp the main idea of what is nonverbally. said by focusing on key words. Speech emerges from and is preceded by Most students will acquire and recognize a "silent period," which should be enough vocabulary to follow all basic respected. instructions and begin to understand Single-word utterances and short phrases what their classmates are saying even are natural and acceptable language. though they themselves may not be Children will use more extensive ready to speak (silent period). language as they become increasingly Implications for instructional support: able to express their wants, needs, feelings, and opinions. Lessons should be based on Language learning should simultaneously comprehensible input, that is, foster the child's conceptual contextualized language with constant development and provide a vehicle for visual support and reinforcement in a communication. variety of settings. The situations and settings for language Lessons will help to develop a large use in the classroom should be as real receptive vocabulary, that is, vocabulary and comprehensible as possible. The that students understand but are not teacher incorporates experiences and necessarily ready to produce. activities that are culturally relevant to Listening strategies developed during this the children. silent period will form the basis for later speech production. It is a very sensible and practical measure to assign a classmate as a "buddy" for any The preproduction stage may last anywhere LEP child in a monolingual class who needs from a few weeks to several months. assistance in following the day-to-day Students should be exposed to the routines. printed word. Steven Krashen, The Natural Approach: Language Acquisition in the Classroom. Englewood Cliffs, NJ: Alemany Press, 1983.

44 Grade One And Growing 55 B. Early Production Many students may be ready to begin Some of the characteristics of this stage are: reading specialized materials that have a Students speak using one or two words or controlled vocabulary. short phrases. D. Intermediate Fluency Some students will mispronounce words Some of the characteristics of this stage are: they have heard and understood many Students engage in conversation and times. This is a natural part of the produce full sentences and connected language-learning process. The teacher narrative. should model rather than correct. Students begin to interact extensively Some students will experiment with words with native speakers. they have heard. Errors in speech will be fewer than Implications for instructional support: during the speech emergence stage. Comprehensible input is key to furthering Implications for instructional support: language acquisition. Lessons should continue to develop and Lessons should expand receptive vocabulary. expand receptive and productive vocabulary. Activities should motivate students to Activities should be designed to produce vocabulary that they already develop higher levels of language use in understand, to take risks in order to content areas. express meaning. More extensive reading and writing During this stage, all attempts to activities should be incorporated into communicate should be warmly received all lessons. and encouraged. Drills and pronunciation Students are challenged to produce exercises should be avoided since grammar responses that require creativity, critical and pronunciation will improve through thinking, and complete sentence structures. ongoing ESL instructional activities.Initial reading and writing activities based on ESL Independent Activities for strategies should be introduced. Second Language Development C. Speech Emergence Listening to tapes with illustrated books. Some of the characteristics of this stage are: Illustrating stories. Students speak in longer phrases and Sequencing picture cards from stories. complete sentences. Classifying objects and/or pictures. Students begin to generate their own Retelling a story using flannel board. sentences. Rereading experience charts. Errors are still common since utterances Sequencing sentence strips from are longer and more complex. experience charts. Implications for instructional support: Matching word cards to pictures. Teachers continue to provide Unscrambling sentences on word cards. comprehensible input. Dramatizing with puppets Lessons should continue to develop and Maintaining personal picture dictionaries. expand receptive and productive Another successful approach to second- vocabulary, including content area language learning has been developed by vocabulary. James Asher, a California psychologist.* Total Activities should be designed to promote Physical Response (TPR) capitalizes on many higher levels of language use. of the same strategies that children use in Students will not acquire grammar until they hear it. James J. Asher, Learning Another Language Through Actions: The Complete Teacher's Guide (San Jose, CA: Sky Oaks Productions, 1979). Permission pending.

Chapter 2: Planning for the First Grade 45

5 g gaining fluency in their first language. By their joys. Their discoveries should beex- listening and responding to verbal tended through various art activities or written instructions on a wide assortment of topics as parts of a language experience chart that (e.g., making a fruit salad, sharpening a can be read and illustrated. In this manner, pencil, drawing a picture), children are able children progressively come to the to integrate both "muscle learning" and understanding that language is a communica- language learning. Helping youngsters tive tool they can use for their ownpurposes combine movement and language through and intentions. The emphasis here,as in all the activation of the sensory system increases effective ESL instruction, is on fostering their long-term recall of the language and communicative competence. enhances the believability quotient. By providing an interactive model of language Music activities will rapidly involve all learning, TPR operates on the premise that children in language learning, including the young children learn best in an environment shyest or least proficient in English, because of reduced fear and anxiety where language they give children a sense of belonging to is heard and used for real reasons and real the new language group. Materials needs. Since TPR parallels native language specifically designed for the ESL child are acquisition, the procedure may seem intuitive. unique in that they are linguistically The following brief outline may be helpful. controlled, and they tend to employ the rhythms and stress patterns of natural The Basic Total Physical speech. Songs, rhymes, and chants will add Response Procedure a lively dimension to language learning. 1.Demonstration: Children listen and While no one specific philosophy or observe while the teacher gives the methodology is endorsed in this manual, language and models the behavior. there should be an understanding that lan- 2.Children listen and respond to the guage learning is a very complex and ardu- teacher's language by imitating the ous task for anyone. It is no less so for any teacher's behavior. six-year-old child in New York City. 3.As children gain confidence in their Children need extensive opportunities to lis- understanding of the language, the ten to and experiment with the sounds and teacher gradually withdraws the support structures of English in a secure setting. of modeled behavior. Children may They need a diverse range of models using respond as a group or individually. the language in various contexts in order for 4.The teacher recombines old and new their utterances to become habitual andau- language and models the appropriate tomatic. Finally, adapting to a new culture behavior; children begin to participate and needs the generous and sensitive under- demonstrate their understanding, as above. standing of a teacher committed to helping 5.When the children are ready, they will all children learn and grow in a fashioncon- indicate that they can reverse roles with sonant with their abilities and interests. the teacher, other children, and the Resources and curriculum guides available whole group. from the Division of Bilingual Education, Board of Education of the City of New York, Children should be encouraged to use English include: A Guide to TPR: Using Total Physical in activities that engage their interest and Response in the ESL Classroom, Children of the imagination. To this end, finger painting, clay RainbowKindergarten. These publications modeling, paper construction, cooking, and are teacher resources for bilingual early music are valuable and appropriate childhood programs in New York City schools, experiences for the second-language learner. as part of compliance with the mandates of the These and other primary experiences en- Aspira Consent Decree and Lau Plan. English courage children to share their insights and as a Second Language is an integral part of

46 Grade One And Growing 57 every bilingual education program. Where hundred languages spoken by limited English bilingual education programs cannot be proficient children in New York City's public organized because of insufficient numbers of schools, and the countries in which the children of the same language and grade, a languages are spoken. (All of the languages structured ESL program must be provided, as a that may be spoken by LEP students in the minimum. public schools are not included, since space Because culture and language cannot be does not permit a list of the more than 5,000 separated, understanding the basic elements of languages and dialects in the world.) Almost each child's culture and language will enable half of the first grade pupils come from homes teachers to make all children feel welcome and where a language other than or in addition to secure. Listed below are some of the over one English is spoken.* It is evident that we New Yorkers have much to celebrate! LANGUAGE COUNTRY LANGUAGE COUNTRY LANGUAGE COUNTRYLANGUAGE COUNTRY Afrikaans South Africa Filipino Philippines Kurdish Iraq, Spanish Colombia, Albanian Albania Finnish Finland (continued) Syria, (continued) Costa Rica, Amharic Ethiopia French France, Russia Dominican Rep., Arabic Algeria, Luxembourg, Lao Laos Ecuador, Iraq, Belgium, Luo Kenya El Salvador, Oman, Switzerland, Macedonian Macedonia Guatemala, Bahrain, Canada, Malagasy Malagasy Honduras, Egypt, Haiti, Republic Mexico, Israel, French depend- Malayalam India Nicaragua, Jordan, encies in many Malay Malaysia, Panama, Kuwait, African and Thailand, Paraguay, Lebanon, Asian nations Singapore Peru, Libya, Ga Ghana Maltese Malta Puerto Rico, Morocco, German Federal Marathi India Spain, Qatar, Republic of Nepali Nepal, Uruguay, Saudi Arabia, Germany, India, Venezuela Southern Austria, Bhutan, Sundanese Indonesia Yemen, Switzerland Sikkim Swahili Tanzania Sudan, Greek Greece, Nyanja Zambia Kenya, Syria, Cyprus (aka Chinyanja) Zaire, Tunisia, Guarani Paraguay Oriya India Uganda, United Arab Gujarati India Papiamento Netherlands Rwanda, Emirates, Gurma Ghana, Antilles Burundi Yemen Togo, Pashto Afghanistan, Swedish Sweden Armenian Armenia Upper Volta (aka Pushto) Pakistan Tamil Malaysia, Assamese India Haitian Haiti Polish Poland India, Azerbaijani Azerbaijan Hausa Nigeria, Portuguese Brazil, Sri Lanka, Balante Guinea- Bissau Niger, Portugal, Singapore Bambara Mali Togo, Guinea- Telugu India Belorussian Belarus Ghana, Bissau Thai Thailand Bemba Zambia Cameroon, Provencal France Tibetan Tibet: Bengali Bangladesh, Dahomey Punjabi Pakistan, Autonomous India Hebrew Israel (aka Panjabi) India Region of China Brahui Pakistan Hindi India Rajasthani India Tigre Ethiopia Breton France Hungarian Hungary Romanian Romania Tigrinya Ethiopia Bulgarian Bulgaria Ibo Nigeria Romansch Switzerland Tuareg Upper Volta Burmese Burma Indonesian Indonesia Rundi Burundi Turkish Turkey, Catalan Spain, Italian Italy, Russian Russia Cyprus France Switzerland Samoan Samoa Turkman Turkmenstan Cham Cambodia Japanese Japan Scottish (aka Turkoman) (now known Kanarese India Gaelic Scotland Twi Ghana as Kampuchea) (aka Kannada) Seneca United States Ukrainian Ukraine Chinese China, Karen Burma Serbo- Former Urdu India, Taiwan, Khmer Cambodia Croatian Yugoslavia Pakistan Hong Kong, (now known Seri Mexico Uzbeck Uzbekistan Singapore as Kampuchea) Shluh Morocco Afghanistan Czech The Czech Khowan India, Sindhi India, Yiddish spoken by Jews Republic Kashmir Pakistan primarily of Danish Denmark Korean Democratic Sinhalese Sri Lanka Eastern Europe Dari Afghanistan People's Slovak Slovakia and countries to Farsi Iran Republic of Somali Somalia, which they have Dutch Netherlands, Korea, Ethiopia, moved Netherlands Republic of Kenya Vietnamese Vietnam Antilles Korea Spanish Argentina, Yonba Nigeria Ewe Ghana, Kpelte Liberia Bolivia, Yoruba Nigeria, Togo Kurdish Turkey, Chile, Dahomey Fanti Ghana Iran, Cuba,

Facts and Figures: Answers to Frequently Asked Questions About Limited English Proficient (LEP) Students and Bilingual/ESL Programs 1993-94(New York City BoardofEducation, DivisionofBilingual Education,1993).

Chapter 2: Planning for the First Grade 47

BEST COPY AVAILABLE CHAPTER 3: CREATING A LEARNING ENVIRONMENT

59. THE MULTICULTURAL LEARNING ENVIRONMENT

Schools reflect the diverse ethnic and racial free of racial and sexual bias, and that cultures, as well as the many languages reflect many cultures and languages. spoken within the community. The learning displaying and making ethnic artwork environment should be structured to and crafts in the art center (e.g., encourage an appreciation of the positive beadwork, masks). contributions of all cultures within the school featuring nutritious recipes from many community and to enhance a respect for cultures in cooking and snack activities. societal diversity. using curriculum resources and research The multicultural learning environment: information that reflect contributions made by people from many cultures. promotes self-esteem, confidence, and displaying the children's self-portraits. cultural/linguistic identity. displaying pictures that portray different allows children to appreciate the richness kinds of families. of their language, background, religion, displaying males and females of diverse and culture, as well as those of their peers. ethnic, racial, and linguistic cultural provides children with an extended, groups in nontraditional roles. enriched vision of the world around them. encourages the growth of mutual respect The teacher organizes a multicultural and acceptance through appropriate learning environment by: work/play experiences. establishing well organized centers for includes family and community as experiential and integrated learning. ongoing, important resources for providing manipulative materials extending children's understanding of reflective of cultural diversity. languages and cultures. providing open-ended problems and The teacher incorporates cultural and questions that promote critical thinking. linguistic diversity in the classroom by: designing experiential activities that promote spoken and written language in reading stories, folktales, and poems that English and native languages. reflect different cultures and languages. designing experiences that promote integrating realia from different cultures sharing and working independently. into the learning centers. guiding children through activities that providing and displaying records, books, promote security and success. posters, magazines, and tapes that are

Chapter 3: Creating a Learning Environment 51 60 THE MULTICULTURAL LEARNING CENTER APPROACH

The learning environment consists of Theme Centers everything a child experiencespeople, Writing places, and things. Young children learn by interacting with their environment. The learning center approach provides for: Therefore, when planning the classroom hands-on experiences.. learning environment, the teacher considers activities that range in levels of difficulty. the backgrounds, cultures, strengths, use of materials to achieve, reinforce, or interests, and needs of all the children. enrich skills. The physical environment of the classroom development of thinking and problem- invites and encourages exploration and solving abilities. discovery. Through varied activities, sharing and cooperation. children develop skills and concepts. emphasis on respect and appreciation for Classrooms that are organized into learning the diversity of ethnic, racial, and centers provide opportunities for linguistic cultures within the community. manipulating materials, solving problems, developing spoken and written language, An interest center is an area that focuses on a sharing, and working independently. particular theme. For example, if the theme is "Dinosaurs," a table may be set up with a The learning center approach allows children variety of pictures and models of dinosaurs to be active participants in their own learn- for children to explore and discuss, as well ing. By working with a wide variety of ma- as a suggested set of activities for children to terials, children learn through discovery at pursue. The teacher and children should their own individual pace and level of abil- discuss the purpose of each center. ity. The teacher structures the environment, sets up the centers, and keeps track of the MULTICULTURAL LEARNING CENTERS children's progress. When necessary, furni- As teachers begin to infuse a multicultural/ ture, materials, and equipment can be ar- multilingual perspective into learning ranged so that children with special needs centers, they should assess the extent to are involved in all the areas. which their classroom fosters the children's A learning center is an area of the room set understanding of diversity. aside for specific activities. Learning centers in the first grade can include: Art Discovery Art Discovery Science Do your Cooking learning centers Theme Creative Literacy Centers stimulate an Dramatics understanding Library/Listening of diversity? Writing Manipulatives/Games Library/ Music Listening and Mathematics Movement Music and Movement Social Studies Appropriate suggestions for a variety of suggested learning centers follow.

52 Grade One And Growing 61 Theme Centers The physical features of the dolls are Include pictures and books reflecting a authentic. variety of family groupings (e.g., single Literacy Center parents, foster parents, grandparents, (Library, Listening, Writing) etc.). Include props and costumes from a vari- Children's books are free of stereotypes and sexist images. ety of cultures (saris, shawls, dashikis). Include pictures of people in There is a balanced collection of books nontraditional work roles. and tapes that reflect familiar and unfa- miliar ethnic, racial, and linguistic Display ethnic artwork and crafts to be made, seen, and used. cultures. Display photographs of men and women Tapes of stories and poetry in many languages are available. in a variety of nurturing roles. Many ethnic/racial groups and cultures Creative Arts Center are represented in the class library (e.g., Music and Movement All Kinds of Families by Norma Simon). There is a balanced collection of books Musical instruments reflect a variety of styles in various genres of literature (e.g., from diverse cultural and ethnic groups poetry, folktales, myths). (klimba West African finger piano; Writing materials, (e.g., paper, crayons, sitar stringed instrument from India; markers, pencils, construction paper) are maracas; tabla; err huChinese violin). available. There are opportunities to share music Computer software should include a for listening and movement (songs from variety of options. various cultures, folk dances). There are tapes or recordings of songs and Discovery Center music from many cultures and in many (Science, Mathematics) languages (e.g., Caribbean Songs and The Discovery Center contains materials Games for Children, Folkways Records). (such as full-length mirror, magnifying Art glass, and tape recorder) that allow children Art activities incorporate crafts found in to explore their own physical characteristics different cultures. and those of others (e.g., use of magnifying Artifacts and pictures reflect diverse glass to examine hair or fingernails). cultures and males and females in non- There are several kinds of plants avail- traditional jobs. (Some examples include able for exploration. Children will dis- beans, straw, scraps of materials, baskets, cover that plants, like people, have char- pottery, magazines, beadwork, masks.) acteristics that are similar and different. Cultural artifacts (for example, carvings Creative Dramatics or pottery) are available for children to Various customs and traditions are examine. represented in the equipment used in the Natural objects (such as beans, shells, creative dramatics area (chopsticks, mat). and stones) are available for counting Clothing is available for children to use and sorting. in role-play (kimonos; dashikis; cloth to Graphs provide visual representations of wrap into saris, gelees, or bubas). the many similarities and differences in Diverse groups (including the disabled) children's lives. are represented in the doll collection. Children are exposed to visual aids There is a range of racial groups that (posters, filmstrips) and pictures of includes more than "black" and "white" familiar and unfamiliar structures. dolls (e.g., Latino/Hispanic, Asian).

Chapter 3: Creating a Learning Environment 53 82 Developing Centers

It is a good idea for the teacher to start with An interest inventory can be used toassess a center checklist. Included on the list are: children's interests and to plan topics to be skills to be learned covered during the year. Children list fiveor activities six topics they would like to learn more about. materials needed The teacher reviews their choices, selects library books, poems to be used topics, and collects books, objects, pictures, songs, records and other resources to be used in the center. special equipment needed If appropriate, a letter can be sent requesting visual aids materials from home. It is important that all bulletin-board display ideas written communications be translated into the items to be remembered by the teacher home language when necessary. projects to be done a system of recordkeeping After introducing learning centers to the a method of evaluating learning children, the teacher should assess their supplies that may be contributed by responses. Is there high interest in activities? children and parents. Which activities need to be revised? Are children happy to choose their own work? The teacher selects an area of the room and Are they willing to evaluate their own work? furniture appropriate for the center. All of Do children feel successful? The attitudes of the charts, materials, games, and activity the children will be measures of the success plans needed for the center are placed there. of the program. Children work in the learning and interest centers during the planned time periods in ROOM ARRANGEMENT the morning and afternoon. Teachers can use room arrangement to The learning centers and the interest centers support children's emotional, social, are used in varying ways by the children. physical, and intellectual growth. Children They may work on independent study entering a new environment need to feel projects or individual assignments; they may secure enough to interact with people and create follow-up projects for a teacher- materials. Socialized behavior is fostered by directed instructional activity, or engage in the way the room is set up, as wellas by the enrichment experiences. materials that are available. Most centers will be used independently by The teacher should carefully plan the the children. Organization is a vital compo- physical aspects of the classroom before the nent of this approach. Centers and materials children arrive on the first day of school. should be identified with visual cues as well The teacher makes a floor plan of the room as printed words, and directions should be before the program begins, and establishes included when necessary. When appropriate the most appropriate places for the learning routines have been established, children are centers. Room arrangements should be able to work independently, in a manner that flexible enough to allow for many different reflects their own interests and abilities. formats during the year to meet changing needs. The centers should be clearly Learning center activities are frequently mo- defined for easy recognition. The children tivated by the children's interests or by direct can help decorate and add to the centers, experiences, such as a field trip. They may using found or donated equipment. Portable also reflect a theme or a curriculum topic. centers, which consist of an activity box

54 Grade One And Growing 63 focusing on a specific interest or content There should be enough space between area, can also be used. centers for traffic to flow easily. Optimally, children should not have to pass through one The placement of centers of interest in the area to get to another. The room is arranged classroom encourages children to interact. so that the teacher can see all the areas. Quiet areas such as Library/Listening, Science, and Mathematics should be near Centers that require electricity (for the tape each other when possible. Active areas such recorder) or water (for art activities) should as Building Blocks and Social Studies areas be located near the resources needed. are close to each other so that activities can The teacher provides ample bulletin board be interrelated and easily extended. space that is low enough for children to A large, open floor area is available as a display and view their own work. If bulletin multi-use space to accommodate large group boards are not available, a clothesline and activities such as meetings, direct instruction, clothespins can be used. dramatic play, music/movement, and large If the room does not have a sink, the teacher muscle activities. may still provide children with a water Seating arrangements for the children are source. A table can be set up near the easel flexible. Tables and chairs are used for for washing brushes; buckets of water, a multiple purposes, and can be moved or plastic pitcher, and a basin should be rearranged to provide a large, open space provided. The routines involved can be an when needed. They are moved to the excellent direct instruction activity in different interest areas as they are needed developing sequence skills. during the day. The following pages contain suggestions that The room can be divided into areas by may assist teachers in designing their own arranging existing furniture and equipment. classroom floor plans. These room Desks, tables, shelves, cabinets, or a piano arrangements can be modified and adapted can be used for display or storing materials. to reflect individual needs. Cardboard covered with suitable material can be used as a flannel board, a divider, or for display. Large cartons can be placed on tables to make independent work areas.

Chapter 3: Creating a Learning Environment 55 FLOOR PLANS Suggested Floor Plan 1

This is a floor plan for a small room withno running water and no toilets.

Science Table Listening Materials

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Meeting area (Tables pushed against wall)

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Art Materials Manipulative Materials

Door

56 Grade One And Growing

65 Suggested Floor Plan 2

This is a floor plan for a large room with two teachers (no running water, no toilets).

Table Gimes Dramatic Play Math Center/Manipulatives Blocks

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Chapter3:Creating a Learning Environment 57 63 Suggested Floor Plan3

This is a floor plan that provides for four largegroups and additional learning centers.

Cooking Bulletin Boards Above Built-In Cabinets Beneath Library

Listening

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Games

Teacher's Desk 1. =co um a D

D 4 D

Computer Station a D a D CYI::7 IC:7

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Music Chalkboard Above Blocks

58 Grade One And Growing 67 Suggested Floor Plan 4

This is a floor plan that reflects an open classroom approach.

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Discovery Center Blocks

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Chapter 3: Creating a Learning Environment 59 68 THE TEACHER'SROLE

Successful functioning of learningcenters and/or provides sign-up time forcenter work. requires teacher interaction with the children After the activities, a discussion periodgives and support of their own interactions. children time to talk about observationsor During center time the teacher assists, discoveries they have made. Childrendiscuss encourages, observes, participates, and takes how they participated in thecenter and the advantage of opportunities to expand teacher provides opportunities for sharing thinking and extend skills. At class products and processes. meetings, the teacher reviews, discusses, and explains ongoing learning center During center time the teacher needsto experiences. Through this sharingprocess, encourage spontaneous expression by asking the children come to understand how they a variety of provocative questions. The are growing and learning through their teacher walks around theroom and, at independent and small-group activities. appropriate times, intervenes to ask questions that present alternatives for The teacher, as facilitator,assures a activities, thinking, or expression,e.g., "What productive, smooth process by: else could you do to show this?"or "How introducing the centers and some of the does this work?" activities. The teacher maintains order and entering into the children's play, when organization in the classroom and, at the appropriate. same time, gives children a feeling of demonstrating use of materials and security in the environment. Consistency is emphasizing their care and storage. paramount so that children can become self- introducing vocabulary connected with confident in the use of materials and each learning center. equipment. preparing tools and materials needed for every center. Teachers acquaint parents with theprogram collecting resources that apply to the in the classroom, its centers, and the skills being developed. concepts being taught. New learning centers keeping records. can be described in newsletters, translated helping children create their own into the home language as appropriate. activities. Progress can be demonstrated by sharing giving support to children at each center. children's scrapbooks or completedprojects with parents. Before learning center activities, the teacher plans a class meeting to discuss the day's events, introduces a new theme, if necessary,

60 Grade One And Growing 69 MAKING CENTERS WORK

For learning centers to work effectively, Adequate storage in each center should be teachers need to consider materials, storage, provided. A good storage system facilitates and management routines in each area. the clean-up routines. Following are some Materials that can be used independently "workable" suggestions that teachers have should be easily accessible to the children found helpful: and arranged in an orderly and attractive Always begin with fewer materials rather way to invite use and exploration. Materials than more. This slower start allows should be on low shelves and clearly labeled children to become comfortable in the with pictures and words. Children should be centers, and to develop consistent encouraged to do as much as possible by routines for working with and storing themselves and to care for the materials. A materials appropriately. cubby or a shelf with the child's name or Pictures and activity cards may be picture provides a private storage space. covered with clear contact paper to Illustrated labels on shelves help children extend their use. learn where they can find and replace the All materials should be stored in the materials they use. same place every day. Children may be involved in selecting and Shelves and cabinets should be roomy acquiring resource materials. The teacher, enough to permit order without clutter. with input from the children, identifies the Materials should be changed periodically themes that will be covered during the year. to maintain interest. Then boxes or large envelopes are labeled Similar items should be stored together. with these themes, and children are Children should be encouraged to decide encouraged to bring in materials. As where new materials belong. ("Devin, we materials are brought to school, they are have some new puzzles today. Where do labeled, identified, and placed in the you think we should keep them? ") appropriate boxes. The teacher sets up each Appropriate daily classroom routines allow center with the acquired materials and children to plan for their own learning center organizes them in an attractive way. Task activities. During large or small group cards may be provided. meetings, they should be encouraged to talk about where they wish to work and what Materials can be teacher-made or commercially they will be doing there. Such planning prepared, as long as they provide for the opportunities allow children to participate in needs of the children. The teacher introduces decision-making and develop problem- the materials and equipment to the children solving skills. Follow-up meetings will and plans the storage and display of materials permit time for reviewing and sharing the in each center. Materials should be clearly la- center experiences to help reinforce the beled, durable, inviting, and easy to put up learnings that have taken place. and take down so that displays can be changed often. Small, flat boxes can be used MANAGEMENT OF CENTERS for storage and can be stacked on top of one To be successful, centers require planning another. Partitioned boxes or plastic dish pans and organization. The teacher chooses the are good for storing file folders. The care of way the centers are to be managed and how materials and general appearance of the often they are to be used by the children, classroom are responsibilities of the children as taking into consideration the individual well as the teacher. needs of each child and curriculum require-

Chapter 3: Creating a Learning Environment 61 70 ments. The teacher and children need to table for them. This simple act invites the feel comfortable with the plan chosen. hesitant child to sit down and explore. There are many ways to manage learning In classrooms where the routines allow centers. The teacher can start the work children to move freely fromcenter to period with a class meeting where the center, a pegboard and hangtags, suchas the schedule for the day or week will be made. one illustrated below, will permit children to This may be written on chart paper oron the "check in" and "out" independently: chalkboard. Centers are first established around theroom Where are you? and labeled for identification. The Reading Art <=='=°'®' management plan chosen for learning centers should include a procedure for children to select an experience, alternative © © experiences for children to choose from, and ® a method by which numbers of children and Math time slots are organized. 'I"' Brushes ,000 Children need opportunities to discuss the CD/ © 0 procedures related to working in learning C) 0 centers. Accepting responsibility, setting 'CD 0 0 time limits, and following directions are skills 0 Creative WritingeGame CerrFerA.r:i to be emphasized, especially if the learning center is a new mode of instruction. CHOICE CHART et() 1140U In encouraging children to make choices,a chart like the one below can be helpful. GROUPING Children learn to put their name cards in the Learning centers make a variety of groupings appropriate space, while developing con- possible: cepts of one-to-one correspondence. The large dots demonstrate clearly howmany Heterogeneous arrangements of children name cards can be placed in that section. of different abilities and language backgrounds, which encouragepeer Choice Chart tutoring. e 4.,. mi. Skill-specific work groups for teacher- IVr MO directed experiences. 3... 1 Art 4 .. I Read ing Self-selected activities, which allow PD II a John children to work alone or with friends in the center. AI /r\Airibig lic3ien er 2..

,' A pocket chart is useful for scheduling. The 4.... I Math 3 1 Games cards can be rotated easily and group makeup can be altered if desired. Some children may need assistance in making choices. For children who are reluctant, the choice chart can help them make a conscious decision. If children do not select specific materials themselves, some appropriate items may be placed on a

62 Grade One And Growing

71 VernAndrea Mchelle Greg Robby RECORDKEEPING AND EVALUATION I . ¢:mors The teacher keeps records and makes evaluations to determine children's interests, Penner'Wanda NoNna John Wri+ *157h^ needs, placement, and growth, as well as to al= keep track of children's experiences in the Dawn monMpa+aci+ih/vesChung le7e-IrCheryl Elissa learning centers. The results indicate which centers and activities should be changed and AudraScoftMartin Tanya, Jared which children may benefit by participation in specific activities. A tally provides the

Todd Daniell. 1=iAdamMarc teacher with information on the children's A 4- preferences and may be useful in setting up new centers. A simple tally chart, like the Any chart used for establishing center one below, can be most effective: routines may reflect the varied cultures of our city. For example, a Chinese dragon TALLY FOR SEPTEMBER may be used as the pocket for placement of children's pictures for scheduling their time Name Art DiscoveryMa+1, Wri+inqReading Livienn.9 in learning centers.

Secpona 1 1 1 11-14.1 1 I

Kimberly -1-4 I 1 1 -H-4-4- 1111 Sample Learning Centers Marlon III I +1-1-1-1 I I Management Chart*

George ii-fi- I 1111 1111 1

Evaluation of individual and group activities is necessary, and the teacher should develop a system for recording this information (e.g., portfolios, holistic evaluation). Evaluation can be done informally by observing, listening, and questioning, as well as through individual conferences and assessments. Evaluation should be ongoing so that the teacher is aware of the progress that each child is making. Records should be easy to keep and can be made in a notebook or on index cards. Checklists can be made quickly and easily by preparing a sheet of paper with children's names printed down the left -hand side and skills, needs, growth, or interests listed across the top. For example:

Chart developed by Bilingual Children's Project, 1990.

Chapter 3: Creating a Learning Environment 63 72 The checklists can be used to gather provide instruction to individualsor small information that is later compiled andput on groups. An ongoing record of each child's children's records and/or performance progress allows the teacher and child to sheets. These records may be used asa share and take note of accomplishments. basis for parent conferences. Each child's work can be collected and stored ina manila Since children perform better inan folder and evaluated periodically. An organized classroom with consistent evaluation center, where the children's guidelines and rules, each recordor activity progress is evaluated through tasks, may also should be carefully discussed with the whole provide useful information. class before any entries are made. A discussion might include the type of record, Classroom management becomes simpler the reason for its use, the times for when children share responsibility for their recording, the details to be included, andthe learning. Recordkeeping is oneway of activity that might precede the engaging children in establishing and recordkeeping. When records are kept ina maintaining class routines. Personal records systematic and ongoing manner, information help children become aware of long-term about children's choices, interests, needs, goals, immediate skill objectives, and specific and achievements is readily available and accomplishments. When children keep their evaluation is simplified. own records, the teacher has more time to

Children's Evaluation Samples

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Teacher Evaluation Samples

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64 Grade One And Growing 73 CONTEXTUAL INVISIBILITY

Teachers should guard against stereotyping Learning center time also lends itself to these and negative characterizations, as well as informal teaching opportunities. As the keep in mind that a multicultural perspective children work on projects, play with games, can easily be damaged by what has been choose toys, or engage in an imaginary called "contextual invisibility." Groups that career role-play, the teacher can provide are consistently ignored in materials and opportunities for discussing their choices and books do become, for all intents and provide examples from real life of people purposes, invisible. When there are no from all groups performing a variety of work opportunities to include them in the and family roles. classroom, it may seem to children that they In selecting resource materials for classroom do not exist or are not valued. use, teachers should review the materials To evaluate such contextual invisibility, it is carefully to determine appropriateness. necessary to note the numbers of women, Is the language sexist or racist? members of various racial and ethnic groups, Examples: Does it say "fireman" instead people with disabilities, older people, and of "firefighter"? Are all strong characters people from a variety of social classes referred to as "he"? Are the main presented in the material. Teachers need to characters only from one racial or ethnic exercise care and sensitivity when selecting group? curricular items, such as books, games, and Are parental characters shown as having posters, to support the objectives and goals equal roles and jobs both in and out of of a truly multicultural classroom. the home? When children begin first grade, many have Are people with disabilities and people already been exposed to negative or of various ethnic, racial, religious, or age stereotypical portrayals of various groups of groups shown in stereotypical ways? people. These misconceptions should be Are females or males shown only in confronted as soon as possible to show that traditional roles? people with disabilities and people of Teachers should encourage children to various age, ethnic, racial, economic, or bring their parent(s), grandparent(s), or religious groups participate and contribute to caregiver(s), or a family member who is our society in positive ways. disabled to school to participate in classroom activities as a way of helping children gain a Many of the best approaches to changing healthy respect for all people. misconceptions among first graders are through informal opportunities that arise during the course of a normal day. Children's discussions and actions should provide the basis for these informal opportunities.

Chapter 3: Creating a Learning Environment 65 74 CHECKLISTSFOR THE CLASSROOM LEARNING ENVIRONMENT Incorporating Cultural and Linguistic DiversityChecklist Discovery Center Do records and tapes reflect differentcul- Do snacks and cooking experiences feature tures and languages (Caribbean Songs and nutritious recipes from many cultures? Games for Children, Folkways Records)? Have the children prepareda cookbook Are there books and records reflecting containing snacks and recipes frommany different cultural groups (I'm GladI'm Me cultures? Have they preparedsome of by Elberta Stone, All Kinds of Familiesby these foods in class? Norma Simon, Santiago by Pura Belpre)? Do children use all of their senses in Are bilingual books included in the food activities? collection (I Am Here Yo Estoy Aqui by Are natural materials like stones and Rose Blue)? beans available for sorting and counting? Do materials reflect currentways of Are graphing experiences, indicating living of people from different cultures? Do they include people with disabilities? similarities and differences in manyareas, presented to the children onan ongoing Music Center basis? CICan children make or use simple rhythm Blocks instruments used by different cultural Are pictures and photographs of homes and groups (e.g., maracas, tabla, palito)? buildings in the community on display? Are simple folk dances taught? Are block accessories multiracial and Are records and tapes from various non-stereotypical in race andsex roles cultures and in many languages usedfor (e.g., African-American male medical movement activities? worker, Asian-American female construction worker)? Art Center Are children given opportunitiesto engage Literacy Center in ethnic crafts (pottery, beadwork, making Are poems and fingerplays taught in masks)? different languages? Are realia from different cultures Do folktales, poems, and other literature displayed in the appropriate learning reflect different cultures? centers (castanets in music center, basketry in art center)? Are filmstrips, slides, and photographs free of bias? Do pictures displayed around theroom Are there many opportunities to help include self-portraits and males and children express their thoughts, feelings, females of different ethnic, racial, and creative ideas about themselves and others? linguistic cultural groups engaging in nontraditional jobs? Are children learning songs from different cultures and in many languages? (Ti Poulette, La Linda Manita?)

66 Grade One And Growing Additional Questions: Portrayal of Gender and Racial/Ethnic/Cultural/Religious Groups'

Do the materials contain negative In books, do females always have messages about any group? passive roles and males active roles? Are illustrations of people's physical Are high-status or decision-making characteristics unreal or unnatural? occupations and roles (doctor, scientist) Are the ways of life of one group's associated only with males? Or one members depicted as inferior to the ways particular group? of life of members of another group? Are females consistently depicted as Are "loaded" words that are conde- defenseless and/or dependent? scending or that present negative images Is a female's success based on her good used to describe any group? looks and physical attributes or on her Are women and men always portrayed in initiative and intelligence? traditional sex roles (for example, Are older people portrayed as vital women as teachers, nurses, secretaries, contributors to various cultures and housewives; men as construction groups of which they are a part? workers, engineers, doctors, lawyers)? Are people of any group depicted in stereotypical ways?

Adapted from: Leslie R. Williams and Yvonne De Gaetano, with the ALERTA staff, ALERTA, A Multicultural, Bilingual Approach to Teaching Young Children: Level 2, (Menlo Park, CA: Addison Wesley, 1985), p. 257.

Chapter 3: Creating a Learning Environment 67 76 The Physical Environment Checklist

The Room Materials Does the appearance of the room reflect Do children know where the materials a sense of functional arrangement and are kept? order? Is there adequate storage for all materials? Is the roomaesthetically pleasing? Is there convenient access to materials? Is the roominteresting and inviting? Is equipment kept clean and are broken Is the roomwell ventilated? items discarded? Is the roomdivided into clearly defined Do the children know the uses of each centers of interest? object in the area? Is there a quiet area children may use? Are clear and simple directions posted? Is furniture arranged to suit children's Are there materials available for creative needs? activities (boxes, buttons, fabric scraps, Are there open lanes to travel from wood)? center to center? Are reference materials available to extend Can the furniture be moved easily to learning developed in a particular area? meet the needs of an activity (snack Does the room have live plants and pets? time, rhythms)? Are there many types of books, tapes, Is there an area of the room for group records, filmstrips? meetings or large group instruction? Are materials and visual aids changed Are tables arranged in groups? often to maintain interest? Is the piano placed so that the teacher Are materials provided for individualized can see all of the children at one time? work? Does each child have an individual Are there many hands-on experiences storage space? available? Is there a place to put completed work? Are there clean-up materials, such as Are bulletin boards current, functional, sponges, paper towels? and at a child's eye level? Are there materials for music and Is there access to a water source and rhythmic experiences? child-sized restroom facilities? Are there materials for dramatic play Is there a place to put paintings to dry? (shoes, traditional costumes)? Is there a writing area stocked with Is there a variety of basic art media? paper, pencils, crayons, markers, Are there small manipulative materials to dictionaries, typewriter? build eye-hand coordination? Is the block area adequate in size and in Are there seasonal interests for children a safe place away from interruptions? to observe? Are there cooking experiences?

68 Grade One And Growing 77 Children and Program Are the children aware of their Are there opportunities for language responsibility for the appearance of the development? room? Are there opportunities for the children Are children's experiences used as a to make specific choices? basis for oral discussion? Are children encouraged to share Are sensory experiences used as a basis materials? for oral discussion? Do children have opportunities for Is current children's work attractively writing experiences? displayed? Does the program balance individual, Is a name card placed next to child's art small group, and whole class activitieg? work? Is there integration of curriculum areas? Are pictures changed frequently? Are field trips included as learning Are children encouraged to care for live experiences? plants and pets in the room? Are there opportunities around the room for reading? Are pictures/charts attractive and at child's eye level? Is the writing on charts and labels clear and legible?

Chapter 3: Creating a Learning Environment 69

P8 RECOMMENDED EQUIPMENTAND SUPPLIES

These recommended materials are listed accordingto curriculum areas and/or learning centers. However, many of the items can be used to develop skills inmore than one area. For example, a pan-balance scale can be found in both the science center and the mathematicscenter. This list can be amended and expanded as needed throughout theyear. Although every class may not haveevery item listed, this list of recommended materials will guide teachers and supervisors in planning for the instructionalprogram. Many of the materials are common household items, such as soap, sponges, paper towels, socks,paper bags, etc. These may be obtained through a variety ofsources at minimal or no expense. Other materials will need to be purchased from vendors.

Art Materials sewing materials animal figures easel Dixie mesh people figures representing easel clips clear bags or boxes (for people from diverse smocks storage of material) groups paint containers newspaper or oilcloth brushes colored shapes Communication Arts paint, tempera cloth and dyes tactile letters (upper and newsprint rice paper lower case), sandpaper individual water color sets letters, rubber stamp crayons and markers Basic Equipment alphabet, all representing Craypas child-sized tables/desks and many languages manila paper chairs card games scissors pegboard room dividers word game construction paper storage pupil-made books moist clay cabinets perceptual materials: visual clayboard and crock bulletin boards discrimination of shapes, plasticene clock colors, textures, sizes paste and glue broom, dustpan, mop associate words with collage materials hotplate/cooking utensils pictures Playdough cubbies puppets and story accessories socks, mittens, trimmings (for chart stand/rack flannel board stories, letters creating puppets) names, signs, labels in many water (sink or basin) Block Area languages design blocks (tracing) unit blocks sequencing pictures paper cutter magnetic board and letters paper bags boats pictures and books related to experience charts plates and cups classification materials pipe cleaners theme signs written in many alphabet books wallpaper samples Lotto games felt pieces languages people figures "What's Missing" dominoes tissue paper/crepe paper construction paper, parquetry/mosaics straws puzzles (word and picture) paper towels crayons/markers for making signs construction paper sponges, cleanser/soap trucks, cars language-experience booklets drying rack or line sentence strips

70 Grade One And Growing 79 rhyming puzzles Library/Reading geometric figures for tracing, synonym, homonym puzzles paperback books: 4 copies of shape templates initial consonant games each book number games (Bingo, Lotto) classification materials books on a variety of cultural scales, weights, pan balance memory and matching games topics with various scale letter puzzles reading levels rulers, tape measure, link letters library cards for children to meterstick borrow books liquid measures: cups, pints, Cooking Center alphabet books quarts, spoons, containers broiler oven child-made books metric measuring equipment hot plate reference books shape-sorting box, sorting pots and mixing bowls easy-to-read trade books tray colander picture dictionaries number puzzles utensils, peeler round table and chairs, rug Cuisenaire rods paper service picture file dominoes (various kinds) food for instruction books without words pegboards and pegs rolling pin magazines, newspapers in tactile number blocks measuring cups, spoons many languages tactile dominoes tray library shelves beads and string beater number boards wok Listening Center unit stacker mortar and pestle books with records/tapes multilink cubes food mill reflective of various attribute blocks pasta pot cultures Vertiblocks (cubes), colored connection box, earphones cubes Health and Physical blank 15-minute tapes paper and pencils Education cassettes objects for counting (bottle hollow blocks tape recorder caps, sticks) chair nesting blocks records/tapes books (example: The Three hoops-3 sizes filmstrip projector for a small Bears) balls, assorted (yarn, rubber) group categorizing materials rhythm and dancing records record player (buttons, screws) bean bags filmstrips sorting tray food group charts story books number lines: desk/walk-on soap, water, paper towels fractional parts scale and yardstick Mathematics pattern cards Snellen chart abacus (counting frame, tangrams dental slips shape/color abacus) non-standard measuring hand puppets-doctor, nurse, clocks, 12-inch cardboard devices dentist clock dial tissues calendar Music mats (for rest time) toy money, cash register rhythm sticks (10) cultural song plays and number and picture matching claves dances tray wood blocks (2) outdoor play area (slide, sets of picture cards, number sand blocks (2) swings, jungle gym) cards, numerals wagons and tricycles soprano sounder (4) flannel board, felt cut-outs crow sounder (2) ropes (geo-forms) balance beam cow bell movement education records triangles (3)

Chapter 3: Creating a Learning Environment 71 80 tambourines (2) bowls Writing Center cymbals (2) thermometers primer typewriter triple bells (3) seeds pens and pencils jingle clog (2) bulbs magic markers drums tuning fork colored pencils steel drums prisms crayons xylophone gears chalk/slates, eraser tape recorders enamel or plastic trays, tote various sizes of paper, both record player trays, plastic storage lined and unlined records, tapes with music tumblers picture dictionary from other countries canning jars with ring lids letter-tracing stencils earphones window screening, plastic variety of alphabets (wood, piano cheesecloth sandpaper, rubber-stamp) tuning fork gardening supplies name cards pegboard for storage of natural collections: pressed word cards instruments or mounted leaves, class lists materials to make home-made feathers, rocks and writing box (ideas and instruments: minerals, fossils, bones, suggestions) cigar boxes fruits and seeds, shells, wallpaper and cardboard for rubber bands sand, fur, insects, soil, bookcovers claves stones display cards for manuscript steel drum and cursive letters bottles and coffee cans Table Top/Manipulative scissors glasses Materials picture box combs Tinker Toys teacher-made blank books in cereal boxes Lego/Duplo various shapes sandpaper colored blocks chalkboard, individual slates aluminum pie pans Lincoln Logs and chalk wood blocks construction toys computers, software wooden puzzles Science toys with mechanized parts magnets beads and strings magnifying glasses pegboards and pegs iron objects multilink cubes pulleys bristle blocks egg timer lacing, buttoning, zippering, weights typing, snapping materials weather chart mosaics mechanical toys, assorted colored wooden connecting aquarium and aquarium cubes supplies parquetry blocks terrarium insect cages animals cages

72 Grade One And Growing 8I USING RECYCLED MATERIALSIN THE CLASSROOM

The first commandment of early childhood teachers: Thoushalt not throw anything away! In addition to materials that can be purchased for the first gradeprogram, the teacher may collect' various common materials thatcan be recycled for instructional purposes. Among these materials are: Food Boxes and Labels Old Clothing Large Fruit Cans Label Book Paste well Busy Boards Use clothing (from the school lunchroom) known labels from food contain- items with zippers, a row of Wash well, and check for ers into a stenographer's note- buttons, buckles. Cut around smooth rims. book. Labels should be repre- the gadgets. Mount on heavy Toy Containers sentative of nutritionally sound cardboard. Label container culturally diverse foods. One with picture and name of toy. Collage Cut up some in- Gifts Children can cover the cans page can be used for each label. teresting textures for pasting. Invite children to identify the with fabric, wallpaper, or paint. Tactile Matching Game Cut food and brand. Paint Caddy Three small sets of matching 8-inch squares. Groceries List paint containers and brushes can Cut out (The fabrics must differ in be put inside the large can. culturally diverse food-box textures.) Make two piles. A It will help prevent spills during fronts. Punch a hole on top of child tries to match the sets table or floor painting. these and attach several to a ring while blindfolded. or with yarn to make a set. On a trip to the supermarket, Dancing Props Lightweight Cardboard Trays children can each carry a set, fabric can be cut into 18-inch (from the lunchroom) and match the box fronts to the rectangles. Put a record on, and Sorting Game Children ar- products on shelves. invite children to make the range small articles according to material "dance." Box fronts These can be size, shape, color, and function. laminated with clear contact Wallpaper Sample Books Touching Trays Individuals paper. They can be: Floormats Machine sew two select items to represent each tac- cut up and used as puzzles. sheets of heavy washable tile category (e.g., soft-cotton ball, used for tracing letters with wallpaper together. Layers of hard-wood, sticky-tape, rough- soft-wax crayons. newspaper can be used to stuff sandpaper, smooth-satin). Children used as sewing cards. them. Ask parent volunteers to paste their own sets on trays. (Punch holes around the assist in making the floormats. edges and attach a long Egg Cartons shoelace.) Placemats Use one sheet of Pair Game Glue a different used in the writing center. washable wallpaper. With small article in each indelible marker, print the child's Shoe Boxes compartment (e.g., bean, pasta, name in the right-hand corner. button, etc.). Blindfold a child Belongings Box With paint Scraps Wallpaper scraps can and have the child find a match and other decorations, children be used for collage activities. with a loose article. can personalize their own boxes. Aesthetic Appreciation In Arts and Crafts Building Blocks Stuff boxes order to expand vocabulary, Combinations of egg carton with newspaper and cover. Coverchildren should be encouraged sections can be experimented entire box with contact paper. touch, view, and discuss with to create baskets (4 Sand/Salt Tracing Box Paint wallpaper patterns. sections), flowers, animals the inside bottom. When dry, (caterpillar = 6 sections, ladybug cover the bottom with a layer of = 1 section). salt or sand. Children can trace letters, numbers, etc.

Chapter 3: Creating a Learning Environment 73 BEST COPY AVAILABLE 82 CHAPTER 4: USING INSTRUCTIONAL APPROACHES AND STRATEGIES

S3 LANGUAGE, LITERACY,AND CULTURE

The goals of a literacy-rich classroom are for Reading and writing should be approached children to (a) become lifelong readers and as outgrowths of the innate human desire for writers, (b) enhance language by listening communication. Children are naturally and talking, and (c) develop an under- motivated to develop literacy skillsas they standing of and respect for the cultural experience the pleasure of being read to,as backgrounds and linguistic diversity of the they hear stories that are relevant to their children in the class. In order for children to backgrounds, and as they observe people reach these goals, teachers plan exciting and around them reading and writing. challenging activities that integrate listening, speaking, reading, and writing into the A program that values language as child's everyday life. communication and encourages children to express themselves verbally provides a During the past decade, there has been a shift strong foundation for developing reading in focus from "readiness" for reading and and writing skills. An atmosphere of writing to emergent literacy. Readiness acceptance and respect for the child's home implied that at a specific point in time child- language is essential in the multicultural ren would begin to learn to read and write. classroom. Through observing and recording the literacy activities of young children, parents, teach-ers, Program activities are geared to children's and researchers have found that literacy developmental levels, individual needs and development is part of a continuum. Children interests, and diverse learning styles. develop at a very young age knowledge and Although children learn through different skills that continue to develop and expand modalities and at different rates, during the early childhood years. communication skills can be extended and positive attitudes enhanced. This occurs Children arrive in first grade at varying levels when children: of literacy development. Some children can recognize that there are different ways of read environmental print and write words saying the same thing. using invented spelling. Others may be able listen to others' viewpoints and feel free to recognize text from nursery rhymes or to express their own. books that have been read to them. Some share experiences and feelings that are children may be able to recite poetry they similar to those of others. have heard. The first grade teacher who become familiar with one story theme establishes a literacy-rich classroom will that is represented in different folktales enable each child to build upon their prior from other cultures. experiences and skills. In a literacy-rich classroom, the teacher sets For literacy to emerge, children need to the stage for children to develop and expand become immersed in a literacy-rich their literacy strategies and skills by: environment that is supported by the adults. helping children apply the emergent In this environment the concept of reading skills that they already have. "readiness" will be supplanted by holistic creating an attractive, inviting reading strategies for supporting literacy. A area that demonstrates how reading and classroom rich in literacy experiences will books are valued. This area should have help children of diverse cultures to share a comfortable place to sit and a variety of their own languages and learn the languages books that are well cared for, neatly and of others.

Chapter 4: Using Instructional Approaches and Strategies 77

A attractively displayed, and easily kinds of print media, including children's accessible to children. own writing, dictated writings, materials setting up a Listening Center with books printed by the teacher, and a wide and related records and tapes. Children variety of commercial print materials). can listen individually, or two or three promoting writing through the use of children can listen and look at books writing centers, journals, diaries, dictation together. and writing for meaningful reasons. introducing children to literature rich in creating learning centers where oral language and meaning: language and conversations can flourish. selecting books to read that reflect introducing children to poetry, songs, the cultural diversity in the chants and nursery rhymes. classroom. Focusing on meaningful experiences and reading to children every day as a meaningful language rather than on isolated shared, whole-group experience. skill development allows teachers to build reading to children in small groups, instruction on what children already know whenever possible, to provide about oral language, reading, and writing. individual attention and a feeling of This respect for the language the child brings closeness.In this way, children can to school helps to ensure feelings of success see connections between the print for all children. Using materials that are and the words they hear. familiar provide children with a sense of helping individual children select confidence in their ability to learn. Making books based on their interests. parents aware of the reasons for establishing making reading times relaxing and a literacy-rich environment, and providing enjoyable experiences. them with ideas for activities to use at home, communicating the teacher's own will ensure that children will have the pleasure and enjoyment in reading. opportunity to communicate what they immersing children in a "print-rich know, think, and feel. A language-rich environment" (a classroom filled with all environment includes:

Oral Language Writing poetry journal puppetry diaries nursery rhymes dictation finger plays recording chants language-experience songs creative writing listening pen-pals conversing expository writing questions penmanship second language blank books learning small storytelling - large

Reading Whole Language concept/informational books pictures wordless books signs & symbols shared readings sharing literature big books language experience basal reading stories books in English; books in relevant translations

78 Grade One And Growing 85 ENCOURAGING ORAL LANGUAGE reflects the cultural diversity of the classroom Young children learn language by using it in and community. These activities stimulate meaningful ways. They need classroom language development, curiosity, critical experiences that will encourage them to try thinking, problem-solving skills, and the out the language they are acquiring. growth of positive concepts about oneself Children need time to talk to each other and and others. to adults. The second-language learner EXPANDING CHILDREN'S needs additional opportunities to practice COMMUNICATION SKILLS new words and sentence structures in a variety of contexts. Young children exhibit a wide range of communication skills as they enter first Language learning is an active process that grade. Teachers can help children develop helps youngsters to communicate their competence and confidence in their thoughts to others, find out about their expressive language skills by: world, ask questions, and interact socially. showing respect for the home language. The teacher plays an active part in planning being aware that some terminology in activities that encourage and support oral home or regional dialects may differ from language development. "school talk." The teacher serves as a facilitator: valuing communication. listening carefully to children and modeling appropriate language patterns. expressing genuine interest in what they encouraging conversation. talk about. asking questions. responding sensitively and constructively giving children ample time for verbal to children's efforts. expression. sharing their own thoughts, feelings, and helping children listen to each other. experiences with the children. using nonverbal responses (a smile, a praising and reinforcing children's nod) when necessary. attempts. inviting children to ask questions. Children should be encouraged to talk with encouraging children to find their own each other and with teachers as they work. answers. These are opportune times for youngsters to encouraging language that is free of foster understandings of one another as they: racist or sexist stereotypes. Language development is essential to the intellectual growth of six-year-olds. GatherC°mPare Information Children's thought processes are clearly Predict Share Experiences evident when they are engaged in verbal and Feelings interactions with teachers who understand Ask Desaibe the learning process. In order to use Questions language and develop concepts, children Demonstrate Sole need something to talk about. Through a planned curriculum and many stimulating Resolve Conflicts classroom experiences, the teacher creates an environment that promotes teaching and C ate Express learning. Negotiate----"' minions Experiences related to language and literacy evolve through a variety of natural contexts such as themes, children's personal experiences, and exposure to literature that 86 Chapter 4: Using Instructional Approaches and Strategies 79 POETRY recitation. Poems can be used throughout Why take time for poetry? Primarily, the school day: to develop a generation of children who thoroughly enjoy poet?), and who to introduce a new concept. can and do interpret it for themselves. to enrich an activity. But more than that, poetry can as a read-aloud activity. become a shining armor against Children can be encouraged to write their ugliness, vulgarity, and brutality. own poetry, either as a whole-class or small- The miracle of poems is that they take group experience. They can change the many experiences of the child's world rhyming words of a familiar poem, create and give them a new importance, a new verses to recognizable rhythmic kind of glory that they did not have patterns, or use their own names to create original verses. when they were just experiences. * Children manipulate and play with language Mary, Mary turn around, in much the same way that they play with Mary, Mary touch the ground. water and blocks. They delight in the Jaime, Jaime reach up high, sounds of words, in the rhythm and rhyme Jaime, Jaime touch the sky. of phrases and sentences. Imagery and Whether by alliteration, substitution, or metaphor create pictures in the mind as rhyming, teachers can open up a whole new children deepen their understanding of world by reading and integrating poetry into themselves and their immediate world of the curriculum. reality and fantasy. PUPPETRY Poetry can be the key Puppets help children to express their to children's: creativity, develop language and communication skills. When children make puppets, they work together to share materials and ideas. Puppets are "magical." Children bring feelings of self-esteem. puppets to life when they talk to them, talk respect for others. with them, and talk for them. Anything understanding of the universality of inanimate can become real in the feelings, thoughts, and experiences. imagination of a six-year-old. For the first new-found ways to express emergent grade teacher, puppets are unique ideas. educational resources that provide ability to acquire new vocabulary. motivation for children at minimal cost. A ability to acquire and integrate syntactic puppet-making area in the Art Center can and semantic patterns. contain "found" materials and supplies for creative thinking processes. ongoing puppet projects. appreciation of the beauty and diversity Puppets allow teachers to: of language. Poetry has great appeal to youngsters. The stimulate interest and focus children's unique sound patterns and melodies of attention. poetry invite children to join together in provide props for storytelling.

Adapted from Time for Poetry, May Hill Arbuthnot (New Jersey: Scott Foresman and Company, 1959). 87 80 Grade One And Growing help children develop listening skills. puppets. In the multicultural/multilingual encourage communication by second- first grade, puppets can share cultures as language learners. they speak and sing songs in the home lan- model proper speech patterns. guages of the children in the class. Puppets invite the shy child's participation. can be dressed and decorated with clothing ask children to dramatize and retell representative of the diverse cultures in the stories. group. They can be given names similar to enliven lessons. those of children's family members. help children to express anxiety or stress. provide opportunities for positive social Puppets provide a wonderful medium for development. self-expression and offer teachers insight into The versatility of puppets is unlimited. Pup- the emotions and attitudes of the children. pet activities can be integrated into all areas As children lose themselves in their puppet of the curriculum. A paper-cup bird puppet characters, they become less self-conscious may be part of the Science Learning Center and can take risks they might otherwise or may be a harbinger of spring. A life-sized avoid. doll puppet may be used to build children's Appropriately used, puppets can have a self-esteem or may act as a "person" in the positive influence on children's cognitive and Block Center. Children can use paper-plate affective development. The creative teacher puppets as animal characters to create will find many ways to use puppetry in the original stories or to retell familiar ones. children's ongoing experiences. Language learnings are shared when children engage in informal conversations with their.

88

Chapter 4: Using Instructional Approaches and Strategies 81 Fingerplays, Rhymes, Songs, and Chants

The enriched curriculum includes a variety Finger-plays are first steps toward of rhythmic and language activities designed encouraging children to express themselves to support and encourage the spontaneity creatively. This early dramatic technique and the expressive characteristics of young leads to concrete experiences, while children. Children are eager learners who providing opportunities for the children to become totally involved in activities that are develop fine and gross motor skills. They meaningful and appropriate. The role of the can respond spontaneously and naturally by: teacher is to plan experiences that support all areas of the child's development in a clapping tip-toeing holistic and natural manner. tapping marching spinning stamping An enriched curriculum: twirling nodding links language and literacy in appropriate jumping skipping ways. walking hopping encourages sharing and participation. galloping wiggling utilizes an interdisciplinary approach. Singing together enhances socialization and incorporates a multicultural perspective. encourages youngsters to grow academically values the home/school partnership. while having fun. Young children love to Fingerplays, songs, rhythms, and games are sing, and family members or community vital components of the first grade class- volunteers often serve as resources for room. As children recite rhymes, and move introducing songs or games from their own their bodies to music and verse, they cultures and backgrounds. Games serve to develop skills in enjoyable ways. incorporate past experiences into present learning situations, giving new life to NURSERY RHYMES yesterday's traditions. Members of the Children of all cultures and all generations school staff are frequently helpful in this have enjoyed nursery rhymes. Nursery regard as well. rhymes help youngsters develop early First grade children use their imaginations as listening and speaking skills.Learning they participate in rhythmic movements. nursery rhymes provides second language Whole-body activities help youngsters learn learners with a chance to engage in non- about spatial awareness as they improve threatening oral language activities.As the their coordination through a variety of teacher repeats the rhymes, children can join physical activities. As children jump, skip, in when they feel comfortable. Words that run, and play together, they improve their are new to the children can be discussed. coordination and develop large and small Children may take turns acting out some of muscle control. the rhymes. The following pages represent a rich variety First graders enjoy the language and rhyme of multicultural and traditional fingerplays, of nursery rhymes because they are: songs, rhythms, and games. The introduc- easy to follow. tory sentences provide the focus for each set fun to say. of activities. easy to remember. rich in imagery. an enriching group experience. 89

82 Grade One And Growing FINGERPLAYS Walking Song Con Las Manos/With the Hands (Original Song: "Let's Go Walking, (Spanish) Walking, Walking ') Con las manos Let's go walking through the hall. Aplaudo, aplaudo, aplaudo Everybody's walking tall now, quietly. (Clap hands three times) Everybody's walking through the hall. Y ahora las pongo Variations: En mi regazo (Fold hands in lap) Everybody's walking to the bathroom. With my hands Everybody's walking to the library. I clap, clap, clap Everybody's walking to thegym. (Clap hands three times) And now I lay them In my lap Reinforcing Concepts (Fold hands in lap) Concepts introduced at activity timecan be internalized when there are frequent Transition opportunities for reinforcement. One Changing from one activity to another,or excellent method of reinforcinga variety of moving from one area of the room or concepts is through the use of fingerplays building to another, can be difficult for and songs. A fingerplay thatmay be used young children. Fingerplays and songs for this purpose is: provide direction and order for such activities in a positive fashion. Up to the Ceiling Up to the ceiling, Where, Oh, Where Are All the Children (Raise both hands up (Sung to the tune of the "Paw-Paw Patch") toward the ceiling.) Where, oh, where are Tanya and Roberto? Down to the floor. Where, oh, where are Gilda and Kim? (Lower both hands down Where, oh, where are Lamar and Nancy? toward the floor.) Coming to meet me over here! Left to the window Right to the door. I see Samantha, she is coming. (Raise each arm as you say it.) I see Anthony, he is coming. This is my right hand, I see Lorraine, she is coming. Raise it high. Coming to hear a story now. This is my left hand, Children rise one by one from their seats to Reach for the sky. meet their teacher in an area of the room Right hand, left hand, where they will be seated on the floor to Twirl them around. hear a story. (Twirl hands in circular motion in front of you). A walking song can help children walk ona Left hand, right hand, line with partners through the school Pound, pound, pound. building. The teacher's singing directions (Make fists and hold one fist over softly, alone or with the children, maintains the other and pound like a children's attention and cooperation and is hammer.) far more desirable than saying "Stay in line," "No talking," "Stand up straight."

00 Chapter 4: Using Instructional Approaches and Strategies 83 Some children entering first grade may be Five Little Pumpkins Sitting on a Gate hesitant to speak as individuals in a large Five little pumpkins sitting on a gate, group situation. (Five fingers extended, one for each Fingerplays provide opportunities for every, pumpkin.) child to join in group recitals and hand The first one said, "Oh my it's getting late." movements anonymously. As children recite (Wiggle thumb.) familiar fingerplays on a daily basis, confi- The second one said, "There are witches in dence grows along with language facility. the air." (Wiggle index finger.) The Eency, Weency Spider The third one said, "Oh we don't care." The eency, weency spider went up the water (Wiggle middle finger.) spout. The fourth one said, "Let's run, let's run." (Fingers together climbing (Wiggle fourth finger.) thumb to finger.) The fifth one said, "We're ready for some fun." Down came the rain and washed the spider out. (Wiggle pinky.) (Spread fingers lifted then falling.) O00000 went the wind, and out went the Out came the sun and dried up all the rain, lights, (Big circle with arms rising from And the five little pumpkins ran out of sight waist.) (Wiggle five fingers in "running And the eency, weency spider went up the away" fashion, hiding behind back.) spout again. Variation: (Repeat climbing action.) Five Children Sitting on Five Chairs I Wiggle My Fingers Number one looks at watch. I wiggle my fingers. Number two points to the air. I wiggle my toes. Number three says "Oh, we don't care." I wiggle my shoulders. Number four makes a running motion. I wiggle my nose. Number five rubs hands in anticipation. Now all the wiggles are out of me, (At the last part, all five children run and And I can sit so quietly. hide behind their chairs. ) Clap Your Hands Together Jenny or Johnny* Clap, clap, clap your hands, Jenny works with one hammer, Clap your hands together. (Pretend to hammer with one foot) Clap, clap, clap your hands, one hammer, one hammer Clap your hands together. Jenny works with one hammer, Shake, shake, shake your hands, Then she works with two. Shake your hands together. (etc.) (Hold out 2 fists) Jenny works with two hammers Roll, roll, roll your hands, (etc.) (Hammer with 2 fists) Rub, rub, rub your hands, (etc.) two hammers, two hammers Jenny works with two hammers Wave, wave, wave good-bye, Then she works with three. Wave good-bye together. (Hold out 2 fists, 1 foot) Wave, wave, wave good-bye, Jenny works with three hammers Wave good-bye together. (Hammer with 2 fists, I foot) Certain fingerplays require children to recall three hammers, three hammers events in sequence. Among these are: Jenny works with three hammers

84 Grade One And Growing 91 Then she works with four In Japan, children listen to the words of this (Hold out 2 fists, 2 feet) fingerplay and point to each part of their Jenny works with four hammers face with both hands: (Hammer with 2 fists, 2 feet) four hammers, four hammers Nose, Nose, Nose, Mouth Jenny works with four hammers Nose, nose, nose, mouth; Then she works with five. Mouth, mouth, mouth, ears; (Hold out 2 fists, 2 feet, head) Ears, ears, ears, eyes. Jenny works with five hammers (Repeat once.) (Hammer with 2 fists, 2 feet, head) five hammers, five hammers, This is how children say it in Japan: Jenny works with five hammers Hana, hana, hana, kuchi; Then she goes to sleep. Kuchi, kuchi, kuchi, mimi; (Close eyes, rest head on hands and Mimi, mimi, mimi, me. place at side offace.) (Repeat once.) The teacher of the multicultural first grade can include fingerplays from other nations to celebrate and share diversity in the Kye Kye Kule (Chay Chay Koo-lay) classroom. This is a singing game that children play in Tortillas Ghana. The children sing and act out what the song tells them to do. At the conclusion (This is a hand-clapping fingerplay.) of the song the children jump up and clap Tortillas, tortillas, their hands. Tortillas for my mother. Teacher: Hands on your head! Tortillas, tortillas, Children: Hands on your head! Tortillas for my father Teacher: Hands on your shoulders! Tortillas, tortillas, Children: Hands on your shoulders! Tortillas for my brother. Teacher: Hands on your waist! Tortillas, tortillas, Children: Hands on your waist! Tortillas for me! Teacher: Hands on your knees! This is how children play the game in Mexico: Children: Hands on you knees! Teacher: Tortillas, tortillas, Hands on your ankles! Children: Tortillas para mama. Hands on your ankles! Teacher: Tortillas, tortillas, Hands on your ankles. HEY! Tortillas para papa. Now let's try it a little faster. Tortillas, tortillas (Repeat song) Tortillas para hermano Tortillas, tortillas Tortillas para mi!

From: Mary Miller and Paula Zajan, Finger Play: Songs for Little Fingers (New York: G. Schirmer, 1955), p. 1. Permission pending 92 Chapter 4: Using Instructional Approaches and Strategies 85 This is how children sing the song in Ghana: Rope Rhyme* Teacher: Chay chay koo-lay. Get set, ready now, jump right in Children: Chay chay koo-lay. Bounce and kick and giggle and spin Teacher: Chay chay koe-fee sna. Listen to the rope when it hits the ground Children: Chay chay koe-fee sna. Listen to that clappedy-slappedy sound Teacher: Koe-fee sa lahn-ga. Jump right up when it tells you to Children: Koe-fee sa lahn-ga. Come back down whatever you do Teacher: Kay-tay chee lahn-ga. Count to a hundred, count by ten Children: Kay-tay chee lahn-ga. Start to count all over again Teacher: Koom a dyan-day. That's what jumping is all about Children: Koom a dyan-day. Get set, ready now Teacher: Koom a dyan-day. HEY! jump right out! In the Ring Miss Mary Mack (Adapted from a singing game children play in the West Indies.) Daniel is in the ring, Tra-la-la-la-la, Daniel is in the ring, Mcick, MacK,MacK. Tra-la-la-la-la, MIss Mar-y Daniel is in the ring, 1 Tra-la-la-la-la, He looks like a sugar and a plum, plum, rrr plum Al Idressed inblacK, black, blacK. Show me a motion, Show me a motion. (Repeat verse as children perform the motion demonstrated by the child in the ring) Tra-la-la-la-la, With sil- ver but-tons,btAttons,but-tons. Daniel is in the ring, Tra-la-la-la-la, Daniel is in the ring, Tra-la-la-la-la, rrr- He looks like a sugar and a plum, plum, All down her bacK, bacK,bacK. plum Plum, plum!

Oral language may be used to encourage various body movements. Children respond She asked her mother, mother, mother individually or together as they sing these For fifty cents, cents, cents, chants. To see the elephant, elephant, elephant, Go jump the fence, fence, fence.

She jumped so high, high high That she reached the sky, sky, sky, And she never came back, back, back, *From: Honey, I Love, by Eloise Greenfield Till the fourth of July, ly, ly.

86 Grade One And Growing 93 EMERGENT WRITING

Children want to write. They want to write the first day they attend school. This is no accident. Before they went to school they marked up walls, pavements, newspapers with crayons, chalk, pens or pencils ... anything that makes a mark. The child's marks say, "I am." Donald H. Graves, Writing: Teachers & Children at Work

In the literacy-rich classroom, children can use an expository stylewrite to tell about express their dreams, hopes and cares in a science/social studies topic another voice and medium. As teachers make entries in daily journals observe children at work putting their thoughts record experiments in learning logs down on paper, they gain insight into the communicate with pen-pals and others in cognitive process and literacy development of letter form the youngsters. create original shape books, accordion books, or pop-up books The emphasis in writing has moved away from copying appropriate letter forms, and toward create a photo essay stimulating children to use their knowledge In the literacy-rich environment, teachers and skills to become literate members of understand and encourage children to move society. The teacher's role is to provide an forward in developmentally appropriate ways. environment full of writing and related lan- Written language becomes part of all the guage experiences that nurture this emergent activities that occur in the classroom. Writing form of expression. provides the foundation upon which children build early skills such as the ability to monitor Inviting children to write is a key activity for their own reading and writing, to comprehend emergent literacy in the first grade classroom. letter/sound relationships, and to construct Writing is developmental. As they play with meaning from print. letters, sounds, words and sentences children are attempting to express and extend their STARTING OFF thoughts and ideas. Many children come to school with some First grade teachers may promote early literacy understanding of sound-symbol relationships, by inviting children to: more often children's first writings will be write their names and the names of other pictures and drawings. children Writing can begin on the very first day of dictate sentences to others to write for them school, when you encourage children to use write picture or rebus stories paper and pencil. To get started, children and teachers need to develop routines governing contribute ideas to language experience the use of writing materials. Materials should stories be accessible, and the children should be able write during play create class or group books to use them independently. Scissors should be available so children can revise and edit their write captions for artwork work. There should be various kinds of paper compose original poems and materials such as markers, blank books, write stories about themselves computer paper, note pads, and clipboards for respond in writing to stories they have children to work with. Work in progress can read/heard be placed in a file folder, manila envelope,

Chapter 4: Using Instructg41 Approaches and Strategies 87 bag, shoe box, or on a clothesline. After being With exposure to and experience withmany displayed, completed work or work to be kinds of literature, first graders eventually completed at a later date can be kept in begin to learn other writing conventions: individual story folders that are saved in order where words belong on the page (left to right to assess the developmental stages of writing progression), spacing between words, use of that have been achieved. oversized print for emphasis, capitalization, Teachers and children can brainstorm different etc. Soon they learn how to use exclamation topics about which to write. The teacher may points and quotation marks, and their use is list the ideas on an experience chart to be left adopted by other children. in the writing center at all times. Additional The issue of correcting spelling errors is items can be added to the list as themes are controversial.If concern for spelling competes explored and the school year progresses. with concern for content, children will continually have to stop themselves in their INVENTED SPELLING writing, and they will lose track of what they As children write, they display the linguistic want to say.It is much better to encourage principles they are exploring. Beginning first children to become confident writers who graders do not have many words in their visual value the expression of ideas rather than to memory and they therefore invent other cause them to feel threatened about spelling writing strategies. Their choice of letters is not incorrectly. Children can learn to edit their always correct, but it is logical. Some children stories when they are done; corrections and will look at the alphabet chart, while others publication can be considered at another time. refer to picture dictionaries. Most children will try to sound out words. During the writing process, Adam drew a sunflower and wrote: "I See A Sunflower." Children's use of linguistic strategies should be celebrated as early indications of literary skills. A d The natural progression of commonly used i/lo spellings found in the writing of youngsters includes: matching the sound of a letter's name to the sound the child is trying to represent (C=See). having the names of letters take the place of whole words (U R Mi Frd = You are my friend). relying heavily on initial consonant sounds (P B = peanut butter). ASF relying on initial and final consonant sounds (K K = cake). After building with the blocks, Adam chose to sounding out words first, stretching them write "I did the house.I did the park." out to include the medial consonant sounds (K P T R = computer). Adam 1A15190 relying on vowel sounds that are heard (WAT = what). using visual images rather than sounding out; remembering the letters in the word but not the sequence (DGO = dog). invented spelling (phonetic). I [310-4 Pp conventional orthography (mom or dad).

88 Grade One And Growing 95 During the writing process, Adam looked encouraging children to use a variety of through magazines and chose to cut out and media. paste a picture of a dog. Then he proceeded giving writing lessons using the to write about his black and white dog children's writing samples. named Buttons. providing time for children to share their stories with the class. MOM using individual journals or work folders. taking dictation. LiKe, The dct.._9, helping children publish completed I work. He is oc) +0me STORY WRITING (5° When children are invited to write their own and He 1S -theoloL3 stories using many forms, from scribble to conventional spelling, they often compose LT A/C.The do5_s texts that have many aesthetic qualities. When they reread their texts to others we is T-rns can hear rhythm, rhyme, repetition, and Bla,K ctAnc)vv 17 emotion. They focus on meaning and ?TT/71 s/5 content more than on handwriting and graphics. Often they repeat the same THE TEACHER'S ROLE composition over and over again. Writing IN THE WRITING PROCESS and reading occur throughout the entire day Classroom activities build upon and and are woven into all activities. encourage children's emergent writing and The first grade teacher can invite a child to the reading that takes place during writing. write by stating: "Write me a story about In order for teaching activities to be something exciting that happened to you"; or developmentally appropriate, teachers may "Write a letter to a person who takes care of begin by encouraging children to read and you at home." Children may then be asked write freely without formal instruction. to read what they have written. Children's use of various forms of writing will be uneven and sporadic. They often use Writing should be done daily and should be various forms of writing (drawing, letter followed up with related activities. Children strings, invented spelling, conventional can share their stories with the teacher or in orthography), depending on the nature of groups with the other children. Children like the task at hand. One form may be used for to see their work displayed, but they also several weeks, abandoned, and then used like to take it home. As the year progresses, again. Good classroom instruction will teachers can vary what children do with their encourage children to move on in their work, but they should always honor it in development rather than pushing or some way. Some teachers keep writing pressuring them. The first grade teacher can folders, others "publish" some pieces, and accomplish this by: others display writing on bulletin boards. demonstrating a love of writing. BOOK CONSTRUCTION keeping ongoing records of children's Construction of books can be an interesting written work. and exciting activity. Blank books can be having brief conferences with each child purchased or made with available materials. on work-in-progress. Children can work individually or in pairs in encouraging children to review and edit their stories.

Chapter 4: UsingInstruQgal Approaches and Strategies 89

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developing ideas for stories, drawing can be placed in books for children who pictures, writing text, taping pages together, wish to borrow them. and developing story structures. Characters and story lines may constantly change until There are many ways for children to publish the final version is completed. The children and there are different forms of publication. can work on a book for days, embellishing Books in different sizes and shapes can be made out of pre-cut paper and cardboard or it, changing it, or rereading it.Children can even bind and choose covers for their own can be pre-assembled and used if desired. books. When children are satisfied that their Cumulative books can be based on a book is complete, they can present it to the particular theme of interest in the classroom. class or a group. This rewards them for their A class yearbook may include contributions of each child in the class. Sometimes two work and clarifies why writing is important. children will work on a book together. Teachers can expand storybook time to include child=authored as well as adult- authored books. Pockets for sign-out cards

90 Grade One And Growing 97 LETTER WRITING NAME WRITING In literacy-rich environments the children Writing their own name is an important way can write to others in their own way. A for children to show ownership of their classroom post office can be set up and work. Teachers should encourage the stock phrases and formats posted so that children to write their own names on their children can write letters, notes, or greeting belongings and on their work. If name cards to one another. Letter writing can be a writing is allowed to develop in this manner, major part of literacy development because rather than with name cards taped to desks children are writing to real people. and dittos used for tracing, most children Pen-pal letter writing is another form of will be able to write all or part of their communication with others. Children can names correctly by the end of the year. have pen-pals within the classroom, in other Teachers will notice that children not only classrooms in the same school, or with dif- write their own names, but also read and ferent schools. Teachers can work coopera- write the names of other children. This tively in setting up a writing schedule. information can be used by children for Invitations to special events can be created purposeful reading and writing, such as and sent out to invite guests to the addressing greeting cards, writing to pen- classroom. The invited persons could listen pals, and writing in diaries.It is also useful to readings of original or published in the library center to identify who checked storybooks. In this manner, teachers can out a book. engage children to take an active part in the HANDWRITING writing process. In a literacy-rich environment, handwriting LANGUAGE EXPERIENCE AND DICTATION skills will emerge naturally. Tracing letters There are several techniques for using and handwriting drills are not essential dictation. Sometimes dictation is an because letter formation emerges while outgrowth of emergent writing. Teachers children write. Handwriting instruction can can write down what the children say as be introduced as a special unitafter they read their pieces. Children can also be children are proficient in writing on their asked to dictate, as in the traditional ownto help with any problems or to language experience approach. Teachers, encourage better letter formation. following this approach, use dictation as Some children will need instruction in another form of writing. Dictation is used to penmanship. Small group lessons suited to record a group activity or as the culmination individual needs can take place either at the of a unit, theme, or shared reading chalkboard or at tables. Alphabet charts experience. In this way, children get to read should be visible at the child's eye level. what they have said and to attend to print. Models of standardized print should be displayed around the room in the form of Language Experience Chart Generated charts, graphs, labels, and questions. Sample During Unit on Five Senses manuscript alphabets can be duplicated for Popcorn, Popcorn children to take home as a source of In the bag soft, slow sound. reference. The more opportunities children On the fire hard, fast sound. have for writing (not just copying), the more On the fire popping, popping, popping. adept they will become. In the mouth crunchy, crunchy sound. Popcorn, Popcorn Language experience charts can also be expository and contain informational writing. 98 Chapter 4: Using Instructional Approaches and Strategies 91 READING AND INTERACTINGWITH PRINT

The early childhood literacy program must place of literature in the first grade adopt as its foundation a variety of meaning- classroom. When young children are ful reading and writing activities. The first exposed to quality books, they begin to grade classroom can be set up to provide appreciate the beauty of language, which in these kinds of experiences by using the li- turn helps them to write. brary, listening, and writing centers; reading daily to children; providing pictures and en- READING TO CHILDREN vironmental print; reading trade books; hav- Reading aloud to young children isa simple ing children take dictation and write stories; and natural way to help them develop and providing directed reading activities. concepts about written and oral language. The focus should be on encouraging Research has shown that early readersare children to "be readers" rather than on those children who have been read to ona "teaching them to read." Reading should be regular basis, and have been exposed toa an integral part of the overall curriculum wide variety of print. The teacher can begin instead of in isolated areas of instruction. reading aloud to children on the very first Teachers need to generate situations that day of school. enable children to use and apply reading in When teachers, classroom paraprofessionals, a variety of ways. other adults, or older children read aloud to First graders can begin to read successfully first graders, the children are stimulated by when presented with a diversity of the richness of the spoken word to develop approaches geared to each child's learning their own listening and speaking skills. Their style and needs. These approaches include: desire to share their experiences increases as reading to children. the literature relates to their own personal "picture reading." world, creates deeper understandings, and encouraging children to share their expands upon their backgrounds of reading experiences. knowledge. using trade books in reading activities. The following will prove helpful to those using basal readers creatively. planning to read to six-year-olds: Select storybooks with large and colorful THE READING WRITING CONNECTION pictures. Teachers engage children in many activities Select stories related to the children's involving both reading and writing. When interests and backgrounds. children are engaged in writing tasks, they Select stories that build and expand the are always reading. They reread their stories children's level of comprehension. and compositions seeking to derive meaning Select stories that are developmentally from their written words and stopping to appropriate. "fix" and "edit" their own pieces of writing. Select stories with action and repetitive

This gives children opportunities to develop , language. phonic and syntactic awareness as they use Select stories you like. inventive spelling and form sentences with Select stories with rich and varied language. punctuation marks. Read the story before presenting it to the In order to stimulate children's beginning children. writing and to create an interactive literacy Practice reading the story aloud with program, teachers need to be aware of the variations of tone and stress.

92 Grade One And Growing 99 Remember to gather children close by in the make connections between the story and story time area before beginning to read. their own experiences. When reading to the children: Teachers who read stories to young children Show the title and names of the author stimulate early literacy, give children a and illustrator. "sense of story," and help them develop an Provide a brief introduction to the story. appreciation for reading. Children become Relate the story to the children's own literate as they enjoy books, retell the stories, experiences. and "reread" their favorites. Show the illustrations by turning the pages to face the children. Allow PICTURE READING adequate time for the children to look at There are several ways to introduce young the pictures. children to story structure. Picture reading Encourage children's questions and provides a strong foundation for the responses. development of visual literacy. Pictures are As the story is read, pause to ask fruitful sources of new ideas and experiences children to make predictions. and are helpful in developing vocabulary At the conclusion of the story, ask chil- and concepts. Children can analyze and dren to think of alternative solutions to the interpret the illustrations, look for details and story problem or different story endings. anticipate the action. Children interpret Help children to relate their favorite pictures by: characters or parts of the story. discussing the details and events shown. Encourage the children to discuss and creating a story suggested by the picture. retell the story. The retold version can Picture files and storybooks are good be written on chart paper and then materials for picture reading. Wordless illustrated by the children. books and big books, simply and colorfully After the book has been read, it may be drawn, can stimulate originality in young placed in the Literacy Center where the children's storytelling. In order to assist first children can "reread" it or look at the graders in picture interpretation, the pictures. The books may also be displayed following sequence can be used: in appropriate learning centers. (A counting display a large picture suitable for book might be placed in the Mathematics interpretation. Center. A book about trucks could be model picture reading for the children. displayed near. the Block Center.) ask children to retell the story. probe for: Children may also respond to stories by additions to the story. using a wide selection of materials such as where the story might have taken crayons, paint, puppets, costumes, masks, place. tape recorders, blank books, or collage trays. reasons for the behavior of the Children like to hear their favorite stories characters. over and over again. Repetition helps them: possible solutions to the story focus on different aspects of the story. problem. become more familiar with story events. Display another picture: identify with storybook characters. ask the children to read the picture. predict what will come next. write their story on the chalkboard. talk about the stories. ask the probing questions above. gain better understanding of story parts. have volunteers retell the story in their put story events in order. own words. increase their range of responses. have children illustrate the class story, or assimilate new vocabulary. make individual story booklets.

Chapter 4: Using Instructional Approaches and Strategies 93

100 READING WITH TRADE BOOKS Reading with trade books is an important part of emergent literacy in the first grade multicultural classroom. Trade books help to meet the common needs of the entire class, as well as the individual needs of each child without the limitations imposed by basal reading programs. They invite young readers to select their own reading materials based upon their interests and levels of reading ability. Trade books help to enrich and expand upon all areas of the curriculum. A good individualized reading program seeks to incorporate a diversity of books that can help children to think about attitudes and values as Chart for the Library Corner they are exposed to writings about different ethnic, racial, and linguistic cultural groups. Books in our library arearranged by category. Each category hasa different color. THE LITERACY CENTER The Literacy Center is an essential part of the Poetry Yellow first grade program. The center should con- Folk and Fairy Tales Blue tain a large selection of books (at least three Animal Stories Red books for each child) in addition to Wordless Books Green children's magazines, weekly newspapers, Concept Books Orange and comics.It is important to include Holiday Stories Purple pictionaries, beginning dictionaries, word Alphabet Books Brown lists, and concept books related to the Theme Storybooks Pink content area curriculum. If possible, a Informational Books White simple encyclopedia may be placed in the Audiovisual Materials Black library area. For beginning readers, cassettes Please return your book to its right place. and accompanying books are welcome additions. MANAGEMENT Reading materials may be obtained from the Establishing routines and keeping records of school library, book clubs, PTA funds, home children's progress are components of collections, or specially funded programs. reading with trade books. Planning includes Big books, small books, nonfiction books, teaching children how to: picture books, alphabet books, wordless books, read-alongs, paperbacks, and books select books to read. of every genre contribute to the excitement return the books to the shelves. work independently. of the program. read with a partner. Books can be categorized and arranged on seek help. the library shelves with colored stickers to use the materials in the Literacy Center. help children return the books to their operate the tape recorder. proper places. Monitors may be assigned to sign up for a conference with the teacher. set up and use the reading log. keep the library in order as children gain practice a skill. familiarity with the books and the organizing change activities quietly. procedures.

94 Grade One And Growing

1 0 1 The teacher and children may develop a BOOK SELECTION chart to serve as a guide for selecting books. How do we help children select books that The following chart may be placed in the they will enjoy, be able to read inde- Literacy Center. pendently, and find interesting? This may be done in a variety of ways. One way is for the teacher to model the selection process: How ToChoose A Book Teacher Says Teacher Does 1. Read the tale and the author. "Children, I'm going 2. LooK at the pictures on the cover. to show you one 3. LooK of some of the pictures in thebook. way to select a 1. Read a page of the book. book." 5. Can you read it easily ? Do you think you will enjoyit? "I would like to Takes a few books 6. read a book about from library shelf animals.I will look and examines the at some book titles and cover To spark children's interest in books, the covers in the animalillustrations. Selects teacher can preselect a variety of books and section of our a book. briefly introduce each one to the class by library.I will read presenting a brief summary of the contents the titles of the and displaying a few of the pictures. books." Another way to motivate children to choose "I think I like this Shows a few books they will enjoy is for teachers to book. Let me look illustrations to the model oral reading. This presents at some pictures on class and comments opportunities for teachers to acquaint the pages of the on each as pages children with a variety of literary genres, book." are turned. books by different authors, poetry, and concept books that contain stories and "Now I will try to Reads a page aloud information of interest to the children. After read one of the making two obvious the books are read, they may be placed on pages." errors or omissions. display in the Literacy Center for easy selection by the youngsters. "I missed only two Replaces other books words on this page on the library shelf. THE READING LOG and I like the Calls upon a An important part of reading with trade pictures of the volunteer to model books is the reading log. The log helps elephants and the the selection process. children keep a record of what they have monkeys.I think read, learn new vocabulary, and respond to I'll read this book." literature in writing.

j02 Chapter 4: Using Instructional Approaches and Strategies 95 Sample Reading Log

My Name Date Book Title Author's Name Type of Book

New Words I Learned From This Book:

The Book Was About:

My Favorite Picture Was:

The Best Part of the Book Was:

I Liked This Book Because:

96 Grade One And Growing 103 Teachers may wish to wait until children can THE READING PERIOD read and write proficiently before beginning The independent reading period may be to use reading logs. The reading log is planned in the following way: divided into two sections. The second half of the notebook becomes a personal How dictionary with pages lettered Aa to Zz. As Who What Long each interesting word appears on the log PLANNING TIME page, it is written in the dictionary section under the proper letter. Subsequently, Teacher Group/ Individual 5-10 sentences may be written under each word and Planning minutes on the dictionary pages. Pages of the log Children may be illustrated with scenes from the story WORK TIME or pictures of story characters. As the term progresses, children may undertake special Select books activities in response to the books read, such Read Children as making dioramas, sequence booklets, Make log entries pop-up books, story strips, or creating mobiles. Work on activities Practice skills The following chart may help the children to 30 make entries in their reading logs: Observes minutes READING LOG GUIDE Assists individuals 1. What was the book about? Teacher Conferences Works with small 2. Who were the characters in groups the story? SHARING TIME 3. Where did the story take place? Share or report Read selections to 4. What was the story class problem? Children Discuss books 5. How was the problem Display completed solved? work 10 6. What did you learn from Acts as facilitator minutes reading the book? Listens Teacher 7. Did you enjoy the book? Asks questions Suggests further Children need to be taught the skill of using activities their reading logs many times before they are expected to make entries independently. Eventually, they will be able to recognize story structure, and write their responses in complete sentences.

104 Chapter 4: Using Instructional Approaches and Strategies 97 CONFERENCES SHARING Conferences help teachers to develop a Children can share books by displaying art supportive relationship with each child. Plan projects, making puppets, retelling a story in to spend half of the reading period sequence, reading favorite parts to the class, conferring. Each conference should last making a story map or mobile, or writing from six to ten minutes. The rest of the time letters to the author. As children grow more can be used for observing and assisting adept in the program, further sharing individual children. activities can be introduced. A conference does not have to be held each Story Mobile time a child reads a book. For example, you can confer on one book out of three. Children need to be taught how to prepare for a conference. They might follow this sequence: 1.Choose a book you like and read it. 2.Be ready to answer questions about the story. One pg made One pig made a straw house a sticK house. 3.Select a part to read aloud. 4.Read it to yourself at least twice. 5.Write your name on the conference list. The teacher uses the conference to find out: 1.The child's interest in the story. 2.The child's grasp of the meaning. 3.The child's decoding skills. The pissdanced. 4.The child's ability to respond to questions about the book. A conference is used to diagnose, teach, Picture Sequence Strip evaluate, listen, share and plan with each child. The teacher can give a mini-lesson, or help the child gain a deeper understanding of the story. The teacher can keep records of each child's performance in a notebook or on index cards noting'the books read and the child's strengths and weaknesses. At conference time, the teacher may suggest a special project, or assign a skill task for practice. Sample Index Card Record Child's Name

Follow-up Date Book/Author Strengths Needed Activity

10/12 Clifford/ Good Short Vowels Papetag Dog Bridwell comprehen- Puppet sion

10/24 Big or Little? Sense of Sight Self-portrait Kathy Stinson opposites Vocabulary

98 Grade One And Growing 105 CHECKLIST FOR A PRINT-RICH ENVIRONMENT

Names of children are printed carefully and Charts for the days of the week, months, correctly on: seasons Cubbies Weather chart Attendance chart The Classroom Library includes: Job chart Work choice chart Trade books (a variety, including picture books some with simple texts for Birthday calendar/chart Placemats or name cards for snack time/lunch beginning readers, ABC books, children's magazines, appropriate reference materials) Dictation by children (signs, captions, stories, Books dictated or written by children directions, messages) is placed on or near: Teacher-made books with texts composed by Art work ("That's me and my brother at the the teacher or dictated by children (for example, park." Ebony) photographs of children in school or magazine Block Buildings ("Don't knock it down." pictures of animals or people doing things) Malik) I was looking Print Material in interest areas includes: Photographs ("That's the zoo. Science or Discovery Table: reference and at the zebra." Sara) story books on themes such as seashore, Discovery/Science Table ("My shells from plants, animals, magnets, shells, rocks Puerto Rico where my abuelo lives." Lisa) Block Area: books, magazine pictures of Interest areas ("I want to paint tomorrow." construction work, machines, vehicles, Gianni) different kinds of buildings Labels designate where classroom materials Math Center: number and counting books belong. (Words should be accompanied by Writing Center: books by children, commer- pictures, outlines, or silhouettes representing the cial print materials, "story starters" (for ex- objects.) These labels appear on: ample, pictures or photographs, some with Shelves questions or titles printed by teacher), and Containers collections of words requested by children Walls/pegboards Computer Center: varied software Teacher-Made Materials include: Lists are displayed around the classroom. Daily schedule Examples of lists include: Weekly calendar "What We Saw at the Firehouse" Class rules "Living Things in the Neighborhood" Experience charts "Songs We Know" Recipe charts "Our Favorite Stories" Reminders (for example, "We need more "Books We Have Read" tape," "Next week Frank's mother will help Writing Center materials that will stimulate us bake bread.") children to create their own stories, messages, Notes to parents letters, notes, captions, include: Words to favorite songs, poems, rhymes, riddles Assortment of lined and unlined paper Signs for art displays Chalkboard/slates Signs for materials displayed, such as "Dana's Pencils Rock Collection," "Which is your favorite?" Markers Interest area signs and instructions Crayons News of the day ("Kelly has a new baby brother.") Chalk Directions for activities Glue/paste Personal messages Staplers Reference Charts (letters, words, numerals, Scissors colors with appropriate pictures or symbols) Stencils include: Color forms Name chart Plastic or wood letters Alphabet chart Alphabet chart Color word chart Word cards 106 Chapter 4: Using Instructional Approaches and Strategies 99

BEST COPY AVM BLE ; LEARNING TO READTHROUGH THE ARTS

There are many ways to stimulate young readings, theater performances and puppet children's emergent literacy. One of these shows to give children direct experiences approaches is learning to read through the with arts in action. Groups can be invitedto arts. When first graders engage in play and the school to perform for the children during creative activities, language becomes a natural the day. component of the literacy-rich, whole- language classroom. The arts tap children's Furthermore, children will develop affective curiosity and imagination. Teachers can use skills as they work and play togetheron a this curiosity as they design activities that cooperative project. Art is a primarymeans capitalize on the talents of each child. of transmitting cultural values through self- expression. Children's endeavors can be Learning to read through the arts integrates used to promote an appreciation and aesthetic, cognitive, and affective skills. understanding of themselves as wellas Aesthetically, first graders can express cultural diversity in the classroom. themselves in a variety of experiences using oral and written language: As they participate in reading through the arts, children will begin to learn: Engaging in creative dramatics. Role playing original stories. story sequence Making puppets and writing skits. characterization Choreographing dance and movement oral communication to music. sentence structure Dictating sentences about art in various use of dialogue media. rhyming schemes Singing songs from words on charts. writing process Labeling and writing about original reality and fantasy sculpture. sense of story represented by movement Creating original poems. and pantomime Making masks, evoking moods, and new vocabulary telling feelings. dictation Retelling familiar stories through captions and labels pantomime. reasoning skills Making a mural with words and pictures. The most valued quality of learning to read Illustrating and publishing original books. through the arts is its creativity.It helps the The cultural resources of New York City teacher reach those children who need provide many opportunities for children to added motivation to learn. But most of all, it find out about the arts. Teachers can plan enables youngsters to develop self-esteem, trips to museums, dance recitals, poetry gain a sense of accomplishment, and build positive relationships with their classmates.

107 100 Grade One And Growing INNOVATIVE USE OF THE BASAL

It is important for teachers to create a This information may be recorded on chart literacy-rich environment in which children paper as follows: can learn to read as naturally as they learn to speak and to write. Basal reading is one WHAT WE WHAT WE WANT TO WHAT WE method of instruction employed in many first KNOW FIND OUT LEARNED grade classrooms. This approach is widely (prior knowledge) (pupil-generated (story summary) used because it offers a controlled questions) vocabulary, detailed lesson plans for direct instruction, and suggestions for teaching and review of reading skills. The directed Every first grade teacher should become reading activity used with basal selections familiar with the reading skills listed in the may be modified by teachers so that children Curriculum Frameworks and should seek to are taught to monitor their own include them in daily skill lessons as the comprehension by using independent children's specific needs emerge during strategies that promote learning and reading times. remembering. VOCABULARY Before Reading Words and definitions can be introduced Ask children to: using webbing. Choose a main idea or Activate their prior knowledge by theme from the story and have the children discussing or brainstorming any tell all they know about that topic. Write experiences they may have had that are what they tell you, underlining the targeted connected to the topic. vocabulary. For example: Predict the content of the selection by Children may be shown how to make word looking at the story title and pictures. webs and concept webs to increase their com- Generate their own questions about what prehension of new vocabulary and story text. they would like to find out about when the story is read. Word Web Discuss the genre of the selection. jugglers clowns During Reading Relate new information in the selection to their prior knowledge. Confirm predictions. bears acrobats Clarify questions generated. After Reading Respond to generated questions. Retell the story. costumes fun Evaluate predictions. three rings

108

Chapter 4: Using Instructional Approaches and Strategies 101 Concept Web What did you think was the funniestpart of the story? The saddest? Did the story end the way you thought it would or did it surprise you? What special words did the authoruse to The gyp helps plants. help you understand the story? Teresa Tell the main things that happened in the story. If you were this character, wouldyou Melba have felt the same or differently? Would I grew one from a seal in kindergarten. you have done the same things?

Nattaniel Questions should elicit responses related to feelings, problem solving, critical thinking, Vocabulary can be reinforced through games, predicting, and comparing. Ask children if story boards, and dramatic play. Experience they liked the story and how they would charts may be composed by the children as change it. This is a good opportunityto they make sentences using the new words. allow the children to write a related story Children can be encouraged to write their own using their own words, feelings, and stories using the new words, and they may experiences. even wish to make their own dictionaries. Two simple activities that promote young READING THE STORY children's ability to compare and contrast are: The children need to feel involved with the story being read to them. This is best done Choose a character from the story and using a motivational technique such as record how he or she is similar to one of reading the title of the story and recording your friends or classmates. What questions children have about what will qualities does the character have thatyou happen, or by relating the story to one would or would not like to have? Why previously read on a related theme. or why not? Fold a sheet of paper in half. Onone Basal readers are useful in that they lend them- side draw a picture of your selves to different styles of reading. Children neighborhood; on the other half draw a may read independently, as a small group, with picture of the setting of the story. a paired partner, or as a choral presentation. Explain any differences or similarities. Each approach is valuable in that it serves to The creative teacher will find versatileways enrich the emergent reader's literacy. to use basal readers in the first grade If there are different characters in the story, classroom. Stories and selections in the reading group members can be given parts reader need not be followed in sequential to read or act out. The teacher can use a order from beginning to end. Rather, the variety of questions to ask the children about teacher may reorganize the contents of the the content. Encourage the children to use book to choose specific topics during the pictorial, contextual, and inferential cues. school year related to: Ask open-ended questions, such as: themes What did this story make you think about? holidays When and where does this story take particular genres place? How do you know? biographical information Why is this character important in the content area-related concepts story? poetry

102 Grade One And Growing 109 EXTENDING THE SELECTION PICTURE MOBILES Children can respond to basal selections in a Children enjoy making story mobiles. They variety of ways. They may simply discuss the may be constructed from hangers, sticks, story concepts, draw pictures of a favorite dowel rods, or pipe cleaners. The pictures character, contribute to a group retelling, or can be attached with yarn or string. The engage in a project to extend their children may draw characters or scenes from comprehension. Some selections will lend the story. themselves to creative dramatics, musical activities, or science experiments as follow-up. REFERENCE CHARTS Teachers may wish to develop ongoing PUPPETS charts with the children to use as references First graders may draw story pictures on throughout the year. As different stories are paper or felt finger puppets and use them to read by the children, the lists on each chart retell selections read. can be expanded.

Puppets may also be constructed from paper WORDS THAT bags, socks, construction paper or craft sticks CHARACTERS SETTINGS WE DESCRIBE for story dramatization. WE HAVE KNOW CHARACTERS READ ABOUT STORY MAPS The Little Red Hen forest friendly Picture story maps are another creative Danny Dinosaur school sad activity that children may undertake: Clifford pond tricky Goldilocks farm happy

TheZoo B Turn erj Teachers should aim to produce independent readers whose reading improves over time. Do your readers: monitor their own reading? search for cues in word sequences, in meaning, and in letter sequences? discover new things for themselves? WALL STORIES cross-check one source of cues with Teachers can mark off sections of the other sources? bulletin board to form pages of a book. The self-correct according to context and children can use these sections to create an picture cues? original version of the selection read. There are many ways in which reading can be taught during the school day. With extension activities and the inclusion of LDay M 71®Pc3Kgo related children's literature, the basal can be used in a more holistic approach that can be ei- tailored to the interests and needs of individual children and the class as a whole.

110 Chapter 4: Using Instructional Approaches and Strategies 103 SKILLS IN MATHEMATICS

By the time children enter first grade, they Children come to first grade witha variety of have acquired some knowledge about prior experiences in groups. Somecome mathematics. They have used their number from an all-day kindergarten, others froma knowledge to tell their ages, how many day-care center or half-day kindergarten. people are in their families, and to recite their Some children may have no priorgroup telephone numbers. They are also familiar experience. Teachers should become with pennies, nickels, and other coins. They familiar with the topics and concepts in may not be aware of the actual values of the Getting Started in the All-Day Kindergarten coins, but they know these coins are "money." for possible review and reinforcement.For However inaccurate or unsophisticatedmany example, even though personal data (e.g., of these ideas may be, they furnisha starting address, telephone numbers, and number point for the alert teacher. names in the environment) are not included From the start, children's experiences in in this first grade guide, teachers should be mathematics should be concrete and mean- aware that these and other concepts may ingful. A child who has broken a whole need to be reintroduced at the beginning of cookie into parts understands that each part the first grade. is less than the whole cookie. Children The following seven principlesare basic to should be active participants in discovery planning for growth in mathematics in first and in learning. Learning experiences grade: should be planned by the teacher and ar- ranged in an orderly sequence. 1.Mathematics is taught in a definite sequence. In school, children are in frequent contact 2.Each mathematics topic is developed with mathematical ideas and with mathemat- through four developmental levels: ics in action. As children become aware of engaging in experiences the importance of numbers in their daily using concrete and representational lives, concepts will be refined and materials mathematical language used with increasing thinking through mathematical precision. relationships Children experience continuous growth in writing and using mathematics in understanding number concepts and solving problems concepts related to distance, shape, size, 3.The four developmental levelsmay speed, temperature, time, weight, and overlap. location. Many of these concepts are 4.For most topics in mathematics, children developed informally. Although their will need a significant amount of time to development may seem incidental from the experience all four developmental levels. child's point of view, they are the result of 5.Children will also vary in the amount of careful planning by the teacher. time needed to advance through a topic. More mature children may proceed As the teacher learns about the strengths and through the first two developmental instructional needs of individuals and levels more rapidly than less mature groups, children can be guided to make children. Some children may be able to discoveries at their respective levels of "think through" more mathematical development. In addition, the teacher can relationships than other children. help children reinforce concepts previously developed as new topics are introduced.

104 Grade One And Growing 6.The earlier a topic in mathematics is Manipulative materials should be explored introduced, the longer the teacher should throughout the school year, allowing time emphasize the first two developmental for: levels. children to discover the properties of 7.Children are frequently encouraged to each type of material. estimate answers before they compute. the teacher to observe children's levels of Those children who are unable to give skill development in using each material. reasonable estimates will need to go It should be remembered that the level of a back to earlier developmental levels or to child's skill development and the level of simpler concepts or processes. language (terminology) may not be the The scope of first grade mathematics is same. Both types of learning should be based on the New York State and New York continually assessed. As the teacher guides City curricula.It should be noted that the the children in skill development, curriculum is cyclical and developmental.It terminology is continually taught through encompasses the following major topics: modeling, dialogue, and discussion. numbers and numeration Concepts may be introduced to large groups addition of whole numbers of children; however, there are times and subtraction of whole numbers situations when additional concept fractions development is taught in small groups or to geometry individuals.It is important to note that many measurement of these concepts, while introduced in algebraic concepts kindergarten and first grade, may not be graphs, probability, statistics completely internalized until later. problem solving

112 Chapter 4: Using Instructional Approaches and Strategies 105 ENCOURAGING CREATIVE THINKING SKILLS

Rather than teach creative thinking skills, bring with them a wealth of different types teachers need to encourage them. Children of experience and knowledge. Ifa child are creative by nature. As facilitators, teach- gives an incorrect response, work with that ers need to offer more challenging oppor- child in finding out the reason for the tunities to allow the children to be creative response. Depending upon a child's and to express themselves freely. When culture, a "wrong" answer just might not teachers integrate activities involving higher- be as far off as originally thought. level thinking skills into the everyday cur- Be generous with your praise! Praise riculum, they enable children to become benefits children when handled critical thinkers and decision makers. (Skills appropriately. Pinpoint what was "good" such as problem solving and critical, or "great" about an answer. Reflect on the analytical, and divergent thinking are the child's thinking ability. Responses suchas components that make up higher-level "Oh boy, you remembered that fact about thought processes.) reptiles," or "I like the way you related the Education has come a long way from rote fish family to the reptile family. That's memorization and the keep-them-busy drill good thinking," are more appropriate sheets. Today's educators need to reassess responses. These specific comments the methods of schooling in which they promote self-esteem and let children know themselves were taught. Teachers need to that their contributions are valued. become sensitive to the level of thinking re- SENTENCE SKELETONS FOR ENCOURAGING quired in the questions they ask and to be CREATIVE THIMUNG SKILLS open to ways in which children answer Fluency: those questions. The ability to produce a large number of The following are teacher tips that encourage ideas in a short period of time is a thinking creativity in the classroom: skill defined as fluency. The following types Model respect; demonstrate respect for of questions encourage fluency: persons who need time to respond to a Who can think of the most... ? question. Think of all the ways... ? Ask open-ended questions that call for How many ways... ? an opinion and critical thinking. Flexibility: Ask questions that require comparisons, The ability to think of answers that fall into evaluations, elaboration, and a multitude many different categories is a thinking skill of answers. defined as flexibility. The following types of Ask questions that elicit predictions. questions encourage flexibility: Provide opportunities for the children to In what other ways... ? follow up with a hands-on investigation. What different kinds... ? Set a time for a shared reading of results. What else... ? Encourage children to share their "own" Originality: ideas. Keep good eye contact and express The ability to think of new or unusual ideas interest through facial and body language is a thinking skill described as originality. while listening to the children. The following questions encourage original Accept all types of ideas. Keep in mind thought: the rich cultures and backgrounds of the Can you think of something new? children in the classroom. The children Can you think of something completely different from... ?

106 Grade One And Growing 113 Can you think of something no one else Analysis: will think of? At this level the children are aware of the Elaboration: thought process in use. The child can The ability to add on to an idea is a thinking examine, classify, hypothesize, collect data skill known as elaboration. The following and draw conclusions. The teacher might questions encourage elaboration: ask the children to: Can you add to this... ? Take apart the... How can you change... ? Compare the... How can you make this better... ? Look into... SENTENCE SKELETONS FOR ENCOURAGING Synthesis: MULTI-LEVEL THINKING At this level, the children can originate, Knowledge: integrate, and combine ideas into a product, At this level the children recall or recognize plan, or proposal that is new to them. The information or ideas in the approximate form teacher might ask the children to: in which they were learned. At this level the Invent a new... teacher may suggest: Predict what might happen if... Compose a new... Tell what you know about... Label the following... Evaluation: Match the pairs... At this level the children appraise, assess, or Name each one... criticize on the basis of specific standards or Read the... criteria. At this level, the teacher might ask Find all the... the children to: Show me which is... Judge what will happen if... Locate the... Select one of the following... that you Comprehension: think is the best. At this level the children will translate or Choose the one... you think show understanding of information based on In a non-threatening environment where prior learning. The teacher may suggest: creativity and expressiveness are constantly Retell the... reinforced, the children become aware that Rewrite the... originality can be experimented with rather Give examples of... than held back in fear of correction. Explain why... Summarize the... Application: At this level the children can select, transfer and use data to solve a real life problem. At this level the teacher may ask the children to: Solve the problem of... Illustrate the... Show us how you could... Make a sample of...

114 Chapter 4: Using Instructional Approaches and Strategies ®107 CHILDREN WITH SPECIAL NEEDS

The grade one teacher prepares a stimulating role model, conveys the message to the yet structured environment designed to foster children that, regardless of outward the academic, physical, and emotional appearances or abilities, they are valuable growth of each child. Instruction is multicul- human beings to be treated with dignity and tural in scope, broad in its themes of study, respect. Desirable modes of behavior, which and varied in its use of sensory experiences. the children can imitate, are demonstrated. The teacher challenges the children's natural These include: curiosity and is mindful of individual learn- Concern for the Feelings of Others ing styles and rates of development. The teacher's friendly "Good Morning," Often, children will develop some skills smile, choice of words, tone of voice, faster than others. For example, a child may and facial and bodily expressions set the display good communication and social tone for the day. Minor mishaps and interaction skills with peers, and at the same infractions of rules are corrected quietly time experience difficulties with fine motor or privately whenever possible. and/or gross motor activities. However, Acceptance of Individual Differences most of the children's abilities will cluster Children may notice differences in each around the six- to seven-year-old other's abilities and appearance. The developmental stages. A few may benefit teacher responds matter-of-factly: "Yes, from Type III enrichment activities (See Kim needs a quiet place to calm down"; "Educational EnrichmentExcellence for "Rowena, try this easier puzzle first"; "I Everyone," pp. 147-8.) Some children may need my glasses when I read. Glasses have special needs that require alternative help me see the small print better." Young- teaching strategies and modified instruction. sters learn in a non-threatening atmosphere These needs may stem from: that it's okay to have special needs. specific health problems Support for the Insecure language processing difficulties For those who are afraid of failure or have physical disabilities previously been ridiculed, the teacher's learning problems availability and encouragement will difficulties in adjusting emotionally provide welcome support for faltering first Children with special needs may exhibit one steps. "I'm here to help you"; "Just try or more behavioral characteristics that are your best"; "This book is a special story typical in younger children, such as just for you"; "If you need help, Carlos repetitive speech patterns, continual might be able to help you." Simple movement, negative self-assertion, or poor statements like these may boost the impulse control. In those cases, the teacher disheartened youngster to renewed efforts. may want to choose a broad range of activities to enhance both self-esteem and INDIVIDUAL ASSESSMENT learning potential. OF SPECIAL NEEDS Finding the time for individual assessment of a The grade one classroom environment child with special needs while continuing the extends the children's initial concepts of the scheduled activities of the grade one classroom self beyond the accumulated experiences of may, at first, appear to be an overwhelming the home and promotes continued task. However, the teacher can register opportunities for positive interactions within specific needs and pinpoint the most effective a larger social framework. The teacher, as

108 Grade One And Growing 115 modes of instruction while maintaining the the use of oral language. Children are regular flow of full-group activities. encouraged to retell stories using The Special Education Training and Resource manipulatives. Center (SETRC) lists five developmental steps 3. Representational Material: The third that can be adapted to teach any concept. phase uses two-dimensional materials, Reference to these steps will aid in the such as photographs, films, and filmstrips assessment and planning of developmentally to further reinforce the concept being appropriate materials and activities for learned. Children are encouraged to children with special needs. describe the process verbally. Developmental Learning/ 4. Abstract Material: The fourth phase Teaching of Concepts utilizes only abstract symbols 1.Direct Experience: The introduction of (letters/words) to illustrate the language new concepts begins with the physical process. This can include picture/word manipulation of real objects in the child's cards, games, library books. Children immediate environment (such as tables, use oral language to describe the activity. chairs, books, etc.). Using oral language, 5. Extending Concepts: During the fifth children describe their explorations with phase, the children can be provided with the materials. many opportunities to apply the newly 2. Concrete Materials: The second phase learned concepts in a variety of contexts, involves varied interactions with using oral language concurrently manipulatives (toys, flannelboard pieces, (sentences, stories, games, wipe-off games, puppets, etc.) concurrently with cards, sequencing story events on sentence strips).

Assessment of Developmental Stages of Learning

Child's Name:Tania Activity:Story Time: Teacher reads Peter's Chair by Ezra Keats

DEVELOPMENTAL STAGE PREFERRED BY CHILD

I. II. III. IV. V. Direct Experience Concrete Materials Representational Abstract Material Extending Concepts Material Child places Child arranges Child finds Child matches Child expands III chairs around thetoy chairs in dollpictures of chairsword card to and IV; table in house- house. in a furniture chair. makes a picture keeping center. catalogue. story about chairs; "writes" words and sentences about chairs; retells the story.

Children with special needs will generally descriptions the teacher assigns to objects prefer, and benefit from, many reality-based and experiences in a manner similar to the experiences that are reinforced through the process of speech acquisition by an infant in use of concrete manipulative materials. The the home. Additional techniques are child will begin to imitate the oral labels and outlined in the following figure:

Chapter4: UsingInstructional Approaches and Strategies 109 Techniques for Working Use Multisensory Approaches with Special-Needs Children Provide a variety of different activities and proceed developmentally be concrete materials, e.g., paints, manipulative materials, clay, creative dramatics, music, block-build- be "firm yet fair" be specific ing, movement, cooking, listening to stories.

use multisensory have fun Be Flexible approaches Provide adequate time for the child to complete tasks and participate in group be precise activities. be positive Allow the child to engage in an activity

be flexible that is different than that of the rest of be repetitive the class: be consistent be sequential The child may choose to paint while In addition to observing the child's needs, group is listening to a story. areas of strength, and interests, the teacher The child may choose to sit quietly may want to: and look at a book while other meet with the child's parent(s). children engage in active play. review the child's current health record. Allow for individual rates and styles of confer with the former teacher (if child learning. attended a preschool class). Give the child space to make limited confer with the guidance counselor. choices during the day. confer with the school supervisor. Be Repetitive Allow the child to repeat an activity SUGGESTED TEACHING STRATEGIES several times. Proceed Developmentally Present a variety of activities to let the Be realistic and flexible in your child practice a skill. expectations of the child's development. Repeat instructions when necessary. Think in terms of the child's Be Concrete developmental age, not the child's Accompany verbal directions with hand chronological age. gestures, body movement, objects, or Use task analysis to present activities. pictures. (Tasks may be broken down into "Walk" the child through a new activity component parts and taught in step-by- or a new routine. step sequence.) Provide a wide variety of physical Make sure that activities are a challenge activities. and are not frustrating. Use physical prompting when teaching a new skill. Manually guide the child Be Sequential through the activity, gradually Start with what the child can do: move withdrawing the physical guidance as the from the known, simple, and easy to the child gains confidence and competence. more difficult and complex. Use modeling and imitation: the child Build complexity very gradually. attends (looks and listens) as the teacher Plan activities based on the following performs the desired behavior, which the progression: from concrete experiences child then imitates. (object/motor/language) to representa- tional experiences (pictures) to symbolic experiences (verbal and written symbols).

110 Grade One And Growing 1.17 Be Specific Avoid potential "trouble situations" such as: Provide a clear structure for each activity: asking the child to wait for a long Let the child know what will be time. expected by setting limits. requiring the child to be silent for a Let the child know the sequence of long time. the activitypreferably through the presenting abrupt changes in routines use of pictures. or activities. Give clear cues for the child to Use positive contingencies to set limits: recognize when the activity begins "When you put the blocks away, and when it ends, e.g., "When you then you can go to the yard." have paper and crayons, you can "When you sit down, then you can begin to draw." Or (using a timer) mix the cake batter." "When the bell rings we will put the "Put the blocks away, then go blocks away." outside." Be Consistent "First sit down, then blow bubbles." When setting a limit, be clear about the Be "Finn Yet Fair" consequence if the child does not stay Give reasons for acceptable and within that limit. For example: unacceptable behaviors, e.g., "Put a A child spits at another child. Teacher smock on before you paint so your shirt says: "If you are angry you may tell him, will not get paint on it." `I am angry. Leave me alone.' But you Explain to the child the reasons behind may not spit at him. If you do you'll decisions you make, e.g., "We are have to leave the block area and sit in playing inside today because it is your seat." The child continues to spit. raining." The teacher then removes the child from Set limits appropriate to the the block area, even though the child is developmental needs of the child. screaming and kicking and says "I'm Be Precise sorry.I won't do it again." The teacher Use clear language. sits the child in a chair, and explains why Limit the amount of words in your the child is not going to be working in directions. the block area that day. Be descriptive in your praise and Be Positive appropriate to the situation: Develop and nurture a positive attitude "You did a good job in cleaning up in the child:"I can do," "I can learn." the art area. You washed all the Recognize and praise small efforts. brushes." Reinforce responses that come close to "You worked very hard buttoning achieving the desired behavior. your coat." Use preventive techniques in dealing "You remembered to look at each with management problems: puzzle piece as you worked." Recognize when the child is Have Fun behaving appropriately and reward Allow the child to learn through exploring, immediately. experimenting, and discovering. Verbalize what the child is doing right. Provide many opportunities for peer During an activity: modeling: address the child by name. The child observes and then assists stand or sit next to or close to the child. another child in building a tower of maintain eye contact periodically to blocks. keep the child's attention on the task. The child and two of the child's peers set the table for snack time.

Chapter 4: Using Instructionproaches and Strategies 111 Plan activities that encourage the child to Activity:Plan the day's activities. use learned skills in a meaningful way: The child participates in cooking If the child shows difficulty adjusting experiences to reinforce an to new situations increasing ability to follow directions. Then: prepare the child for any changes The child pours juice for the class at that may be occurring during the snack time to improve eye-hand day by discussing what's going to coordination. happen and, if possible, why Modify the Learning Environment things will be different on this day. With an understanding and a respect for the Direct Instruction Activity individuality of each child, the teacher plans Activity: a curriculum to enhance each child's Sound GameAuditory learning. In meeting the special educational Discrimination needs of the children, the teacher may have the child has difficulty in recalling to: the name of an object but is able modify the schedule or specific aspects to identify the sound the object of the learning environment. makes try alternative teaching strategies. Then: present four realistic pictures of adapt the curriculum. objects or the actual objects as the When modifying and adapting an activity to child listens to a sound. Child can meet the child's special needs, the teacher point to the picture or object that incorporates what the child can do and what makes that sound. Teacher names motivates the child to learn. the object, child repeats the name. An example of how this can be done is illustrated below. Learning Centers Activity:Children work at learning centers. Suggested Modification to a Daily Schedule (8:40 A.M. - 3:00 P.M.) If the child has difficulty in making choices but has a variety of Arriva4 Informal Conversation interests Activity: Children look at books while Then: present the child with only two awaiting classmates. choices at a time based on the the child enjoys looking at books child's interest, e.g., "Do you want but gets distracted on the way to to work at the water table or in the library area and disrupts the the block area?" other children's reading activity Discussion Then: provide the child with a story box If the child speaks only in one- or (containing a selection of four two-word phrases but seems eager books, which are changed to contribute to the group's periodically). The child selects discussion reading material from the story box, available at the child's table, Then: listen attentively, provide ample rather than going to the library. time for the child to speak, and expand on the child's utterances:

112 Grade One And Growing C: "Blocks." place child near you for closer T: "Yes, Anna, you worked with guidance. the blocks." Prepare for Lunch/Snack C: "Fall down." If the child has difficulty with motor T: "You built a tower and it fell coordination but understands and is down." able to follow verbal directions Then: C: "Mario build." use verbal directions to guide the child through the movements of T: "Mario and you built the the activity. tower up again." Quiet Time and Rest C: "Yeah, up, up." Children look at books, listen to music T: "You and Mario built a tall If the child is easily distracted and tower." disruptive Finger Play Then: select a quiet area for the child to If the child engages in repetitive rest, away from the other children movements or mannerisms but is and from any easily accessible unable to sit with the group materials. Then: have the teacher or educational Music assistant sit next to the child and: Rhythms, Rhythm Instruments verbally reward the child If the child has marked lack of whenever the child is impulse control, but shows an participating appropriately in interest and enjoyment in music the activity. Then: set clear limits and contingencies. intervene physically by guiding follow through with contin- the child to move in the gency if the child does not be- appropriate way. have within the stated limit. intervene verbally by signalling don't overwhelm the child by the child to focus on the task, too much talk and an overload e.g., "Sam, put your hands on of materials. Frequently praise your head." the child's positive behavior Active Play during the activity. Indoors or outdoorscircle games Work Period If the child has difficulty in following Preparation of simple experience chart. simple directions but has the Construction of pupil-made books. motor skills to participate in the activity If the child is easily frustrated and requires close adult supervision to Then: limit the amount of words in carry out construction of the book the verbal direction, e.g., "Catch ball. Throw ball." "Hold hands Then: allow child to engage in a and jump." related activity, e.g., accompany verbal message independently looking at with hand or body gestures. books, or drawing, until you or your educational assistant can

Chapter 4: Using Instructiona Xpproaches and Strategies 113 work with the child on an When the child does not benefit from all the individual basis. alternative strategies and the difficulties use task analysis to present persist, the teacher should consider whether activity in sequential steps. the child may have a disability that is anticipate which particular step interfering with educational performance and the child might find difficult to review the results of the Chapter 53 do. Then, modify the activity. screenings. Refer to "The Chapter 53 Screening Program," on page 145 of this Snack Time guide. The most important decisiona If the child has difficulty in taking teacher can make about a young child is turns the decision to refer. Since a referral leads to evaluation for special education, the Then: model turn-taking behavior. teacher must be sure that the child's limit waiting time. difficulties are not part of normal praise the child for waiting. development, which can be handled in the grade one classroom with some modification Story Time/Discussion of the curriculum. Before a referral is made, Discussion about story and sequence of the teacher should consult with the principal events in story. Evaluation of day's activities. and/or immediate supervisor to discussevery Drawing pictures illustrating the day's resource that can be used to support the activities. child in general education. If the teacher suspects the child has a disabling condition, If the child has a short attention span a referral can be made to the Committee on for group discussion time, but is Special Education (CSE) according to able to engage in independent established procedures. Once a referral is work made and parental consent for evaluation is Then: after the story is read, allow child obtained, the child will be evaluated by the to engage independently in a School-Based Support Team (SBST). related activity, e.g., drawing While awaiting the evaluation, the teacher pictures based on the story, continues instruction, making adaptations working with sequence picture where appropriate and documentingany puzzles, pasting pictures from a changes in the child's behavior. These magazine. notations will be vital to the process of Prepare for Dismissal identifying the most appropriate classroom setting for each child's individual needs. If the child lacks self-help skills, but responds well to peer interactions Then: set up a rotating buddy system, where the child is assisted by a classmate in buttoning, zipping, or snapping an outer garment.

114 Grade One And Growing 121 FINGERPLAYS Walking Song Con Las Manos/With the Hands (Original Song: "Let's Go Walking, (Spanish) Walking,- Walking ') Con las manos Let's go walking through the hall. Aplaudo, aplaudo, aplaudo Everybody's walking tall now, quietly. (Clap hands three times) Everybody's walking through the hall. Y ahora las pongo Variations: En mi regazo (Fold hands in lap) Everybody's walking to the bathroom. With my hands Everybody's walking to the library. I clap, clap, clap Everybody's walking to the gym. (Clap hands three times) And now I lay them In my lap Reinforcing Concepts (Fold hands in lap) Concepts introduced at activity time can be internalized when there are frequent Transition opportunities for reinforcement. One Changing from one activity to another, or excellent method of reinforcing a variety of moving from one area of the room or concepts is through the use of fingerplays building to another, can be difficult for and songs. A fingerplay that may be used young children. Fingerplays and songs for this purpose is: provide direction and order for such activities in a positive fashion. Up to the Ceiling Up to the ceiling, Where, Oh, Where Are All the Children (Raise both hands up (Sung to the tune of the "Paw-Paw Patch") toward the ceiling.) Where, oh, where are Tanya and Roberto? Down to the floor. Where, oh, where are Gilda and Kim? (Lower both hands down Where, oh, where are Lamar and Nancy? toward the floor.) Coming to meet me over here! Left to the window Right to the door. I see Samantha, she is coming. (Raise each arm as you say it.) I see Anthony, he is coming. This is my right hand, I see Lorraine, she is coming. Raise it high. Coming to hear a story now. This is my left hand, Children rise one by one from their seats to Reach for the sky. meet their teacher in an area of the room Right hand, left hand, where they will be seated on the floor to Twirl them around. hear a story. (Twirl hands in circular motion in front of you). A walking song can help children walk on a Left hand, right hand, line with partners through the school Pound, pound, pound. building. The teacher's singing directions (Make fists and hold one fist over softly, alone or with the children, maintains the other and pound like a children's attention and cooperation and is hammer.) far more desirable than saying "Stay in line," "No talking," "Stand up straight."

1 9

Chapter 4: Using Instructional Approaches and Strategies 83 Some children entering first grade may be Five Little Pumpkins Sitting on a Gate hesitant to speak as individuals in a large group situation. Five little pumpkins sitting on a gate, (Five fingers extended, one for each Fingerplays provide opportunities for every pumpkin.) child to join in group recitals and hand The first one said, "Oh my it's getting late." movements anonymously. As children recite (Wiggle thumb.) familiar fingerplays on a daily basis, confi- The second one said, "There are witches in dence grows along with language facility. the air." (Wiggle index finger.) The Eency, Weency Spider The third one said, "Oh we don't care." The eency, weency spider went up the water (Wiggle middle finger.) spout. The fourth one said, "Let's run, let's run." (Fingers together climbing (Wiggle fourth finger.) thumb to finger.) The fifth one said, "We're ready for some fun." Down came the rain and washed the spider out. (Wiggle pinky.) (Spread fingers lifted then falling.) O00000 went the wind, and out went the Out came the sun and dried up all the rain, lights, (Big circle with arms rising from And the five little pumpkins ran out of sight waist.) (Wiggle five fingers in "running And the eency, weency spider went up the away" fashion, hiding behind back.) spout again. Variation: (Repeat climbing action.) Five Children Sitting on Five Chairs I Wiggle My Fingers Number one looks at watch. I wiggle my fingers. Number two points to the air. I wiggle my toes. Number three says "Oh, we don't care." I wiggle my shoulders. Number four makes a running motion. I wiggle my nose. Number five rubs hands in anticipation. Now all the wiggles are out of me, And I can sit so quietly. (At the last part, all five children run and hide behind their chairs. ) Clap Your Hands Together Jenny or Johnny" Clap, clap, clap your hands, Clap your hands together. Jenny works with one hammer, Clap, clap, clap your hands, (Pretend to hammer with one foot) Clap your hands together. one hammer, one hammer Jenny works with one hammer, Shake, shake, shake your hands, Then she works with two. Shake your hands together. (etc.) (Hold out 2 fists) Roll, roll, roll your hands, (etc.) Jenny works with two hammers (Hammer with 2 fists) Rub, rub, rub your hands, (etc.) two hammers, two hammers Wave, wave, wave good-bye, Jenny works with two hammers Wave good-bye together. Then she works with three. Wave, wave, wave good-bye, (Hold out 2 fists, 1 foot) Wave good-bye together. Jenny works with three hammers (Hammer with 2 fists, 1 foot) Certain fingerplays require children to recall three hammers, three hammers events in sequence. Among these are: Jenny works with three hammers

84 Grade One And Growing 123 Then she works with four In Japan, children listen to the words of this (Hold out 2 fists, 2 feet) fingerplay and point to each part of their Jenny works with four hammers face with both hands: (Hammer with 2 fists, 2 feet) four hammers, four hammers Nose, Nose, Nose, Mouth Jenny works with four hammers Nose, nose, nose, mouth; Then she works with five. Mouth, mouth, mouth, ears; (Hold out 2 fists, 2 feet, head) Ears, ears, ears, eyes. Jenny works with five hammers (Repeat once.) (Hammer with 2 fists, 2 feet, head) five hammers, five hammers, This is how children say it in Japan: Jenny works with five hammers Hana, hana, hana, kuchi; Then she goes to sleep. Kuchi, kuchi, kuchi, mimi; (Close eyes, rest head on hands and Mimi, mimi, mimi, me. place at side of face.) (Repeat once.) The teacher of the multicultural first grade can include fingerplays from other nations to celebrate and share diversity in the Kye Kye Kule (Chay Chay Koo-lay) classroom. This is a singing game that children play in Tortillas Ghana. The children sing and act out what the song tells them to do. At the conclusion (This is a hand-clapping fingerplay.) of the song the children jump up and clap Tortillas, tortillas, their hands. Tortillas for my mother. Teacher: Hands on your head! Tortillas, tortillas, Children: Hands on your head! Tortillas for my father Teacher: Hands on your shoulders! Tortillas, tortillas, Children: Hands on your shoulders! Tortillas for my brother. Teacher: Hands on your waist! Tortillas, tortillas, Children: Hands on your waist! Tortillas for me! Teacher: Hands on your knees! This is how children play the game in Mexico: Children: Hands on you knees! Teacher: Hands on your ankles! Tortillas, tortillas, Children: Hands on your ankles! Tortillas para mama. Teacher: Hands on your ankles. HEY! Tortillas, tortillas, Now let's try it a little faster. Tortillas para papa. Tortillas, tortillas (Repeat song) Tortillas para hermano Tortillas, tortillas Tortillas para mi!

From: Mary Miller and Paula Zajan, Finger Play: Songs for Little Fingers (New York: G. Schirmer, 1955), p. 1. Permission pending 124 Chapter 4: Using Instructional Approaches and Strategies 85 This is how children sing the song in Ghana: Rope Rhyme* Teacher: Chay chay koo-lay. Get set, ready now, jump right in Children: Chay chay koo-lay. Bounce and kick and giggle and spin Teacher: Chay chay koe-fee sna. Listen to the rope when it hits the ground Children: Chay chay koe-fee sna. Listen to that clappedy-slappedy sound Teacher: Koe-fee sa lahn-ga. Jump right up when it tells you to Children: Koe-fee sa lahn-ga. Come back down whatever you do Teacher: Kay-tay chee lahn-ga. Count to a hundred, count by ten Children: Kay-tay chee lahn-ga. Start to count all over again Teacher: Koom a dyan-day. That's what jumping is all about Children: Koom a dyan-day. Get set, ready now Teacher: Koom a dyan-day. HEY! jump right out! In the Ring Miss Mary Mack (Adapted from a singing game children play in the West Indies.) Daniel is in the ring, Tra-la-la-la-la, Daniel is in the ring, Tra-la-la-la-la, Miss Mar- y Ma lc, MacK,MacK. Daniel is in the ring, Tra-la-la-la-la, He looks like a sugar and a plum, plum, plum All dressed inblacK, black,blacK. Show me a motion, Show me a motion. (Repeat verse as children perform the motion demonstrated by the child in the ring) Tra-la-la-la-la, With sil- ver but-tons, but -tons,but- tons. Daniel is in the ring, Tra-la-la-la-la, Daniel is in the ring, Tra-la-la-la-la, r He looks like a sugar and a plum, plum, All downdown her ba rcK, ba c-K, bacK. plum Plum, plum!

Oral language may be used to encourage various body movements. Children respond She asked her mother, mother, mother individually or together as they sing these For fifty cents, cents, cents, chants. To see the elephant, elephant, elephant, Go jump the fence, fence, fence.

She jumped so high, high high That she reached the sky, sky, sky, And she never came back, back, back, 'From: Honey, I Love, by Eloise Greenfield Till the fourth of July, ly, ly.

86 111 Grade One And Growing 125 EMERGENT WRITING

Children want to write. They want to write the first day they attend school. This is no accident. Before they went to school they marked up walls, pavements, newspapers with crayons, chalk, pens or pencils ... anything that makes a mark. The child's marks say, "I am." Donald H. Graves, Writing: Teachers & Children at Work

In the literacy-rich classroom, children can use an expository stylewrite to tell about express their dreams, hopes and cares in a science/social studies topic another voice and medium. As teachers make entries in daily journals observe children at work putting their thoughts record experiments in learning logs down on paper, they gain insight into the communicate with pen-pals and others in cognitive process and literacy development of letter form the youngsters. create original shape books, accordion books, or pop-up books The emphasis in writing has moved away from create a photo essay copying appropriate letter forms, and toward stimulating children to use their knowledge In the literacy-rich environment, teachers and skills to become literate members of understand and encourage children to move society. The teacher's role is to provide an forward in developmentally appropriate ways. environment full of writing and related lan- Written language becomes part of all the guage experiences that nurture this emergent activities that occur in the classroom. Writing form of expression. provides the foundation upon which children build early skills such as the ability to monitor Inviting children to write is a key activity for their own reading and writing, to comprehend emergent literacy in the first grade classroom. letter/sound relationships, and to construct Writing is developmental. As they play with meaning from print. letters, sounds, words and sentences children are attempting to express and extend their STARTING OFF thoughts and ideas. Many children come to school with some First grade teachers may promote early literacy understanding of sound-symbol relationships, by inviting children to: more often children's first writings will be write their names and the names of other pictures and drawings. children Writing can begin on the very first day of dictate sentences to others to write for school, when you encourage children to use them paper and pencil. To get started, children and write picture or rebus stories teachers need to develop routines governing contribute ideas to language experience the use of writing materials. Materials should stories be accessible, and the children should be able write during play to use them independently. Scissors should be create class or group books available so children can revise and edit their write captions for artwork work. There should be various kinds of paper compose original poems and materials such as markers, blank books, write stories about themselves computer paper, note pads, and clipboards for respond in writing to stories they have children to work with. Work in progress can read/heard be placed in a file folder, manila envelope,

4 0rt Chapter 4: Using Instructional Approaches and Strategies 87 bag, shoe box, or on a clothesline. After being With exposure to and experience withmany displayed, completed work or work to be kinds of literature, first graders eventually completed at a later date can be kept in begin to learn other writing conventions: individual story folders that are saved in order where words belong on the page (left to right to assess the developmental stages of writing progression), spacing between words,use of that have been achieved. oversized print for emphasis, capitalization, Teachers and children can brainstorm different etc. Soon they learn how to use exclamation topics about which to write. The teacher may points and quotation marks, and theiruse is list the ideas on an experience chart to be left adopted by other children. in the writing center at all times. Additional The issue of correcting spellingerrors is items can be added to the list as themes are controversial. If concern for spelling competes explored and the school year progresses. with concern for content, children will INVENTED SPELLING continually have to stop themselves in their writing, and they will lose track of what they As children write, they display the linguistic want to say.It is much better to encourage principles they are exploring. Beginning first children to become confident writers who graders do not have many words in their visual value the expression of ideas rather than to memory and they therefore invent other cause them to feel threatened about spelling writing strategies. Their choice of letters is not incorrectly. Children can learn to edit their always correct, but it is logical. Some children stories when they are done; corrections and will look at the alphabet chart, while others publication can be considered at another time. refer to picture dictionaries. Most children will try to sound out words. During the writing process, Adam drew a sunflower and wrote: "I See A Sunflower." Children's use of linguistic strategies should be celebrated as early indications of literary skills. Adam The natural progression of commonly used 9/10 spellings found in the writing of youngsters includes: matching the sound of a letter's name to the sound the child is trying to represent (C=See). having the names of letters take the place of whole words (U R Mi Frd = You are my friend). relying heavily on initial consonant sounds (P B = peanut butter). c SF relying on initial and final consonant sounds (K K = cake). After building with the blocks, Adam chose to sounding out words first, stretching them write "I did the house. I did the park." out to include the medial consonant sounds (K P T R = computer). Adam 145/0 relying on vowel sounds that are heard (WAT = what). using visual images rather than sounding TJ/C the LOIAs out; remembering the letters in the word but not the sequence (DGO = dog). invented spelling (phonetic). I 1)174 conventional orthography (mom or dad).

88 Grade One And Growing 127 During the writing process, Adam looked encouraging children to use a variety of through magazines and chose to cut out and media. paste a picture of a dog. Then he proceeded giving writing lessons using the to write about his black and white dog children's writing samples. named Buttons. providing time for children to share their stories with the class. Adam using individual journals or work folders. taking dictation. cict., helping children publish completed I LiKe, The work. HC oc Me. STORY WRITING (5° When children are invited to write their own and He)s -theJav stories using many forms, from scribble to conventional spelling, they often compose LN/c The dogs npne texts that have many aesthetic qualities. When they reread their texts to others we is 87-rns can hear rhythm, rhyme, repetition, and /5 cAtici vv I 7 emotion. They focus on meaning and ?TIns B!0 content more than on handwriting and graphics. Often they repeat the same THE TEACHER'S ROLE composition over and over again. Writing IN THE WRITING PROCESS and reading occur throughout the entire day Classroom activities build upon and and are woven into all activities. encourage children's emergent writing and The first grade teacher can invite a child to the reading that takes place during writing. write by stating: "Write me a story about In order for teaching activities to be something exciting that happened to you"; or developmentally appropriate, teachers may "Write a letter to a person who takes care of begin by encouraging children to read and you at home." Children may then be asked write freely without formal instruction. to read what they have written. Children's use of various forms of writing will be uneven and sporadic. They often use Writing should be done daily and should be various forms of writing (drawing, letter followed up with related activities. Children strings, invented spelling, conventional can share their stories with the teacher or in orthography), depending on the nature of groups with the other children. Children like the task at hand. One form may be used for to see their work displayed, but they also several weeks, abandoned, and then used like to take it home. As the year progresses, again. Good classroom instruction will teachers can vary what children do with their encourage children to move on in their work, but they should always honor it in development rather than pushing or some way. Some teachers keep writing pressuring them. The first grade teacher can folders, others "publish" some pieces, and accomplish this by: others display writing on bulletin boards. demonstrating a love of writing. BOOK CONSTRUCTION keeping ongoing records of children's Construction of books can be an interesting written work. and exciting activity. Blank books can be having brief conferences with each child purchased or made with available materials. on work-in-progress. Children can work individually or in pairs in encouraging children to review and edit their stories. 128 Chapter 4: Using Instructional Approaches and Strategies 89 14 f(Ile5 My Tufi'TLe.,k43 Air" mi(e, e,k5 Somuct.t kt .ii Gtii fisl, 0\nd ciloPMICJ Sim r 11 kt i.5 SktosL.55N' My tuRtLe4 ,o wit\ NW

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developing ideas for stories, drawing can be placed in books for children who pictures, writing text, taping pages together, wish to borrow them. and developing story structures. Characters and story lines may constantly change until There are many ways for children to publish the final version is completed. The children and there are different forms of publication. can work on a book for days, embellishing Books in different sizes and shapes can be it, changing it, or rereading it.Children can made out of pre-cut paper and cardboard or even bind and choose covers for their own can be pre-assembled and used if desired. books. When children are satisfied that their Cumulative books can be based on a book is complete, they can present it to the particular theme of interest in the classroom. class or a group. This rewards them for their A class yearbook may include contributions work and clarifies why writing is important. of each child in the class. Sometimes two children will work on a book together. Teachers can expand storybook time to include child-authored as well as adult- authored books. Pockets for sign-out cards

90 Grade One And Growing 129 LETTER WRITING NAME WRITING In literacy-rich environments the children Writing their own name is an important way can write to others in their own way. A for children to show ownership of their classroom post office can be set up and work. Teachers should encourage the stock phrases and formats posted so that children to write their own names on their children can write letters, notes, or greeting belongings and on their work. If name cards to one another. Letter writing can be a writing is allowed to develop in this manner, major part of literacy development because rather than with name cards taped to desks children are writing to real people. and dittos used for tracing, most children Pen-pal letter writing is another form of will be able to write all or part of their communication with others. Children can names correctly by the end of the year. have pen-pals within the classroom, in other Teachers will notice that children not only classrooms in the same school, or with dif- write their own names, but also read and ferent schools. Teachers can work coopera- write the names of other children. This tively in setting up a writing schedule. information can be used by children for Invitations to special events can be created purposeful reading and writing, such as and sent out to invite guests to the addressing greeting cards, writing to pen- classroom. The invited persons could listen pals, and writing in diaries.It is also useful to readings of original or published in the library center to identify who checked storybooks. In this manner, teachers can out a book. engage children to take an active part in the HANDWRITING writing process. In a literacy-rich environment, handwriting LANGUAGE EXPERIENCE AND DICTATION skills will emerge naturally. Tracing letters There are several techniques for using and handwriting drills are not essential dictation. Sometimes dictation is an because letter formation emerges while outgrowth of emergent writing. Teachers children write. Handwriting instruction can can write down what the children say as be introduced as a special unitafter they read their pieces. Children can also be children are proficient in writing on their asked to dictate, as in the traditional ownto help with any problems or to language experience approach. Teachers, encourage better letter formation. following this approach, use dictation as Some children will need instruction in another form of writing. Dictation is used to penmanship. Small group lessons suited to record a group activity or as the culmination individual needs can take place either at the of a unit, theme, or shared reading chalkboard or at tables. Alphabet charts experience. In this way, children get to read should be visible at the child's eye level. what they have said and to attend to print. Models of standardized print should be displayed around the room in the form of Language Experience Chart Generated charts, graphs, labels, and questions. Sample During Unit on Five Senses manuscript alphabets can be duplicated for Popcorn, Popcorn children to take home as a source of In the bag soft, slow sound. reference. The more opportunities children On the fire hard, fast sound. have for writing (not just copying), the more On the fire popping, popping, popping. adept they will become. In the mouth crunchy, crunchy sound. Popcorn, Popcorn Language experience charts can also be expository and contain informational writing.

Chapter 4: Using InstruIiialgt Approaches and Strategies 91 READING AND INTERACTINGWITH PRINT

The early childhood literacy program must place of literature in the first grade adopt as its foundation a variety of meaning- classroom. When young childrenare ful reading and writing activities. The first exposed to quality books, they beginto grade classroom can be set up to provide appreciate the beauty of language, which in these kinds of experiences by using the li- turn helps them to write. brary, listening, and writing centers; reading. daily to children; providing pictures and en- READING TO CHILDREN vironmental print; reading trade books; hav- Reading aloud to young children isa simple ing children take dictation and write stories; and natural way to help them develop and providing directed reading activities. concepts about written and oral language. The focus should be on encouraging Research has shown that early readersare children to "be readers" rather than on those children who have been read toon a "teaching them to read." Reading should be regular basis, and have been exposedto a an integral part of the overall curriculum wide variety of print. The teachercan begin instead of in isolated areas of instruction. reading aloud to children on thevery first Teachers need to generate situations that day of school. enable children to use and apply reading in When teachers, classroom paraprofessionals, a variety of ways. other adults, or older children read aloudto First graders can begin to read successfully first graders, the children are stimulated by when presented with a diversity of the richness of the spoken word to develop approaches geared to each child's learning their own listening and speaking skills. Their style and needs. These approaches include: desire to share their experiences increasesas reading to children. the literature relates to their own personal "picture reading." world, creates deeper understandings, and encouraging children to share their expands upon their backgrounds of reading experiences. knowledge. using trade books in reading activities. The following will prove helpful to those using basal readers creatively. planning to read to six-year-olds: Select storybooks with large and colorful THE READING-WRITING CONNECTION pictures. Teachers engage children in many activities Select stories related to the children's involving both reading and writing. When interests and backgrounds. children are engaged in writing tasks, they Select stories that build and expand the are always reading. They reread their stories children's level of comprehension. and compositions seeking to derive meaning Select stories that are developmentally from their written words and stopping to appropriate. "fix" and "edit" their own pieces of writing. Select stories with action and repetitive This gives children opportunities to develop language. phonic and syntactic awareness as they use Select stories you like. inventive spelling and form sentences with Select stories with rich and varied language. punctuation marks. Read the story before presenting it to the In order to stimulate children's beginning children. writing and to create an interactive literacy Practice reading the story aloud with program, teachers need to be aware of the variations of tone and stress.

92 Grade One And Growing 13/ Remember to gather children close by in the make connections between the story and story time area before beginning to read. their own experiences. When reading to the children: Teachers who read stories to young children Show the title and names of the author stimulate early literacy, give children a and illustrator. "sense of story," and help them develop an Provide a brief introduction to the story. appreciation for reading. Children become Relate the story to the children's own literate as they enjoy books, retell the stories, experiences. and "reread" their favorites. Show the illustrations by turning the pages to face the children. Allow PICTURE READING adequate time for the children to look at There are several ways to introduce young the pictures. children to story structure. Picture reading Encourage children's questions and provides a strong foundation for the responses. development of visual literacy. Pictures are As the story is read, pause to ask fruitful sources of new ideas and experiences children to make predictions. and are helpful in developing vocabulary At the conclusion of the story, ask chil- and concepts. Children can analyze and dren to think of alternative solutions to the interpret the illustrations, look for details and story problem or different story endings. anticipate the action. Children interpret Help children to relate their favorite pictures by: characters or parts of the story. discussing the details and events shown. Encourage the children to discuss and creating a story suggested by the picture. retell the story. The retold version can Picture files and storybooks are good be written on chart paper and then materials for picture reading. Wordless illustrated by the children. books and big books, simply and colorfully After the book has been read, it may be drawn, can stimulate originality in young placed in the Literacy Center where the children's storytelling. In order to assist first children can "reread" it or look at the graders in picture interpretation, the pictures. The books may also be displayed following sequence can be used: in appropriate learning centers. (A counting display a large picture suitable for book might be placed in the Mathematics interpretation. Center. A book about trucks could be model picture reading for the children. displayed near the Block Center.) ask children to retell the story. probe for: Children may also respond to stories by additions to the story. using a wide selection of materials such as where the story might have taken crayons, paint, puppets, costumes, masks, place. tape recorders, blank books, or collage trays. reasons for the behavior of the Children like to hear their favorite stories characters. over and over again. Repetition helps them: possible solutions to the story focus on different aspects of the story. problem. become more familiar with story events. Display another picture: identify with storybook characters. ask the children to read the picture. predict what will come next. write their story on the chalkboard. talk about the stories. ask the probing questions above. gain better understanding of story parts. have volunteers retell the story in their put story events in order. own words. increase their range of responses. have children illustrate the class story, or assimilate new vocabulary. make individual story booklets.

Chapter 4: Using Instructional Approaches and Strategies 93 READING WITH TRADE BOOKS Reading with trade books is an important part of emergent literacy in the first grade multicultural classroom. Trade books help to meet the common needs of the entire class, as well as the individual needs of each child without the limitations imposed by basal Animals Fairy T reading programs. They invite young readers to select their own reading materials based upon their interests and levels of PRP reading ability. o Iday Stories ScienceTiThemeBooks Trade books help to enrich and expand upon all areas of the curriculum. A good individualized reading program seeks to incorporate a diversity of books that can help children to think about attitudes and values as Chart for the Library Corner they are exposed to writings about different ethnic, racial, and linguistic cultural groups. Books in our library arearranged by category. Each category hasa different color. THE LITERACY CENTER The Literacy Center is an essential part of the Poetry Yellow first grade program. The center should con- Folk and Fairy Tales Blue tain a large selection of books (at least three Animal Stories Red books for each child) in addition to Wordless Books Green children's magazines, weekly newspapers, Concept Books Orange and comics.It is important to include Holiday Stories Purple pictionaries, beginning dictionaries, word Alphabet Books Brown lists, and concept books related to the Theme Storybooks Pink content area curriculum. If possible, a Informational Books White simple encyclopedia may be placed in the Audiovisual Materials Black library area. For beginning readers, cassettes Please return your book to its right place. and accompanying books are welcome additions. MANAGEMENT Reading materials may be obtained from the Establishing routines and keeping records of school library, book clubs, PTA funds, home children's progress are components of collections, or specially funded programs. reading with trade books. Planning includes Big books, small books, nonfiction books, teaching children how to: picture books, alphabet books, wordless books, read-alongs, paperbacks, and books select books to read. of every genre contribute to the excitement return the books to the shelves. work independently. of the program. read with a partner. Books can be categorized and arranged on seek help. the library shelves with colored stickers to use the materials in the Literacy Center. help children return the books to their operate the tape recorder. proper places. Monitors may be assigned to sign up for a conference with the teacher. keep the library in order as children gain set up and use the reading log. practice a skill. familiarity with the books and the organizing change activities quietly. procedures.

94 Grade One And Growing 133 The teacher and children may develop a BOOK SELECTION How do we help children select books that chart to serve as a guide for selecting books. The following chart may be placed in the they will enjoy, be able to read inde- Literacy Center. pendently, and find interesting? This may be done in a variety of ways. One way is for the teacher to model the selection process: How To Choose A Book Teacher Says Teacher Does 1. Read the tale and the author. "Children, I'm going 2. Look at the pictures on the cover. to show you one 3. LooK at Some of-the pictures in the book. way to select a 1. Read a page of the book. book." 5. Can you read iteasily? Do you think you will enjoy if? "I would like to Takes a few books 6. read a book about from library shelf animals.I will lookand examines the at some book titles and cover To spark children's interest in books, the covers in the animalillustrations. Selects teacher can preselect a variety of books and section of our a book. briefly introduce each one to the class by library.I will read presenting a brief summary of the contents the titles of the and displaying a few of the pictures. books." Another way to motivate children to choose "I think I like this Shows a few books they will enjoy is for teachers to book. Let me look illustrations to the model oral reading. This presents at some pictures on class and comments opportunities for teachers to acquaint the pages of the on each as pages children with a variety of literary genres, book." are turned. books by different authors, poetry, and concept books that contain stories and "Now I will try to Reads a page aloud information of interest to the children. After read one of the making two obvious the books are read, they may be placed on pages." errors or omissions. display in the Literacy Center for easy selection by the youngsters. "I missed only two Replaces other books words on this page on the library shelf. THE READING LOG and I like the Calls upon a An important part of reading with trade pictures of the volunteer to model books is the reading log. The log helps elephants and the the selection process. children keep a record of what they have monkeys. I think read, learn new vocabulary, and respond to I'll read this book." literature in writing.

t34 Chapter 4: Using Instructional Approaches and Strategies 95 Sample Reading Log

My Name Date Book Title Author's Name Type of Book

New Words I Learned From This Book:

The Book Was About:

My Favorite Picture Was:

The Best Part of the Book Was:

I Liked This Book Because:

96 11 Grade One And Growing 135 Teachers may wish to wait until children can THE READING PERIOD read and write proficiently before beginning The independent reading period may be to use reading logs. The reading log is planned in the following way: divided into two sections. The second half of the notebook becomes a personal How dictionary with pages lettered Aa to Zz. As Who What Long each interesting word appears on the log PLANNING TIME page, it is written in the dictionary section under the proper letter. Subsequently, Teacher Group/ Individual 5-10 sentences may be written under each word and Planning minutes on the dictionary pages. Pages of the log Children may be illustrated with scenes from the story WORK TIME or pictures of story characters. As the term Select books progresses, children may undertake special activities in response to the books read, such Read Children as making dioramas, sequence booklets, Make log entries pop-up books, story strips, or creating Work on activities mobiles. Practice skills The following chart may help the children to 30 make entries in their reading logs: Observes minutes READING LOG GUIDE Assists individuals 1. What was the book about? Teacher Conferences Works with small 2. Who were the characters in groups the story? SHARING TIME 3. Where did the story take place? Share or report Read selections to 4. What was the story class Children problem? Discuss books 5. How was the problem Display completed solved? work 10 6. What did you learn from Acts as facilitator minutes reading the book? Listens Teacher 7. Did you enjoy the book? Asks questions Suggests further Children need to be taught the skill of using activities their reading logs many times before they are expected to make entries independently. Eventually, they will be able to recognize story structure, and write their responses in complete sentences.

133

Chapter 4: Using Instructional Approaches and Strategies 97 CONFERENCES SHARING Conferences help teachers to develop a Children can share books by displayingart supportive relationship with each child. Plan projects, making puppets, retelling a story in to spend half of the reading period sequence, reading favorite parts to the class, conferring. Each conference should last making a story map or mobile,or writing from six to ten minutes. The rest of the time letters to the author. As children growmore can be used for observing and assisting adept in the program, further sharing individual children. activities can be introduced. A conference does not have to be held each Story Mobile time a child reads a book. For example, you can confer on one book out of three. Children need to be taught how to prepare for a conference. They might follow this sequence: Three Little Ns 1. Choose a book you like and read it. 2.Be ready to answer questions about the story. One pig made One pig made. One pig made a straw house. 3.Select a part to read aloud. a stick house. a brick house. 4.Read it to yourself at least twice. 5.Write your name on the conference list. The big bad wolf huffed and puffed.

The teacher uses the conference to find out: I I I 1.The child's interest in the story. He fellin the hot water. 2.The child's grasp of the meaning. 3.The child's decoding skills. The pies danced. 4.The child's ability to respond to questions about the book. A conference is used to diagnose, teach, Picture Sequence Strip evaluate, listen, share and plan with each child. The teacher can give a mini-lesson, or help the child gain a deeper understanding of the story. The teacher can keep records of each child's performance in a notebook or on index cards noting the books read and the child's strengths and weaknesses. At conference time, the teacher may suggest a special project, or assign a skill task for practice. Sample Index Card Record Child's Name

Follow-up Date Book/Author Strengths Needed Activity

10/12 Clifford/ Good Short Vowels Paperbag Dog Bridwell comprehen- Puppet sion

10/24 Big or Little? Sense of Sight Self-portrait Kathy Stinson opposites Vocabulary

98 Grade One And Growing 137 CHECKLIST FOR A PRINT-RICH ENVIRONMENT

Names of children are printed carefully and Charts for the days of the week, months, correctly on: seasons Cubbies Weather chart Attendance chart The Classroom Library includes: Job chart Trade books (a variety, including picture Work choice chart books some with simple texts for Birthday calendar/chart Placemats or name cards for snack time/lunch beginning readers, ABC books, children's magazines, appropriate reference materials) Dictation by children (signs, captions, stories, Books dictated or written by children directions, messages) is placed on or near: Teacher-made books with texts composed by Art work ("That's me and my brother at the the teacher or dictated by children (for example, park." Ebony) photographs of children in school or magazine Block Buildings ("Don't knock it down." pictures of animals or people doing things) Malik) Print Material in interest areas includes: I was looking Photographs ("That's the zoo. Science or Discovery Table: reference and at the zebra." Sara) Discovery/Science Table ("My shells from story books on themes such as seashore, plants, animals, magnets, shells, rocks Puerto Rico where my abuelo lives." Lisa) Block Area: books, magazine pictures of Interest areas ("I want to paint tomorrow." construction work, machines, vehicles, Gianni) different kinds of buildings Labels designate where classroom materials Math Center: number and counting books belong. (Words should be accompanied by Writing Center: books by children, commer- pictures, outlines, or silhouettes representing the cial print materials, "story starters" (for ex- objects.) These labels appear on: ample, pictures or photographs, some with Shelves questions or titles printed by teacher), and Containers collections of words requested by children Walls/pegboards Computer Center: varied software Teacher-Made Materials include: Lists are displayed around the classroom. Daily schedule Examples of lists include: Weekly calendar "What We Saw at the Firehouse" Class rules "Living Things in the Neighborhood" Experience charts "Songs We Know" Recipe charts "Our Favorite Stories" Reminders (for example, "We need more "Books We Have Read" tape," "Next week Frank's mother will help Writing Center materials that will stimulate us bake bread.") children to create their own stories, messages, Notes to parents letters, notes, captions, include: Words to favorite songs, poems, rhymes, riddles Assortment of lined and unlined paper Signs for art displays Chalkboard/slates Signs for materials displayed, such as "Dana's Pencils Rock Collection," "Which is your favorite?" Markers Interest area signs and instructions Crayons News of the day ("Kelly has a new baby brother.") Chalk ElDirections for activities Glue/paste Personal messages Staplers Reference Charts (letters, words, numerals, Scissors colors with appropriate pictures or symbols) Stencils include: Color forms Name chart Plastic or wood letters Alphabet chart Alphabet chart Color word chart Word cards 13 Chapter 4: Using Instructional Approaches and Strategies 99 LEARNING TO READTHROUGH THE ARTS

There are many ways to stimulate young readings, theater performances andpuppet children's emergent literacy. One of these shows to give children direct experiences approaches is learning to read through the with arts in action. Groups can be invitedto arts. When first graders engage in play and the school to perform for the children during creative activities, language becomes a natural the day. component of the literacy-rich, whole- language classroom. The arts tap children's Furthermore, children will develop affective curiosity and imagination. Teachers canuse skills as they work and play togetheron a this curiosity as they design activities that cooperative project. Art is a primarymeans capitalize on the talents of each child. of transmitting cultural values through self- expression. Children's endeavorscan be Learning to read through the arts integrates used to promote an appreciation and aesthetic, cognitive, and affective skills. understanding of themselves as wellas Aesthetically, first graders can express cultural diversity in the classroom. themselves in a variety of experiences using oral and written language: As they participate in reading through the arts, children will begin to learn: Engaging in creative dramatics. Role playing original stories. story sequence Making puppets and writing skits. characterization Choreographing dance and movement oral communication to music. sentence structure Dictating sentences about art in various use of dialogue media. rhyming schemes Singing songs from words on charts. writing process Labeling and writing about original reality and fantasy sculpture. sense of story represented by movement Creating original poems. and pantomime Making masks, evoking moods, and new vocabulary telling feelings. dictation Retelling familiar stories through captions and labels pantomime. reasoning skills Making a mural with words and pictures. The most valued quality of learningto read Illustrating and publishing original books. through the arts is its creativity.It helps the The cultural resources of New York City teacher reach those children who need provide many opportunities for children to added motivation to learn. But most of all, it find out about the arts. Teachers can plan enables youngsters to develop self-esteem, trips to museums, dance recitals, poetry gain a sense of accomplishment, and build positive relationships with their classmates.

100 Grade One And Growing 139 INNOVATIVE USE OF THE BASAL

It is important for teachers to create a This information may be recorded on chart literacy-rich environment in which children paper as follows: can learn to read as naturally as they learn to speak and to write. Basal reading is one WHAT WE WHAT WE WANT TO WHAT WE method of instruction employed in many first KNOW FIND OUT LEARNED grade classrooms. This approach is widely (prior knowledge) (pupil-generated (story summary) used because it offers a controlled questions) vocabulary, detailed lesson plans for direct instruction, and suggestions for teaching and review of reading skills. The directed Every first grade teacher should become reading activity used with basal selections familiar with the reading skills listed in the may be modified by teachers so that children Curriculum Frameworks and should seek to are taught to monitor their own include them in daily skill lessons as the comprehension by using independent children's specific needs emerge during strategies that promote learning and reading times. remembering. VOCABULARY Before Reading Words and definitions can be introduced Ask children to: using webbing. Choose a main idea or Activate their prior knowledge by theme from the story and have the children discussing or brainstorming any tell all they know about that topic. Write experiences they may have had that are what they tell you, underlining the targeted connected to the topic. vocabulary. For example: Predict the content of the selection by Children may be shown how to make word looking at the story title and pictures. webs and concept webs to increase their com- Generate their own questions about what prehension of new vocabulary and story text. they would like to find out about when the story is read. Word Web Discuss the genre of the selection. During Reading Relate new information in the selection to their prior knowledge. Confirm predictions. Clarify questions generated. After Reading Respond to generated questions. Retell the story. Evaluate predictions. three rings

140 Chapter 4: Using Instructional Approaches and Strategies 101 Concept Web What did you think was the funniestpart of the story? The saddest? Did the story end the wayyou thought it would or did it surprise you? What special words did the author They have leaves Thegag use to helps plants. help you understand the story? Tell the main things that happened in the story. If you were this character, wouldyou have felt the same or differently? Would I grew one from a IOW in kinderganen. you have done the same things?

flathantel Questions should elicit responses related to feelings, problem solving, critical thinking, Vocabulary can be reinforced through games, predicting, and comparing. Ask children if story boards, and dramatic play. Experience they liked the story and how they would charts may be composed by the childrenas change it.This is a good opportunity to they make sentences using the new words. allow the children to write a relatedstory Children can be encouraged to write theirown using their own words, feelings, and stories using the new words, and they may experiences. even wish to make their own dictionaries. Two simple activities that promoteyoung READING THE STORY children's ability to compare and contrast are: The children need to feel involved with the story being read to them. This is best done Choose a character from the story and using a motivational technique such as record how he or she is similar toone of reading the title of the story and recording your friends or classmates. What questions children have about what will qualities does the character have thatyou happen, or by relating the story to one would or would not like to have? Why previously read on a related theme. or why not? Fold a sheet of paper in half. Onone Basal readers are useful in that they lend them- side draw a picture of your selves to different styles of reading. Children neighborhood; on the other half drawa may read independently, as a small group, with picture of the setting of the story. a paired partner, or as a choral presentation. Explain any differences or similarities. Each approach is valuable in that it serves to The creative teacher will find versatileways enrich the emergent reader's literacy. to use basal readers in the first grade If there are different characters in the story, classroom. Stories and selections in the reading group members can be given parts reader need not be followed in sequential to read or act out. The teacher can use a order from beginning to end. Rather, the variety of questions to ask the children about teacher may reorganize the contents of the the content. Encourage the children to use book to choose specific topics during the pictorial, contextual, and inferential cues. school year related to: Ask open-ended questions, such as: themes What did this story make you think about? holidays When and where does this story take particular genres place? How do you know? biographical information Why is this character important in the content area-related concepts story? poetry

102 Grade One And Growing 141 EXTENDING THE SELECTION PICTURE MOBILES Children can respond to basal selections in a Children enjoy making story mobiles. They variety of ways. They may simply discuss the may be constructed from hangers, sticks, story concepts, draw pictures of a favorite dowel rods, or pipe cleaners. The pictures character, contribute to a group retelling, or can be attached with yarn or string. The engage in a project to extend their children may draw characters or scenes from comprehension. Some selections will lend the story. themselves to creative dramatics, musical activities, or science experiments as follow-up. REFERENCE CHARTS Teachers may wish to develop ongoing PUPPETS charts with the children to use as references First graders may draw story pictures on throughout the year. As different stories are paper or felt finger puppets and use them to read by the children, the lists on each chart retell selections read. can be expanded.

Puppets may also be constructed from paper WORDS THAT bags, socks, construction paper or craft sticks CHARACTERS SETTINGS WE DESCRIBE for story dramatization. WE HAVE KNOW CHARACTERS READ ABOUT STORY MAPS The Little Red Hen forest friendly Picture story maps are another creative Danny Dinosaur school sad activity that children may undertake: Clifford pond tricky Goldilocks farm happy

TheZoo B. Turner Teachers should aim to produce independent readers whose reading improves over time. Do your readers: monitor their own reading? search for cues in word sequences, in meaning, and in letter sequences? discover new things for themselves? WALL STORIES cross-check one source of cues with Teachers can mark off sections of the other sources? bulletin board to form pages of a book. The self-correct according to context and children can use these sections to create an picture cues? original version of the selection read. There are many ways in which reading can be taught during the school day. With extension activities and the inclusion of Day GJI? "Pb®Pcwilgo related children's literature, the basal can be used in a more holistic approach that can be tailored to the interests and needs of individual children and the class as a whole.

142

Chapter 4: Using Instructional Approaches and Strategies 103 SKILLS IN MATHEMATICS

By the time children enter first grade, they Children come to first grade witha variety of have acquired some knowledge about prior experiences in groups. Somecome mathematics. They have used their number from an all-day kindergarten, others froma knowledge to tell their ages, how many day-care center or half-day kindergarten. people are in their families, and to recite their Some children may have no priorgroup telephone numbers. They are also familiar experience. Teachers should become with pennies, nickels, and other coins. They familiar with the topics and concepts in may not be aware of the actual values of the Getting Started in the All-Day Kindergarten coins, but they know these coins are "money." for possible review and reinforcement.For However inaccurate or unsophisticated many example, even though personal data (e.g., of these ideas may be, they furnisha starting address, telephone numbers, and number point for the alert teacher. names in the environment) are not included From the start, children's experiences in in this first grade guide, teachers should be mathematics should be concrete and mean- aware that these and other concepts may ingful. A child who has broken a whole need to be reintroduced at the beginning of cookie into parts understands that each part the first grade. is less than the whole cookie. Children The following seven principlesare basic to should be active participants in discovery planning for growth in mathematics in first and in learning. Learning experiences grade: should be planned by the teacher andar- ranged in an orderly sequence. 1.Mathematics is taught in a definite sequence. In school, children are in frequent contact 2.Each mathematics topic is developed with mathematical ideas and with mathemat- through four developmental levels: ics in action. As children become aware of engaging in experiences the importance of numbers in their daily using concrete and representational lives, concepts will be refined and materials mathematical language used with increasing thinking through mathematical precision. relationships Children experience continuous growth in writing and using mathematics in understanding number concepts and solving problems concepts related to distance, shape, size, 3.The four developmental levels may speed, temperature, time, weight, and overlap. location. Many of these concepts are 4.For most topics in mathematics, children developed informally. Although their will need a significant amount of time to development may seem incidental from the experience all four developmental levels. child's point of view, they are the result of 5.Children will also vary in the amount of careful planning by the teacher. time needed to advance through a topic. More mature children may proceed As the teacher learns about the strengths and through the first two developmental instructional needs of individuals and levels more rapidly than less mature groups, children can be guided to make children. Some children may be able to discoveries at their respective levels of "think through" more mathematical development. In addition, the teacher can relationships than other children. help children reinforce concepts previously developed as new topics are introduced.

104 aGrade One And Growing 1 43 6.The earlier a topic in mathematics is Manipulative materials should be explored introduced, the longer the teacher should throughout the school year, allowing time emphasize the first two developmental for: levels. children to discover the properties of 7.Children are frequently encouraged to each type of material. estimate answers before they compute. the teacher to observe children's levels of Those children who are unable to give skill development in using each material. reasonable estimates will need to go It should be remembered that the level of a back to earlier developmental levels or to child's skill development and the level of simpler concepts or processes. language (terminology) may not be the The scope of first grade mathematics is same. Both types of learning should be based on the New York State and New York continually assessed. As the teacher guides City curricula.It should be noted that the the children in skill development, curriculum is cyclical and developmental.It terminology is continually taught through encompasses the following major topics: modeling, dialogue, and discussion. numbers and numeration Concepts may be introduced to large groups addition of whole numbers of children; however, there are times and subtraction of whole numbers situations when additional concept fractions development is taught in small groups or to geometry individuals.It is important to note that many measurement of these concepts, while introduced in algebraic concepts kindergarten and first grade, may not be graphs, probability, statistics completely internalized until later. problem solving

144

Chapter Using Instructional Approaches and Strategies 105 ENCOURAGING CREATIVE THINKING SKILLS

Rather than teach creative thinking skills, bring with them a wealth of differenttypes teachers need to encourage them. Children of experience and knowledge. Ifa child are creative by nature. As facilitators, teach- gives an incorrect response, work with that ers need to offer more challenging oppor- child in finding out the reason for the tunities to allow the children to be creative response. Depending upon a child's and to express themselves freely. When culture, a "wrong" answer just might not teachers integrate activities involving higher- be as far off as originally thought. level thinking skills into the everyday cur- Be generous with your praise! Praise riculum, they enable children to become benefits children when handled critical thinkers and decision makers. (Skills appropriately. Pinpoint what was "good" such as problem solving and critical, or "great" about an answer. Reflect on the analytical, and divergent thinking are the child's thinking ability. Responses suchas components that make up higher-level "Oh boy, you remembered that fact about thought processes.) reptiles," or "I like the way you related the Education has come a long way from rote fish family to the reptile family. That's memorization and the keep-them-busy drill good thinking," are more appropriate sheets. Today's educators need to reassess responses. These specific comments the methods of schooling in which they promote self-esteem and let children know themselves were taught. Teachers need to that their contributions are valued. become sensitive to the level of thinking re- SENTENCE SKELETONS FOR ENCOURAGING quired in the questions they ask and to be CREATIVE THINKING SKILLS open to ways in which children answer Fluency: those questions. The ability to produce a large number of The following are teacher tips that encourage ideas in a short period of time is a thinking creativity in the classroom: skill defined as fluency. The following types Model respect; demonstrate respect for of questions encourage fluency: persons who need time to respond to a Who can think of the most... ? question. Think of all the ways... ? Ask open-ended questions that call for How many ways... ? an opinion and critical thinking. Flexibility: Ask questions that require comparisons, The ability to think of answers that fall into evaluations, elaboration, and a multitude many different categories is a thinking skill of answers. defined as flexibility. The following types of Ask questions that elicit predictions. questions encourage flexibility: Provide opportunities for the children to In what other ways... ? follow up with a hands-on investigation. What different kinds... ? Set a time for a shared reading of results. What else... ? Encourage children to share their "own" Originality: ideas. Keep good eye contact and express The ability to think of new or unusual ideas interest through facial and body language is a thinking skill described as originality. while listening to the children. The following questions encourage original Accept all types of ideas. Keep in mind thought: the rich cultures and backgrounds of the Can you think of something new? children in the classroom. The children Can you think of something completely different from... ?

106 Grade One And Growing 145 Can you think of something no one else Analysis: will think of? At this level the children are aware of the Elaboration: thought process in use. The child can The ability to add on to an idea is a thinking examine, classify, hypothesize, collect data skill known as elaboration. The following and draw conclusions. The teacher might questions encourage elaboration: ask the children to: Can you add to this... ? Take apart the... How can you change... ? Compare the... How can you make this better... ? Look into... SENTENCE SKELETONS FOR ENCOURAGING Synthesis: MULTI-LEVEL THINKING At this level, the children can originate, Knowledge: integrate, and combine ideas into a product, At this level the children recall or recognize plan, or proposal that is new to them. The teacher might ask the children to: information or ideas in the approximate form in which they were learned. At this level the Invent a new... teacher may suggest: Predict what might happen if... Compose a new... Tell what you know about... Label the following... Evaluation: Match the pairs... At this level the children appraise, assess, or Name each one... criticize on the basis of specific standards or Read the... criteria. At this level, the teacher might ask Find all the... the children to: Show me which is... Judge what will happen if... Locate the... Select one of the following... that you Comprehension: think is the best. At this level the children will translate or Choose the one... you think show understanding of information based on In a non-threatening environment where prior learning. The teacher may suggest: creativity and expressiveness are constantly reinforced, the children become aware that Retell the... originality can be experimented with rather Rewrite the... than held back in fear of correction. Give examples of... Explain why... Summarize the... Application: At this level the children can select, transfer and use data to solve a real life problem. At this level the teacher may ask the children to: Solve the problem of... Illustrate the... Show us how you could... Make a sample of...

Chapter 4: Using Instructional Approaches and Strategies E 1107 CHILDREN WITH SPECIAL NEEDS

The grade one teacher prepares a stimulating role model, conveys the message to the yet structured environment designed to foster children that, regardless of outward the academic, physical, and emotional appearances or abilities, they are valuable growth of each child. Instruction is multicul- human beings to be treated with dignity and tural in scope, broad in its themes of study, respect. Desirable modes of behavior, which and varied in its use of sensory experiences. the children can imitate, are demonstrated. The teacher challenges the children's natural These include: curiosity and is mindful of individual learn- Concern for the Feelings of Others ing styles and rates of development. The teacher's friendly "Good Morning," Often, children will develop some skills smile, choice of words, tone of voice, faster than others. For example, a child may and facial and bodily expressions set the display good communication and social tone for the day. Minor mishaps and interaction skills with peers, and at the same infractions of rules are corrected quietly time experience difficulties with fine motor or privately whenever possible. and/or gross motor activities. However, Acceptance of Individual Differences most of the children's abilities will cluster Children may notice differences in each around the six- to seven-year-old other's abilities and appearance. The developmental stages. A few may benefit teacher responds matter-of-factly: "Yes, from Type III enrichment activities (See Kim needs a quiet place to calm down"; "Educational EnrichmentExcellence for "Rowena, try this easier puzzle first"; "I Everyone," pp. 147-8.) Some children may need my glasses when I read. Glasses have special needs that require alternative help me see the small print better." Young- teaching strategies and modified instruction. sters learn in a non-threatening atmosphere These needs may stem from: that it's okay to have special needs. specific health problems Support for the Insecure language processing difficulties For those who are afraid of failure or have physical disabilities previously been ridiculed, the teacher's learning problems availability and encouragement will difficulties in adjusting emotionally provide welcome support for faltering first Children with special needs may exhibit one steps. "I'm here to help you"; "Just try or more behavioral characteristics that are your best"; "This book is a special story typical in younger children, such as just for you"; "If you need help, Carlos repetitive speech patterns, continual might be able to help you." Simple movement, negative self-assertion, or poor statements like these may boost the impulse control. In those cases, the teacher disheartened youngster to renewed efforts. may want to choose a broad range of activities to enhance both self-esteem and INDIVIDUAL ASSESSMENT learning potential. OF SPECIAL NEEDS Finding the time for individual assessment of a The grade one classroom environment child with special needs while continuing the extends the children's initial concepts of the scheduled activities of the grade one classroom self beyond the accumulated experiences of may, at first, appear to be an overwhelming the home and promotes continued task. However, the teacher can register opportunities for positive interactions within specific needs and pinpoint the most effective a larger social framework. The teacher, as

108 Grade One And Growing 147 modes of instruction while maintaining the the use of oral language. Children are regular flow of full-group activities. encouraged to retell stories using The Special Education Training and Resource manipulatives. Center (SETRC) lists five developmental steps 3. Representational Material: The third that can be adapted to teach any concept. phase uses two-dimensional materials, Reference to these steps will aid in the such as photographs, films, and filmstrips assessment and planning of developmentally to further reinforce the concept being appropriate materials and activities for learned. Children are encouraged to children with special needs. describe the process verbally. Developmental Learning/ 4. Abstract Material: The fourth phase Teaching of Concepts utilizes only abstract symbols (letters/words) to illustrate the language 1.Direct Experience: The introduction of new concepts begins with the physical process. This can include picture/word manipulation of real objects in the child's cards, games, library books. Children immediate environment (such as tables, use oral language to describe the activity. chairs, books, etc.). Using oral language, 5. Extending Concepts: During the fifth children describe their explorations with phase, the children can be provided with the materials. many opportunities to apply the newly 2. Concrete Materials: The second phase learned concepts in a variety of contexts, involves varied interactions with using oral language concurrently manipulatives (toys, flannelboard pieces, (sentences, stories, games, wipe-off games, puppets, etc.) concurrently with cards, sequencing story events on sentence strips).

Assessment of Developmental Stages of Learning

Child's Name:Tania

Activity:Story Time: Teacher reads Peter's Chair by Ezra Keats

DEVELOPMENTAL STAGE PREFERRED BY CHILD

I. II. III. IV. V. Direct Experience Concrete Materials Representational Abstract Material Extending Concepts Material Child places Child arranges Child finds Child matches Child expands III chairs around thetoy chairs in dollpictures of chairsword card to and IV; table in house- house. in a furniture chair. makes a picture keeping center. catalogue. story about chairs; "writes" words and sentences about chairs; retells the story.

Children with special needs will generally descriptions the teacher assigns to objects prefer, and benefit from, many reality-based and experiences in a manner similar to the experiences that are reinforced through the process of speech acquisition by an infant in use of concrete manipulative materials. The the home. Additional techniques are child will begin to imitate the oral labels and outlined in the following figure:

Chapter 4:Using Instructions) poaches and Strategies 109 Techniques for Working Use Multisensory Approaches with Special-Needs Children Provide a variety of different activities and proceed developmentally be concrete materials, e.g., paints, manipulative materials, clay, creative dramatics, music, block-build- be 'firm yet fair" be specific ing, movement, cooking, listening to stories. use multisensory have fun Be Flexible approaches Provide adequate time for the child to complete tasks and participate in group be precise activities. be positive Allow the child to engage in an activity be flexible that is different than that of the rest of be repetitive the class: be consistent be sequential The child may choose to paint while In addition to observing the child's needs, group is listening to a story. areas of strength, and interests, the teacher The child may choose to sit quietly may want to: and look at a book while other meet with the child's parent(s). children engage in active play. review the child's current health record. Allow for individual rates and styles of confer with the former teacher (if child learning. attended a preschool class). Give the child space to make limited confer with the guidance counselor. choices during the day. confer with the school supervisor. Be Repetitive Allow the child to repeat an activity SUGGESTED TEACHING STRATEGIES several times. Proceed Developmentally Present a variety of activities to let the Be realistic and flexible in your child practice a skill. expectations of the child's development. Repeat instructions when necessary. Think in terms of the child's Be Concrete developmental age, not the child's Accompany verbal directions with hand chronological age. gestures, body movement, objects, or Use task analysis to present activities. pictures. (Tasks may be broken down into "Walk" the child through a new activity component parts and taught in step-by- or a new routine. step sequence.) Provide a wide variety of physical Make sure that activities are a challenge activities. and are not frustrating. Use physical prompting when teaching a new skill. Manually guide the child Be Sequential through the activity, gradually Start with what the child can do: move withdrawing the physical guidance as the from the known, simple, and easy to the child gains confidence and competence. more difficult and complex. Use modeling and imitation: the child Build complexity very gradually. attends (looks and listens) as the teacher Plan activities based on the following performs the desired behavior, which the progression: from concrete experiences child then imitates. (object/motor/language) to representa- tional experiences (pictures) to symbolic experiences (verbal and written symbols).

110 Grade One And Growing Be Specific Avoid potential "trouble situations" such as: Provide a clear structure for each activity: asking the child to wait for a long Let the child know what will be time. expected by setting limits. requiring the child to be silent for a Let the child know the sequence of long time. the activitypreferably through the presenting abrupt changes in routines use of pictures. or activities. Give clear cues for the child to Use positive contingencies to set limits: recognize when the activity begins "When you put the blocks away, and when it ends, e.g., "When you then you can go to the yard." have paper and crayons, you can "When you sit down, then you can begin to draw." Or (using a timer) mix the cake batter." "When the bell rings we will put the "Put the blocks away, then go blocks away." outside." Be Consistent "First sit down, then blow bubbles." When setting a limit, be clear about the Be "Firm Yet Fair" consequence if the child does not stay Give reasons for acceptable and within that limit. For example: unacceptable behaviors, e.g., "Put a A child spits at another child. Teacher smock on before you paint so your shirt says: "If you are angry you may tell him, will not get paint on it." `I am angry. Leave me alone.' But you Explain to the child the reasons behind may not spit at him. If you do you'll decisions you make, e.g., "We are have to leave the block area and sit in playing inside today because it is your seat." The child continues to spit. raining." The teacher then removes the child from Set limits appropriate to the the block area, even though the child is developmental needs of the child. screaming and kicking and says "I'm Be Precise sorry.I won't do it again." The teacher Use clear language. sits the child in a chair, and explains why Limit the amount of words in your the child is not going to be working in directions. the block area that day. Be descriptive in your praise and Be Positive appropriate to the situation: Develop and nurture a positive attitude "You did a good job in cleaning up in the child:"I can do," "I can learn." the art area. You washed all the Recognize and praise small efforts. brushes." Reinforce responses that come close to "You worked very hard buttoning achieving the desired behavior. your coat." Use preventive techniques in dealing "You remembered to look at each with management problems: puzzle piece as you worked." Recognize when the child is Have Fun behaving appropriately and reward Allow the child to learn through exploring, immediately. experimenting, and discovering. Verbalize what the child is doing right. Provide many opportunities for peer During an activity: modeling: address the child by name. The child observes and then assists stand or sit next to or close to the child. another child in building a tower of maintain eye contact periodically to blocks. keep the child's attention on the task. The child and two of the child's peers set the table for snack time.

Chapter 4: Using Instructional Approaches and Strategies 111 150 Plan activities that encourage the child to Activity:Plan the day's activities. use learned skills in a meaningful way: The child participates in cooking If the child shows difficulty adjusting experiences to reinforce an to new situations increasing ability to follow directions. Then: prepare the child for any changes The child pours juice for the class at that may be occurring during the snack time to improve eye-hand day by discussing what's going to coordination. happen and, if possible, why Modify the Learning Environment things will be different on this day. With an understanding and a respect for the Direct Instruction Activity individuality of each child, the teacher plans Activity: a curriculum to enhance each child's Sound GameAuditory learning. In meeting the special educational Discrimination needs of the children, the teacher may have If the child has difficulty in recalling to: the name of an object but is able modify the schedule or specific aspects to identify the sound the object of the learning environment. makes try alternative teaching strategies. Then: present four realistic pictures of adapt the curriculum. objects or the actual objects as the When modifying and adapting an activity to child listens to a sound. Child can meet the child's special needs, the teacher point to the picture or object that incorporates what the child can do and what makes that sound. Teacher names motivates the child to learn. the object, child repeats the name. An example of how this can be done is illustrated below. Learning Centers Activity:Children work at learning centers. Suggested Modification to a Daily Schedule (8:40 A.M. - 3:00 P.M.) If the child has difficulty in making choices but has a variety of Arrival; Informal Conversation interests Activity:Children look at books while Then: present the child with only two awaiting classmates. choices at a time based on the If the child enjoys looking at books child's interest, e.g., "Do you want but gets distracted on the way to to work at the water table or in the library area and disrupts the the block area?" other children's reading activity Discussion Then: provide the child with a story box If the child speaks only in one- or (containing a selection of four two-word phrases but seems eager books, which are changed to contribute to the group's periodically). The child selects discussion reading material from the story box, available at the child's table, Then: listen attentively, provide ample rather than going to the library. time for the child to speak, and expand on the child's utterances:

112 Grade One And Growing 151 C: "Blocks." place child near you for closer T: "Yes, Anna, you worked with guidance. the blocks." Prepare for Lunch/Snack C: "Fall down." If the child has difficulty with motor T: "You built a tower and it fell coordination but understands and is down." able to follow verbal directions Then: C: "Mario build." use verbal directions to guide the child through the movements of T: "Mario and you built the the activity. tower up again." Quiet Time and Rest C: "Yeah, up, up." Children look at books, listen to music T: "You and Mario built a tall If the child is easily distracted and tower." disruptive Finger Play Then: select a quiet area for the child to If the child engages in repetitive rest, away from the other children movements or mannerisms but is and from any easily accessible unable to sit with the group materials. Then: have the teacher or educational Music assistant sit next to the child and: Rhythms, Rhythm Instruments verbally reward the child If the child has marked lack of whenever the child is impulse control, but shows an participating appropriately in interest and enjoyment in music the activity. Then: set clear limits and contingencies. intervene physically by guiding follow through with contin- the child to move in the gency if the child does not be- appropriate way. have within the stated limit. intervene verbally by signalling don't overwhelm the child by the child to focus on the task, too much talk and an overload e.g., "Sam, put your hands on of materials. Frequently praise your head." the child's positive behavior Active Play during the activity. Indoors or outdoorscircle games Work Period If the child has difficulty in following Preparation of simple experience chart. simple directions but has the Construction of pupil-made books. motor skills to participate in the activity If the child is easily frustrated and requires close adult supervision to Then: limit the amount of words in carry out construction of the book the verbal direction, e.g., "Catch ball. Throw ball." "Hold hands Then: allow child to engage in a and jump." related activity, e.g., accompany verbal message independently looking at with hand or body gestures. books, or drawing, until you or your educational assistant can

Chapter 4: Using Instructional Approaches and Strategies 113 152 work with the child on an When the child does not benefit from all the individual basis. alternative strategies and the difficulties use task analysis to present persist, the teacher should consider whether activity in sequential steps. the child may have a disability that is anticipate which particular step interfering with educational performance and the child might find difficult to review the results of the Chapter 53 do. Then, modify the activity. screenings. Refer to "The Chapter 53 Screening Program," on page 145 of this Snack Time guide. The most important decisiona If the child has difficulty in taking teacher can make about a young child is turns the decision to refer. Since a referral leads to evaluation for special education, the Then: model turn-taking behavior. teacher must be sure that the child's limit waiting time. difficulties are not part of normal praise the child for waiting. development, which can be handled in the grade one classroom with some modification Story Time/Discussion of the curriculum. Before a referral is made, Discussion about story and sequence of the teacher should consult with the principal events in story. Evaluation of day's activities. and/or immediate supervisor to discussevery Drawing pictures illustrating the day's resource that can be used to support the activities. child in general education. If the teacher suspects the child has a disabling condition, If the child has a short attention span a referral can be made to the Committee on for group discussion time, but is Special Education (CSE) according to able to engage in independent established procedures. Once a referral is work made and parental consent for evaluation is Then: after the story is read, allow child obtained, the child will be evaluated by the to engage independently in a School-Based Support Team (SBST). related activity, e.g., drawing While awaiting the evaluation, the teacher pictures based on the story, continues instruction, making adaptations working with sequence picture where appropriate and documenting any puzzles, pasting pictures from a changes in the child's behavior. These magazine. notations will be vital to the process of Prepare for Dismissal identifying the most appropriate classroom setting for each child's individual needs. If the child lacks self-help skills, but responds well to peer interactions Then: set up a rotating buddy system, where the child is assisted by a classmate in buttoning, zipping, or snapping an outer garment.

114 Grade One And Growing

153 Chapter 53 Screening- Instructional Program Planning

Child is screened

Individual profiles received by teacher

Screening results reviewed

Classroom observation and informal assessment

Identification of Identification of Identification of children with possible children who perform children who may disabilities as well as expected possibly be gifted

Individual planning within the classroom program School review committee Classroom Teaching environment/ strategies materials

Referral and report Referral and report to superintendent to COH

Ongoing observation and child assessment and instructional planning

Item judgments should be based on child's performance in native language. Observations should be based on cultural and linguistic appropriateness.

Chapter 4: Using Instructional Approaches and Strategies 147 154 EDUCATIONAL ENRICHMENT Excellence for Everyone

There is no single quality of mind that can Educational enrichment is a commitment to the be labeled "intelligence." Howard Gardner, children in the New York City public schools in his book Frames of Mind, posits the to expand their opportunities, build their existence of seven categories of thought, intellectual power, nurture their unique abili- which he calls intelligences: musical, spatial, ties, and help them make a positive impact on bodily-kinesthetic, interpersonal, intraper- the world around them. This commitment sonal, linguistic, and logical-mathematical. entails exposing all children to complex Human society, says Gardner, has for various situations and ideas in order to help them: reasons given historical and traditional develop effective exploration strategies. preference to the linguistic and logical- choose which elements to explore. mathematical intelligences. Yet the abilities develop the necessary skills for exploring of people who excel in the other intelli- the chosen elements. gences should also be recognized and conduct investigations with joy, depth, supported, particularly in the formative years and persistence. of early childhood. communicate every stage of the Children are wonderfully diverse. They look exploration process. different, they have different personalities, In order to implement this approach, a dif- and their talents reside in different categories ferentiated curriculum can be designed to in- of thought. A child might be quite strong in clude the processes of inquiry, creative and one form of thinking; this does not necessar- productive thinking, aesthetic experiences, and ily carry over to other forms of thought. problem exploration. This curriculum is one Since children have widely differing interests that proceeds from the regular curriculum, and abilities, and do not all learn in the same explores it in depth, extends it in time, way, the schools have a responsibility to expands it in context, and varies it in structure. match individual children with those fields of The selection of enrichment strategies for inquiry and achievement in the world children must be based on personal around them that best suit their talents, observations, and not on scores alone. potentials, and needs. Assessment must be based on an individual The definition of gifted behaviors according profile of intellectual strengths that suggest to the model of the seven intelligences cre- options for future learning. Drawing on this ates new possibilities for children and assessment, teachers can help every child to teachers. For the first grade child, it implies combine strengths in a way that is satisfying an expansion of opportunities for recogni- at school, at home, and personally. No tion and inclusion. For the first grade opportunity for stimulation or cultivation of teacher, it allows the planning of enriched mind is to be left unexplored for any child in experiences, as well as ongoing observation the New York City public schools. of participating children.It requires accep- Many community school districts have tance of different kinds of strengths, and the district-wide curriculum practices for personalized nurturing that encourages chil- homogeneous gifted and talented classes. dren to demonstrate and share their abilities The practices and curricula for these classes with friends, family, and community. can and should be extended to all children.

148 Grade One And Growing

1 5 5 Reaching the Gifted, Grades K-6, a analysis, synthesis, and evaluation. Frank curriculum guide published by the Board of Williams's model** for curriculum instruction Education of the City of New York, provides is used to label those experiences that lesson plans for the academically gifted in stimulate creativity, divergence, and fluid either a homogeneous or heterogeneous thinking. Reaching the Gifted isa valuable setting. The guide provides activities to resource for the teacher of gifted children, stimulate higher-level thinking skills, as yet it contains many ideas that all teachers detailed by Benjamin Blooms: application, can apply to all students.

Benjamin Bloom, The Taxonomy of Educational ObjectivesCognitive Domain (New York: David McKay, 1956). Cited in Reaching the Gifted. Frank E. Williams, A Total Creativity Program for Individualizing and Humanizing the Learning Process (Buffalo, New York: D.O.K. Publishers, Inc., 1980). Cited in Reaching the Gifted.

Chapter 4: Using Instructional Approaches and Strategies 149

.. 156 t*.- CONTINUITY AND ARTICULATION

Articulation is a communication process which children will thrive. In order to among the immediate members of the child's establish program continuity between grades, learning community. The sharing of teachers often share materials and equipment information ensures the continuity of and plan together creatively. The teachers of program philosophy and services for the pre-kindergarten to grade 3 can meet in May child throughout his or her education. At or June, or at other times during the school the end of the school year, the teacher year, to share informal records and samples records information that describes the child's of children's work. This supports adaptive accomplishments and progress and the areas instruction and the planning of appropriate in which he or she needs additional help. tasks. Staff articulation strengthens relation- This information is then shared with the ships between programs and coordinates receiving teacher, providing invaluable ongoing goals and expectations for each insights about the child's prior learnings and grade. creating a smooth transition for both the child and the teacher as the child moves Children respond positively to scheduled from first grade to second grade. intervisitations and orientation activities between first grade/second grade classes. Continuity facilitates the process of Visiting the classroom of their new teacher incorporating all prior experiences into an and seeing children working there helps the appropriate education program that reflects children to feel secure and "more grown-up." the whole child.It is important for the first A follow-up activity for this orientation visit grade teacher to understand each child's is having the first grade children write letters heritage and background; this allows the to the second grade children about their visit acceptance and support necessary for a to the classroom. smooth transition at this stage of the child's life.In order to ensure continuity, the A second grade child may visit a first grade teacher recognizes diversity in the classroom class to give advice to the children about and creates a rich, organized, and supportive being in the second grade. In this activity, environment that includes: the first grade children are given an opportunity to informally ask questions and appreciation and understanding of all express their concerns. racial, linguistic, and cultural groups. developmentally appropriate content. Sample articulation forms for transitions from age-appropriate materials. first grade to second grade appear on the following pages. effective early childhood teaching strategies. A general orientation to the rest of the adequate space for individual, large-group, school helps the new second graders to and small-group activities. develop a sense of belonging. awareness of children's needs, strengths, First grade is an important year in early and interests. childhood education.It builds a foundation informal and formal parent involvement. upon which future educational progress is inclusion of community resources in the built. Communication between teachers, curriculum. parents, administrators, and community members helps to create a more accurate Continuity is further ensured when there is understanding of each child's developmental communication between teachers of con- needs, strengths, talents and interests. tiguous grades. When early childhood Insight gained as a result of these efforts teachers coordinate their efforts and work permits the flexibility of curriculum and toward common goals, they help to create a environment necessary for a successful consistent, caring, structured atmosphere in multicultural/multilingual first grade class.

150 ii Grade One And Growing 157 Articulation Checklist From Kindergarten to Grade One

Name: Date: Kindergarten Class: Kindergarten Teacher: First Grade Class:

I.SOCIAL DEVELOPMENT Yes No Sometimes A. Can child work in small groups? B. Can child work in a whole class setting? C. Can child use free time constructively? D. Can child adjust to new experiences? E.Can child work independently? H. INTELLECTUAL DEVELOPMENT A. Does child ask questions? B. Does child participate in class discussions? C. Does child think through a problem? D. Does child complete a task? E.Does child follow oral directions? M. PHYSICAL DEVELOPMENT A. Does child use large muscles appropriately? B. Does child use small muscles (e.g., cutting, drawing)? IV. ACADEMIC DEVELOPMENT A. Does child know the colors? B. Does child know the shapes? C. Does child know most of the letters of the alphabet? D. Does child associate sounds with letters? E.Can child recall a story in sequence? F.Does child know nonnumerical concepts? (up, down, big, small, etc.) G. Does child know number names? H. Can child solve simple verbal mathematics problems?

153 Chapter 4: Using Instructional Approaches and Strategies 151 I.Areas that need follow-up based on the screening instrument:

J.Name of commercial program(s) (if any) child has used:

K. Child's progress in program(s):

V. LANGUAGE DEVELOPMENT Yes No Sometimes A. Limited English Proficient Child 1.First language a.Child's first language: b.Does the child speak fluently in complex sentences? c.Does the child use one- or two-word sentences appropriately? 2. Second Language a.Does the child speak fluently in complex sentences? b.Does the child use one- or two-word sentences appropriately? c.English LAB Score Date 3. Instructional Program a.Has the child been involved in a bilingual program? b.Has the child been involved in an ESL program? i. In the bilingual classroom with ESL small group instruction provided by classroom teacher? ii.In the bilingual classroom where the ESL teacher works with the child in the classroom? iii.In a self-contained ESL classroom? iv. In a pull-out ESL program? B. Native English Speaking Child 1.Does child speak fluently in complex sentences? 2.Does child use one- or two-word sentences? VI. ADDITIONAL COMMENTS (including special services such as speech or resource room; and the child's talents, abilities, needs, health concerns).

152 Grade One And Growing 159 VII. CHILD'S SPECIAL CHARACTERISTICS 1.List child's special talents, abilities, or interests:

2.List areas of potential concern:

180

Chapter 4: Using Instructional Approaches and Strategies 153

E" Articulation Checklist From Grade One to Grade Two

Name: Date:

First Grade Class: First Grade Teacher: Second Grade Class:

I.SOCIAL DEVELOPMENT Yes No Sometimes A. Can child work in small groups? B. Can child work in a whole class setting? C. Can child use free time constructively? D. Can child adjust to new experiences? E.Can child work independently? F.Can child work well with others? G. Does child practice self-control? II. INTELLECTUAL DEVELOPMENT A. Does child ask questions? B. Does child participate in class discussions? C. Does child think through a problem? D. Does child complete a task? E.Does child follow oral directions? F.Does child exhibit original thinking? G. Does child give up easily? III. PHYSICAL DEVELOPMENT A. Does child use small muscles appropriately (e.g., cutting, drawing)? B. Does the child print legibly? IV. ACADEMIC LEVEL A. Commercial instructional programs (reading, mathematics, other)

Program(s) Progress Level Achieved

154 Grade One And Growing 161 Has Needs Lacks Skill Improving Skill B.Reading Skills Comprehension 1.Can identify main idea. 2.Can retell story in sequence. 3.Can follow written directions. 4.Makes inferences about the story. 5.Uses picture clues. 6.Uses contextual clues. C. Mathematics 1.Understands one-to-one correspondence. 2.Can identify fractional parts 1/2, 1/4, 1/3. 3.Understands concept of place value in ones, tens, and hundreds. 4.Understands process of addition and subtraction. 5.Ability to tell time to the hour. 6.Ability to use a ruler to the nearest 1". 7.Solves word problems using reasoning skills. V. LANGUAGEDEVELOPMENT Yes No Sometimes A. The Limited English Proficient Child 1.First Language a.Child's first language: b.Does the child demonstrate an understanding of his/her spoken first language? c.Does the child learn and use new spoken vocabulary? d.Does the child communicate with peers and adults verbally? 2. Second Language a.Does the child demonstrate an understanding of his/her spoken second language? b.Does the child learn and use new second language spoken vocabulary? c.Does the child communicate with peers and adults verbally in his/her second language? d.English LAB Score Date

162

Chapter4: Using Instructional Approaches and Strategies 155 3. Instructional Program Yes No Sometimes a.Has the child been involved in a bilingualprogram b. Has the child been involved inan ESL program? i. In the bilingual classroom with ESL small group instruction provided by classroom teacher? ii.In the bilingual classroom where the ESL teacher works with the child in the classroom? iii.In a self-contained ESL classroom? iv. In a pull-out ESL program? B. The Native English-Speaking Child 1.Does the child demonstrate an understanding of spoken language? 2.Does the child learn and use new spoken vocabulary? 3.Does the child share information and new ideas? 4.Does the child communicate with peers and adults verbally? VI. CHILD'S SPECIAL CHARACTERISTICS 1.List child's special talents, abilities, or interests:

2.List areas of potential concern:

156 Grade One And Growing 163 CHAPTER 5: DEVELOPING THEMES OF STUDY

164 THEME DEVELOPMENT

Children come to school with previous life illustrates the integration of the content areas experience. They have acquired under- and the correlation of skills and activities standings and concepts about their own en- within that theme. vironment regarding their own ethnicity and culturehome, family, school, and As the activities are carried out, the teacher community. Although prior school extends the children's knowledge and fosters experiences may differ, all children have a the development of skills and attitudes. The natural curiosity to explore and extend their teacher engages in an ongoing assessment of environment. To capitalize on these the learning process and the learning inherent abilities, the curriculum should have environment to determine children's strengths and instructional needs. relevance to the children in terms of their total life experience. Children have a natural Possibilities for deepening and expanding the study are explored as the teacher commitment to those tasks that relate to their develops additional activities. immediate environment. As they engage in the curriculum's planned BROAD-BASED GOALS experiences, children develop and extend FOR THEME DEVELOPMENT understandings, concepts, skills, and To understand that each child has a attitudes. The curriculum content should be cultural and linguistic heritage that may conceptually understandable to the six-year- be shared with others. old child. For example, a study of To develop an awareness of one's technology that includes the workings of a feelings towards self and others. computer, would not be suitable to first To recognize that there is a rich diversity grade children's maturational levels. in the human family. However, studying about machines that people use would be appropriate for a first To realize that each person is unique and important. grader's interest and age. To recognize that we change by growing The thematic approach to curriculum and learning about ourselves and others. development provides for the integration of content areas and skills.It is composed of CHOOSING A THEME OF STUDY organized, well planned experiences that When choosing a theme, the teacher takes promote the development of children's into consideration whether it: intellectual competencies and expand their understanding of the world. The thematic is relevant to the children's interests and approach offers children a wide range of needs. activities suitable for all learning styles. is developmentally and/or age Incorporating a theme into the content areas appropriate. creates a natural flow for learning.It gives will foster the development of skills. children the varied opportunities for building a strong knowledge base and higher-level is valid in that the concepts, skills, and thinking skills. attitudes learned may be applied to real life. In the integrated curriculum, content area can be incorporated into the content activities are developed and interwoven areas. around a particular interest or theme, such as "Friends." The flowchart for each theme

Chapter 5: Developing Themes of Study 159 165 will foster an understanding of cultural experiences in a themesuch as movement and linguistic diversity. activitiesare ongoing, whereas making a can be studied more deeply by reference terrarium may take a few days. to a variety of books, resources, and other materials. The sample themes presented in this manual are intended to illustrate specific plans for emphasizes people's interdependence. theme development, and they include is as exciting and interesting to the suggested learning experiences. The teacher as it is to the children. flowcharts illustrate the learning experiences evolves from the Pre-K-2 Curriculum incorporated into each theme. These Frameworks. experiences are illustrative of the many others that can be developed by the teacher MOTIVATIONAL TECHNIQUES and class. Each experience is organized by After a theme has been selected, one or a curriculum area and lists materials, combination of approaches could be used to vocabulary, and follow-up activities. The motivate children. format is designed to stimulate a wide range of responses from the children. When Take a trip through the school or the possible, however, children should be taught neighborhood. in their first language. Display books, pictures, or objects related to the theme. "Working with Limited English Proficient (LEP) Children," in "Part I, Chapter 2: Show a film or filmstrip. Planning for the First Grade," assists the Read aloud informational material, monolingual and bilingual teacher in stories, and poems that generate curiosity providing direct ESL instruction to children and interest. with limited English proficiency. Stimulate discussion of the questions and It is essential that instructions given to the ideas the children have raised. entire class are altered for LEP children. The Record the knowledge children already teacher should provide numerous examples have in relation to the theme. in a variety of forms, and demonstrate what is to be done. Direct experiences, concrete Help them formulate what it is they wish objects, and extensive use of illustrations will to find out. greatly increase comprehension. Using The duration of each theme depends on illustrations when telling stories, practicing such factors as its interest to the children, choral speaking, and singing action songs appropriateness to the season, relevance to a provide a wealth of linguistic input that can current event, and depth of the learning be shared by the entire class. experiences within it. Some learning

160 Grade One And Growing 168 THEME A: WHAT'SIN A NAME?

The theme "What's in a Name?" is develop- To recognize that each language, culture, mentally appropriate for first grade because and ethnic group has its own names. names are among the first words children To realize that animals have names and recognize in print and desire to write. live in specific habitats. This theme is interdisciplinary and includes The experiences in the theme "What's in a songs, fingerplays, rhymes, games, graphs, Name?" include the following: and opportunities for dramatization. Skills I. Names Identify People are taught using a variety of methods and creative activities that emphasize the natural A. Parents/caregivers give children their individual interests and the backgrounds of names. the children. These activities can be included B. Names can tell about people's ethnic in the learning centers. backgrounds. First grade children bring to school their C. Names can be expressed in more personal experiences with ethnicity, race, than one language. culture, language, families, and friends. D. Storybook characters' personalities Planned activities that build on these can be reflected by their names. understandings help children to develop academic skills and social values related to II. Animal Names and Habitats the multicultural dimensions of today's A. Animals can be identified by their world. names.

BROAD-BASED GOALS B. Each language has its own name for To develop a sense of identity and self- animals. esteem. C. Animal babies and pets have special To understand that names relate to names. people's heritages. D. Habitats are places where animals live.

167 Chapter 5: Developing Themes of Study 161 Communication Arts

Listening to stories Exploring the letters of the alphabet Distinguishing between reality and fantasy Retelling stories Changing story plots and endings Connecting storybook characters' names with their personalities Appreciating poetry Contributing to group experience stories Recording information Writing stories about animals Using computers to design invitations Learning Braille alphabet, sign language, and fingerspelling Practicing penmanship Associating letters with their sounds Composing lists Making ABC books Making semantic webs Sharing original books Creating class big books

Making mobiles Creating puppets Science Designing a filmstrip project Making shoebox dioramas Adopting a class pet Creating puzzles Naming the class pet Exploring media Finding out about animal habitats Using glue, paste, scissors Identiying animals by physical Making tactile letters characteristics Learning animal sounds Discussing pet behaviors Analyzing data

162 Grade One And Growing 163 Health/Cooking

Discussing care of class pet Learning safety precautions when dealing with animals Protecting the health and safety of Music/Movement animals Choosing proper food and envi- Performing alphabet aerobics ronment for class pet Singing songs that include the Learning about animals and their names of the children offspring Using body movement to make alphabet shapes Reciting fingerplays, rhymes, chants and poems Playing games

Mathematic

Counting letters in names Making bar graphs Interpreting information from bar graphs Locating numerals in the home, school and neighborhood Distinguishing between least and most Social Studies Finding out about equivalent sets Using non-standard measurement Exploring origins of family names Making number booklets Interviewing family members Exploring number facts through Using maps and globes to find stories places of origin Learning numerical fingerplays and Learning Native American names poems for animals Visiting a zoo Using a trip board Developing respect for cultural diversity Learning that all families have a history

Chapter 5:eveloping Themes of Study II 163 THEME A: WHAT'S IN A NAME? NAMES IDENTIFY PEOPLE

LEARNING EXPERIENCE I Concepts: WHAT'S IN A NAME? Parents/caregivers give children their names. Names can tell about people's ethnic 1.Write your full name: backgrounds. Names can be expressed in more than one language. Storybook characters' personalities can be reflected by their names. Preliminary Activity: 2. Who gave you your name? Children write each letter of their nameson individual post-its, and line up the letters in sequence. Children count the number of letters in their own names. The class comes together in a circle. Children can then compare the number of letters in each 3. Why was this name chosen? other's names.

LETTERS IN OUR NAME GRAPH 21 20 19 15 4.If you could change yourname, what 17 would it be? 16 15 c 14 r 13 12 11 9 5. The Native Americans often have g names that describe something about them or compare them to something ZR 67 in nature. Examples are White Elk, Thunder Cloud or Spotted Deer. If 5 L A you could make up such a name for 4 F L 0 yourself, what would it be? 3 L E E 2 5 A M 1 0 1 2 3 4 5 6 letterletterslettersletterslettersletters Number of letters in each name

164 Grade One And Growing 170 ask the children for any other observations CURRICULUM AREA: MATH they can make from the bar graph. Materials: record the information elicited from the 3" x 5" cards, markers, crayons, bar graph children on an experience chart. For chart, tape or glue example:

Vocabulary: We counted the letters in our Nilsa bar graph names. columns more than/less than The column with 4 letters has Jose most/least the least names. TOWS The longest names have 6 Augie same/different letters.

Experience: My name has 5 letters. Jaeda The children can: write their first names on index cards. Follow-up: count the letters in their names. The teacher can: glue or tape their names into the make a ten-box by ten-box grid for each appropriate column on the bar graph. child. The teacher can: The children can: discuss which names have the most fill up all the spaces in the grid by letters. writing their names repeatedly. discuss which names have the least letters. mark each letter with its own color (e.g., discuss which names have the same color all A's red, all B's green). number of letters. create a "key" to explain which color is discuss which column has the most used for each letter (e.g., red=A, names. green=B). discuss which column has the least names. recognize the pattern that appears in discuss which column has the same their grid. amount of names. AMYAMYAMYA OUR NAMES MYAMYAMAM 26 Sam Emena E 25 Flo silly Junior YAMYAMYAMY ss) AMYAMYAMYA =4 Uki Rosa Nilsa Naima (%) MYAMYAMYAM -15 Edwin Carlos _c 3 Mei Lisa U YAMYAMYAMY t2 Tom Eric Maria Kareem AMYAMYAMYA 1 Lee Josh Jaeda Jessie E MYAmYAMYAM = 3 letters4 laters5 letters6 letters Y number of letters in name yAmYAmYAM AMYAMaYAMYA

171 Chapter5:Developing Themes of Study 165 CURRICULUM AREA: ART If Your Name Starts With.. . . Materials: If your name starts with A, B,or C, paper, crayons, markers, glue, tactile Stomp your feet and count to three. materials (e.g., sand, glitter, beads, beans, If it starts with D or E, macaroni, buttons) Pretend you are dancing likea flea. Vocabulary: If it starts with F or G, Wave your hands and look atme. initials trace If it starts with H or I, Experience: Raise both hands way up high. If it starts with J or K, Read Adelaide to Zeke by Janet Wolf. Shake one foot, yes youmay. The children can: If it starts with L, M, or N, draw large letters of their first initial. Walk like a bear coming out of its den. trace the letter with glue. If it starts with 0, P, or Q, cover the glue with one of the tactile Bend way down and touchyour shoe. materials. If it starts with R, S, or T, Flap your wings like a busy bee. Follow-up: If it starts with U, V, or W, Read the poem below or sing thesong "If Hop around like a kangaroo. Your Name Starts With..." The childrencan If it starts with X, Y, or Z, hold up their tactile letters as they do the Point your finger and shout, "That's me!" accompanying action. If Your Name Starts With" (Sung to the tune of "If You're Happy and YouKnow It") Key: F Major F F C. F F C, It your name starts with A turn around. It your name starts with M make a smile.

C, C. c, C, It your name starts with B touch the ground. It your name starts withN shake awhile. Bb Bb Bb BO It your name starts with C then. stand up and If your name starts with0 put your elbow

touch your knee. on your toe.

C, C, c, C, Clap your hands if your name starts with D. It your name starts withP say "I knowl"

F F C. F C, it your name starts with E wink your eye. It your name starts with0 raise your hanc C, C. C, C, It your name starts with F try to fly. II your name starts withyou should star Bb Be Bb Bb F It your name starts with G blow a kiss up If your name starts withS you should pat

here to me. your head. I guess. C, C. c, C, It your name starts with H say "Hee Hee!" It your name starts withT say "Oh, yes!"

F F . C, F C, It your name starts with I tap your toe. If your name starts withU touch your eye. c, c, c, It your name starts with J say "Ho Ho!" It your name starts withV pat your thigh.

Be Bb Bb Bb F F It your name starts with K then stand up It your name starts withW, X. Y, or Z c, and start to sway. Then stand up and take a bow andsay C, C. It your name starts with L say "Ole!" "That's me!" The Sourcebook: Activities for Infants and Young Children, George W. Maxim (Columbus, OH: Merrill, 1990).Permission pending. Sing and Learn,Carolyn Meyer and Kel Pickens (Carthage, IL: Good Apple, 1980). Permission pending.

166 le Grade One And Growing 172 CURRICULUM AREAS: MUSIC/MOVEMENT Materials: The children can: listen to the poem again, this time acting Handmade ABC by Linda Bourke; split peas; out letters of the poem. glue; paper play a game making the letters as the teacher calls them out. Vocabulary: spell their names by making letter shapes aerobics Braille with their bodies. alphabet sign language Additional Resource: Experience: The teacher can read Grover's Own Alphabet, The teacher can: by Sal Murdocca (A Sesame Street Book), explain that the poem below is about the which shows Grover doing alphabet shapes of capital letters and tell the children to try to see the letters with their aerobics. imaginations. Follow-up: display an alphabet chart. Read Handmade ABC to the class. read the following poem: Children can practice the sign alphabet, O is as round as a big red ball fingerspelling their initials or their names. O is as round as a big red ball. Introduce the Braille alphabet. The T stands straight, upright and tall. children can write their names in Braille W is a zigzag, and so is Z. or label pictures with the Braille letters. S is as curvy as curvy can be. (see next page). B has two bumps, while P has one. A looks like a tent ready for fun. J is like the handle of an umbrella. X looks like quite a mixed-up fella. Y has two arms reaching way out wide. Q is like 0 with a tongue outside. Now we've all made letters from A to Z, Bringing them to life for all to see!

All-Year Fun/Macmillan Seasonal Activity Packs. Permission pending.

Chapterfgreloping Themes of Study 167 YOUR NAME IN BRAILLE Directions: Put each letter on a 2" x 3" piece of tagboard. MakeBraille letters by gluing splitpeas onto each tagboard card. Then staple all 26 tagboard cardsto a large piece of heavy paper.

a b c d h

k m n o p q r t 1"w 11111F

V w X z

000000000000000000000000 000000000000000000000000 000000000000000000000000

1.Print your first name neatly in the top row of boxes. Putone letter in each box. 2.Look at the Braille alphabet. .Then, use your pencilto lightly color in the correct dots below each letter to spell your name in Braille. 3.Glue the split peas to each circle you have colored in withyour pencil.

168 Grade One And Growing CURRICULUM AREAS: The teacher can: ART/LANGUAGE ARTS help the children punch a hole in each picture. Materials: help the children tie their pictures to the wire hangers, dowel rods, small branches or base of the mobile. pipe cleaners, catalogues and magazines, As another option, the children can cut out drawing materials, paper, glue, colored yarn or draw pictures that begin with the same or thread, pre-cut shapes of construction sound as each letter in their name. paper, hole puncher FOLLOW UP: Vocabulary: beginning sounds mobile Materials: markers, 2" x 2" paper, glue or tape, butcher Experience: paper or bulletin board paper The teacher's name is written on the board. The teacher can: The children brainstorm words that begin with the same initial sound as the teacher's name. make a grid of 2" squares on the butcher The teacher records this list on the board. paper make the grid 26 squares across and 10 The children can: squares high. write their first names on paper. write a letter of the alphabet under each cut out or draw pictures of things they square. like that begin with the same initial sound as their names. The children can: glue pictures to the pre-cut paper. print their own names on a square of paper. glue or tape their names onto the grid above their initial letter. The teacher can ask: Are all the names in the right place? Which column has the most names? Which column has the least names? Do any of the columns have the same number of names? Do any of the columns have no names?

With What Letter Does Your Name Begin?

LA

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Chapter 5: Developing Themes of Study IS 169 CURRICULUM AREAS: Atlantic Ocean, the European and Asian SOCIAL STUDIES /MATH continents to Japan; and (2) from New Materials: York City, westward over the United States and the Pacific Ocean to Japan. large world map, pushpins, globe, different colored yarn, multilink cubes, chart paper, discuss the shape of the globe. How is it markers similar to a ball or a balloon? How is it different? Vocabulary: The children can: country migration use cubes or blocks to measure the distance state distance of the yarn routes. Compare the immigration travel distances. measure discuss how their language and heritage Experience: may have influenced the choice of their The teacher can: names. help the children locate their or their Follow -up: caregivers' places of origin. The children can make a bar graph showing help the children mark the route how many caregivers come from each between New York City and the place of country. origin. The teacher can ask: Note: If the purpose of this lesson is to show places of origin, a wall map and Are there any similarities among the pushpins are sufficient for the activity. names in each column? But if the class is measuring the distance Do the names tell us about where your between New York and a country of families come from? origin such as Japan, children need to use a globe to see that there are two How can you guess people's heritages by possible ways to plot distance: (1) from their names? New York City, eastward over the the

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170 RI Grade One And Growing 176 CURRICULUM AREA: Make a "filmstrip" as follows: LANGUAGE ARTS The children can illustrate each story event on drawing paper. Materials: Tape all the pictures together traditional storybook, experience chart tablet, vertically to make a scroll. markers, drawing paper, crayons, materials Cut out the side of a cardboard box. to make puppets. computers and Print-Shop This is the screen for the filmstrip. disk (optional) Cut holes in the side of the box large enough for paper towel rolls or Vocabulary: dowels, which will act as rollers. author personality Slip in the rollers. character re-write Tape each end of the scroll to a characteristic trait roller. Don't forget to include a title page Preliminary Activity: and an author page! Roll your filmstrip to see the story. The teacher can: The children may also tape record read Little Red Riding Hood to the class. the story to play as the filmstrip rolls. elicit and record the names of the characters from the children (the Big Bad Wolf, the Woodcutter, Grandmother, etc.). discuss how names set a mood and give clues to the character's personality. Use examples from the story. Experience: The children can: brainstorm a list of names to be used in a new, re-written version of the story (e.g., Little Neon Surfer Girl, the Lifeguard, the Big Bad Jellyfish, etc.). vote on the names to use in the class version. suggest a sequence of story events involving the new characters. The teacher can: record the re-written story on chart paper. Discuss geometric shapes as they relate help the children to read it together. to the filmstrip projector (e.g., box, rectangle, square, cylinder). Ask: Follow-up: Why is a cylinder needed? Why Create puppets for the new version of wouldn't square holders work? Why the story. Make a puppet theater using does a cylinder work (i.e., what are cardboard boxes, refrigerator cartons, the properties of a cylinder)? overturned desks, etc. Use the Print-Shop disk to create computerized invitations, or have the children draw and write their own, to invite another class or their caretakers to see the show. Be sure to include the time, location, date, title, and authors on the invitations.

Chapter 5: Developing Themes of Study 171 177 THEME A: WHAT'S IN A NAME? ANIMAL. NAMESAND HABITATS

LEARNING EXPERIENCE II Concepts: Children may be asked to share namesthe Animals can be identified by their they call the listed animals in their home physical characteristics. languages. The other childrenmay be given Each language has its own name for opportunities to repeat the names in orderto animals. learn the new words. Animal babies and pets have special When I see a cat, I call it a cat names. but others call it gato. (Spanish) Habitats are places where animals live. When I see a dog, I call ita dog Preliminary Activity: but others call it perro. (Spanish) Read Grover's Book of Cute Little Baby When I see a bird, I call it a bird Animals by B.G. Ford, or Animal Babies but others call it zwazo. (Haitian) by Harry McNaught. When I see a fish, I call it a fish Ask children to recall the names of the but others call it poisson. (French) animals and their babies. The name grid may be continued using Record the response on chart paper as name words in English and other languages. suggested: For example: Animal Baby zebra colt English Espanol horse foal Dog Perro cow calf Cat Gato dog puppy rabbit bunny pig piglet chicken chick

172 Grade One And Growing 178 CURRICULUM AREAS: learn a farm poem from South America LANGUAGE ARTS/MUSIC in English and in Spanish. Children who are conversant in Spanish may help Materials: others to pronounce the Spanish words. chart paper, markers, poems about animal sounds, flash cards with sound words (e.g., My Farm moo, oink, bow wow, hiss) and animals' Come and see my farm, names It is so beautiful. Come and see my farm, Experience: It is so beautiful. The teacher can: recite "Bow-wow, Says the Dog" with the The little chicken goes like this: children. "pio-pio" The little chicken goes like this: Bow-wow, Says the Dog* "pio-pio" Bow-wow, says the dog; Mew, mew, says the cat; (Chorus) Grunt, grunt, goes the hog; O come, my friend, o come my friend, And squeak, says the rat. Come along, come along with me. Who-o-o-o, says the owl; O come, my friend, o come my friend, Caw, caw, says the crow; Come along, come along with me. Quack, Quack, goes the duck; And moo, says the cow. The little puppy goes like this: elicit from the children the sounds "guau-guau" animals make. The little puppy goes like this: "guau-guau" write the sounds on chart paper next to each animal's name as suggested below. (Chorus) O vas, camarada, vas camarada Animal Sound Vas, o vas, o vas. dog bow-wow O vas, camarada, vas camarada pig oink Vas, o vas, o vas. cat mew-mew (same first 4 lines as Verse 1) owl who-o-o The little pig goes like this: duck quack "oink-oink" The little pig goes like this: cow moo "oink-oink" horse neigh (Repeat chorus in English and in The children can: Spanish) share in their home languages, the sounds animals make. sing "Old MacDonald Had a Farm" and include the animals and sounds on the class chart.

The Sourcebook Activities for Infants and Young Children, George W. Maxim (Columbus, OH: Merrill Publishing, 1990), p. 181. Permission pending.

Chapter Themes of Study 173 Follow-up: CURRICULUM AREA: The teacher may prepare two sets of SCIENCE/SOCIAL STUDIES flashcards, one with the names of the Materials: animals and another with the sounds the animals make. The sound cards may be magazines, zoo brochures, glue, scissors, placed on the chalkboard ledge and the crayons, markers, 3" x 5" cards name cards distributed to the children. (Try Vocabulary: to have enough cards for each child to participate.) match puzzle zigzag Children can be asked to name the animal Experience: on the flashcard and select its matching The teacher can: sound. demonstrate how to create animal My card is cat. puzzles by cutting 3" x 5" cards in a The cat says, "Mew, mew." zigzag pattern and pasting or drawing a picture of an adult animal on one part My card is duck. and its baby on the other. The duck says, "Quack." label each picture with its propername. Another version of the game would be to distribute name and sound cards to the children and ask them to find the matching ones: "I am a cat. Who has my sound?" "I am a dog. Who has my sound?" As an enrichment, the children can learn the poem, "Where Do These Words Come From?" All of the English names in this chant are derived from Native American The children can: languages. create puzzles of animals and their babies. Where Do These Words Come From?* label the pieces. Hominy, succotash, raccoon, moose. Succotash, raccoon, moose, papoose. play a matching game with friends. Raccoon, moose, papoose, squash, skunk. Moose, papoose, squash, skunk, chipmunk. Follow-up: Papoose, squash, skunk, chipmunk, The puzzle pieces may be placed in a muckamuck. container in an appropriate Learning Center Skunk, chipmunk, muckamuck, woodchuck. so that children may share their experiences. Charlotte Pomerantz

Sing A Song of Popcorn, selected by Beatrice Schenk de Regniers (New York: Scholastic Inc., 1988). Permission pending.

174 o Grade One And Growing 180 CURRICULUM AREAS: CURRICULUM AREAS: SCIENCE/COOICING SOCIAL STUDIESATTERACY Materials: Materials: electric burner, pot, large cooking spoon, Books about pets, such as: waxed paper, recipe ingredients, chart paper Harry the Dirty Dog by Gene Zion Whistle for Willie by Ezra Jack Keats Vocabulary: Curious George by H.A. Rey cave lair stir Clifford the Big Red Dog by Norman den mix tree Birdwell farm mold warren drawing paper, crayons, markers, picture habitat nest zoo books and magazines with photographs of jungle pond actual animals (e.g., Ranger Rick, National Geographic) Experience: The teacher can: Vocabulary: display pictures or books showing animals appearance initial sounds (alliteration) in their natural habitats (e.g., Who Lives behavior pet Here by Dorothy Barlowe, or Home for a characteristics Bunny by Margaret Wise Brown.) discuss the places where animals live. Experience: ask the following questions: The teacher may: Why do you think this animal has read books about pets with names to the that kind of home? children. How did the animal find or make its ask the following questions: home? What was the pet's name? Could it live anywhere else? Why do you think that name was How is its home like people's homes? chosen? What other animals could live in a Can you think of another name for similar place? the pet? Do you think the home might get What did the pet's name tell about its crowded? Why? behavior, characteristics, or appearance? The children can: The children can: draw pictures of animals and their homes. select a pet (it can be imaginary). write about their pictures. give the pet a name. draw a picture of the pet. write or dictate why the name was chosen. estimate the cost of purchasing a pet and the cost of its food and supplies. My animal is a My petisa dog. Mypet is a dragon, It lives in a Hehas spotted fur. It spits fire. I call him Spot. I call it Flamol

Note: Selection and inclusion of class pets should be based on whether or not any children in your class suffer from allergies.

Chapter5:Developing Themes of Study 175 isI. CURRICULUM AREAS: Run little chicks, MATH /LANGUAGE ARTS Back to mother hen! Materials: (Move all ten fingers back and forth and end by crossingarms fingerplays and rhymes and hiding hands under arms.) Vocabulary: Five Little Bears* haystack perching Five little cubby bears, pen tumbling Tumbling on the ground. (Roll hands over.) Experience: The first one said, The teacher can invite the children to learn "Let's look around." (Hold up thumb.) fingerplays and rhymes that are about The second one said, animals and that contain number concepts. "See the little bunny." Samples are presented in this section. (Hold up index finger.) Ten Little Chicks* The third one said, Two little chicks looking for some more. "I smell honey." (Hold up middle (Hold up two fingers) finger and Along came another two and they made four. sniff) (Hold up two more fingers) Four little chicks getting in a fix, The fourth one said, Along came another two and they made six. "It's over in the trees." (Hold up ring finger.) (Continue to add more fingers as The fifth one said, indicated) "Look out! Here come the bees!" Six little chicks perching on a gate, (Hold up little finger, as Along came another two and they made eight. fingers of other hand pretend to Eight little chicks ran to the pen, buzz about.) Along came another two and they made ten. Run to the haystack, Write ordinal numbers that correspond to Run to the pen, the poem: 1st, 2nd, 3rd, 4th, 5th, etc. Four Little Monkeys* (Hold up appropriate number of fingers throughout.)

Two little monkeys sitting in a Three little monkeys in the tree Another came to join them and tree, did play, that made four. Were joined by another and They chattered and chattered in Monkeys, monkeys, how many that made three. a happy way. do I see? Three little monkeys wishing for Four little monkeys sitting in a one more, tree. Write addition number sentences that correspond to the poem: 2 + 1 = 3 3 + 1 = 4

The Sourcebook: Activities for Infants and Young ChildrenGeorge W. Maxim (Columbus, OH: Merrill Publishing, 1990). Permission pending.

176 1:1 Grade One And Growing 182 Five Enormous Dinosaurs* CURRICULUM AREAS: (Start with five fingers held up, LANGUAGE ARTS/ART then fold them down one at a time.) Materials: Five enormous dinosaurs, chart paper, markers, art materials Letting out a roar! One went away, Vocabulary: And then there were four. air land environment water Four enormous dinosaurs, habitat Crashing down a tree, One went away, Experience: And then there were three. The teacher can: Three enormous dinosaurs, ask the children to think of the kinds of Eating tiger stew, places where animals live. Prepare a One went away, semantic web. And then there were two. Two enormous dinosaurs, Having lots of fun, One went away, And then there was one.

One enormous dinosaur, Afraid to be a hero, He went away, And then there was zero. The children can: write subtraction number sentences that correspond to the poem: categorize the brainstorming: PLACES ANIMALS LIVE (HABITATS) 5 1 = 4 Land Water 41 = 3 forest ocean 3 - 1 = 2 hole river warren lily pad 2 - 1 = 1 mountain top pond tree 1 1 = 0 Follow -up: Follow-up: A simple shoebox can bring habitats to life Select one of the fingerplays or rhymes for for the children. Ask each child to select a the children to illustrate page-by-page to habitat: forest, ocean, desert, farm, rain make a Class Big Book. The verses may forest, mountain. then be written on the appropriate pages Have them create with number sentences alongside them. shoe box dioramas that depict the habitat and the animals who live there. The Sourcebook: Activities for Infants and Young Children George W. Maxim (Columbus, OH: Merrill Publishing, 1990). Permission pending.

Chapter 5: Developing Themes of Study 177 183 CULMINATINGPROJECT The teacher and children can plan a class A list of Animals We Know can be prepared trip to a farm or zoo to see how real animals in alphabetical order and displayed in the live. A trip board can be prepared to record classroom. Children can then use thename the animals the children see. on the list to make individual ABC booklets of animal names with accompanying illustrations. A a

41165Pg° alligator

Cc Dd

car dog

The teacher can ask the children: How many letters are in our alphabet? How many animals will we need to make our book if we show one animal and one letter together on each page?

Upon returning to the classroom the children can talk about their experiences and share the trip board information.

178 Grade One And Growing 184 ThEME B: FAMMES

The theme "Families" is important for first BROAD-BASED GOALS graders because it focuses on the To understand that there are similarities development of the child as an individual as and differences among families. well as a member of the home, school, and To appreciate that each family is unique world community. Children will find out and has a special heritage, culture, about rules and responsibilities and how religion, and traditions. To understand that family members are family members work and play together. interdependent. Families offer children opportunities to find To recognize that the school community out about their own heritage and the culture is like a family, even when its members and traditions of others. Children will learn belong to diverse ethnic groups or have about a range of career choices and will different family structures at home. come to see that both men and women of The issues surrounding family may bevery diverse ethnic backgrounds often perform sensitive for children. Teachers should be similar tasks. The theme contains the aware of differing family structures. (See following learning experiences: Families at "Appendix A: Societal Concerns" on page Home; The School Family; Career Roles of 333 of this guide.) Every child should feel Family Members; My Face and My Body; and included and comfortable with discussions of Family Customs, Traditions, and family. Celebrations. The living places of children may be another Activities are presented that build self-esteem sensitive topic. When presenting the and foster good health practices. Stories, learning experiences in this section, teachers dances, songs, and poems are included to should be aware of children who live in enrich the multicultural experiences in this shelters, hotels, group homes, or other theme. alternative housing.

Chapter 5: Developing Themes of Study 179 185 Communication Arts Music/Movement

Listening to stories Learning dances from many Retelling stories in sequence cultures Learning poems, chants, Singing songs from around the fingerplays about families world Finding out about sign language as Playing games from other a means of communication countries Interviewing parents and school Planning a Labor Day Parade workers about careers Playing indoor and outdoor games Making original books Exercising Comparing class charts Writing and solving riddles Writing and preparing interview questions Making scrapbooks Learning words in other languages Writing New Year's resolutions Enjoying tales from other cultures Sharing cultural traditions Making family booklets

Families

Making career collages Making puppets Designing paper hats Creating dragon masks Forming abstract popcorn designs Science Creating Vietnamese wall hangings Making a New Year's Resolution Observing types of buildings Doll Recording data on charts Using various media to create Learning about healthful foods artwork Exploring physical properties of Making a mural different materials Making family banners Making occupational playkits

180 Grade One And Growing 1S 6 Health/Cooking Social Studies

Appreciating that families from Learning that family members are different cultures eat different interdependent foods Appreciating the uniqueness of Sharing foods from diverse families cultures Observing similarities and Maintaining a chart of good health differences of families practices Understanding family rules and Learning about good hygiene responsibilities Finding out about dental health Developing respect for cultural Discussing morning routines diversity, heritage, cultures and Making popcorn as a treat traditions Dipping apples in honey Identifying careers of family Sharing Rosh-Hashanah Challah members Experiencing multiethnic foods Making a family tree Exploring family living Going on school and neighbor- Finding out about dental care hood walks Appreciating the diversity of ethnic groups in the community Recognizing that there are different kinds of families Learning about people with disabilities Learning about family celebrations and holidays Seeing the school as an interdependent community Mapping the school Mapping rooms at home Recognizing that workers in similar jobs come from diverse cultures Learning that all jobs can be per- formed by both genders Understanding that holidays have cultural symbols Learning that the same holiday can Mathematics be celebrated by many cultures in different ways Measuring ingredients Developing understandings for Estimating distances peace and harmony Counting objects on a graph Classifying by attributes Distinguishing spatial relationships Locating numbers in the neighborhood Observing shapes in the environment 187

Chapter 5: Developing Themes of Study 181 THEME B: FAMILIES FAM1LEES AT HOME

LEARNING EXPERIENCE I Concepts: There are many kinds of families. Family members help each other. Family members share responsibilities. Families preserve and celebrate the customs and traditions of their cultural heritage. Preliminary Activity: Read All Kinds of Families, by Norma Simon, to the children. Ask the children: What is a family? What do families do together? Do members of a family always live On another day the teacher may ask, "Why in the same place? is your family special?" After listening to the What are some special names we use children's responses, drawing paper may be to show that people are members of distributed for each child to make a picture the same family? of an activity or experience that answers the questions. The pictures may be assembled Write the words "A Family Is..." on the and made into a class "Family" booklet. chalkboard. Record the children's responses. (Some of the children's responses may be in Experience: their home language, such as abuela for At a meeting time, the teacher may: grandmother, or tio for uncle.) Children will discuss with the children that their class learn that their families are similar to some is a part of the school community, families and different from others. sharing space and materials, and helping The list of family members can be used by each other to learn and grow. the children to make a semantic map or ask the children to think of ways that family tree that is unique to them. members of their families work together and share family responsibilities. elicit from the children jobs or chores that Morn Do9 they do at home to help their families. Record the responses on chart paper. Jo se Jose walks the dog. Marilyn dries the dishes. Poppy Uncle The children may dictate or write the jobs that they do at home on the chart paper. Cousin When the dictations are displayed in the Willy classroom, children will see that all families share common responsibilities even though The children's family trees may be displayed individual tasks may differ. in the room.

182 Grade One And Growing i8 Follow-up: The teacher can ask: Using the children's list of chores, develop a On which day do you do all your chores? chore chart of family tasks that the children On which day do you do the fewest may do. A letter may be sent home to the chores? parents telling them how to help the children Which chore do you do the most often? place a check in the appropriate boxes when Which chore do you do the least often? tasks are done at home. The chore chart What chore or chores will you do today? What chore or chores didyou do will demonstrate to children that members of yesterday? families of diverse cultural backgrounds all What chore or chores will you do help with family responsibilities. tomorrow? Chore Chart Name Week of

CHORES SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

*0 bi

I setthe table.

I mademy bed.

I sweptthe floor.

4140%

I tookout the garbage.

1E9 Chapter 5: Developing Themes of Study 183 CURRICULUM AREA: How many males does your graph MATHEMATICS show? Materials: Are there more males or females on graph paper, drawing paper, crayons your graph? (The teacher should write number sentences to illustrate Vocabulary: the children's answers.) females graph member Do you have fewer males or females males horizontal vertical in your family? Explain. (The teacher should illustrate the children's Matbematics Skills: responses with number sentences.) collecting and organizing data, graphing . embers ofrn Experience: . The children can: tally the number of females and males in S -7 f _ _ __ their families for construction of a ---4.---____i_ 4 ------personal graph entitled "Members of My 7 Family." 2 _ _ _ The teacher can: 1 1 ask the children the following questions 0 -Females I-4ales that children should be able to answer by reading their graphs: Note: Children should be encouraged to How many females does your graph develop pictographs and bar graphson hori- show? zontal and vertical planes. They can include as many planes of numbers as needed.

(as needed)

184 Grade One And Growing 190 CURRICULUM AREAS: help children to notice the shapes of SOCIAL STUDIES/MATHEMATICS windows, doors, buildings, chimneys, and roofs (e.g., some roofs have water Materials: towers that are cylindrical). pictures of houses from magazines or books, drawing paper, crayons. Children can also complete the chart "In My Home" with the help of parents or Vocabulary: caregivers.

bricks shrubs square 101c1=1Q.m.e umber circle steps stoops 6r; How Many ? = concrete stones windows YES NO decorations stories wood doors 0

Experience: mall I IMO II i soil The teacher may: windows display pictures of a variety of houses from books and magazines. 4-elepkonekk ask the children to compare and contrast the different structures. The children can take a walk in the fables 0 0 neighborhood around the school building to observe some of the houses in which the children live. A trip board can be prepared chairs rV to record:

the variety of building materials used. light bulbs the colors of the paint. 2, the shapes of window decorations. the shapes of chimneys and roofs. gardens, lawns, shrubs and trees. clocks stoops and steps. the number of stories or floors. Follow-up: the number of families in each house. Upon returning to the classroom, the the shapes of different buildings. children may draw pictures of their homes and construct a giant "Our Homes" class Mathematics Skills: book, or make a 3-D diorama of the understanding the difference between odd neighborhood using corrugated paper or and even numbers, sequencing, milk containers. shapes/geometry, patterns. The children will find out that people from The teacher can: diverse ethnic groups live together in a help the children understand the system variety of homes in the same neighborhood. of numbering addresses of houses and stores (e.g., that odd numbers are on one side of the street and even numbers on the other; the sequence of numbers, what numbers addresses consist of [e.g. 69-30 or 103].

1 9 I

Chapter 5: Developing Themes of Study 185 CURRICULUM AREA: Children in multi-ethnic classes will MATHEMATICS discover that people from diverse ethnic groups share the streets and houses in Materials: the neighborhood. 2" oaktag squares, graph paper, trays or boxes, crayons The class can interpret the graphed data orally or on chart paper. Questions Vocabulary: should include: apartment house How many? one-family house Which has more? project Which has less? shelter two-family house For children in single-ethnic classrooms, street names in the neighborhood show filmstrips, pictures, or books of families in multi-ethnic neighborhoods. Experience: Distribute 2" squares to the children. Ask Note: Many city streets have numbers rather them to draw pictures of their homes and than names. The pictograph should reflect to write the street address on the back of the students' neighborhood. the pictures. Label small trays or boxes to CURRICULUM AREA: represent the streets on which the LANGUAGE ARTS children live. Materials: Ask the children to place their paper houses in the appropriate trays or boxes, camera, film, bulletin board, small pieces of which are labeled with their respective sentence strip, markers numbers or names. Vocabulary: Call upon volunteers to count the older relative number of houses in each tray or box. photographs younger Follow-up: Make a pictograph to show the number Experience: of children who live on each street in the The teacher can: neighborhood of the school. Children take pictures of individual children in the can take their 2" houses from the trays class. and attach them to the graph. ask the children to bring in photographs Where we live of their family members. assist the children in writing one or two sentences about the pictures. almi seas make a bulletin board display and 41 late: provide a special space for each child's 7Paq picture. 3 sti "I'' Or Follow-up: The children can:

o legr .2 2. 1:3 .0r Ili share something special about their 113 a *el families. ii,,Ii.,.I - -771, ,--wpwN6 share something similar about their 1 e i 1 families. Ill 1Pv! 11 f"-,17,lt,ltVsIIIA *

$beet s4'' jgder 13"a d wd Y Grae ren°,7

186 Grade One And Growing 1.2 CURRICULUM AREA: Experience: LANGUAGE ARTS The teacher may: Materials: ask the children if any animals live with selected poems, experience chart paper, their families. Would you want a pet? wide-lined penmanship paper, crayons, Why or why not? Which animals make drawing paper. good pets? develop a chart and record the children's Vocabulary: responses. Children will discover that family member names animals share places in which to live and that animals exhibit similarities and Experience: differences just as humans do. Write family poems on chart paper. Read the poems with the children. discuss the terms "wild" and "tame" animals. Compose original class poems about families. brainstorm the places where animals live. Use play animals or animal pictures for a Follow-up: categorization activity involving the Help the children write and illustrate places different types of animals are short poems about their own families. found. The following is an example of a family The children can: poem: classify family pets by various attributes Some Things and display their findings in a graph. Don't Make Any Sense at All* Examples of attributes are: My mom says I'm her sugarplum. dogs, cats, birds, fish My mom says I'm her lamb. My mom says I'm completely perfect or Just the way I am. fur, feathers, scales My mom says I'm a super-special wonderful terrific little guy. or My mom just had another baby. walk, fly, or swim Why? by Judith Viorst answer the following questions: CURRICULUM AREA: Do we have more than SCIENCE/MATHEMATICS Materials: How many more than are there? books about caring for pets, books about animals, empty milk containers, labels, Which category has the most? magazines, scissors Which category has the least? Vocabulary: Follow-up farm pet wild Using a calendar, the children can keep a jungle tame ZOO daily record of the days on which they feed their pet, and the approximate Skills: amount of food their pet requires (use classifying, counting, attributes, measuring, standard measurement, e.g., one cup, 1/2 sequencing, patterns cup, teaspoons/tablespoons), and how often they feed their pet each day.

Free to Be ... A Family, by Mario Thomas.(NY: Bantam Books, 1987). Permission pending. 193 Chapter 5: Developing Themes of Study 187 The children can compare their calendars CURRICULUM AREA to see which pets need: to be fed more frequently. HEALTH/MATHEmAncs larger amounts of food. Materials: dry food. chart paper, unruled 3" x 5" index cards, liquids. crayons, take-home charts Children can weigh a pet once a week. Record the weight and graph the results. Vocabulary: Compare a pet's weight to the weight of brush good health practices another pet. Estimate how much a pet cleanliness wash will grow in a week or month. comb Measure the height or length of a pet. Record the results. Experience: The teacher can: Using all the information they have gathered on pets, the children can write the following verses on chart discuss which pet they think needs the paper. They can be sung to the tune of most care. "Here We Go 'Round The Mulberry Bush." The children can: This is the way we wash our face listen to the song "Animal Crackers in My Soup." Sort, classify, and graph the brush our teeth different kinds of animals in a box of comb our hair animal crackers. wear clean clothes go to school listen to the song "Talk to the Animals," so early in the morning. and/or Aileen Fisher's poem "Feathered Ones and Furry." lead the children in singing thesong and performing the actions. make a Pet Care Book about their favorite pet. Children can work discuss the contribution of each routine individually, in pairs, or in small groups. as it relates to personal health. help the children compose a cooperative story on chart paper about their own daily health practices: Milagros wears a clean shirt to school. Jerry brushes his teeth with toothpaste. Shakira curls her hair with herown comb. distribute 3" x 5" unruled index cardsor oaktag pieces to each child. The children can: draw pictures of their morning routines. put the completed cards in the order that corresponds to their own daily health practices. share their sequence stories with the class.

188 MGrade One And Growing 1 94 conduct a survey of the kinds of then be translated to a class chart of toothpaste they use: individual charts. Which is the class favorite? Which is the second favorite? The shape of the boxes may be How many more children selected discussed or graphed, too, as well as the the favorite than the second favorite? weight shown on the boxes. Which is the least favorite? learn the poem "I Take Care of Myself." When I go to school each day, These things I do with care: I wash my face, I brush my teeth, I always comb my hair. Lqr7r" t Children will discover that good daily health practices can lead to a better life.

fr-0,"-=7LArsgsag,8visl Follow-up: 77 1113@lb@AV'tgl A chart can be sent home with an accompanying letter explaining to parents This activity is more fun if children bring how to use it to monitor children's morning in empty boxes of their favorite health routines. During the week, children toothpaste. The boxes are then stacked can place tally marks in each column as they according to brand name. Results can perform the health practices indicated.

GOOD HEALTH PRACTICES

NAME OF CHILD: WEEK OF:

Sun. Mon. Tues. Wed.Thurs. Fri. Sat. Wash my face Wash my hands Brush my teeth Comb my hair Wear clean clothes Go to school

r Chapter 5: Developing Themes of Study 189 CURRICULUM AREA: HEALTH

Materials: The children can: That's What Friends Are For by Heide and suggest ways other members of the Van Clief; Handmade ABCby Linda Bourke. family can help. Vocabulary: disabled If someone cannot see, Experience: If someone cannot hear, The teacher can: If someone cannot walk, read That's What Friends Are For to the children and ask: Follow-up: What was Theodore's disability? The children should think of somethingthat they would like to be able to do (such How did his friends try to help him? as swim, ride a bicycle, drive a car, skate, jump If you were his friends, how might rope) but cannot. The childrenmay discuss you have helped him? their feelings and how they might change discuss with children ways that members the situation. of some families might be disabledor Using the book Handmade ABC, the may be unable to use all of their body children may learn sign language and parts. Make a list of the responses on use it the chalkboard. in the classroom at appropriate times, such as for lining up or as signals to change activities.

190 U Grade One And Growing 196 CULMINATING PROJECT

The teacher may read a story to the class Such concepts as full, level, and equal about holidays and celebrations enjoyed amounts should be explored and by families in the United States as well as explained to the children. Children, with families in different parts of the world. parents or caregivers, can share a favorite The children may discuss: recipe to be included in a multicultural class cookbook. What is a holiday? What is a celebration? As an ongoing activity, each monthly What are the names of some holidays classroom calendar should indicate some you know? of the holidays and celebrations Which holidays do you and your mentioned by the children. Children can family celebrate? anticipate and prepare to share some What are some of the special ways aspect of their respective cultural you celebrate? traditions. Suggested topics might include activities, The teacher may invite the class to foods, games, visits, purchases, and participate in holiday celebrations and clothing. cultural events of other children in the Suggested books are: A Family in group. Children who describe a particular Jamaica, by John and Penny Hub ley; holiday may share feelings, memories and Nini at Carnival, by Errol Lloyd; and Ty's cultural information about the occasions. One-Man Band, by Mildred Pitt Walter. Parents may be encouraged to visit the classroom to share the richness of their The children may contribute to a class heritage. The teacher should assist the mural depicting an event or celebration in their family. This project may be children in composing a "Celebrations We displayed at a parent-child gathering that Know" book to record each event. If might include cultural foods, music, possible, photographs can be included of stories, and traditional clothing. classroom activities related to the variety of cultural experiences shared by the class. When discussing holidays and celebrations, the class may develop a See that every ethnic or religious group "Holidays Around the World" calendar represented in your class is included in the (big book). The class can develop cultural activities. Include children whose representational symbols to mark family beliefs do not permit participation in celebrations of various cultures. holiday celebrations by having them tell Cooking activities provide good about a family tradition. A prior discussion opportunities for integration of the with families that do not participate in mathematics strand of measurement. holiday celebrations is advised.

197

Chapter 5: Developing Themes of Study 191 THEME B: FAMILIES THE SCHOOL COMMUNITY

LEARNING EXPERIENCE II

Concepts: CURRICULUM AREAS: The school community is an SOCIAL STUDIES/MATHEMATICS interdependent community. Materials: There are many workers in the school. kraft paper, markers, crayons Every worker has an important job. Vocabulary: Workers in the school depend on each auditorium lunchroom office other. library Skills: Preliminary Activity: mapping, direction, spatial sense, keys, scales, Take the children on a walking tour around estimation, counting the school building. Ask the principal, assistant principal, guidance counselor, Experience: lunchroom staff, custodian, health aide, The children may design a muralor map of librarian, and school secretary if your the school building showing therooms where children may visit with them. Plan a written the various people work. Theymay draw pic- schedule of visits for display in the tures of the workers and write their titles and classroom. The tour will be more successful room numbers on the map. The completed if only one or two stops are planned each map may be displayed on a bulletin board. day. In that way, children will have Children who are engaging ina map-making adequate time to ask questions and to activity need to develop a sense of direction. observe people at work. The teacher should give the children experience with terms such as: next to, to the The following questions may be written on right of, to the left of, at the bottom,at the top, chart paper to focus the children prior to the near, closest to, furthest away. tour and as a discussion guide upon It is suggested that brown paper (oran old returning to the classroom. shade) be placed on the floor and that What is the person's job in the school? children use boxes and containersto lay out their design in advance. The boxes can What work does the person do? be moved and repositioned if needed. What tools does the person use? After children have decided that themap represents the correct location of rooms What is special about this worker? and furniture, the shapes can be traced and Why is this job important to the school? labelled. What special training did the person Have the children work on a map of their need? own classroom before attempting to map the school. Remember, the children will How is the school community like a only see one floor at a time, so divide the family? class into teams to map each floor. In what ways do people in our school work together and help each other?

192a Grade One And Growing 1 98 CURRICULUM AREA: CURRICULUM AREA: MUSIC/MOVEMENT LANGUAGE ARTS Materials: Materials: oaktag, hole punch, string, markers chart paper, drawing paper, crayons Vocabulary: Vocabulary: titles of school employees broom names of workers in the school Experience: desk office The teacher can: mop typewriter prepare oaktag signs with the titles of various school workers, such as principal, Experience: nurse, secretary, and lunchroom worker. The children may write thank-you letters to punch holes in the signs and attach strings each school worker they visited and include to them. original drawings about the person's job. select children to wear the signs. The children can: Follow-up: form a circle, and recite the verses of the Children may make a chart similar to the one poem about workers, as they march below listing the titles of the workers in one around. column and drawing pictures of their tools or uniforms in the other column. School Workers We are walking in a circle, WORKERS TOOLS/UNIFORMS We are marching to the beat. Now it's time for everyone to meet Principal, principal, how do you do? Bus Driver We are so happy to say hello to you. (Repeat the verses, substituting titles of the various school workers each time the Custodian poem is recited. When the worker's title is recited, the child wearing the sign steps in the middle of the circle, and the other Lunchroom children stand in place and clap as they worker continue reciting the verse.) Children will understand that adults from di- verse cultures and of both genders perform the Secretary same and different jobs in the school and that all are important to the school community. Follow-up: Nurse The children may cut pictures of school workers from newspapers or magazines. Principal The teacher should guide the children in using the pictures to create a collage of school workers that includes a diversity of people. (The children may need to be Librarian encouraged to choose pictures which depict non-sexist job roles, disabled people in productive jobs, and people Teacher from diverse ethnic backgrounds performing similar tasks.) 199 Chapter 5: Developing Themes of Study 193 CULMINATING PROJECT

The teacher may discuss with the children The class can then constructan accordion- ways that they can help school workers to folded book with a page for eachperson. make their jobs easier. Children's ideasmay The children can draw the worker, the be recorded on chart paper. worker's tools and workplace, and then write a sentence or two using the ideason We help the custodian when we put their chart. Have the children number each paper in the wastebasket. page of their book. The completed book may be shared with the workers the children We help the lunchroom staff when visited. we keep food on our trays. Teachers can use this activity to incorporate the concept of fractions. Howmany equal We help the teacher when we pay parts are there when we make one fold in attention. the paper? Two folds? Three folds?

194 12 Grade One And Growing 200 THEME B: FAMILIES CAREER ROLES OF FAMILY MEMBERS

LEARNING EXPERIENCE HI Concepts: Can you suggest any changes in our People can make career choices lists? Changes may indicate that a job irrespective of their gender. can be performed by both boys and Children can challenge stereotyped girls.It is a good idea to have these behaviors and attitudes. lists to refer to throughout the rest of Culture influences role identity. the learning experience. Preliminary Activity: Extension of Career Roles Children may brainstorm jobs they would It is important for children to improve their like to do when they grow up. The teacher communication skills as well as to think asks whether a boy or girl would do that job. about what different people do at work. The Children's responses may be recorded on activity below may be performed with chart paper under columns labelled Boys' "career story cards":* Jobs and Girls' Jobs. A job may be listed in Using magazines, cut out pictures of people doing a variety of jobs, tools that both columns. are used, and places where work is The teacher can: done. Make up a new set of career story Read He Bear, She Bear, by Stan and Jan cards using the pictures. Berenstain. Have several children work together to make up career stories. Ask the children for reactions to the Have the children ask each other story: questions, using the cards to answer. Did anything in the story surprise For example, "Who uses numbers?" you or make you laugh? or "Who reads a graph?" What was your favorite part? Have the group put the cards into a What was the silliest part? long string, one at a time, explaining the connection between the last card Were any of the jobs impossible for and the new one put down. See the boys or girls to do? example below. What were some of the bears' jobs? Encourage the children to make up Are any of those jobs on our lists? their own activities with the cards.

r-E 0 0.. 0

"The engineer" reads a graph of the and uses a calculatorand tells the ocean depth to figure the results electrician where the wires should go"

Adapted from Family Math, by Jean Kerr Stenmark.

Chapter 5: Developing Themes of Study 195 201 CURRICULUM AREAS: CURRICULUM AREAS: LANGUAGE ARTS /SOCIAL STUDIES SOCIAL STUDIES/LANGUAGE ARTS Materials: Materials: scissors, magazines, catalogues, glue, chart paper, markers, puppet-making markers, a photo of each child (optional), materials (sticks, glue, crayons) chart paper Vocabulary: Vocabulary: career choice occupation uniforms careers jobs job stereotype Experience: Experience: At meeting time, the children can discuss The teacher can: what they like to do and what they would ask the children if any of theirparents or like to be when they grow up. Record the relatives wear uniforms to work. children's responses on the board or chart paper; for example: make a list on chart paper of the uniforms mentioned by the children,or "I like trains. other kinds of uniforms with which the children are familiar. I want to be a train conductor." (Simone) invite to the classroom school workers "I like clouds. who wear uniforms to talk about their I want to fly an airplane." (Jean-Pierre) jobs (security guards, lunchroom staff, "I want to have babies. custodial workers, school nurse, crossing I want to be a mommy." (Meghan) guard). "I like dolls. lead a discussion about stereotypes in I want to be a daddy." (Jiang) occupational roles: What kinds of jobs dowomen Follow-up: usually have? The children can make career collages using What kinds of jobs do men usually photos, drawings, and their own writing. have? Can both men and women have the same jobs? How do you know? What are some special requirements for being: a security guard? a custodial worker? an astronaut? a police officer? a mechanic?

196 Grade One And Growing 202 Dramatization/ CURRICULUM AREAS: Oral Language Development: MUSIC/WRITING The teacher can: Materials: talk about biased attitudes that reveal tape recorder, blank cassette tape, chart stereotypes related to the world of work. paper, markers model stereotyped remarks: "Girls are too weak to be astronauts." Experience: "Men who cook are sissies." The teacher can: "Boys cannot sew." tape the song "Who's Who" on a Ask, "What do you think about these cassette. statements?" help the children to learn the verses. The children can: The children can: sing the song. make a puppet dressed in the compose additional verses to the tune, to appropriate occupational uniform. be written on chart paper. select a career. write riddles about occupations that tell of men and women in non-sexist occu- challenge each other's qualifications with pational roles. They may use career story stereotyped remarks related to gender cards in this activity. Possibilities include: roles. defend their job choices. Mommy works with tools. She fixes cars. Follow-up: Her hands get dirty from the grease. The children can learn the poem "Uniforms": What is her job? Uniforms (Mechanic) A football uniform for Randy, A nurse's uniform for Sandy, An army uniform for Gail, Sister wears a silver hat. A pilot's uniform for Dale. She rides in a rocket. Uniforms tell what folks do. She goes up in space for a long time. When they are helping you. What is her job? Firefighter, zookeeper, astronaut, too. (Astronaut) Uniforms gray, green, and blue. Men and women everywhere Showing us the jobs they share. Daddy likes to cook. Uniforms are clothes to wear. He works in a restaurant. You can see them everywhere. He wears a white hat. The teacher can discuss with the children the What is his job? identification of people who do not wear (Chef) uniforms to work. My aunt works in the subway. She drives the train through the tunnels. Her job is very important. What is her job? (Engineer)

Chapter 5: Developing Themes of Study 197 203 Who's Who?* A Question and Answer Song by JoAnne Deal Hicks

C

di Dad 1. - dy (Mom- my) has a white truck that's

(Mom- my)) drives a red truck and J J r r

F C F C 6 i J J a. , J J J I J 1. filledwith milk. and cheese. He (She) workswhile I am 2. wears a brightred hat. He (She) workswhen - everthere 3 9'i it r r J IP r r

F C G7 C 6 di J 'J J J J -41 .1 .e. 1.fast a -sleep. Who is e, (shhe) tell me please? 2.is a fire. Who is he, (she) tell me please? 9'r J r r r 4,1 dr n --,

Verse 3: Mom-my drives a blue car and wears a sil-ver star. (Dad-dy) Her clothes are blue, her hat is blue. Who is she, tellme who? (His) (his) (he) Verse 4: Mom-my wears some white shoes, her u-ni-form is white. (Dad-dy) (his) She helps the doc-tor day and night, who is she? Yes you're right! (He) (he)

Creative Teaching in Early Childhood Education,Fleming and Hamilton (New York: Harcourt, Brace, Jovanovich, 1972), p. 192. Permission pending.

198 Grade One And Growing 204 CURRICULUM AREAS: As you got older, did you change your MUSIC/LANGUAGE ARTS ideas? Materials: Did you get to do or be what you 9" x 12" corrugated cardboard, clipboards, wanted? Why or why not? paper clips, paper Are there some things you would still Vocabulary: like to do? cello ranchers welders The teacher can record the questions. The interview reporter children can pick out three to five questions to ask each of their caregivers. They may Experience: make clipboards out of cardboard, paper The teacher can: clips, and paper. The next day, the teacher teach the song "Parents Are People" or can discuss the results of the interview with play the tape/record of the song from the children. F r e e to Be. .. You and Me by Marlo This activity can be altered or extended by Thomas. inviting some of the children's caregivers to discuss what the song tells about the class to talk about their jobs at home or mommies and daddies. at work. The children can prepare questions for each visitor, again acting as reporters The children can: when the guest arrives. name the jobs mommies and daddies do. name what mommies and daddies cannot do or be. recite the poem "A Day with Dad."

A Day with Dad* My dad works in an office downtown, And when he's home, he works all around. He cleans up dishes and that job's hard; 1. What did you want to be when you were my age? Then he rakes up leaves and mows the front yard. But Dad always finds some time for me, 2. As you got older, did you change your ideas? And that's what makes a family. by Terry Lynne Graham Follow-up: The children can be reporters and discuss what reporters do. Introduce the word 4. What tools do you use in your job? "interview." The children can brainstorm questions they would like to use in an inter- view with their parents/caretakers, such as: 5. Are there some things you still want to do? What did you want to be when you were six years old?

Fingerplays and Rhymes for Always and Sometimes, by Terry Lynne Graham (Atlanta, GA: Humanics Learning, 1984), p. 56. Permission pending.

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202 Grade One And Growing CT TRRICULUM AREA: WRITING Materials: talk about the object or picture during job-related objects, crayons, markers, pencils, meeting time, and discuss what it drawing paper represents. (The teacher should be aware of any obvious stereotypes that Vocabulary: arise and purposely point out those objects that break the stereotypical roles.) career materials jobs tools Follow-up: Experience: The children can: The children can: draw pictures of themselves and the bring an object or picture to school that object or picture brought to school. represents what they want to be when use inventive spelling to write a they grow up. description of their pictures.

9 Chapter 5: Developing Themes of Study III 203 CURRICULUM AREAS: list the items for each occupationon chart paper. SOCIAL STUDIES/DRAMATIC PLAY send copies of the lists home to parents Materials: requesting contributions of materials for empty containers or boxes with lids, labels, the kits. markers, chart paper, realia, drawing paper, crayons When kits are complete, the childrencan: role play occupations Vocabulary: find out that boys and girlsare interested Words associatedwith occupational materials in and can work at similar jobs. and tools: badge hats Follow-up: bandages measuring cups The children can make job scrapbooks for calculator ruler each occupation. They may draw pictures of computer paper screwdrivers the uniforms, tools and equipment that each fire stethoscope worker uses. Sentences can be writtenon handcuffs whistle each page using the new vocabulary from the lists. The completed books can be Experience: placed in the class library for sharing. The teacher can: Note: A suggested list of materials for collect boxes with lids for occupational occupational play kits follows. The creative play kits. first grade teacher will find many other label each container with the name of a occupations and materials for this exciting different occupation. learning experience. discuss with children the items they think should be included in each kit.

204 Grade One And Growing 210 List of Materials forOccupational Play Kit Chef Nurse/Doctor Secretary/Office Worker eggbeater cotton balls toy or old typewriter spoons uniforms old adding machine aprons hats calculator pots rubber gloves pad pans tongue depressors pencils canister set stethoscope computer printout paper plates doctor's bag typing paper napkins adhesive bandages telephone silverware gauze old envelopes cups patients' chart boards mixing bowls Police Officer Store Owner/ measuring cups and hat Supermarket Worker spoons badge wok grocery bags whistle empty cans (with opened handcuffs edge covered with Firefighter note pad masking tape) raincoats ticket book empty food boxes pieces of garden hose plastic food flashlights Postal Worker play money rubber boots stamps tags or stickers for pricing fire hats envelopes cash register mailbag old adding machine Mechanic /Gas Station scale Attendant badge Teacher pieces of garden hose small chalkboards wrenches chalk screwdrivers erasers tire pump letter stencils receipts magic markers storybook

drawing by Max Burgle, age 7 211 Chapter 5: Developing Themes of Study 205 THEME B: FAMILIES MY FACE AND MY BODY

LEARNING EXPERIENCE IV Concepts: CURRICULUM AREA: ART The human body has many parts. Materials: Human bodies grow and change. kraft paper, markers, crayons, fabric pieces, Good health practices help keep our hand mirrors. bodies well and strong. Vocabulary: Preliminary Activities: facial features traditional clothes Ask the children to clap three times. hairstyles Which body part did you use? Ask the children to jump up and down Experience: three times. Which body parts did you Outline the children's bodies on large use? kraft paper. Ask the children to wink. Which body parts did you use? Have the children draw their facial features, hairstyles and clothing on the Write Body Parts on the chalkboard. figures. Children may use hand mirrors Ask the children to think of other parts of their bodies and name them. Write to see how they look. The children may their responses on the chalkboard. Ask wish to use traditional dress on their volunteers to tell what each body part figures. can do. Follow-up: Teach the song: "Head, Shoulders, Knees When the figures are displayed in the and Toes" (to the tune of "There is a classroom, the children can point out the Tavern in the Town.") differences and similarities among the Head, shoulders, knees and toes, children in size, skin tones, hairstyles, and Knees and toes. ethnic clothing. Head, shoulders, knees and toes, Knees and toes, and Eyes and ears, mouth and chin and nose. Head, shoulders, knees and toes, Knees and toes. Continue singing the song a little faster each time as the children touch the corresponding parts of their bodies. (The lyrics may be translated into the home languages of children in the class.) Children will understand that although each of us is unique, we all have similar body parts that can do many of the same actions.

206 III Grade One And Growing 212 CURRICULUM AREA: MATHEMATICS CURRICULUM AREA: SCIENCE Materials: Materials: large oaktag or railroad board, yardstick, drawing paper, crayons graph paper, markers, chart paper Vocabulary: Vocabulary: ear hear taste as tall as size eyes nose tongue growth taller/shorter feel see touch height tallest/shortest fingers smell measure yardstick Experience: Experience: The teacher can read My Five Senses, by The teacher can mount large sheets of paper Aliki. The class can learn how the parts of on the board and then measure each child our body help with the five senses. using a yardstick. Mark the height of each child on the paper and put the child's name Follow-up: next to the mark.. This procedure can be The children can make a booklet called My repeated at three-month intervals to observe Five Senses that includes pictures of their children's growth patterns and development. ears, eyes, nose, fingers, and tongue. On each page a sentence may be written Follow-up: explaining the drawings. Children's The children can construct a graph recording responses may reflect their cultural interests. their sizes and draw conclusions from the information. An experience chart story may My eyes help me to see a folded be written about the activity. paper butterfly. My ears help me to hear the steel We measured our height. drums. We made a graph. My nose helps me to smell sweet potato pie in the oven. Mary is the tallest in the class. My tongue helps me to taste Frank is the smallest boy. manzanas. Jandel and Arno are the same size. Jose is taller than Willie.

The comparisons children make will indicate that each person's growth patterns are unique.

2 1 3 Chapter 5: Developing Themes of Study 207 CURRICULUM AREA: HEALTH Materials: Some of the words on the list may be translated into the native languages of model of a tooth, giant toothbrush, dental the children in the class. floss, toothpaste tube First Tooth Out Vocabulary: My first tooth came out today, bicuspid gums permanent/ So tiny and so white. brush incisor baby teeth Mom said the Tooth Fairy would come canine teeth molar rinse While I slept that night. Experience: But I was so excited, The teacher can read How Many Teeth? by I couldn't sleep a wink, Paul Showers to the children. The teacher Yet, if I stayed awake all night, asks the children if they have lost any teeth What would the Tooth Fairy think? and discusses the difference between baby And when I woke next morning, and permanent teeth. The children find out My tooth was gone, and yet, about good dental habits such as flossing, How silly of me to even fear brushing, rinsing and eating proper foods. The Tooth Fairy would forget! The teacher brainstorms a list of words associated with good dental health. I know she's very busy: So many teeth, so little time, Follow-up: And so I know I'll cherish The children compose letters to the This special, shiny dime! dentist telling how they care for their by Terry Lynne Graham teeth.

Are Your Teeth Clean and White?" (Sung to the tune of 'Do Your Ears Hang Low?") Key: F. Major

Are your teeth clean and white? Do you brush them every night? Do you brush them in the morning? Do you brush them right? Do you brush them up and down, Or do you brush them side to side? Are your teeth clean and white?

Do you floss them good To remove the bits of food? Do you floss them every day? Like you know you should? Do you take good care of The teeth that are there? Do you floss them good?

Ftngoplays and Rhymes for Always and Sometimes, Terry Lynne Graham. Copyright 1989, Good Apple, Inc. Permission pending.

208 Grade One And Growing 214 CURRICULUM AREA: CURRICULUM AREA: SOCIAL STUDIES/MATHEMATICS LANGUAGE ARTS Materials: Materials: long strips of paper, 3" x 3" oaktag cards, chart paper, hand mirrors, drawingpaper crayons, markers, glue, experience chart paper Vocabulary: black oval straight Vocabulary: blue round wavy after first next brown slanted (words associated before last responsibility green curly with skin tones) Experience: The teacher can: Experience: discuss with children what they do each day from the time they wake up until The teacher can read Straight Hair, Curly bedtime. Hair, by Augusta Goldin, distribute hand record their responses on chart paper or mirrors to the children, and ask them to the chalkboard. think of words that describe their features. read the chart with the children. The words may be written on chart paper under the headings: hair, eyes, skin, size. The children can: draw small pictures of their daily Children will have opportunities to describe activities on the 3" x 3" oaktag. the similarities and differences in their place the pictures in the order in which physical appearances. they occur during the day. paste the pictures on the strips of paper. Follow-up: The children can complete "Me Poetry" The sequence strips may be shared with a by filling in the blank spaces and partner, a small group, or the whole class. illustrating their work. Follow-up: Mirror, mirror on the wall, The teacher may prepare a chart similar to the one below to send home for the children Look at me when I call. to record the activities that they can perform See my hair. by themselves. See my eyes. /0111e1P See my skin. .v.5. ffvC,f f cn,f i.: c ,C(7.`-111- CiaiNi=; if And see my size.

WATPR. PLANT Mirror mirror, look and see. ,:,2r' Mirror mirror, look at ME. 641501 TELTh Encourage children to write their own self-descriptions. C.4... RAPE Have each child read a self-description Faso Pe, written by a classmate and guess who it is. eff 'W. 4i* PM. VP TOYS

P 215 Chapter 5: Developing Themes of Study 209 CULMINATING ACTIVITIES

The children can perform the posture Children may wish to share popular games exercise described in the lyrics of "Posture and exercises common to their particular Exercises" from Learning Basic Skills cultures. Through Music, Vol. III Health and Safety, by Hap Palmer. Hambone (African-American Clapping Rhyme) Let's do some posture exercises. They're good for people of all sizes. Children born in slavery had to be very Stand up straight with your arms at your resourceful. They used ordinary household sides. items (even leftovers, such as a ham bone) Pretend you're a tree for the first for rhythm instruments and playthings. See exercise. what household items the children can find Let your branches grow upIsn't it fun? to use as instruments, or make up clapping Reach, reach for the sun! patterns to accompany this call-and-response (Kneel and slowly stand, and bring song. For each verse the leader gives the arms up.) The wind blows right and the wind call, and the other players respond. blows left. Hambone, Hambone, where you been? (Hands in airBend right and then 'Round the world and back again! left.) The wind blows right and the wind Hambone, Hambone, where's your wife? blows left. In the kitchen cooking rice. Hambone, Hambone, have you heard? Let's do some posture exercises. They're good for people of all sizes. Papa's gonna buy me a mockingbird. Stand up straight with your arms at your If that mockingbird don't sing, sides. Papa's gonna buy me a diamond ring. Pretend you're a rocket for the first exercise. If that diamond ring don't shine, On your tippy toes, that's how the rocket Papa's gonna buy me a fishing line. goes. Hambone, Hambone, where you been? (Go up on toes. Raise hands. Put them together and stretch.) 'Round the world and I'm goin' again. Put your hands together. They will be the rocket's nose. Walk on your toes and hold your hands high. (Walk around in circle on toes and stretch.) Stretch, stretch and pretend you can fly.

Let's do some posture exercises. They're good for people of all sizes. Stand up straight with your arms at your sides. Listen very carefully for the last exercise. Wiggle your shoulders up and down. Up and then 'round and 'round. Find yourself a space against a wall. Shake It To the One That You Love the Best: Play Songs and Lullabies from Black Musical Traditions. Collected and Make your back touch and stand up tall. adapted by Cheryl Warren-Mattox. Warren-Mattox Productions, 1989. Permission pending.

210 Grade One And Growing

21G THEME B: FAMILIES FAMILY CUSTOMS, TRADITIONS, AND CELEBRATIONS

LEARNING EXPERIENCE V Concepts: Before beginning this topic, have the Family holidays symbolize people's children bring in a family photograph. heritage, culture, and religion. As photos arrive, write each child's name on the back. Have the children share Family games are passed down through their photos with the class. Children the generations. unable to bring a photo can use a Songs, dances, chants, and parades are drawing. You may also wish to bring expressions of cultural heritage. your own family photograph to share. Sharing of ethnic culture and traditions Discussion questions: helps people to understand themselves Who are the people in the photo? and others. Why were they all there for the Preliminary Activity: photo? Discuss with the children their What are some other special understandings about families. The occasions on which families have children can describe "Things We Know photographs taken? About Families" for a teacher-made chart. Read books about families: Prepare a large mural titled "My Family, Gordon, Judith, and Gordon, Sol. Your Family." Have each child draw or Did the Sun Shine Before You Were paint a picture of his or her family and Born? (New York: Third cut out the picture. Then the whole Press/Okpaku Communications, class can assemble their picture on the 1974). mural paper. As the study of the theme progresses, the mural may be used as a Greenfield, Eloise. She Comes point of reference.* Bringing Me That Little Baby Girl. (J.B. Lippincott Co., 1974) Smith, Marion H., and Prescott, Carol S. Families Around the World. (Grand Rapids, MI,: Fideler, 1979)/

From the Teacher's Resource Book for the "You and Me" Series by Phoebe Rankin and Elizabeth Stenson (Nelson Canada, 1987). Permission pending. 217 Chapter 5: Developing Themes of Study 211 CURRICULUM AREAS: The Dancing Dragon is a significant SOCIAL STUDIES /ART /MUSIC /MOVEMENT symbol in the Chinese New Year's Vocabulary: celebrations.It winds its way up and celebration lily flower scroll down the streets to bring good wishes dragon mask and scare away evil. Experience: How to Make Dragon Masks The teacher can: Materials: two large read Moy Moy, by Leo Politi; Happy New grocery bags, white Year, by Yen Liang; or Mr. Chu, by Norma construction paper, black Keating. construction paper, green discuss how Chinese people celebrate the construction paper, crepe new year. paper, felt, glue, tape, The children may: stapler tell how their families celebrate the new year. Directions: share some of the highlights of the 1.Cut an eye opening in celebration in their homes. one of the narrow participate in activities to share the sides of a grocery bag. symbols and experiences of New Year's celebrations around the world. 2.Color and fringe bottom of bag. The following activities are suggested as ways of introducing children to multicultural 3.Cut two mouth pieces customs and traditions.It is important that the out of the second teacher include material representative of the grocery bag; fold as cultural backgrounds of the children in the shown (to fit narrow class in this learning experience. Whenever side of bag). Tape possible, the activities should be initiated on pieces together at side the appropriate calendar dates. 4.Cut fin from con- Chinese New Year struction paper 6" x (January-February) 18" (half of 12" x 18" piece). Make fold about 1" up on Experience: straight side of paper. The teacher can share the following 5.Cut tongue on information with the class: colored felt.Staple Chinese New Year is a time for families to lower mouthpiece. to gather together. The houses are 6.Cut eyes from white cleaned, tools are fixed, clothes construction paper, mended, and all debts paid. Children and black circles for receive new clothes and money in children to glue on. Make fold about 1" small red envelopes called "hung-bao" up on straight edge. in Mandarin and "lai-see" in Cantonese. 7.Cut four white teeth Bright red, the color representing good and glue on mouth. fortune, is seen everywhere. People ALV V shoot fireworks and firecrackers to frighten away evil spirits. When people meet, they say "Gung Hay Fat Choy" (Happy New Year).

212 Grade One And Growing 218 8.Glue fin and eyes on top of bag. Chinese New Year's Song 9.Staple crepe paper streamer to fin and mouth to bag. VIIMEMINs. How to Play Catch the Dragon's Tail rek1ONNIMEN Materials: red bandana or red crepe paper Directions: (1) Come little children, 1.Eight children form a line placing hands (2) See the li on one another's waists. on dancers (3) Look little children: 2.Name the first person the dragon's head. 3.Name the last person the dragon's tail. A bandana or piece of red crepe paper in the last person's back pocket may be the dragon's tail. 4.The dragon's head maneuvers and makes the line weave about as it tries to grab (1) ga ther around. Let us the tail. (2) swi-ftasthe windas they 5.The rest of the players in the line (3) eve-ry- one pre-pares; hear the maneuver to keep the head from catching the tail. 6.The same person remains the head if s/he catches the tail. 7.As soon as anyone lets go of the waist of the person in front, the dragon dies, and the next person in line is the head of a (1) Sing the ma-ny stories of this new dragon. (2) Proud-ly do their an-cient dan-ces 8.Continue until everyone has had a turn (3) noi-syfirecrackers; see the being the head or the tail.

(1) New Year's Day (2) grace ful ly (3) big pa rade

Composed by: Lucinda Lee, San Francisco Chinese Bilingual Project, ESEA Title VII.

2I Chapter 5: Developing Themes of Study 213 How Yee Gaw Suey Sin Fah How to Make Chinese New Year's Scrolls (Chinese Lily Song) Materials: 18" x 6" red construction paper, For the Chinese, the lily is the symbol of the 6" x 5" black construction paper, redyarn, new year.It is seen as an important omen copies of the Chinese characters, glue that predicts what their fortune will be in the new year. The legend says that if your lily Directions: The Chinese characters plant grows well and blooms profusely, you illustrated stand for "Happy New Year." The shall have a good and prosperous year. If two-week holiday falls between January 21 the lily does not flower, bad luck is in store and February 19. The scroll should be made for you. So the lily plant is handled with of red construction paper with a black great care. One touches it only with clean border on the top. According to Chinese hands; gives it fresh, pure water; sees that it tradition, red symbolizes good luck. gets proper sunshine; and does one's best to 1.Cut one 18" x 6" rectangle in red nurture it. construction paper and another 6" x 5" in Music Traditional. Arranged by Venona black paper. Also cut a 20" piece of red Johnson. Translated by Eleanor Chroman. yarn. 0/10,r4,4 2.Give the children a copy of the Chinese characters. 3.Fold the black piece of paper in half and place a string on the inside fold, then glue G7 the black construction paper to the top.

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How yee gaw suey sin fah, How yee gaw suey sin fah, Sin fah ya law jai ngor dee gair. Kwan yo dow min ngon law Gair gair foo foo tai ping Yin gaw. Our lily flower is lovely NEW Our lily flower is lovely Lovely lily flower in our home. All day long our friends will come. All are happy and sing. Good wishes for the New Year they bring. YEAR

214 Grade One And Growing 220 Native American New Year (Summer) Corn Song Materials: Dakota drums, unpopped popcorn, paper plates, glue Vocabulary: Rhythmic drum pattern: chant cornfield J Experience: 1.FJJ The teacher can tell the following story: Single rows of Dakota men and women face A long, long time ago before the each other. As the drum beats a prelude, Choctaw people used a calendar like heads are slowly lifted to gaze upward. the one we know today, they used While chanting the first phase, the left hand the seasons as a calendar. The is lifted and held high; as the second phase Choctaw have always been very close is chanted, the right hand is raised. The to Mother Earth, and the seasons told hands approach each other during the third the Choctaw people of old when the phase, then are slowly lowered, the eyes year had passed and when a new year following the movement of the hands. was beginning. These words are softly chanted, not sung, to For them the most important time of the beat of a drum: the year was late in July or early August when corn had ripened and Over cornfield comes the rain cloud; the vegetables and fruits were ready Over cornfield comes the thunder. to eat. At that time they celebrated Butterflies will soon be playing the Green Corn Dance. It marked the Over corn with tassels waving. beginning of a new year for them; therefore, it was a New Year's celebration. Planting Song At this time, as old fires were put out Hopi and new ones were lighted, they were Never plant just one seed. very careful to make sure that all the Always plant four people of the tribe were getting along The first for your enemy, together. The Choctaw viewed the The second for the poor, new year as a new beginninga time The third for the pest that preys upon the when past mistakes were forgiven, a field. time when all crimes, except murder, Take for yourself the fourth seed's yield. were pardoned. Teachers may discuss fractions related to The people of the Choctaw nation the planting song, e.g., 1/4 for the wanted to make sure that life would enemy, 1/4 for the poor ... 4/4 = whole be peaceful and orderly through the yield. year until the next harvest. So each year at the time of the Green Corn Dance, new laws were made and families renewed their ties.

A I II Chapter 5: Developing Themes of Study 215 221 Greek New Year Jewish New Year Greek New Year's Bread (Vasilopeta) (Rosh Hashanah) (Fall) Greek New Year's bread is a large loaf of Materials: sweet bread formed from several little balls. apples, honey, challah Blanched almonds are poked into the dough to form the numeral of the new year.It is Vocabulary: customary to bake a coin in each loaf and slice challah sweet the bread at midnight. Whoever gets the coin sour tradition is blessed with good fortune in the new year. Teacher and children can prepare the Experience: ingredients and bake the bread. The teacher can share the following Ingredients: information with the class: 3/4 tsp. active dry yeast Rosh Hashanah is the Jewish New Year. In 1 Tbs. warm water Hebrew, "Rosh" means "head" and 1 Tbs. milk "shanah" means "year." In many cultures 1 Tbs. butter the new year is greeted with noise and joy, 3 Tbs. beaten egg but the Jewish New Year is greeted witha 1-1/3 Tbs. sugar solemn, quiet, serious heart.It is a very 1/2 tsp. grated orange peel serious occasion for the Jewish people. 1 pinch nutmeg For them, it is a holy day, the birthday of 1 pinch salt the world and the beginning ofa New 2/3 cups unsifted all-purpose flour Year on the Hebrew calendar. Directions: In Israel, it is traditional to exchange gifts. 1. Combine the yeast with the warm water In America, Jewish people celebrate Rosh and stir to dissolve. Hashannah by sending greeting cards and enjoying festive meals. Sweet foods are 2. Add the next seven ingredients and stir well. served signifying a sweet new year ahead. Dipping apples in honey is one of the 3. Add the flour slowly to the liquid, use a common customs. Two loaves of challah little less or a little more than 2/3 cup are shared to represent a good harvest to flour to make the dough a workable come. consistency. 4. Knead the dough on a floured board for The children can: five minutes, cover and let rise for one eat apple wedges dipped in honey. hour in a warm place. share a loaf of challah. taste something sour. 5. Punch down and knead again. discuss sweet and sour tastes. 6. Make 1/2" balls and form a loaf. relate sweet and sour to experiences they 7. Cover and let rise for twenty minutes in a have had. warm place. 8. Brush top with egg yolk mixed with 1 Mathematics Skills: Fractions Tbs. water. Teachers may use an apple to show 9. Decorate with sesame seeds and blanched fractions: almonds. Have children estimate how many apples the class will need for each 10. Bake at 350° F for 15 minutes. child to receive 1/2 of an apple. Mathematics skills related to this recipe Repeat the exercise using quartered may be discussed, e.g., measurement, apples. temperature, time, fractions, non-standard measurement (pinch).

216 III Grade One And Growing

A*r)12 4 Vietnamese New Year (Tet) possession. Scolding is strictly forbidden (Spring) since it may bring bad luck in the new year. Crying is also prohibited because Materials: that would bring tears for the rest of the 12" x 6" white construction paper (one per year. student) 3" x 6" black construction paper People spend most of their time during 2" x 2" squares of pastel tissue paper the first three days of the year visiting black tempera paint mixedto consistency friends and wishing one another happi- of thick cream ness, riches, and longevity in the new brushes, tongue depressors, or popsicle year. Children are given money in small sticks red envelopes by their parents and by dowel rods, about 2 feet long, or tree visitors. Hung on the front door of each branches house is a red banner reading Cung Chuc feathers, bells, ribbons, and other small Tan Xuan, meaning compliments of the ornaments seasons. Vocabulary: Tet is also considered the wedding season. Tet evil spirits People usually choose this occasion to get married because they believe that the hap- Experience: piness of their first wedlock days, which The teacher can share the following informa- are also the first days of the year, will tion with the class: remain with them for the rest of the year and the rest of their lives. Vietnamese New Year, usually known as Tet, is Vietnam's biggest celebration of the This is the time when the Vietnamese year.It is a family reunion, a spring fes- people look back on their past, enjoy the tival, and a national holiday. The New present, and look forward to the future.It Year is a happy time, with gift-giving and is truly a comprehensive holiday, and all feasting. Outside the home, a bow and Vietnamese give it full observance. arrow pointing south are painted. These The children can participate in the following are said to protect the home from evil activities for celebrating the Vietnamese New spirits. A long bamboo pole is set in the Year: courtyard.It is decorated with paper, bells, branches, feathers, and other How to Make a Vietnamese Wall Hanging ornaments. Directions: At midnight, the family goes to the temple 1.Place a small amount of paint (about the to give thanks for past blessings. They size of a quarter) on a piece of 6" x 12" bring home flowers and branches from white construction paper. fruit trees to symbolize prosperity and hap- 2.Using brushes, tongue depressors, or piness in the New Year. popsicle sticks, push the paint upward to To prepare for the New Year, cars are the top of the paper, to create a branch washed, houses are repainted, and furni- with some twigs on it. ture is cleaned. Children as well as adults 3.When the paint has dried, glue on tissue wear new clothes on New Year's Day. flowers (dab the tissue square in white Everything and everybody are prepared for glue or paste and press down with finger the New Year. and twist gently). Fold the black con- struction paper in half and It is the custom never to paste it to the white paper. throw away the household Slip a piece of black string rubbish during the first three or yarn through the top be- days of the year. This would fore pasting to make a mean, symbolically, that one hanger. would be throwing away one's most precious

Chapter 5: Developing Themes of Study 217 223 Make poles for the holiday using 3.Tuck the stuffing extending dowel rods or tree branches. from the bottom of the shirt Decorate with feathers, ribbons, into the top of the figure's crepe paper and small bells. trousers. Fasten the shirt and Ecuadorian New Year the trousers together with (December) several safety pins. Materials: 4.Tuck the stuffing extending from each trouser leg intoa old, child-sized, long-sleeved shirt, shoe or sneaker. trousers, scarf, shoes, and hat newspaper or rags 5.Pull out some of the stuffing small paper grocery bag (bottom from each shirt sleeve fora approximately 4-1/2" x 7-1/2") hand. If desired, cover each markers or crayons string hand with a mitten. safety pins writing paper 6.Place the hat on top of the paper bag chair pencils head. (Allow children to add accessories to the figure, if desired.) Vocabulary: 7.Seat the figure on a chair at the front of old year new year resolutions the room and remind children to handle it with care. Experience: The teacher can: The teacher can share the following discuss New Year's resolutions. information with the class: distribute writing paper and a pencil to In Ecuador children celebrate the end of each child. the old year on December 31, just before have children write simple sentences to the new year begins. Families collect old tell what they would like to improve clothes and stuff them with straw or rags upon or learn about in the new year. to create figures representing the old year. (Some children may dictate their The figures are placed on decorated sentences.) chairs around which children dance and use safety pins to attach the notes to the sing. Everyone writes resolutions and arms, chest, and legs of the figure. pins them onto the figures. At midnight read some of the notes on the figure the figures are removed so the new year with the class. Talk about how children can begin with happiness and prosperity. can achieve their goals. teach children the poem below to recite The teacher can make a resolution doll for as they march in a circle around the "old the class. year" figure. Directions: Good-Bye to the Old Year* 1.Stuff the paper bag firmly so that the stuffing extends about 6" beyond the Good-bye to the old year, edge of the bag. Tie string around the Hello to the new. bag one-third of the way from the There are so many things opening to form a neck. I'd like to do. Next year I'll learn, 2.Hold the bag upside down and draw facial features on it with markers or And surely will grow. crayons. Then tuck the stuffing Good-bye to the old year, extending from the paper bag into the New year, "Hello!" neck of the shirt. Tie the scarf around the figure's neck. Wonderful World, Macmillan Early Skills Program, Copyright 1985 Macmillan Educational Company, a Division of Macmillan, Inc. Permission pending.

218 III Grade One And Growing 2 4 CURRICULUM AREAS: SOCIAL CHILDREN'S ACTION GAMES STUDIES /PHYSICAL EDUCATION/ FROM AROUND THE WORLD Music/MovEmusrr African Game Trap Materials: action games, singing games, songs, dances, Directions: and chants 1.In a large playing area (about 20' square), have the children form a circle. Experience: 2.Choose two children to be the hunters. The teacher may: They stand facing each other and join discuss how all cultures have games and hands. They hold their joined hands as songs that children play. high above their heads as they can, discuss how games and songs are passed forming an arch. down from one generation to the next. ask children to obtain additional songs 3.The remaining children march around and games to add to this collection. the circle, through the arch. As they invite parents/caregivers to come to the march, everyone recites the chant below. classroom to share a childhood game. The children should not run during the game, but should march in time to the The children may: chant. On the word "game," the hunters interview grandparents to obtain drop their arms and catch the child who additional songs and games for this is under the arch. That child becomes a collection. hunter and takes a place next to one of interview family members to get the the hunters. The next child caught takes history and stories behind some of the a place facing the first child caught, songs, games, and dances. forming a second arch. As the game teach some of the games and songs to continues, the children form more and other children in the school. more arches. The game is over when visit senior citizen centers to teach everyone has been caught. seniors the dances and songs and to learn additional ones from them. A joint African Game Chant performance may be planned. Lions and leopards, lions and leopards, Hunting at night Lions and leopards, lions and leopards, Catch that game!

Chapter 5: Developing Themes of Study 219

2)or.d _ Universal: Blind Man's Bluff Japan: Hana, Hana, Hana, Kuchi Materials: 1.Teach the children the following two 8" dull-ended sticks Japanese words and their meanings: one blindfold of soft cloth hana = "nose" kuchi = "mouth" one 12" square of soft cloth mimi = "ear" me = "eye" Directions: 2.Have the children form a circle. Choose a child to be the leader and stand in the In a large playing area (about 20' center. square), have the children form a circle. 3.The leader calls out, "Hana, hana, hana, Choose one child to be the tapper and kuchi," at the same time touching hisor one to be the searcher. Give the two her nose three times. On "kuchi," sticks to the tapper. Blindfold. the however, instead of touching hisor her searcher and give him or her the 12" mouth, the leader touchessome other square of soft cloth. body part, such as a knee. The leader Lead the tapper and the searcher to their repeats the phrase again and again, positions inside the circle of children. substituting "mimi" and "me" for "kuchi" The searcher stands in the center of the and touching either correspondingor circle and the tapper stands somewhere non-corresponding body parts as heor else inside the circle, not too close to the she chooses. searcher. The children in the circle must always do When you say "Start," the tapper begins what the leader says, not necessarily tapping the two sticks together in a what the leader does. A child who does constant rhythm, holding the sticks not follow the spoken directions drops pointed downward. The searcher listens out of the game. The last child left in to the tapping sounds and tries to locate the circle is the winner. the tapper, flapping the 12" piece of cloth until it flaps against the tapper. The children in the circle must not let the searcher step outside the circle. Tappers may not move from their spot. When the searcher has found the tapper, the game ends. Choose two or more children to be the tapper and searcher. Continue playing as long as interest re- mains.

220 Grade One And Growing 226 Japanese Tag Native American: Cup-on-a-Stick Directions: Native Americans play several varieties of This game should be played in a large area games where an object is tossed up and where the children can run freely. caught. The top section is connected by string to a pointed stick. The object of these 1.Choose one child to be "it." When you say games is to swing the stick, thereby tossing "Start," "it" chases the other children, trying the object up and catching it on the pointed to tag them. When "it" succeeds in tagging stick. This game is similar to the Mexican another child, the tagged child becomes game of Balero. "it" and tries to tag another child. 2. When a child is tagged, the child must Materials: put a hand on the spot on his or her 12" stick, needle or pin, paper cup, 15" body where he or she was tagged. The length of string child keeps that hand on that spot until he or she tags another child. For Directions: example, if "it" tags a child on the right 1.The teacher can use a pin to make a hole hip, the child must keep a hand on his in the bottom of the paper cup. or her right hip until he or she tags 2.Have the children insert thread through another child. Children must use only the hole and make a knot on the inside their hands to tag other children; contact of the cup. by other parts of the body (feet or head, for instance) does not count as tagging. 3.Wrap the opposite end of the string around the stick and knot. 4.Take turns swinging the cup in the air while trying to catch it on the top of the stick.

Chapter 5:2D.nloping Themes of Study 221 Universal: Hide and Seek This chant or any similar onemay be used: Hide and Seek requires three to ten players. Este es el juego A tin can is used to make the "home" De Juan Pirulero y cada position of "it.""It" then tries to find those Quien atiende a su juego hiding and, when one is found, they both This is the game race back to the can. If the hider gets to the Of John the Piccolo andeveryone can first and kicks it over, everyone is free. Pays attention to this If "it" gets to the can first, he or she jumps over the can and says 1-2-3 on (name of Mexico: La Pelota (The Ball) hider). Play continues until all playersare found or one player kicks thecan and frees This game requires twoor more players. everyone. A 12"-18" circular target should be placedon the floor, 5'-10' from thegroup. The players Greece: Odd or Even take turns rolling a ball into the circle. This is a favorite game that was playedeven Those who miss the targetpay a forfeit. in ancient times. Use two players in each Some examples of forfeits may be: game and give the players ten beans each. Bend so your head touches the floor. Laugh three different ways. Player Number One places any number of Say: "Bob's Big Black Bear Bita Big beans in his or her closed hand and asks, Blue Bug" three times quickly. "Odd or even?" Player Number Two looksat Pantomime a babysitter caring fora the closed fist and guesses, "Even." If it is crying baby. really an odd number of beans in the closed fist, Player Number One says "Giveme one to China: Lame Chicken make it even." On a correct guess,guesser is given one bean. Play continues untilone This game is for two ormore players. The player is out of beans. equipment is ten ice cream sticksor tongue depressors spaced one foot apart inan even Greece: Krifto row. Players must hop over each of the Krifto requires four or more players."It" sticks on one leg. After hoppingover the ten should stand at home base and count to 20 sticks, the player picks up the tenth stick and while hiding her face in her arm. After 20 hops back over the remaining nine sticks. counts, "it" may look for those persons who This continues until all the sticksare picked are hiding. When "it' finds them, everyone up or the player touches his/her other foot to should run back to the home base. Whoever the ground or to any of the sticks. touches home base first is the winner. Note: This is an excellent game to introduce Mexico: Juan Pirulero subtraction skills. (John the Piccolo) China: Chopstick Pickup This game requires one group and one leader. Children sit in a circle with the This game is for two players. The equip- leader in the center. All pretend to play in- ment is one bowl and a pair of chopsticks struments different from the leader (guitar, for each player. Five marblesare given to piano, tuba, flute, etc.). At intervals the each player. The players are touse chop- leader changes over to any other instrument sticks to move the marbles fromone bowl to the other. Hands may not touch themar- being played in the group. Those children bles; however, if a marble drops playing instruments the same as the leader's on the must quickly switch to a new instrument. floor, players may use their hands to pickup Those forgetting to change quickly are out of the marble and place it in the original bowl the game. so they may begin again.

222 Grade One And Growing 2 3 Que pase, que pase, que pase el floron. SINGING GAMES FROM MANY CULTURES Que pase, que pase, que pase el floron. Children learn variations of popular games The bouquet passed through here. that are passed down in families. Circle I didn't see it, I didn't see it. games involving the passing of a marker are traditional in many cultures. Often the game The bouquet passed through here. is accompanied by a song. I didn't see it, I didn't see it. Pass it on, pass it on, pass the Africa: Where Is the Pebble? bouquet on. This circle game is from Africa.It may be played indoors or outdoors. One child in African-American: Little Sally Walker the center tries to follow the journey of a pebble as it is passed from hand to hand The children join hands and form a ring. around the circle. One person crouches in the middle and impersonates Sally Walker. At the words, All children in the circle pretend to pass the "Rise, Sally, rise," the child slowly rises to an pebble as they sing. At the end of the song everyone stops, and the child in the center erect position, brushing away imaginary must guess who is holding the pebble. If tears, turns first one way and then another the child is right, he or she joins the circle. and chooses a partner out of the ring. Then If the child is wrong, he or she is out of the they wheela rapid turning danceand game. The one holding the pebble goes to after the wheeling, the partner is left inside the center, and the game continues. the ring and becomes Sally Walker. Refrain: Oh, the pebble travels around the Little Sally Walker, sprinkle in the saucer, circle, 'round the circle; Where it Rise, Sally, rise and wipe your weeping eyes. goes, oh, nobody knows. Sally turn to the East, Sally turn to the West, 1.I think that nobody knows where the Sally turn to the very one you like the best. pebble goes. I think that nobody knows where the Native American: The Moccasin Game pebble goes. In this game the players try to guess where Refrain a small pebble is hidden while they are dis- tracted by humming and deceptive maneu- 2.But maybe somebody knows where the vers. In the original version of the game, pebble goes. four players are divided into two teams, I think that somebody knows where the which face each other. Four stones are hid- pebble goes.I know! den, one to a moccasin. Only one of the stones has a marking. As the humming Puerto Rico: El Floron grows louder and one team shuffles the El Floron ("Who Has the Bouquet?") is from moccasins, the other team must guess Puerto Rico. Children are seated in a circle. where the marked pebble is hidden. The When the song begins, an object is passed player who guesses correctly four times from hand to hand. The child who is wins the game. holding the object when the song ends is eliminated from play, and the song is repeated until the last player remaining is declared the winner. El floron paso por aqui, yo no lo vi, yo no lo vi. El floron paso por aqui, yo no lo vi, yo no lo vi.

Chapter 5: Developing Themes of Study 223 229 Song of the Moccasin Game England: The Chinese Fan "sir and Gay 144 Trad.' English

. MI, MOM MN MEI =NM - :1111. I 10,11M MN' =an IMINDINIOMMW =Er INa WE MI =MI-.11 IMMM _WIC JO J MI =MI

It Is It is wrong. My ship cane from Chi-no with acar - go oftea, Ara =I NiaMIN aMi IN MEM . a,WM, al WM OEM I I11 = =la=MI. .. laf MOW I r I Irr 3 11al -=1WMIL JIM /" Nbu gweeeed wrong, You guessed wrong, Allla-den with tree -sures for you and for me.It

MI I 1.1 111 mow .= m- tee Ai=e sm. =MN l =MEN . a., 411M . a MB MOM . =MI 111 MIMI I NM MN N I= I I 1 NW, 4MADt =11 MOM ANN AIN MB 11. It 111 wrong, me o fon; justi Mog-ins my bliss As /6= IM a 1 a 15111M awl aNM ME IM IMMI1 SM. ID MIN NMI IMP" MEW Maar IM lbw guessed wren, ism guessed w fan my-self goi - ly like this, like this, like this, like this.

France: Sur le pont d'Avignon Sing the song five times. Fan yourselfas Teach the children the French words to the follows: song on this page, one line at a time. (The First time: with right hand. English translation is given for your Second time: with both hands. reference. The children may learn thesong in English instead, or as well, if you wish.) Third time: with both handsas you sweep right foot back and forth. When the children have learned the words, have them form a circle, alternating boys and Fourth time: with both hands and both girls. While they sing the chorus, they circle to feet. the right. When the children sing the first Fifth time: with both hands and both verse, they stop circling. The boys salute each feet as you nod head back and forth. time they sing "comme," and drop their hands when they sing "ci" and "ca." When the chil- dren sing the second verse, they stop circling. The girls curtsy each time they sing "comme," and straighten up when they sing "ci" and "ca."

Sur le pont d'A - vig - non,L'ony clan-se,ion y clan-aer_

Sur le pont d'A - vig - non, L'on y don - ae tout enrond.

1. Les eve- eieure font comme cl, EL puis en- core comme ca. 2. Les belles dames font comme yl, Et pule en- core comme ya. English Translation: Chorus: On the bridge of Avignon, They are dancing, they are dancing. On the bridge of Avignon, They are dancing round and round. Verse 1: Gentlemen go this way, And again go that way. Verse 2: Ladies all go this way, And again go that way.

Celebrations, Macmillan Seasonal Activity Packs, copyright 1986 Macmillan Educational Company, a Division of Macmillan, Inc. Permission pending.

224 Grade One And Growing Si DANCES FROM AROUND THE WORLD Children enjoy doing these dances as a group or individually. The steps and movements are simple. V- 2=- =-SK= :32=-=,--,=-:-.1.1:,-z-

Mexico: Hat Dance . ..I The national dance of Mexico (Jarabe Tapatio) Bring in colorful hats, shawls, scarves, full skirts, ponchos, and other dress-up clothes. Let children dress up as they please. Assign the children partners. Have the pairs of children stand spread out in the classroom. (At a slow tempo, play the Fine first half of the melody on this page, rn including the repeats (16 measures). Children may sing the melody using the syllables da-da. Have children stamp their feet on the strong beats and clap once at the end of Children make a large circle. They put one the four measures. (For the first eight heel forward at a time to the rhythm of the measures of the last half of the dance, music, alternating feet. Then everyone have children link right arms with their dances to the right around the circle. When partners and take running steps in self- contained circles. For the final eight the music changes, everyone turns and measures, have them link left arms and dances to the left. Repeat heels to the repeat the procedure.) rhythm of the music. Everyone joins hands and dances to the center of the circle, raising joined hands high. Then dance back, forming a big circle again, bending low. Repeat 3 times. La Raspa Resbale asi su pie, Uno, dos y tres Y ahora el otro pie Uno, dos y tres. (Repeat) A la derecha, a la derecha A la derecha, a la derecha A la izquierda, a la izquierda A la izquierda, a la izquierda. Slide your foot this way, One, two and three and now the other foot One, two and three. (Repeat) To the right, to the right to the right, to the right To the left, to the left to the left, to the left.

Chapter 5: Developing Themes of Study 225 231 Dominican Republic: Merengue Have children listen as you sing and play the song. Materials: Teach children the words to thesong, maracas, rhythm sticks, castanets (optional) one line at a time. When children are familiar with the words, distribute the maracas and rhythm sticks to individual children. Children can play the instruments to the beat of the music, while others sing thesong. Teach the children a simplemerengue dance step. The children stand ina circle facing the center. The children take a small step to the left and then slide their right foot to meet the left foot. Children will take eight complete merengue steps during the songs.

Ma - ra cuare play - ing, dancers are sway- ing, In a mer -en - gue

give it a chance, this trop -i -cal dance will ban - ish your cares a - way.

Wonderful World, Macmillan Early Skills Program. Copyright 1985, Macmillan Educational Company, A Division of Macmillan, Inc. Permission pending.

226 Grade One And Growing 232 SONGS FROM MANY CULTURES

The Spider Makes a Road (Native American) The spider makes a silk road to help the deer travel in darkness.

Fos+ and uit+h pepJ.192 Gm Mg; MEI 'Ma ;INN .MM .I11O IOW .IN W_ JM 1=11=111111111M111111111111111111 Mar'IIINIMIP" UMW' IiiP'" MI The spi der made a He 0 .1111111 ME AM= I MEM iMMEI "41 ?MEI IMI1111111M IM ININIP L11/ MINOW1 M111111111 NW- MEW" 1111MMOr" 01. workedall4hrough -thenight, And as he workedhe Gm Cm Om

sang, help him makeit right, The Cm em Cm

I r 4rrideer looted on, The deer he up:kicked. and

Chapter 5: Developing Themes of Study 227 233 Buenos Dias Good Morning (tune: Happy Birthday) Good morning to you Buenos dias a ustedes Good morning to you Buenos dias a ustedes Good morning, good morning Buenos dias, buenos dias Good morning to you. Buenos dias a ustedes.

Feliz Cumpleaftos a Ustedes Happy Birthday to You Feliz cumpleanos a ustedes Happy birthday to you. Feliz cumplearios a ustedes Happy birthday to you. Feliz cumplearios (nombre del niiio) Happy birthday to (child's name) Feliz cumplearlos a ustedes. Happy birthday to you.

Yo Tengo Gozo I Have a Joy Down in My Heart Yo tengo gozo, gozo, gozo, gozo I have a joy, joy, joy, joy En mi corazon, en mi corazon, en mi Down in my heart, down in my heart, down corazon in my heart. Yo tengo gozo, gozo, gozo, gozo I have a joy, joy, joy, joy En mi corazon, en mi corazon. Down in my heart, down inmy heart

Kum ba yah Yom Houledet (Hebrew) Slowly Yom houledet samayach Yom houledet samayach 4i Yom houledet samayach Kum bayah,my Lord, Kum ba yahl Yom houledet samayach

-0- Kum ba Yak my Lord, Kum bayahl C

-0- J Kum ba Yak my Lord, Kum ba yahl

GT

0 Lord,_ Kum ba yahl

2. Someone's crying, Lord... 3. Someone's singing, Lord... 4. Someone's praying, Lord...

228 Grade One And Growing 234 CHANTS FROM MANY CULTURES Juba this; Juba that; Juba chased a yellow cat. Tortillitas Juba up; Juba down; Tortillitas, tortillitas, Juba tannin' all around. Tortillitas para Papa. Tortillitas para Mama. Tortillitas de salvado Para Papa, que este enojado. Tortillitas de manteca Para Mama, que esta contenta.

S -I Little Patty-Cakes

Little tortillas, little tortillas, I

Little tortillas for Papa. M1110111111111%1111111111110 Little tortillas for Mama. 00' Little tortillas made of bran \10\\\ For Papa, who is angry. Peanut, peanut butterandjelly* Little tortillas of lard Peanut, peanut butterandjelly For Mama, who is happy. Peanut, peanut butterandjelly First you take a peanut andyou smush it, You smush it. Thirty days hath September,* April, June, and November; First you take a peanut and you smush it, All the rest have thirty one, You smush it (Use fist in palm.) Excepting February alone, Peanut, peanut butterand jelly And that has twenty eight days clear Peanut, peanut butterand jelly And twenty nine in each leap year. Peanut, peanut butterand jelly Then you use a knife to spread it, spread it. Then you use a knife to spread it, spread it. Peanut, peanut butterand jelly Peanut, peanut butterand jelly Peanut, peanut butterand jelly Then you make a sandwich, a sandwich. Then you make a sandwich, a sandwich. Peanut, peanut butterand jelly Peanut, peanut butterand jelly Teddy Bear, Teddy Bear, turn all around.* Peanut, peanut butterand jelly Teddy Bear, Teddy Bear, touch the ground. Teddy Bear, Teddy Bear, read the news Then you eat it! Teddy Bear, Teddy Bear, shine your shoes. Teddy Bear, Teddy Bear, go upstairs. Teddy Bear, Teddy Bear, say your prayers. Teddy Bear, Teddy Bear, turn out the light. Teddy Bear, Teddy Bear, say good night! Chants for Children, compiled by Mary Lou Colgin (Mt. Ranier, MD: Gryphon House, Inc., 1991). Permission pending.

Chapter 5: Developing Themes of Study 229 235 RESPONSE CHANTS These chants may be used as group speech The following chant is often done withone or in the call/response mode or a person saying a line, and everyone else combination of the two styles. For instance, repeating it in a ghostly voice. a leader could chant one line, the group the next line, or half the class may respond to the other half.

There's a big ship sailing on the illy ally oh,* Illy ally oh, illy ally oh. There's a big ship sailing on the illy ally oh, Hi, ho, illy ally oh. There's a big ship sailing, rocking on thesea, Rocking on the sea, rocking on thesea. There's a big ship sailing, rocking on thesea, Hi, ho, rocking on the sea. There's a big ship sailing back again, Back again, back again. There's a big ship sailing back again, Hi, ho, back again.

In a dark, dark wood, there wasa dark, dark house.* And in that dark, dark house, therewas a dark, dark room. And in that dark, dark room, therewas a dark, dark closet. And in that dark, dark closet, therewas a dark, dark shelf. And in the dark, dark shelf, therewas a dark, dark box. and in that dark, dark box, therewas a GHOST!

A sailor went to sea, sea, sea,* Who stole the cookies from the cookie jar?* To see what he could see, see, see, (Name) stole the cookies from the cookie jar. And all that he could see, see, see Who, me? Was the bottom of the deep blue sea, sea, Yes, you. sea. Couldn't be. Then who? (Another child's name) stole the cookies from the cookie jar. Who, me? Yes, you. Couldn't be. Then who? Chants for Children, compiled by Mary Lou Colgin (Mt. Ranier, MD: Gryphon House, Inc., 1991). Permission pending.

230 III Grade One And Growing 233 CULMINATING PROJECT

Read the book Peace Begins with You, by Rainbow Children Katherine Scholes, to the class or sing "Let There Be Peace on Earth" with the children.

Ask the children: 1. Were a rain bow made ofchil dren, we're an What is peace? Where does it come from? How can we find it? ar my singing our song. There's no weap-on 1111M1111=1 EN NM MIIIPIM Inn MIN. iN/ OMI .1 &P,M1.MINIM =11,1MINNEIMI&M.M111. &IMMO& IMMIIIIiM &mays& Iln1111 How can we work for peace? usgi. MAIN,UW: N'T &Ma NMI IMMO&

Plan an assembly program in which children that can harm us, rain bow loveis much too strong. may read sections of the book and sing Now the rainbow's all kinds of people, songs of friendship, goodwill and unity. Walking together hand in hand. At the end of the rainbow May there be peace throughout the land. Repeat verse one.

It's a Small World Let There Be Peace on Earth It's a world of laughter A world of tears It's a world of hopes 1=11E1=11111011111PIIIWAMMI Let And a world of fears there be peace on earth And let it be gin with me: cresc. There's so much that we share

That it's time we're aware Let there be peace on earth, The peacethat was meant to It's a small world after all.

It's a small world after all be. We shall walk to- Oh- er Broth en It's a small world after all It's a small world after all all are we Let me walk withmy broth er In It's a small, small world. I j ly I1. I (Spanish) per feet bar - mo ny 1. peace be gin with Es un mundo de risa me. Let this be the mo meet now With en Un mundo de pena *ry Mundo de illusion Mundo de temor step I take, Let this be my sol emn vow fTo take each Tanto que compartir Es hora de saber mo meet and live each mo meet Inpeace e ter - nil - ly Es un mundo pequerio of mp

Es un mundo pequerio there be peace onearth,Andletit he gin with me Es un mundo pequerio Es un mundo pequerio Es un mundo pequerio.

BEST COPY AVAILABLE

Chapter 5: Develo in Themes of Study 231 Song of Friendship

Key D. Major 0 R Futoteut ,. . iillalt MEMIMI= Nialr'Mr. =PM

I We t had r en of the, world who dream of loveand Peace It To Make thus dream come true This dream of Wye and Peace . . 4f _,...! II; _...>.

l AMMO.MM. . VIIIM r ...... mom NI . ... V MIMI am IMI '=11 iZININMIOMIIIIIIII LAIMINNIMMI11 '40 1 M ...... 0 Let us sing to ye the, The beau ty of our I RIEND SHIP L el , saiii to ge the, We chad ,en ul the s-hole *mid Ma ..cfMt . : M. IP /1111111MIIM r MdMIII M M=11 11,i . 11M MIN MB All=MO NM

IV so- Let us ail to ye the/ SUo ggle for U NI TY Let I s ,ill ,'. 4e tiler faro ygle Io BRO THEFT HOOD

Refrain 2 .. --www..t 'awe ass..um www mow am an ama arear =1.1aa aaaa i arami air minaMIMI MINI IMO 4/11M1I OM INMlle SAM 111111111 MN MOM 111111 WIN =IP WI MINIENSa,111 II=IV agar NM= NIMr.MP =OP =M 111 =I 111111111111 .. IPlear... Low- an I U NI TY Let s tout Lee. ft0 Al ni A .4, /1r1111 J III t l I llll I..I 5so ig I elS .:111 IIMI , I 10 step and I BRO ITIER HOOD .cm..ammmeI !MN= INNI NM NOM JIM. i IMMINOW411.11U1111 rIMII All1117 =ND Ma Il =INN a arm caaaaPar_w. i A!MIN NMMai= MIMI MEM 11111MINEM =Pi. .IIIIIIIII NO JII.MIIIIII IMIIIIIMIVMIR EMI /MEM MI I IVAGallIMISZNIM MIN MIIN NUM =IW 11111 M11I auMM. -1111 i IIMEN AM asMI= OM aaaaaaaaal I

East African Literature Bureau, Nairobi, Kenya, 1974

232 Grade One And Growing 238 Under One Sky Words and music by Ruth Pelham

We're all afam - i ly underonesky. We're a

G7 F

fam - un - der one sky.We'resky. I. Well, we'repeo - ple,

G7

et 0 I 0

We'rean - i- mals, Wereflow - ers,

C G7 F

We'rebirds in flight, Well, we'repeo - ple, We're

an i- mals, We'reflow - ers. and birdsin flight.

Chorus We're daisies, we're tulips, Well, we're plumbers, we're doctors. We're roses, chrysanthemums. (Repeat) We're farmers and teachers, too. (Repeat) Chorus Chorus Well, we're Americans, we're Russians, We're lions, we're elephants, We're Italians, and Vietnamese. We're puppies and kangaroos. (Repeat) We're Israelis, we're Irish, We're Africans, and we're Chinese. Chorus Chorus

Copyright 1982 by Ruth Pelham. ASCAPMusic Mobile Workshops/Seminars/Resources, Albany, N.Y. Permission pending.

Chapter 5: Developing Themes of Study 233 BEST COPY AVAILABLE 239 There Is Always Something You Can Do Brightly Words and music by Sarah Pirtle D A7

I I milsomera watipm. IIMM AMINE J1111111ArliCM ism

There is al - ways something you cando, do,do When you're always some - thing you cando,do,do Yes it's always some - thing you cando,do, do When you're D A D

getling in a stew., stew,stew; You cango out for a walk diffi cult but true,true, true. See itfrom each other's eyes, getting in a stew. stew,stew.Whenyouwant to take a poke. Em A

You can try to sitandtalk. There's al- ways Find a wayto com promise. There's al- ways Turn a - round and Make a joke. There's al ways A7 0 Fine G

. dmil...... am room _: 11

some - thing you can do. Whe - ther in a school or fam - 'ly some thing you can do. You canuse your smartsand not your some - thing youcando.

A A7 A7

ar - gu ment, When you feelyou'd really liketothrow a fist,fist,list; Youcan give that problem a newtwist, twist, D G D A D

fit. Don'tbe trapp'd by fightsand fists and angrythreats, twist. You can see it 'round a - boutandup - side down, E7 A

Reachoutfor thisor - di- na - ry plan. 2. There is Giveyour - self thetime tofind a way. 3. There is

Copyright 1984 Sarah Pirtle. Published by Gentle Wind, Albany, NY. BMI.Friendly Classroom For a Small Planet. Permission pending.

234 Grade One And Growing 240 Let's Have a Party! Words and music by "Miss Jackie" Weissman

Refrain C G7 Cam' nn J Lets havea party,let's haveacel -e -bra -tion.

G7 C

Lets have apar -tyfor each andeV -ery na ti oh. Verses G7 G7

v.

1. Vlecan go to Mexico and play with a pi"; 11 2.March-mg Witha dra-gon we do forthe Chin ese New Year. 6

Vi- sit love- lyAf ri ca and ce -lebrate K- Wan -zaa De -or ate the Christ- tviis free and wish your friends solve jood cheer.

Instructor, November/December 1988. Permission pending.

Chapter 5: Developing Themes of Study 235 241 THEME C: So LIKE Us

"So Like Us" is an exciting theme for first seeds, learning about fruits and vegetables, grade children.It gives children sharing and enjoying food from other opportunities to learn about their world as cultures, and making booklets related to the they explore the natural environment and various activities. Children will make a fruit discover the special characteristics of animals salad and learn many poems, songs and and plants. Understanding that plants and fingerplays as they move through this theme. animals are "so like us" helps young children to develop respect for other living things and Learning Experience II, Animals and Us, is for themselves. Children will engage in designed to help children understand that all many hands-on activities and experiments as living things depend upon their environment and each other to survive. First graders will they investigate, classify, discuss, and reflect on the many aspects of this theme. understand that although each animal has unique needs and characteristics, they can BROAD-BASED GOALS live together and share in nature's bounty. To understand that all living things need Activities include a trip to the zoo, graphing, food, shelter and water. games, riddles, painting, and a stuffed animal To recognize that all living things grow parade. A research center will be and change. established in the classroom using the To realize that there are many similarities current theme as a springboard for and differences among the habitats in developing skills for content-related inquiry. which animals live. To recognize that the differences The teacher will find that the various skills between living things make them special and activities included in this theme will and important. enhance all areas of the first grade curriculum. The activities in this theme may The activities in Learning Experience I, Seeds be implemented at those times during the and Plants, include sorting and planting school year when they are most appropriate.

Chapter2:':'bVvelopingThemes of Study 237 Communication Arts

Making books Recording in a journal Recalling sequence Using descriptive words Learning words in other languages Science Completing a trip board Contributing to class experience charts Sorting seeds Practicing alphabetical order Comparing/contrasting seeds, Reciting poems and fingerplays plants and fruit Sorting animal cards by description Germinating seeds Making and solving riddles Identifying parts of plants Learning group names of animals and people Formulating and testing hy- Distinguishing between reality and fantasy potheses Using reference materials Planning experiments Creating reference materials Observing and recording Describing animal movements growth processes Using beginning research skills Rooting vegetables Predicting outcomes- Creating a mini-museum Making inferences Exploring properties Summarizing Finding out about animal Understanding cause and effect relationships characteristics Charting similarities and differ- ences among people, animals and plants Using process skills Making discoveries Analyzing data

Making a model lima bean Printing with fruits and vege- tables Drawing symmetrical pictures Music/Movement Creating a mobile Illustrating pages in books Singing songs Marching in rhythm Imitating animal movements Playing circle games

238 Grade One And Growing 4 3 Social Studies

Relating home and school activi- ties Exploring uses of food Working together in groups Using map and globe skills Health/Cooking Making choices Visiting a neighborhood market Learning about animal care Identifying jobs Comparing body parts of humans Discovering how community and animals workers help us Using senses to explore food Sharing food from other cultures Using scissors and kitchen uten- Using money for purchasing sils with care goods Examining vegetables Visiting the zoo Sharing zoo animal snacks Using a research frame Preparing a fruit salad

Mathematics

Sorting seeds Sequencing Recognizing lines of symmetry in fruits and vegetables Collecting, organizing and graphing data Making a concrete graph Interpreting information on a graph Counting So Like Using drawings to represent objects Estimating capacity Using attributes to classify objects Ordering Comparing and identifying groups of objects Distinguishing likenesses and differences Pairing objects using one-to-one correspon- dence Identifying a collection of objects Using non-standard measurement Maintaining logs

244 Chapter 5: Developing Themes of Study 231 THEME C: SO LIKE US SEEDS AND PLANTS

LEARNING EXPERIENCE I Concepts: re-sort the beans and seeds using a different method. Plants are living things. add new methods to the sorting Plants need water, light, and soil. booklets. Plants are alike in some ways and unique in other ways. Plants grow and change. Preliminary Activity: Read The Carrot Seed by Ruth Krauss. Elicit from the children names of seeds they know. Make a collection of assorted beans and seeds. The child will sort various seeds. The Soryie beams are teacher can: +he Scirre shape- obtain a variety of beans and seeds. distribute an assortment of beans and seeds in small plastic bags. prepare sorting mats on laminated 00o oaktag. 00

Some beans have -the same co/or

place a Velcro strip in the circle and on the base of a paper cup, bowl, or milk container. The children can work in small groups to: talk about sorting by one attribute (color, shape, size, texture). pour the contents of the plastic bag into the container in the sorting mat. sort the beans and seeds according to These questions may be asked: one characteristic. How did you sort these beans? share their sorting methods. Why does (doesn't) this belong here? make and share sorting booklets about What other way could you sort these? what they did.

240 Grade One And Growing 245 CURRICULUM AREA: SCIENCE Materials: three containers, soil, water, gravel or styrofoam, nine dried beans that have been soaked overnight Vocabulary: control group seeds/beans growth soil planting sunlight I had sun. I did not have air. Experience: I did not have water. Draw me. The teacher can: discuss with the children how plants grow. ask "What kinds of help do they need to grow?" ask "How can we find out whether sunlight and water are really necessary for plants to grow?" The children can: place a layer of gravel or styrofoam in the bottom of each I had water. I did not have air. I did not have sun. Draw me. container. put soil into each container. plant three beans in each container. label the containers as shown. water two of the plants. place one watered plant in a closet. place the other two plants on the window ledge. I had sun. I did not have air. continue the experiment I had too much water. Draw me. by watering the appropriate plants.

Follow-up: The teacher can prepare a class experience chart and log of the progress of each plant according to the children's observations. The children can make individual booklets about the experiment. I had sun. I had air. I had water. Draw me.

O&M 5: Developing Themes of Study 241 CURRICULUM AREAS: SCIENCE/MATH Look at the parts that have begun to Materials: grow. Draw what the beans look like. glass jars, dried lima beans, cotton, water, Label the parts. soil, gravel or styrofoam baby Vocabulary: seed Plant baby plant root sprout cocci- Experience: Children can: food write their names on strips of tape to label the containers. make a model of a lima bean seed. put cotton in the bottom of each container (about Follow-up: 1/4 full). put two beans between The children can plant their sprouted beans the cotton and the glass and record their growth. in each container and The teacher can use the Plant-a-Seed two beans on top of the sheet on page 257 to help children learn cotton. the sequence of planting. Makesequence dampen the cotton and picture cards related to plant growth. keep it damp. These can be displayed on a bulletin place the jars on the board in the Science Center. A duplicate window ledge for light. set can be used by the children in the after two days, observe the changes in Science Center to put in sequential order. the beans. The children can sing and act out plant- Split one bean open. ing songs and poems. (See page 258.)

242 Grade One And Growing A record ofmy plant's growth

Name Date

Draw a picture ofyour plant.

248

Chapter 5: Developing Themes of Study 243 PlantaSeed

Name:

6A 6ad 0 0 0 O. 66-0 6 66 Rocks Seeds Water Light

Step 1 Step 2 Step 3

Step 4 Step 5 All Steps

244 Grade One And Growing 249 This Is the Way We Plant the Seeds Planting* (to the tune of "Here We Go 'Round the I took a little seed one day Mulberry Bush ') About a month ago. This is the way we plant the seeds I put it in a pot of dirt, In hopes that it would grow. (Imitate planting) Plant the seeds, plant the seeds I poured a little water This is the way we plant the seeds To make the soil right. So early in the morning. I set the pot upon the sill, Where the sun would give it light. This is the way we water the seeds... (Imitate sprinkling) I checked the pot most every day, And turned it once or twice. This is the way we pull the weeds... With a little care and water (Stoop down and pull the weeds) I helped it grow so nice.

Do You See My Garden Grow? Dick Wilmes (to the tune of "The Muffin Man") Oh do you see my garden grow (Move hands up to imitate growing) My garden grow, my garden grow? Oh do you see my garden grow, I water it just so. (Pretend to sprinkle garden)

Oh do you see my garden grow... I rake it nice and slow.

Oh do you see my garden grow... I weed it, don't you know.

* Everyday Circle Times, Lizand Dick Wilmes, (Dundee, IL: Building Blocks), 1983, p. 118 Permission pending.

Chapter 5: Developing Themes of Study 245 250 CURRICULUM AREAS: SCIENCE/WRITING Materials: examine the root under a magnifying green bean plant (or other potted plant), glass and describe what you see. magnifying glass tell in what direction roots grow. (Explain that roots grow downwardso Vocabulary: they can take in water and minerals from flowers the soil for the plant's stems and leaves.) re-pot the plant so it will continue to leaves grow. stems roots Follow-up: Experience: Children can root vegetables in water to Children can: observe how roots, stems, and leaves grow. Suggested vegetables are carrot tops, red learn about the parts of the plants. radishes, sweet potatoes, onions and garlic observe one of the growing lima bean cloves. plants. name the parts they can see. discuss the parts they cannot see. Steps for Rooting Vegetables 1.Fill a container with water. 2.Stick toothpicks in the vegetable so that only a small portion is suspended in the water. 3.Place in sunlight. 4.Add water to keep the original level. 5.Observe what happens. 6.Does it send out stems with green leaves? 7.What happens to the vegetable? (This process may take one to two months to complete.)

blow like the wind on the plant to make it move from its place. observe that roots hold the plant steady. gently lift the plant out of the soil and brush away the soil to expose the main root.

246 Grade One And Growing 251 My experiment

Name Date

1. My question is:

2. My prediction is:

Draw a picture of your plant.

3. What happened:

Chapter 5: Developing Themes of Study 247 252 CURRICULUM AREAS: SCIENCE/ART/LANGUAGEARTS Materials: Follow-up: assorted fresh fruit, paint, paper, The children can: paintbrushes, knives, pictures of fruits and make prints by painting slices of many vegetables, small plastic bags fruits and vegetables or making patterned prints by repeating the fruit image on Vocabulary: paper many times. different make a vegetable booklet using the fold- match a-book method. same Experience: In small groups, the children can: cut fruit and take out the seeds. discuss how the seeds are the same and different. place the seeds into plastic bags labeled by the fruit/vegetable name. write an experience story for a chart.

248 Grade One And Growing 253 Name:

Vegetables

Howwe usethem.

Chapter 5: Developing Themes of Study 249 254 Name:

VegetablesGrow What do they need?

250 Grade One And Growing 255 Teacher Hints for Fold-A-Book Directions

1.Use any sizepaper. 5.Fold lengthwise.

tt

2.Fold lengthwise. 6.Push into center.

i 4 i,. 1 1111

3.Fold into eighths. 7.Push until corners meet at center.

--,-'1 -

4.Cut halfway up. 8.Fold to make book shape.

dot

9.To make a book with morepages, pastetwo books together.

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256 Chapter 5: Developing Themes of Study 251 CURRICULUM AREAS: Allow extra containers for childrento use to MATH/SCIENCE/LANGUAGEARTS sort other seeds that are included in this Materials: theme or that they may bring to school. Put assorted seeds and beans, milk containers, seed collection in the Science Center where labels, stapler or paper clips the children can mix and re-sort the beansin other ways. Vocabulary: The teacher can interact with small describe rule groups of children by asking: museum sort Why do you sort the beans this way? What is your method? Experience: Why does (doesn't) this bean belong Children can: here? make a collection of seeds. Can you sort them a different way? cut the tops off 24 milk containers, Can you name two ways in which leaving a 2" base. the beans are the same? sort the seeds and beans into the Can you name two ways in which containers. the beans are different? label the containers using descriptive words. Children can fill in the chart "Observing Seeds" to record their experiences.

Name: Date:

OBSERVING SEEDS Look at six different seeds. Then fill in the chart below.

SHAPE COLOR TEXTURE SIZE Draw the seed Write the color rough, hard, smoothsmall, medium, large

252 Grade One And Growing 257 CURRICULUM AREA: MATH CURRICULUM AREA: Materials: LANGUAGE ARTS apples, bananas, oranges, peppers, Materials: cucumbers, 3" piece of string drawing paper, crayons, chart paper Vocabulary: Vocabulary: half match symmetry horizontal symmetrical vertical names of fruits and vegetables Experience: Experiences: The children can: The teacher can: observe that some fruits and vegetables read Eating the Alphabet by Lois Ehlert. are symmetrical. brainstorm an A to Z list of fruits and cut an orange or grapefruit in half vegetables. vertically. write the words on a chart. look at the two halves. distribute 13 folded sheets of paper to determine how they are the same or each child to make individual ABC different. books. use a 3" piece of string to find out if symmetry can be seen when the string is: held vertically in the center of the half section. held horizontally in the center of the half section. held diagonally in the section of fruit. held at other places on the section of the fruit. predict if fruit can be cut in other directions to find symmetry (horizontally, diagonally). compare the inside and outside of the The children can: fruit for symmetry. label each page with a letter of the The teacher can: alphabet. continue this activity using other fruits write names of fruits and vegetables on and vegetables, allowing the children to appropriately lettered pages. make predictions about each one as they illustrate the words. work together in a small group. Children can learn names of fruits and place in the Math Center pictures of fruits vegetables in other languages: and vegetables that have been cut in half Haitian- for children to match as symmetrical English Spanish Creole Chinese wholes. fruit Ia fruta fwi-a 71( Follow -up: The children can: apple Ia manzana pomtO draw symmetrical pictures using half orange la naranja zorang-la slices of pepper: cherry la cereza seriz -Ia fold a piece of paper in half. 49 tit draw a line down the center of the pineapple la piña zannana paper. trace the half pepper slice on one banana el guineo bannann side of the line. tomato el tomate tomat-la on the other side of the line, draw the matching half of the pepper slice. Tk

Chapter5:Developing Themes of Study 253 CURRICULUM AREAS: SOCIAL STUDIES/MUSIC Materials: Peaches Georgia (United States) Globe or large map of the world, small cut- Pineapples outs of fruits purchased Hawaii, Puerto Rico Bananas Ecuador, Israel, Vocabulary: Caribbean Islands Names of fruits and vegetables purchased, Mangoes Caribbean Islands names of countries or regions where fruit is Grapes Greece, Italy, Chile grown. Bok Choi China Experience: Guava Caribbean Islands The teacher can: Avocados Caribbean Islands, Israel teach the song "Supermarket" and the poem "Fruit Stand." Tell the children that plantscome from take the children to a neighborhood regions all over the world. Several plants and some of the places where theygrow store or fruit stand to purchase fruits and are listed above. vegetables representative of the many cultures in our city. Follow-up: Discuss the names of all the items The Fruit Stands purchased. A rainbow full of colors you willsee, Ask the children where they think these When you visit the fruit stand today withme. fruits and vegetables are grown. Cases full of oranges stackedso high, Display a globe or large map of the Then bushels of red apples will catchyour world. eye. Mark the areas where the fruits or vegetables grow. Yellow bananas, grapes thatare green, Pineapples, melons, and peaches between. Berries in colors, red, black, and blue. Cherries, pears, and tangerinestoo. So come to the fruit stand, Come have a treat With the sweetness of candy And better to eat! Dick Wilmes

Everyday Circle Times, Liz and Dick Wilmes (Dundee, II: Building Blocks), 1983, p. 96. Permission pending. 254 Grade One And Growing 2t Supermarket * (Calypso) "Miss Jackie" Weissman

C F C Eve y 10 J J a p 1

Su - per - mar ket, su -per- mar - ket. let'swalk down tothe

D m7 G7 C F

su-per - mar ket. Su -per- mar - ket, su per - mar - ket,

G7 C F C fine Solo

whata won- der- ful place. Want to buy some vege- to - bles formy din - ner. G7 C Everybody Solo 0 Let's walk down tothesu -per- mar - ket. Think I'll get some broc- co -li

F C G7 C Everybody J n for my din ner. Let's walkdown tothe su per - mar - ket. D. C. al fine

Sing the song "I Like Bananas." I Like Bananas (to the tune of "La Cucaracha I like bananas, I like bananas, Bananas are a treat I like bananas, I like bananas, That is what I like to eat! Children can suggest the names of other fruits to sing about in subsequent verses of the song.

Instntctor, August 1989, p. 61. Permission pending. 260 Chapter 5: Developing Themes of Study 255 CULMINATING PROJECT After singing the song, the children can: bring in fruits that are grown in their native countries. make a recipe chart for fruit salad. working in small groups, make the fruit salad. taste and share the fruit. learn names of fruits and vegetables in other languages. make a bar graph or pictograph of the children's favorite fruit. invite parents, another class, or school workers to have some fruit salad and have the children share what they have learned.

Fruit Salad co apples ,)(!)1 '!is C3' CDC!) bananas 1P qg) pint strowberries orangeS C000 Zgrapefruit

I bunch of grapes 2. rvian9oes

I. \A/ash the fruit 2, Cut up thefruit into small pieces. 3. Put +he fruit into asmall bowl. 4.Put oil of -the -Fruit intoa large bowl.

256 Grade One And Growing 261 THEME C: SO LIKE US ANIMALS AND Us

LEARNING EXPERIENCE II Concepts: Animals are living things. Animals need food and water. Animals are alike in some ways and unique in other ways. Animals grow and change. Preliminary Activity: Plan a field trip to the zoo. The teacher can discuss with the children animal characteris- tics: body coverings, body shapes, envi- ronment, movement, color, types of homes and sounds made.Books about zoo animals can be read to the children. The trip boards for this experience should be discussed with the class prior to the trip. Children will work on their trip boards in small groups during the trip.

After the trip, children can share their trip Moveni t boards with the class. Encourage the Aoirvia I children to focus on dominant characteristics Kangaroo hopS of some of the zoo's animals, for example, elephant's trunk and large ears, giraffe's mon Key climbs neck, monkey's long tail, bear's short tail, I Ion /KS. seal's flippers. srigke slides An experience story can be composed and written by the children:

\leortivi-4-.7'441-zoo sa w Iahycontno/s.

thercriar_f).? a Anima IEnvironment A Co/ W 4S t-$c'. sea I Wa ter- PioKeys .c:/ frees. mon Key s trees Kanlarco Penguins ice A baf7NeAS;r)4he pouCYI.

262

Chapter 5: Developing Themes of Study 257 Children can learn some zoo poems: Giraffes Don't Huff' Five Little Elephants* Giraffes don't huff or hoot or howl Five little elephants They never grump, they never growl Rowing toward the shore, They never roar, they never riot, One fell in. They eat green leaves And then there were four. And just keep quiet.. Karla Kuskin Four little elephants Climbing up a tree, Bears Everywhere One slid down. Bears, bears, bears everywhere! Then there were three. Bears climbing stairs. Bears sitting on chairs. Three little elephants Bears collecting fares. Living in the zoo, Bears giving stares. One walked off. Bears washing hairs. Then there were two. Bears, bears, bears, everywhere! Liz and Dick Wilmes Two little elephants Playing in the sun, One fell asleep. The Yellow Giraffe Then there was one. The yellow giraffe is tall as can be. His lunch is a bunch of leaves off of a One little elephant tree. Isn't any fun. He has a long neck and his legs are long Abra-ca-da-bra! too Then there were none! He runs faster than his friends in the zoo. Liz and Dick Wilmes Liz and Dick Wilmes

From Read-Aloud Rhymes. Selected by Jack Prelutsky. Illustrated by Marc Brown. (New York Alfred A. Knopf 1986). Permission pending. Everyday Circle Times, p.76. Permission pending. 258 Grade One And Growing 263 The Bear Went Over the Mountain* The Elephant* The bear went over the mountain When people call this beast to mind, (extend forearms, close and drop fist) They marvel more and more The bear went over the mountain At such a little tail behind, (slowly creep fingers of other hand up So large a trunk before. over first hand to wrist) by Hilaire Belloc The bear went over the mountain To see what he could see (hold above position) Grizzly Bear And what do you think he saw? If you ever, ever, ever meet a grizzly bear, And what do you think he saw? You must never, never, never ask him where The other side of the mountain, He is going. Or what he is doing; The other side of the mountain, For if you ever, ever dare, The other side of the mountain, To stop a grizzly bear, Is all that he did see! You will never meet another grizzly bear. So the bear went down the mountain, Mary Austin (creep fingers down sloping forearm) So the bear went down the mountain, So the bear went down the mountain, Excuse Us, Animals in the Zoo* Very hap-pi-ly. Excuse us, animals in the zoo Traditional I'm sure we're very rude to you; In your private house we stare And never ask you if you care; The Seals* And never ask you if you mind; The seals all flap Perhaps we really are not kind; Their shining flips I think it must be hard to stay And bounce balls on And have folks looking in all day, Their nosely tips, I wouldn't like my house that way. And beat a drum, by Annette Wynne And catch a bar, And wriggle with How pleased they are. by Dorothy Aldis

284 Early Childhood Seasonal and Holiday Activities, Fay Wasserman and Sheila Medow (Dominguez Hills, CA: Educational Insights), 1984,pps. 12-13. Reprinted with permission.

Chapter 5: Developing Themes of Study 259 CURRICULUM AREAS: SCIENCE/MATH Materials: 2" x 2" cards, stickers or small pictures of Follow-up: animals, oaktag sorting boards Children can: compose zoo riddles. These can be Vocabulary: written on 3" x 5" cards fora riddle game: body coverings, colors, shapes, environment, rokonrr movement IsAcK Z AM 4N Experience: AN/ 414L- (71-/ The teacher can: A PenucH prepare 2" x 2" laminated animal cards. WIMT T? prepare laminated oaktag sorting boards. demonstrate the process of sorting the animal cards for the children. / yqve FLig allow a few children to practice this ,4t,/st,..)/4 activity. /pi. co t_ D(AIrek place the activity in the Science Learning 071/47 Center for children to use.

ENVIRONMENT COVERINGS 51-1-1-R FA 0" Land Water ,r4 Air Skin Fur Feathers Scales 77f6GrR..OVND AND co4 TREE $kANale Ivor /ow _1-7 p.r.1 tAtVe) The answers to the riddles can take the form of pictures of the animals drawnor pasted on the backs of the cards. play the riddle game with partners. make animal number stories.

MOVEMENT

Swim Hop Walk Climb

vJect ISea L'"

10+.e.\ A.4 Wer 2 L.Vk

260 Grade One And Growing 265 CURRICULUM AREAS: COMMUNICATIONS ARTS/ART Materials: Children may: drawing paper or newsprint, sponges, use the chart to write sentences about diluted tempera paint, paint containers animal groups: Vocabulary: Lions live together in a pride. Sheep stay together in a flock. group names for animals Experience: Follow-up: The teacher can: The children can make prints showing read Wild Animals by Brian Wildsmith. bunches of animals. The teacher prepares elicit the name of each group of animals sponge shapes of various animals and in the book. Brainstorm additional demonstrates their use to the children. group names. During Center time, children can: write on a chart "A Bunch of Animals," pour some paint into a container. so that the words "Bunch" and "Animals" dip the sponges into the paint. will each head a column. press the sponges onto sheets of paper In the "Animals" column, write: cows, to make prints. sheep, birds, elephants, wolves, whales, lions, fish, humans. repeat the shape on the paper, Ask if anyone knows the name of a overlapping the prints, if desired, to bunch of each of the animals in the make an animal pattern on the paper. column. title their artwork "School," "Herd," Write these words in the "Bunch" "Flock," or "Pack," etc., as appropriate. column. A BUNCH OF ANIMALS

COWS sheep birds elephants wolves whales lions fish ask if humans live in groups. Discuss all the different groups of which one person could be a member (family, class, club, team, community).

266

Chapter 5: Developing Themes of Study 261 ANIMAL PATTERNS FOR SPONGE SHAPES

262 Grade One And Growing 267 CURRICULUM AREAS: make their favorite animals from collage materials. LANGUAGE ARTS/MATH give details such as the animal's name, Materials: where it came from, where it sleeps, what record or tape of parade music, record it eats, and why it is their favorite. player or tape recorder Follow-up: Vocabulary: The children can: parade pet sing and dramatize the "Animal Nonsense Song." Experience: graph their stuffed animal friends. The teacher can: sort their animals by type (dogs, cats, provide collage materials for childrento bears, rabbits) to make a concrete graph. make their favorite animals. count the number in each group. The children can: make a bar graph to record the experience. Animal Nonsense Song JoAnne Deal Hicks F C7 C7 F

1.I am a litde bun - ny, I'm sit - tingon a log. I 2.I am a little po - ny, I'm chew-ing onsomehay. I 3.I am a lit - tlebutter-fly, I'm sit - ting on a rose. I .4.- 9: i? r r r r

C7 Gm 7 C7 F r t ; 6'.. r .1 r, . 1 . hopandhopand hop a - long, I think I am a frog. 2. gallop and gallop and gallop and gallop, all thruthe sun - ny day. 3.flyandflyand flyandfly, then land up on your nose. .0- 9:0 itr

4.I am a lit-tle kitten, I'm sitting on 8.I am a lit-tle dog-gie, I'm chew- a rug, I purr and purr and purr ing on a bone, I bark and bark and purr, then curl up like a bug. and bark and bark, in-to the tel- 5.I am a lit-tle yel-low duck, I wad- e-phone. dle down the road, I quack and Note: Children enjoy pantomiming quack and quack and quack, and the various actions. chase a hop-ping toad. 6.I am a lit-tle chick-en, I'm strut- ting through the weeds. I peck and peck and peck and peck, I'm look-ing for some seeds. 7.I am a lit-tle tur-tle, I hide with-in my shell. I creep a-long and creep a-long, and fall in-to a well. 268 Chapter 5: Developing Themes of Study 263

BEST COPY AVM BLE CURRICULUM AREAS: The children can: HEALTH/SCIENCE /LANGUAGE ARTS talk about foods animals eat. Materials: recall animals being fed at the zoo. chart paper, hangers, branches or wood share what their.pets are fed at home. dowels, string make animal food mobiles by drawing pictures of animals and the foods they Vocabulary: eat, and attaching the pictures to a imaginary real hanger for a class display. Experience: The teacher can: read The Velveteen Rabbit by Margery Williams to the children and talk about the differences between real animals and toy animals. write the differences on the chalkboard. Be sure to include that real animals have feelings, and toy animals do not. (Other differences to talk about: Toy animals have no internal body parts, they cannot move or make sounds by themselves, they do not need food or water, they cannot bite or scratch, they do not have to defend themselves.) compare the ways we care for toy animals and the ways we care for real animals. The children can: make a list on the chalkboard of things we do for pets and things we must never do to pets. make a class pet-care manual. Each child chooses a pet to write about. Children who have chosen the same animal may work together to make a list of how to care for that animal. Bind the lists together into a pet-care manual for the class library.

share a "zoo animal" snack. on the ice I Alaska Bear Apples O O Elephant Peanuts Giant Panda Carrots [Se rne+inie;1 Giraffe 0 Apricots w%Nal. is -tke.color el; +46 be r 7 Monkey Bananas 0 Where does 4.. bear Pvei Bird Sunflower Seeds AA' does fur- b tor esti. Qv Doe. tie.like paople.?

Follow-up: F rii 264 Grade One And Growing CULMINATING PROJECT Children will make a class Animal Encyclopedia. They can: select one animal. think of three or four research questions about the animal. write or dictate the questions. use a dictionary or encyclopedia to find answers to the questions. draw or write the answers. research and write about animals who live in certain places, such as the farm, the ocean, the jungle, the desert. make a chart comparing and contrasting characteristics and attributes of people, plants, and animals. Brainstorm a list of Children's work may be bound together into common characteristics. a class encyclopedia. set up a research center for future reference for other themes.

Sample

270

Chapter 5: Developing Themes of Study 265 THEME D: NUMBERS AROUNDUs

Children will enjoy discovering the collect, organize, and describe data from mathematical concepts in "Numbers Around the world around them. Us." Mathematics becomes an inviting identify, compare, and construct curriculum area as children experience it geometric shapes and relate them to the concretely, through such activities as taking world around them. number walks, creating patterns with songs use concrete materials to explore, discover, and explain number meanings and body movements, and reciting chants. and the four fundamental operations of Learning is enriched as mathematics numbers. becomes integrated with other content areas. explore and discover the process of This theme can be used throughout the measurement in the world around them. school year.It relates number concepts to In Learning Experience I, Numbers in Our children's practical experiences, progressing School, children will participate in counting from concrete activities to representational activities, make number booklets, compare graphs and charts. The theme provides information on graphs, and learn about time opportunities for children to investigate, and sequencing of events. solve problems, estimate, and predict. In Learning Experience II, Numbers BROAD-BASED EXPECTATIONS: Throughout the Year, children will learn Students will: their birth dates, days of the week, and explain the importance of mathematics, months of the year. science, and technology in their daily lives. In Learning Experience III, Numbers in the observe and discover strategies for Neighborhood, children will take neighbor- exploring problem situations from their hood walks to explore patterns in the envi- environment. ronment and look for numbers on the street. communicate their mathematical and They will learn about telephone numbers. scientific ideas, using everyday language. use concrete materials to demonstrate a In Learning Experience IV, Numbers and real-world understanding of Money, children will be introduced to mathematical ideas. number facts, number sentences, money use concrete materials and diagrams to combinations, and the use of calculators. explore relationships among numbers. Children will identify, count, and determine identify, describe, and extend patterns. the worth of coins, and they will use describe situations and make predictions, calculators to find answers to number while exploring the concepts of chance. problems.

From The Curriculum Frameworks, The Board of Education of the City of New York, 1995).

Chapter 5: Developing Themes of Study 267 271 Music/Movement Communication Arts Playing number games Learning words for numerals Singing songs Creating charts Using body movements to Writing books about number con- act out the time cepts Learning songs about month Recalling events in sequence Identifying and extending Listening to stories rhythmic patterns Reciting poems, fingerplays, rhymes Using musical instruments and chants Using bodies to show pat- Naming and sequencing days and terns months Marching in rhythm Naming the current day Making a telephone book Reading and writing number sen- tences Graphing colors

Social Studies

Working cooperatively Finding numbers in the environ- ment Making a class birthday chart Learning about class schedules Celebrating birthdays Locating houses and classrooms by their numbers Learning telephone numbers Finding out how to use emer- gency numbers Making choices and decisions Noticing details and patterns in Art the community Learning number words in other Making a clock languages Making toy telephone Taking a neighborhood walk Decorating paper cakes Seeing the importance of num- and candles bers in the community Creating a mural Using a Trip Board

268 Grade One And Growing 272 Mathematics

Recognizing and writing numer- als Using non-standard measure- ment Interpreting patterns in a variety of ways Understanding and using math- ematical symbols Telling time using digital and analog clocks Making comparisons Estimating quantity and length Exploring the concept of zero Making and interpreting bar graphs and pictographs Learning about odd and even numbers Understanding the passage of time Numbers Around Us Science

Analyzing data Determining location by number Estimating distance Identifying properties Finding out about time rela- Health tionships Comparing/contrasting growth Learning about emergency services patterns in the community Finding out about safety in the Learning how time relates to environment physical needs Comparing body size Learning about height and weight Watching growth patterns

273

Chapter 5: Developing Themes of Study 269 THEME D: NUMBERS AROUND US NUMBERS IN OUR SCHOOL

LEARNING EXPERIENCE I Concepts: CURRICULUM AREAS: WRITING/ART Numbers enable us to count. Numbers help us to sequence. Materials: Numbers help us to measure. paper, chart paper, marker, drawing materials Numbers help us to compare and interpret information. Vocabulary: count one four Preliminary Activity: more than two five less than three zero During circle time, the teacher may: how many guide the children to look for numbers in the classroom. Experience: direct the discussion using the following The teacher can: questions: invite the children to sit in a circle. What do you see that has numbers display a sheet of chart paper entitled written on it? "one 1." Can you find our room number? ask the children to name objects in the Why do you think the numbers are room of which there are only one. on the objects? record the children's responses on the What would happen if there were no chart with illustrations. numbers on the objects? How do you think people decide which numbers to use? One The teacher and children can compose a story on chart paper about the importance of In our classroom we have numbers in the classroom: I clocK We looked for numbers Jennifer in our class. I chalkboard Our door number is 171. Jose immanun I calendarMMOOMMMTrarinntnn r,alriGIQME The clock has numbers. Edward I penci I sharpener

Books have numbers Kenya I rocKing chair on the pages. The calendar has Jill lots of numbers! The children can: read the chart aloud. begin making a number book. write the numeral "1" and the word "one" on the top of the page. draw a picture of one object on that page. share the pictures with their classmates.

270 Grade One And Growing 274 On another day the teacher may: For zero, the pictures should be lightly entitle another chart "two 2." crossed out to indicate that there are list things that appear in twos in the none in the room. classroom. For homework, children take an illustrate the objects on the chart. inventory at home. Have the children make lists of things at home of which they have one, two, three, four, five, and Two Z none (zero). In our classroom we have: Follow-up: The teacher can prepare "Things in the Room" cards: 2. bookshelves

2 easels ,...4:7 44 'L t;,jr:t SA-

2. sinKS *-771mA do e's 11111111r user 2 red chairs Plant

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bOVS The children may make the second page of their number books by writing "two 2" cton r and drawing two objects. Continue, creating charts for "three 3," "four 4," and place the cards in two piles. "five 5." Children can follow up each play a comparison game with the class. activity in their number books. Help the call on two volunteers. children to develop an understanding of record the information on a chart. zero by asking "How many elephants are The children can: in our classroom?" or "Do we have any take turns turning over one card from spaceships?" A sample chart follows: each pile. compare the cards to decide which shows more or fewer objects. make a book called "In Our Room" and include the records of their discoveries. In our classroom we have: 0.0 o -Fis°: CHAIRS WINDOWS 25 4 ospaceships

0t v.sets a o0 There are more chairs than windows in our class. 0watermelon blue haired children 275

Chapter 5: Developing Themes of Study 271 CURRICULUM AREAS: ART/SOCIAL STUDIES Materials: Why do you like Which is your favorite time of the pencils, paper, crayons school day? Vocabulary: Why is your favorite time? Children may illustrate their bestor time favorite classroom experiences. schedule Each child's contribution may be shared. clock The teacher may create a bulletin board order from the class experience pictures. Head the bulletin board with analog and Experience: digital clocks, each representinga As a group, children can discuss what different hour of the school day. With they do in class and/or their favorite part the children, sort the pictures according of the day. to each activity's scheduled time during What school activity do you like the the day. Staple the pictures under the best? appropriate clock.

272 Grade One And Growing 2761 CURRICULUM AREAS: MATHEMATICS/LANGUAGE ARTS Materials: Our Clocks* clock, paper plates, paper fasteners, oaktag, Our clocks are most important, markers, crayons In a very special way, Their ticking and their tocking, Vocabulary: Help us tell the time of day. hands face But, should they ever stop to rest, Experience: The world would be aghast, The children can: For, then, no one would know the time, listen to the story Clocks and More Or how much time had passed. Clocks, by Pat Hutchins. Martin Shaw work in small groups to make individual clocks. share the clocks they made with the Waiting** class. read the bulletin board and set their Waiting clocks to the times indicated. Daddy says, learn poems about clocks. is part of being a kid. You wait to grow up I'm a Clock* to leave school to go to work It's fun to play that I'm a clock to live alone And move my arms that way. always waiting. It's fun to play that I'm a clock I wish Daddy would get on home To learn the time of day. so we can go to the show. Nikki Grimes Straight up, straight down, arms side to side, Then round and round they go. And not before too very long, It's telling time I'll know. Martin Shaw

Reprinted with permission of the publisher, Early Years, Inc., Norwalk, CT 06854. From the Aug./Sept. 1988 issue of Teaching/K-8. * *From Something On My Mind by Nickki Grimes

Chapter 5: Developing Themes of Study 273 277 CURRICULUM AREAS: MUSIC /MOVEMENT Two Little Ducks that I Once Knew* Two little ducks that I once knew, Materials: Fat ones, skinny ones, there were two chants and actions songs about numbers But the one little duck with the featherson his back, Vocabulary: He led the others with a quack, quack, number words quack. Experience: Down to the river they would go, Wibble, wobble, wibble, wobble, to and fro. The teacher can: But the one little duck with the featherson introduce the children to rhymes and his back, chants containing number concepts. He led the others with a quack, quack, use the rhymes and chants at transition quack. times or during math lessons. He led the others with a quack, quack, The children can: quack. say the chants and rhymes when they play outdoors. Five Little Ducks* act out the chants. Five little ducks went swimming one day, Over the pond and far away. Follow-up: Mother Duck said, "Quack, quack, quack." The children can: But only four little ducks came back. make up their own rhymes. work in small groups to illustrate their Four little ducks.. .three... two rhymes and create books of their One little duck went swimming one day, illustrations. Over the pond and far away. One, Two, Buckle My Shoe* Mother Duck said, "Quack, quack, quack." And five little ducks came swimming back. One, two, buckle my shoe Three, four, shut the door Five, six, pick up sticks There Were Five in the Bed Seven, eight, lay them straight and the Little One Said Nine, ten, a good fat hen. There were five in the bed and the little one said, Hippity-hop to the grocery store "Roll over, Roll over." To buy three sticks of candy. So they all rolled over and one fell out One for you and one for me, (pause). And one for sister Mandy. There were four in the bed and the little one said, Five Little Monkeys, "Roll over. Roll over." Jumping on the Beds So they all rolled over and one fell out Five little monkeys, jumping on the bed. (pause). One fell off and bumped his head. (Continue with numbers three and two.) Mama called the doctor, and the doctor said, There was one in the bed and the little one "No more monkeys jumping on the bed." said. "GOOD NIGHT!" Four little monkeys.... etc.

One Potato, Two Potato, Three Potato, Four Chants for Children, Lou Colgin, ed. (MD: Gryphon House, Inc.), 1982. Permission pending. 274 Grade One And Growing 273 CURRICULUM AREAS: HEALTH/SCIENCE Materials: butcher paper, pencil, string, scissors, multilink cubes Vocabulary: compare measure height same as larger/shorter than taller/shorter than length Experience: The teacher can: mount the butcher paper on the wall. have the children take turns standing against the wall. Mark their height on the paper. place the children's names or photo- copied pictures next to the height marks. cut a piece of string the same length as each child's height. save the butcher paper so that the activity can be repeated near the end of the year. Note the growth that has occurred during the year. The children can: measure their pieces of string against other things in the room to find objects of the same height. build multilink trains that are the same length as their strings. trade strings with a friend. estimate how many cubes are needed to make a multilink train as long as the friend's string. build a multilink train to check their estimate. Follow -up: The children can make a string graph of their heights. The teacher: wraps a 3-inch length of tape around the top of the string and writes the child's name on it. hangs the strings vertically in a row from a fixed line. helps the children compare the lengths of string to see similarities and differences. 279 Chapter 5: Developing Themes of Study 275 THEME D: NUMBERS AROUND US NUMBERS THROUGHOUT THE YEAR

LEARNING EXPERIENCE II Concepts: CURRICULUM AREAS: MATHEMATICS Numbers help us tell dates. Materials: Numbers help us count days and kraft paper, drawing materials, scissors, paste months. Numbers help us estimate and predict. Vocabulary: Graphs show relationships between numbers. older younger birth date months most least Preliminary Activity: Experience: The teacher can: have the children look at the calendar to The teacher can: determine how many days are in the ask the class what it means to have a current month. birthday. ask the children: prepare a birth date chart on the kraft What are the names of the days of paper, making one column for each the week? month. How many days of the week are help the children print their names and there? birth dates on individual cards. What day of the week is today? The children can: Are there any holidays or birthdays draw a self-portrait on their individual this month? (If so, the teacher can cards. mark them with stickers.) write their names and birth dates on the individual cards. The children can: group the birthday cards by month, then learn the days of the week and the put them in order by date. names of the months in other languages. arrange the cards on a large piece of brown kraft paper to make a graph that represents the children's birthdays. use the completed birth date chart for problem solving, answering questions such as: Who is the oldest child in our class? Why? Both and were born in August. How many more children were born in than in Who celebrates his or her birthday on Which children celebrate their birthdays in In which season does the class celebrate the most birthdays? The least?

276 Grade One And Growing 280 CURRICULUM AREAS: CURRICULUM AREA: MATHEMATICS/LANGUAGE ARTS MATHEMATICS/MOVEMENT (To BE DONE AFTERJANUARY) Materials: Materials: timer or watch with second hand resealable plastic bag, collection of 100 items (buttons, bottle caps, beans, etc.), 12" x 18" Vocabulary: construction paper, large calendar, hundreds predict boards estimate Vocabulary: Experience: estimate numbers 1-100 groups of 10 The teacher can: sets patterns arrays have the children predict how many times they can tap their toes in 60 Experience: seconds and chart their predictions. The teacher can: tell the children to count each time they help the children count on the calendar tap. Give them a signal to begin and stop how many days have gone by since the tapping. Use the timer to keep count for beginning of the year (January 1). Label 60 seconds. the box for today with that number (for have children compare their predictions example, if today is Feb. 4, it is day 35 of with the actual outcomes and discuss. the new year). ask the children to begin to assemble a collection of 100 items that each will bring in for the 100th Day Celebration. Brainstorm with the children items they might collect (e.g., 100 buttons, 100 beans, 100 baseball cards). have the children, on the 100th day, bring their collection of objects to school. Take time to explore the different collections and discuss their multicultural aspects with the class. give a piece of 12" x 18" construction paper to each child. Have the children set out their collections in groups of 10 on the paper. Ask the children: How many groups of 10 do you have? How did you arrange your sets of 10? For instance, did you arrange five groups by two groups or two groups by five groups? Discuss patterns. How many sets of 100 do we have in the class? Give out hundreds charts. Have children count by twos, threes, fours, fives, and tens on separate sheets to form visual number patterns. The children should choose a different color for each number. The children can: predict the month in which the 100th day will fall. 281 Chapter 5: Developing Themes of Study 277 HundredChart

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278 Grade One And Growing 232 CULMINATING ACTIVITY The teacher makes one card for each month The children can: of the year, punching holes in the cards and scramble themselves and put themselves attaching strings so the children can wear back in monthly order. them. The children march in a circle as they count the months from one to 12. sing the Song of the Months. As each month make a physical graph by lining up with is mentioned in the song, the child wearing the child who wears the name of the the card labeled with that month steps to the month in which they were born. center of the circle. The other children stop and clap as the child in the center twirls around. The song and action continue until all the months have been named.

Song of the Months We are marching in a circle. We are moving to the beat. Now it's time for everyone to meet. January, January, we're so glad you're here. You're so important to the year. Yea! January!

283 Chapter 5: Developing Themes of Study 279 THEME D: NUMBERS AROUND US NUMBERS IN THE NEIGHBORHOOD

LEARNING EXPERIENCEIII Concepts: Preliminary Activity: Numbers can be observed in the Take the children on a neighborhood neighborhood. Estimates can be made by counting. number walk to observe numbers in the Number concepts help us solve neighborhood. Before the trip, brainstorm numerical problems. with the children the places where numbers Predictions can be made from number may be found. Chart the children's patterns. responses. Prepare trip boards to use on the number walk.

Numberson Nam e Date Look at the numbers on five Nuniber5 buildings. Copy there carefully. Around US Copy all the numbers you canlinoOm cars, bases,rrveKs, ono other th.nqson Building wheCIS:

Budding 2 am Buildin9 3 SignSt buildin9 4 Building 5 otner141,P1

280 Grade One And Growing 284 CURRICULUM AREA: ART CURRICULUM AREA: MATHEMATICS/ART Materials: Materials: large piece of kraft paper, crayons, scissors, scissors, empty one-pint milk or juice completed trip boards, construction paper, cartons, tape or glue, colored construction paste or glue paper, fine-point markers, ice cream sticks Vocabulary: Experience: stores street signs houses The teacher can: next to building neighborhood cut off the tops of the cartons. above mural using tape or glue, cover the cartons with construction paper. Leave the tops Experience: open. After the number walk, the teacher can: draw windows and a door on each prepare large kraft paper for a mural. carton. discuss with the children the write a different numeral on each door. neighborhood walk. draw faces on the ice cream sticks. help children decide where on the street The children can: background to put their drawings. line up the houses. Take turns putting The children can: the correct number of ice-cream-stick refer to their individual trip boards to people in each house. The number choose something from the number walk written on the door should correspond to to draw. the number of people who live in the select and draw one item to contribute to house. the class mural (e.g., house, taxicab, arrange the houses in two rows facing street sign). each other. add numerals in appropriate places on locate houses by their numbers. their drawings. learn to distinguish between odd and even numbers, numbering the houses on the right with even numbers and the houses on the left with odd numbers.

2S5 Chapter 5: DeveloPing Themes of Study 281 CURRICULUM AREA: SOCIAL STUDIES Materials: telephone books Vocabulary: area code directory dial telephone number address Experience: The children can: make personal telephone books containing their classmates' numbers. They can alphabetize the names as well as personalize their books with their own drawings. practice using emergency telephone numbers: 911 and 0 for operator.

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282 Grade One And Growing

2e% CULMINATING PROJECT The teacher can read Look Again by Tana patterns to cover a large surface such as Hoban. the door, filing cabinet, or cupboard doors. The class can identify different ways in which the children can contribute patterns to patterns on their work folders. decorate the classroom. For example, they At a large center, place long strips of paper, could create: large sheets of newsprint, construction paper cut into different shapes, crayons, templates, patterned name cards. and any other materials the children could patterned strips for a bulletin board or use to create these patterns. Have the large calendar trim. children (the designers) sign their patterns. patterned book covers for their personal notebooks or class library books. Invite visitors to attend class programs in which children can share what they have done.

14e 1p decorateour room, and our belongings. Make apatterm! Remembertosi gn your creation.

Chapter 5: Developing Themes of Study 283 THEME D: NUMBERS AROUND US NUMBERS AND MONEY

LEARNING EXPERIENCE IV Concepts: Number facts help us solve problems. Number sentences help us solve How oldri\/ Coins problems. Monetary units can be combined in many ways. do we have Calculators can be used to solve number problems.

CURRICULUM AREAS: 3d MATHEMATICS/LANGUAGE ARTS Materials: 75 unlabeled "mystery" box, real and play pennies and nickels (later in the year, real and play dimes, quarters, half-dollars, and dollar bills), resealable bag, cupcakecups or 25 clear fruit cups 100 18 Vocabulary: penny nickel dime money amount silver ask the children to identify the coins. copper discuss the attributes of and differences coins (dollar) between the penny and the nickel. (quarter) (half-dollar) penny: copper, round, worth one cent, shows Abraham Lincoln, smaller Experience: than a nickel, etc. The teacher can: nickel: silver, round, bigger thana place some real coins pennies and penny, worth five cents, shows nickels (later dimes, etc.) in the Thomas Jefferson, etc. "mystery" box. Show the box to the count with the children the value of all class. Shake it. the coins and tally the resultson the have the children be "detectives" and board or a chart. gather clues. group the tally marks into fives (-1-1-1-1-) have the children ask questions about and circle the complete sets of five. As the contents of the mystery box. you count five coins, place them in a What size, shape, and color are the cupcake cup or clear fruit cup and set contents? them aside. What can be done with the contents determine the exact number of coins. of the box? Encourage the children to count by fives, transfer the contents of the box into a using the cups or the tallies. resealable bag. Pass it around so that after combining the contents of thecups, each child can take a quick look at it. Let write a number sentence to show what the children guess how many coins there has happened. are in the bag. Accept all estimates 5 coins + 5 coins = 10 coins without comment. write the children's guesses on a chart. circle groups of ten tally marks. Model your actions using the cups of coins. 284 Grade One And Growing 26'3 have the children assist and count by ten CURRICULUM AREA: MATHEMATICS until the exact number of coins is reached. Materials: compare the answer obtained counting real coins, pocket board (to make pocket by five with answer obtained counting board, cut a piece of poster board 10" x 16" by ten. and six pieces of clear acetate (transparency ask the children to predict how many film) 3/4" x 10". Label the top of the board nickels are in the collection. Pennies? "Today is ." Laminate the board, if record the children's answers on a chart. possible. Tape the bottoms and sides of the acetate strips to the board. Leave an inch or more between each strip.) How Many ? Vocabulary: NicKels dowe Penniesdo we penny nickel dime have ? money coins worth have ? quarter half-dollar dollar to 43 Experience: 23 The teacher can: 5 100 use a pocket board to display combinations 18 17 of coins that total the current date. (For example: Today is the 13th day of October. Does anyone have an idea of how we can make 13 cents for our top pocket?) Discuss verify the number of each type of coin and show all combinations: separately, using the methods described Today is October 13 above. give out real or plastic coins. Discuss O TT® how much each kind of coin is worth. Discuss the "head" and "tails" sides of 66®®() each coin. Ask what the coins are for e lOTTTTTTT and what the children can do with them. Why do we need coins? O C:)®TTOTCITTOTO have the children bring in coins from repeat the process for different dates. various countries. Ask such questions as: "If we begin with two nickels, how many pennies will we need to equal the date?" The children can: count along as all the combinations are calculated. fill as many pockets as possible. The teacher should let the group correct wrong suggestions by trying them out.

Today is October 16 6®

discover that they have five pennies and they may trade them for one nickel. As they begin to deal with larger numbers, the children should trade for dimes and quarters as appropriate. count by fives.

Chapter 5: Developing Themes of Study 285 289 CURRICULUM AREAS: CURRICULUM AREAS: MATHEMATICS/ MATHEMATICS/SOCIAL STUDIES LANGUAGE ARTS/SCIENCE Materials: Materials: calculators, price tags, supermarket items apples, seeds, knife, 5" x 7" index cards, paper squares, plastic spoons, charts Vocabulary: cost buy change Vocabulary: round half halves Experience: whole seed star The teacher can: Preliminary Experience: provide calculators and make sure the The teacher can: children are familiar with all the keys. display about 10 supermarket items, each ask the children to name round things tagged with a price. they like to eat. single-portion cereal box (254) record each suggestion on a card and ask apple (304) the child who gave the suggestionto make a drawing or paste a picture of it small package of tissues (104) on the card. box of macaroni and cheese (504) piece of bubble gum (54) The children can: one candy kiss (14) sort the cards into groups fruit, one container of juice (454) vegetables, nuts, cereal, snacks, etc. ask the children questions such as: What is the total cost of the cereal Experience: and the bubble gum? The teacher can: What two things can you buy for give each child an apple to look at 4? carefully. Brainstorm with the children How much do the apple, tissues, and words that describe the apples, makinga candy kiss cost together? list of the words. Have the children sort The children can: the apples according to different work in pairs to find each answer on the characteristics, such as: calculator (enter 104 as 10, not .10), red/not red record a number sentence, and compare has a stem/has no stem their results with the other children's. have the children compare the apples Extension: within subgroups. Have the children begin with a set amount Which red apple is the biggest? of money (e.g., 504) and see how many Which yellow apple is the roundest? items they can buy. Which apple with a stem is the shiniest? have the children predict how many 504 and 504454 = seeds they will find in their apples. 45(r Record their guesses. Then cut the 54 apples in half, and discuss the concept of half. I can buy 1 piece of bubble gum or 5 candy have the children describe the shape that kisses. is revealed (star shape practice this at home first). give each child half an apple. Ask: How many apples do we need if ev- eryone in the class gets half an apple? write "Half/Halves" on the board or chart. write "1/2."

286 Grade One And Growing °90 ask: Follow-up: How many apples will we need to The teacher can: buy so that everyone will get 1/4 of demonstrate the concept of 1/4 by an apple? cutting an apple in half, then cutting have the class make an Apple Cookbook. each half in half again. Use four children Discuss with the class ways in which to model the concept. apples are prepared for eating in other countries. How do different families like to eat apples (e.g., fresh, as applesauce, baked, in pancakes, etc.) make a How I Like Apples graph. Survey the class, choose categories (e.g., fresh, 4:2 applesauce, juice) and record results. have the class predict the weight of an apple or group of apples. Then weigh them and compare the result with the predictions.

291 Chapter 5: Developing Themes of Study 287 THEME E: LET'S STEP OUTSIDE

"Let's Step Outside" is a particularly exciting In Learning Experience II, Respecting the theme for first grade children.It offers many Earth's Resources, children will learn that we indoor and outdoor experiences and activi- can all work and live together on our earth. ties that will help young children understand They will explore natural substances such as nature and the physical world. Through this soil, sand, shells, rocks, water, and air. They theme, children will learn to use their senses will discuss environmental problems, such as to explore natural phenomena; in so doing, litter and pollution, and learn ways to they will come to appreciate and respect the conserve and recycle. A recycling center will earth and the diversity of nature. be set up in the classroom. An exciting culminating project offers raps, songs, BROAD-BASED GOALS: chants, and poems for the children to to gain an understanding of the seasons perform. and weather to find out that living things depend on In Learning Experience III, Starlight, their physical surroundings for survival Moonbright, children find out about day and to appreciate the importance of night, moon phases, sunlight and shadows, and the stars. They will be taught how to conservation to understand that the earth we live on is keep a lunar log and will create their own composed of water, air, and soil imaginary constellations. They will also make their own shadow silhouettes and to learn about the relationship of the create a shadow play. The sun will be Earth, Sun, and Moon to discover how shadows are formed explored as a source of energy as the children make solar prints. Some of these activities are seasonal and should be scheduled for the appropriate The theme "Let's Step Outside" integrates science activities with other curriculum areas times of year. and offers children opportunities to apply Learning Experience I, "Seasons and skills in math, art, music, social studies, and Weather," offers activities and experiences language arts, as they explore and that include using the calendar; making investigate the natural world. graphs; and creating leaf prints, terrariums, kites, and pinwheels. Children will also make insect cages and learn about butterflies. Songs, poems, and fingerplays enrich this experience. Multicultural understanding will result when children compare and contrast the climates of their countries of origin.

232 Chapter 5: Developing Themes of Study 289 Social Studies Health/Cooking Sharing information about other countries Making snow cream Interviewing family members Discussing the effects of pollution Exploring the effect of weatheron Practicing good hygiene jobs, recreation, and clothing Dressing for the weather Using map skills Using our senses to explore the Comparing/contrasting people's environment activities during day and night Collecting letters in containers Taking a neighborhood walk Helping to keep the neighborhood clean Recycling in the community Working together in group activities Making choices Understanding the effects of seasons Finding out that people, places and things change over time Developing an understanding about family differences and similarities Developing interest in family traditons

Mathematics

Naming and sequencing seasons of the year Graphing the weather/tempera- ture Matching objects Creating collages Understanding symmetry Printing Counting Designing leaf mosaics Finding patterns Cutting out snowflakes Sequencing events Painting ice-crystal pictures Learning about the calendar Drawing contrasting scenes Counting and using money Inventing a litter machine Measuring quantities Sewing fish puppets Classifying natural objects Making, kites, pinwheels, wind- Estimating capacity chimes Collecting, organizing and graph- Designing solar prints ing data Decorating paper butterflies Collecting and recording data in Fashioning an insect cage tables Balancing

290 Grade One And Growing 293 Music/Movement

singing songs participating in movement activities dancing playing circle games performing exercises out- doors

Communication Arts

Reciting poems and fingerplays Describing natural occurrences Learning words in other languages Science Creating original books Recording observations Exploring seasonal changes Contributing to class experience Observing and recording weather stories Investigating rain, snowflakes and Interviewing icicles Reading books about theme topics Finding out how to care for birds in Creating playlets winter Making wishes on stars Using a prism to make a rainbow Keeping a log Making terrariums to observe the Recalling events in sequence water cycle Writing greeting cards and invita- Using senses to explore natural tions phenomena Brainstorming lists Finding out about solar/wind Finding out about action words energy and compound words Observing metamorphosis Recording in experiment journals Exploring the effect of earth's Performing a dramatic presenta- rotation on day and night tion Observing and recording lunar .making inferences phases .making comparisons Blocking light to make shadows .engaging in group discussions Exploring constellations .reporting informally Comparing and contrasting collec- tions Classifying by properties Examining the earth's layers Finding causes and solutions for pollution Learning about decomposition Predicting changes Verifying predictions Analyzing data

2 9 4 Chapter 5: Developing Themes of Study 291 THEME E: LET'S STEP OUTSIDE SEASONS AND WEATHER

LEARNING EXPERIENCE I Concepts: There are four seasons in each year. ask the children: Each season has unique characteristics. Which seasons are mentioned in the The weather can change from day to poem? da. How do you know? Peoyple adapt to changes in the weather. Which birds and insectsare Preliminary Activity: mentioned in the poem? In which The teacher can: season do you see them? read the following poem aloud: What changes does the poet predict will happen in fall? Autumn Mystery What changes does the poet predict Red robins and will happen in winter? You spiders, too, and What is the answer to the poet's Every butterfly, question? It's time for some decisions. brainstorm things children know about Look at the autumn sky! each season. Now red ants and categorize their responses. All ladybugs and Save the charts to use as each season occurs to add new information the Green grasshopperswait! children may suggest. All crickets, stop Your singing and Gather by the gate. I want to ask A question. I'd really like to know. When winter comes And days grow cold, Tell me, where do you go? Billie M. Phillips

FALL WINTER SPRING SUMMER The leaves change We build snowpeople. Birds come home. It is hot. colors. I see icicles. There are lots of baby I go swimming. Birds fly away. animals. It is cold. School is over. We wear jackets. Grass grows. We make snowballs. Mommy takes me to Trees get leaves. the beach.

292 Grade One And Growing 295 CURRICULUM AREAS: SCIENCE /MOVEMENT CURRICULUM AREAS: ART/MATH Materials: Vocabulary: four 5" x 8" cards for each child, markers, cloudy snowflakes sunny pictures representing the four seasons, glue, raindrops snowy weather scissors, crayons, season symbols (optional) rainy Experience: Vocabulary: The teacher can: autumn spring winter make a large weather indicator for a fall summer class bulletin board. Move the arrows each day to indicate the daily weather. Experience: The children can: Follow-up: write the name of one season on each The children can: card. count how many days were sunny, glue the seasonal symbol to the cloudy, rainy, or snowy at the end of the appropriate card or draw a picture to month. represent the season learn the order of the seasons with this SEPTEMBER WEATHER poem: September had five sunny days. Seasons It rained on six days. Fall hold it high There were no snowy days. Winter go down low Five days were cloudy. Spring turn around There were the same number of sunny Summer touch your toe! days and cloudy days. ClapClapClap Snap Snap - Snap We marked 16 days on our graph. Once more around Now let's go!

Follow-up: The teacher can: remind the children that the seasons follow one another in a pattern (repeatedly). invite a child to come to the front of the room holding the "fall" card. ask the class which season comes next. Allow the "fall" child to pick a "winter" child.

298

Chapter 5: Developing Themes of Study 293 CURRICULUM AREAS: Did leaves change colors and fall SOCIAL STUDIES/ LANGUAGEARTS from the tree? Materials: Did it snow? interview questionnaire, chart paper, markers Did you have a winter season? In what month did winter begin? Vocabulary: How did the weather influenceyour life? cold/hot same/differentweather use the questions to interview a family countries seasons member. Experience: Follow-up: The teacher can: On the next school day, childrencan share review the seasonal changes children what they learned from the familyinterviews. have experienced in New York City. As they talk about the different worldareas, ask children to share seasonal changes the teacher may displaya map or a globe to they have experienced in other places. point out how geography affects climate. compare the similarities and differences Children can tell how the weather influenced among the seasonal changes mentioned the lives of family members andcompare the by the children. role weather played in people'sclothing, homes, jobs, and recreation. The children can: Note: The teacher may implement the prepare a questionnaire for caregivers. following suggested seasonal learning formulate questions for caregivers to experience activities in the thematiccenters answer about seasonal changes. at appropriate times of the year. Where did you live? Did you have four seasons?

294 Grade One And Growing 297 FALL ACTIVITIES

CURRICULUM AREAS: ART/SCIENCE Make silhouette prints from leaves: Materials: Lay a leaf on a sheet of paper. With a leaves from different kinds of trees, drawing crayon, or a stiff brush and thick paint, paper, crayons, water color paints, brushes, make short strokes outward from the push pins, brayers edge of the leaf.(It will be necessary to hold the leaf down firmly while Experience: doing this.) Continue the strokes all The children can: around the margin of the leaf. When Collect fallen leaves from different kinds of the leaf is removed its outline will trees. Pick out a good leaf that is about appear on the paper. the same size and shape as most of those on the tree. Don't forget to leave the stem on the leaf, but don't break any branches on the tree. Flatten leaves out by pressing them between sheets of paper weighted by heavy books. If the leaf is curled, moisten it before pressing. Leave them for a few hours until they are flat. Make crayon prints from leaves: Place a leaf on a smooth surface (such as a table) with the prominent veins up. Cover the leaf with a sheet of paper. Choose a colored crayon and with long even strokes rub it across the paper covering the leaf. Make leaf prints with paint: Paint the underside of the leaf where Make spatter-paint prints: the veins appear. Place the painted Place the leaf on the paper, making leaf on a paper. Cover the leaf with sure the leaf is flat. You may have to paper towel. Roll a brayer over the pin the edges down. Dip an old leaf. A leaf print is on the paper! toothbrush in water color. Shake the Compare leaf prints to appreciate the surplus off the brush. Dab the brush diversity in nature. all around the leaf margin. After the make a display of the leaf prints. color dries lift the leaf carefully to see the outline.

Chapter 5: Developing Themes of Study 295 298 Make leaf mosaics: CURRICULUM AREAS: Gather a variety of colored leaves. LANGUAGE ARTS/MUSIC On drawing paper, make an outline of an animal, person, or a design. Experience: Paste the leaves on the outline to fill The children can: in the design. learn fingerplays about fall: Crush, tear, or fold to make the leaves fit the outline. Four Little Leaves* (Hold up four fingers on one hand.) Four little leaves On the branch of a tree. (Make flutter motion with other hand) Along came the wind, And then there were three. (Hold up three fingers) Three little leaves in the morning dew. (Make fluttering motion) The wind fluttered by, And then there were two. (Hold up two fingers) Make leaf comparisons: Find two leaves from the same tree, Two little leaves one that has fallen and one that is Waving in the sun. living. Examine them under a (Make wind motions) magnifying glass and name the things A sudden gust of wind, that are the same and different about And then there was one. the leaves. (Hold up one finger) Use a Science Project Sheet to record observations. One little leaf Hanging up there, play a game by matching the leaves The wind shook that branch, with the leaf prints previously made. And now it is bare.

Apple Tree (Point with one hand.) Way up high in the apple tree, Two little apples smiled at me. (Pretend to shake tree.) I shook that tree as hard as I could, And down came those apples, (Rub tummy.) Mmm, they were good.

Open the Door, Let's Explore, by Rhoda Redleaf (St. Paul, MN: Redleaf Press, 1981), pp. 63, 83-4. Reprinted with permission.

296 Grade One And Growing

2S9 Fall Leaves** Oh, Maple Tree The leaves are falling from the trees. (To the tune of "Oh, Christmas Tree") (Arms raised, fingers wiggling, lower Oh, maple tree, oh maple tree, arms to ground.) How pretty are your branches. They make a pillow for my knees. Your pointed leaves are colored bright. (Fluff up imaginary pile of leaves on All red and gold in the sunlight. ground.) Oh, maple tree, oh maple tree, I jump and land on the pillow there. How pretty are your branches. (Jump and land gently on the pillow of Oh, evergreen tree, oh evergreen tree, leaves.) How lovely are your branches. And send leaves flying in the air. Your many needles, soft and fine, (Move arms quickly out and up away Your special cones and scent of pine. from the body.) Oh, evergreen tree, oh evergreen tree, In Fall* How lovely are your branches. Leaves with fingers waving by (Wiggle fingers and move arms from left Crackling Leaves** to right.) Crisp fall leaves make a crackling sound Paint their colors in the sky. When I stomp them on the ground. (Move arms and fingers like brush, get Squirrels and birds soon hurry away larger with each stroke.) I'm making so much noise today! Pumpkins in their patches lie. (Make an oval shape with arms and Fall Is Herd* lower to floor.) There's a brand new crispness in the air. And Halloween witches come out to fly. I feel it more each day! (Bring hands together as if holding a It tells me that fall is finally here. broomstick and stand upready to fly.) And winter's on the way! Florence Mortimer Fall The leaves are green, the nuts are brown, They hang so high, they'll never come down. But leave them alone 'til the bright fall weather, And then they will all come down together.

Open the Door, Let's Explore, Rhoda Redleaf (St. Paul, MN: Redleaf Press, 1981), pp. 63, 83-4. Reprinted with permission. ' Early Childhood Seasonal and Holiday Activities, Fay Wasserman and Sheila Medow (Dominguez Hills, CA: Educational Insights Inc., 1984), pp. 12-13. Reprinted with permission.

Chapter 5: Developing Themes of Study 297 300 WINTER ACTIVITIES

CURRICULUM AREAS: ART/SCIENCE cone into the clay to make a more natural-looking winter scene. Add the Materials*: glitter last. baby-food jars (one for each child), silver glitter or bits of cut-up foil, liquid detergent, Make snowflakes from paper or glycerine (you can buy it at a drugstore), aluminum foil. water, glue (optional), old Christmas cards, magazines, postcards, or travel-folder Fold paper circles (trace arounda plate) pictures, crayons, tape in half, then in thirds, and then in half again before snipping. The resulting snowflakes will have the requisite six Experience: sides. By altering the little cuts from The children can: one snowflake to the next, your snowflakes Make ice-crystal pictures on black will be as varied as those found in construction paper. nature! Draw a snow scene with crayons. Mix Understand that just as snowflakes equal amounts of epsom salts with water. are unique, people too are unique in Stir well. Brush epsom salts over the their characteristics and appearances. picture. Let it dry for at least one day. Make snow shakers. Pour about a teaspoon of glitter into each baby-food jar (enough to cover the bottom). Fill each jar three-quarters full with liquid detergent and a few drops of glycerine (to make the bubbles last longer). Then fill to the top with water and screw the cap on tightly. (You can add a little glue around the rim first, before tightening.) Draw or cut out a winter scene and tape it to the bottle with the picture facing in. Turn the bottle around, shake it up, and watch the snow fall down! Variation: Make the jar into a *Some materials listed are dangerous paperweight by putting clay in the detergent, glycerine, and glue. Extra caution bottom first. You can also poke plastic should be used with these materials. figures, a sprig of pine tree, or a pine

298 Grade One And Growing

301 Make icicles to see how they are formed. Snow fingerplays: In the bottom of a container such as a Chubby Little Snowman* plastic bottle or A chubby little snowman had a carrot nose. bucket, poke a hole (Form snowman with right fist) just big enough to allow water to drip out Along came a bunny, and what do you very slowly.Fill with suppose? water and hang (Hold two middle fingers of left hand outside. (This experi- down with thumb to form bunny; let him ment depends greatly hop toward snowman) on the freeze/thaw cycle, so don't be That hungry little bunny, looking for his disappointed if your lunch attempts don't work at Ate that snowman's carrot nose, first. Try changing the Nibble, nibble, crunch! size of the hole, or (Bunny grabs snowman's "nose" and hang the container in another location, to nibbles) speed up or slow down the process as you see fit.) Falling Snow Make a bird feeder. Mix together one part margarine to one part peanut butter. (Suit motions to words) Twist wire around a pine cone to form a See the pretty snowflakes loop for hanging. Spread peanut butter Falling from the sky; mixture over the pine cone with a knife. On the walk and housetop Roll in bird seed or cereal crumbs. Hang outside near a window ledge or on a tree Soft and thick they lie. branch. On the window ledges On the branches bare; talk about birds in the winter. Now how fast they gather, Which birds are still here? Filling all the air. Where do they find food? Look into the garden, How do they protect themselves from cold/windy/snowy weather? Where the grass was green; Can you find bird footprints in the Covered by the snowflakes snow? Not a blade is seen. Why do birds migrate or go south? Now the bare black bushes Which birds might visit your bird All look soft and white, feeder? Every twig is laden What a pretty sight. Mtkaaaron,

Early Childhood Seasonal and Holiday Activities, by Fay Wasserman and Sheila Medow. Reprinted with permission. 302 Chapter 5: Developing Themes of Study 299 Snow poems: CURRICULUM AREAS: LANGUAGE ARTS/SOCIAL STUDIES The Mitten Song* "Thumbs in the thumb-place, Materials: Fingers all together!" drawing paper, crayons or markers, glue This is the song we sing in mitten weather. Experience: When it is cold, It doesn't matter whether The children can: Mittens are wool, or made of finest leather. learn Eskimo (Innuit) words forsnow: This is the song ganik snow that is still falling We sing in mitten weather; pukaq crusty snow "Thumbs in the thumb-place, masak mushy snow Fingers all together!" brainstorm other descriptive words for Mao) Louise Allen snow, such as: crisp snow fresh snow soft snow crystal snow silent snowwet snow Snow* deep snow The snow fell softly list some compound words withsnow: All the night. It made a blanket snowballs snowperson snowshoes Soft and white. snowdrops snowplow snowsuit It covered houses, snowflakes Flowers, and ground, make a snow book using the compound But did not make words in sentences and illustrating each A single sound. page. Alice Wilkins

Early Childhood Seasonal Activities and Holiday Activities, by Fay Wasserman and Sheila Medow. Reprinted with permission.

300 Grade One And Growing 303 CURRICULUM AREA: SCIENCE chill a dark sheet of construction Materials: paper outdoors or in the freezer. dark construction paper, magnifying glass examine single flakes with a magnifying glass as they land on the Experience: paper (before they melt!). The children can: record observations on a project catch some snowflakes. sheet.

First Snow Snow makes whiteness where it falls. The bushes look like popcorn-balls. And places where I always play, Look like somewhere else today. Marie Louise Allen

304

Chapter 5: Developing Themes of Study 301 SPRING ACTIVITIES

CURRICULUM AREA: SCIENCE CURRICULUM AREA: SCIENCE Experience: Materials: The teacher can: a commercial-size mayonnaise jar with a share the rhythm of language and screw-on cap, small stones, sand, soil from encourage group participation with the outside or bought at a plant store, small fingerplay "Falling Raindrops," from Ring plants such as mosses, ivy, baby ferns,or a Ring O'Roses (Flint Public Library, other plants found in the woods,a shell or Revised 1981). large bottle cap, water Experience: Falling Raindrops The children can: Raindrops, raindrops! Make terrariums to observe the water (Move fingers to imitate falling rain) cycle. Falling all around. Layer in the bottom of the jar: Pitter-patter on the rooftops, stones (one-quarter inch deep) (Tap softly on floor) sand (enough to cover stones) Pitter-patter on the ground. soil (about four inches deep) (Repeat) Create an arrangement for the plants Here is my umbrella. and bury the roots in the soil. (Pretend to open an umbrella) Fill the shell or cap with water to It will keep me dry. create a lake in the terrarium. Tightly (Place over head) screw the lid on the terrarium. When I go walking in the rain, I hold it up so high. (Hold high in the air) The children can: see how rain is formed: Tie a plastic bag around a tree branch that is in leaf. Leave it for a few hours. The bag will be full of water droplets from the leaves. brainstorm different words for rain: mist, drizzle, shower, downpour, sprinkle. make rain pictures. Use water paint on Alternatively, use two-liter plastic bottles. construction paper. Place the paper outdoors during a gentle rain. Watch the raindrops change the picture.

bit Lti g 4

302 Grade One And Growing 305 CURRICULUM AREA: Pitter-Patter Plans LANGUAGE ARTS Rain Experience: Falls down The children can: From clouds on high. learn some rain poems. Rain Falls down Misty Mystery* From a darkened sky. It seems to me Rain grows grass and that a misty rain is Rain grows flowers. Dreamy Rain And quiet, Falls down in April Mysteriously gray, Showers. Gentle And bluish Spring Wind and Rains It's twilight and day. The wind and the rain Touching are singing a song me lightly, as both are busily I stand in one place, working along, Smiling the rain with a mop And feeling and the wind with a broom The mist on my face. clearing away Billie M. Phillips winter's rubbish and gloom. They sing as they work and they work as they sing The Rain getting things ready Rain on the green grass to welcome the spring. And rain on the tree, Leland B. Jacobs And rain on the housetop But not upon me! Rainy Day** I do not like a rainy day. Why, April? The road is wet, the sky is gray. Rain on the bushes They dress me up, from head to toes, Drip, drip, drip, In lots and lots of rubber clothes. Rain on the flowers I wish the sun would come and stay. Sip, sip, sip, I do not like a rainy day. Rain in the brook, William Wise For a long, long trip; Rain on umbrellas Showers Splish, splish, splish, Squelch and squirt and squiggle, Rain on the rooftops Drizzle and drip and drain Swish, swish, swish, Such a lot of water Rain on the sparrows Comes down with- the rain! And on my windowpane, Marchette Chute Oh, April, why are you so fond Of rain, rain, rain? Leland B. Jacobs

Reprinted with permission of the publisher, Early Years, Reprinted with permission of the publisher, Early Years, Inc. Norwalk, CT 06854. From the April 1990 issue of Inc. Norwalk, CT 06854. From the April 1990 issue of Teaching K-8. Teaching K-8. Read Aloud Rhymes for the Very Young, by Jack Prelutsky, Read Aloud Rhymes for the Very Young, by Jack Prelutsky, ed.(New York: Alfred A. Knopf, Inc., 1986) pp. 12-13, 62. ed.(New York: Alfred A. Knopf, Inc., 1986) pp. 12-13, 62. Permission pending. Permission pending.

Chapter 5: Developing Themes of Study 303

`,1 CURRICULUM AREAS: HEALTH/SCIENCE CURRICULUM AREA: Materials: LANGUAGE ARTS chart paper, markers Experience: The children can: Experience: learn some songs, poems, and The teacher can: fingerplays about the wind: take the children outside on a windy day The following poem is from the "Navajo Life and ask them to use their senses to learn Series" readers. This series, with other tribal about the wind. Can they see the wind? series, is published by the Bureau of Indian Ask children to look for objects that Affairs. show the wind is blowing: awnings garden pinwheels The Wind chimney or factorylaundry on clotheslines There are many things smoke papers in the street about the wind flags weather vanes that I do not know. explore the uses of the senses with the I have not seen the wind children. and no one has told me where the wind Can they feel the wind in their hair, lives, on their backs, on their faces? or where it is going Can you taste the wind? Ask children when I hear it to stick out their tongues to find out. and when I fell it rushing by. Can you hear the wind? What And something more sounds does it make? I do not know about the wind. Can you smell the wind? Ask I do not know if it is angry children to identify odors carried by or if it is just playing the wind and try to find their origin. and just doing the things it does for fun. list all observations on a large chart Sometimes (back in the classroom) organizing the the wind gathers sand information by sense. into whirlwinds assist the children in composing a class and makes them dance book, "Our Wind Walk." over the flat lands discuss the following concepts: until they are tired the directions of the wind. and lie down to get their breath. the force of the wind. the way the wind feels. the way we "see" the wind. how odors carried by the wind influence people and animals. brainstorm machines or objects that use the wind for power: sailboats, parachutes, airplanes. list objects blown by the wind in different seasons.

Fa I/ \Ari terSpring Summer Kites sailboats leaves snow haf s gra SS seeds sccirvesumbrellasleaves

304 Grade One And Growing 307 Wind Is Blowing* (To the tune of "Frere Jacque") The Kite" Wind is blowing. Wind is blowing. All around, all around. How bright on the blue (Let the children pretend to be twirling leaves) Is a kite when it's new! See the leaves go twirling With a dive and a dip See the dust it's swirling. It snaps its tail Blow, wind, blowblow, wind, blow. Then soars like a ship Wind is blowing. Wind is blowing. With only a sail All around, all around. (Have children pretend to run and fly kites) As over tides See the kites go flying Of wind it rides, Run and keep on trying. Climbs to the crest Blow, wind, blowblow, wind, blow. Of a gust and pulls. (Add additional seasonal verses:) Then seems to rest See the snow flakes twirling As wind falls. Into drifts they're swirling. When string goes slack See the boats go sailing You wind it back With their sails aflailing. And run until A new breeze blows Oh How the Wind Does Blow* (To the tune of And its wings fill "Over the River and Through the Woods") And up it goes! Over the ground and through the trees How bright on the blue Oh, how the wind does blow. Is a kite when it's new! It moves the leaves or clouds or snow But a raggeder thing Everywhere it goes. You never will see Over the ground and through the trees, The wind keeps blowing so. When it flaps on a string It bends the branches to and fro In the top of a tree. And hums so very lowoh. Harry Behn Over the ground and through the trees Oh how the wind does blow. Windy Day Walk* It blows my hair and scarf around We went for a walk one windy day And every other thing it's found! And found before too long That if we turned the other way The wind helped us along! (Start walking in one direction. Then turn around and walk in other direction.)

Open the Door, Let's Explore by Rhoda Redleaf.(St. Paul, Early Childhood Seasonal and Holiday Activities by Fay MN: Redleaf Press, 1981). Reprinted with permission. Wasserman and Sheila Medow. (Compton, CA: Educational Insights, 1984.) Permission pending. 30' Chapter 5: Developing Themes of Study 305 SUMMER ACTIVITIES

CURRICULUM AREA: SCIENCE CURRICULUM AREA: ART Experience: Materials: The teacher can: wooden clothespins, coffee filters, pipe- read to the children: Flutterby by cleaners, paint or food dye, paint brushes Stephen Cosgrove, Hope for the Flowers by Trina Paulus, I Wish I Were a Butterfly Experience: by James Howe, or The Very Hungry The children can: Caterpillar by Eric Carle. ask the children what other insects they make butterflies as decorations: know. Use wooden clothespins, coffee filters, construct an insect cage: and pipe cleaners. Paint the clothespin Use a large glass jar (punch lots of holes to make the center of the butterfly. Paint in the lid), or use two round cake pans, or use food dye to decorate the filter for screening, and modeling clay. the wings. Scrunch the filter between Cut the screen a foot wide and a couple the ends of the clothespin to makea of inches longer than the circumference butterfly. Attach a pipe cleaner at the tip of the pans. Make a tube from the to make antennae. screen and press some modeling clay around the edges of the two pans. Place one pan on each end of the screen. Bend the edges. The clay will hold the screen and make the cage escape-proof.

Put some caterpillars in the cage. Observe the changes (metamorphosis). Place some upright sticks in the cage for the chrysalis (a butterfly makes a chrysalis, a moth makes a cocoon). Feed fresh, wet leaves to the caterpillars daily. Keep a moistened paper towel in the cage for proper humidity. Keep a log of the metamorphosis. When the butterflies appear, set them free!

306 U Grade One And Growing

309 CURRICULUM AREAS: MATH/ART Learn caterpillar poems: Materials: drawing paper, paint, and scissors Only My Opinion Is a caterpillar ticklish? Experience: Well, it's always my belief The children can: That he giggles, as he wiggles Make symmetrical butterflies. Across a hairy leaf. Fold the paper in half Monica Shannon widthwise. Prepare a butterfly pattern. Trace on Fuzzy Wuzzy, Creepy Crawly* the folded side and cut out. Fuzzy wuzzy, creepy crawly Children work in pairs. One Caterpillar funny, child paints on one half of the butterfly. The other You will be a butterfly child copies the pattern When the days are sunny. directly onto the other half Winging, flinging, dancing, springing to create a symmetrical Butterfly so yellow, pattern. After one child's You were once a caterpillar, butterfly is complete, the second child Wiggly, wiggly fellow. gets a chance to design the pattern. Lillian Schulz

Read Aloud Rhymes for the Very Young by Jack Prelutsky. (New York: Knopf, 1986). Permission pending.

Chapter 5: Develiiptn@Themes of Study 307 CURRICULUM AREA: MATH* Provide children with liquids of varying Materials: temperatures, such as ,tap water, ice water, and hot tea. Label the containers. thermometer; masking Help the group establish the rangeson tape; felt-tip pen; the thermometers that are within each containers; liquids of category. After children complete their varying temperatures, thermometers, discuss the temperature such as tap water, hot tea, ranges that correspond to their categories and ice water; tagboard of temperature. signs indicating what is Make thermometers to graph the inside each container. variations in temperature. Use the thermometer each day as Warning: Be sure that they record the daily temperatureon hot liquid is dispensed a weekly "weather wrap-up." safely and that it is not so hot that children Weather \drop- Up could scald themselves. WeeKof

Experience: Mondci yTuesdayWednesdayThursdayFriday The children can: tape a strip of masking tape over the 90° scale on the plastic backing of a 85° 88° thermometer. Ask them to "calibrate" their thermometer according to the following temperature ranges: very cold, Plot the weekly temperature on cold, cool, warm, hot, very hot. Refer to a line graph: the following illustration:

Weer< of Nome Very 00' Hot 95'

85' Hot 75' V* Warm Tempera tireMondayTuesdayWednesdayThursdayFriday

Cool

Cold

Very Cold

From The Measurement Book by Marvin L. Sohns and Audrey V. Buffington (Enrich Inc., 1977). Permission Pending.

308 Grade One And Growing 311 CULMINATING PROJECT Materials: show the reproducible season survey that drawing paper, glue, crayons or markers the children will be taking home. Discuss what a survey is.Tell the children they Experience: will be asking members of their families The teacher can: to choose their favorite seasons. prepare a seasons survey chart. distribute copies of the survey and ask discuss the four seasons and talk about that they be returned the next day. some of the children's favorite activities have the children cut apart the four of each season. columns on their survey sheets. Use only the columns with names. Take distribute 6" x 6" squares to the children. turns gluing the columns on the family Have children draw pictures of their graph under the appropriate seasons. favorite seasons. guide a class discussion when the graph As the children draw, help them label is completed to determine which is the their pictures with the name of the favorite season of the families. season. compare and discuss the results of the prepare a class graph of the seasons. class and family graphs. Write a Have children place their drawings on summary of the results to be displayed the graph, matching the word on the with the graphs. picture to the appropriate word on the graph. Study the completed graph to The children can discuss and share the determine which is the favorite season of activities in which their families participate the class. during their favorite seasons. Seasons Survey -Crass

FoII \A/nter Spring &Ammer

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312 Chapter 5: Developing Themes of Study 309 Nome My SeasonsSurvey

Ask The members ofyour-Family to write +heir navies under +he season fhey liKebest. Pledse return your Surveyto sc,hoo -fromorrovV.

What isyourfavbriteseason ?

Fall t Winter spring Summer

310 Grade One And Growing 313 THEME E: LET'S STEP OUTSIDE RESPECTING THE EARTH'S RESOURCES

LEARNING EXPERIENCE It Concepts: ask children to retell the story creating a The earth we live on is composed of chain of events line: water, land, and air. Objects have distinctive properties. The Once-ler cut down a tree. The earth's resources must be conserved. Living things depend on their physical surroundings. He made and sold the Thneed. Preliminary Activity: The teacher can: He built a factory. set up a science center or discovery corner to display natural objects from the physical world for children to explore. He cut down more trees. Such objects can include soil, sand, 1 rocks, pebbles, shells, twigs, acorns, small plants, starfish, seeds, and an The brown Bar-ba-loots had to leave. aquarium. Children may be invited to feel, smell, look at, listen to, and experi- ment with the objects on display. They The Swomee-Swans couldn't breathe. should be encouraged to bring their own contributions to share with others. Themes can evolve from these materials, The water was too gummy for the such as: Humming-Fish. Changes in Nature How Does It Feel? There were no trees left. Growing Things The Seashore Investigating Properties The Lorax went away. Cycle and Recycle Pollution Solution read The Lorax by Dr. Seuss and discuss The child got a Truffula seed. with the children: What did the Once-ler do? Additional questions may be asked to Why do you think he had that name? summarize and synthesize the concept What problems did he cause? that the earth is composed of land, air, What did he harm? and water, which all need to be What do you think the Once-ler respected and preserved. should have done? ' Why did the Bar-ba-loots have to How do you think the Lorax felt? leave? How do you feel about what Why couldn't the Swomee-Swans happened? breathe? What should the child do with the What happened to the water of the Truffula seed? Humming-Fish? Have you seen or heard of anything like this happening close to you?

Chapter 5: De g Themes of Study 311

BEST COPY NAB LE CURRICULUM AREAS: carry plastic containers or bags to collect SOCIAL STUDIES /SCIENCE samples of soil, sand, gravel, rocks, and broken pieces of concrete. Materials: In the classroom, have the children sort plastic containers, trip boards, water, jar, and compare their collections. A heavy cloth, hammer discussion can include: What did we find? Vocabulary: What surfaces did we walk on? cobblestones gravel layers On our neighborhood walk we found concrete heaviest sand soil, sand, and concrete. Where else grass lightest soil can we find these materials? What is soil? Experience: What other places contain soil? The teacher and children can: (farmlands, forests, riverbanks) take a walk in the neighborhood of the Where else might you find concrete? school to examine the surfaces on which (buildings, statues) people walk. A trip board may be used How are soil and sand alike? for children to draw pictures of the different? various surfaces. (The teacher may wish to have available pictures of places where sand, soil, and stone can be found: mountains, deserts, beaches, farmlands, forests, riverbanks.)

312 Grade One And Growing CURRICULUM AREAS: CURRICULUM AREAS: SCIENCE/ART SCIENCE/LANGUAGE ARTS/ART Materials: Materials: white 3" x 5" cards or heavy cardboard, two glass jars or small fish tanks, polluting shortening or petrolium jelly, masking tape, materials such as paper, metal, bottle caps string (no foodstuffs), washers or other weights, string, water Vocabulary: air pollution smoke Vocabulary: dirty smog sprays garbage litter pollution exhaust ), Experience: Experience: The teacher can: The children can: read Fish Is Fish by Leo Lionni. find out what causes air pollution: ask the children: What did the fish do? Spread shortening or petroleum jelly on What was the water like? cardboard or cards. Tape or hang cards Did the fish have room to swim? or cardboard in different places indoors How are they different from the and outdoors. Observe them daily for Humming-Fish in The Lorax? three or four days. Notice the things The children can: collected on the cards or cardboard. find out how water becomes polluted: talk about different things that pollute Put clean water in the two jars. Take the air, such as car and bus exhaust, litter from the wastebasket (no food smoke, and sprays. products), break it into small pieces and put in one of the jars. Predict what will talk about where the pollutants originate: happen to each jar.Let the water sit for factories, cars, buses, chimneys, two to three days. incinerators, cigarettes, burning of leaves. Observe the water each day. Dictate the observations to the Follow-up: teacher for an experience chart. Each child can draw a scene on two sheets Compare how the water looks and of drawing paper, showing one as polluted smells in both jars. and the other with a clean landscape. These Discuss what effect the pollution pictures may be mounted on a bulletin board would have on fish. display or bound into a class book. Decide which jar they would want to have fish live in.

CURRICULUM AREAS: The Litter Song* SCIENCE/SOCIAL STUDIES (To the tune of "Are You Sleeping?") Materials: I saw a piece of paper, littering the paper bags, tissue boxes, small cartons or sidewalk. similar containers, paint materials and/or Picked it up, picked it up. crayons, string or yarn Put it in my pocket, threw it in the garbage Vocabulary: All cleaned up, all cleaned up. environmentlitter Ruth Pelham ask the children: Experience: What is litter? The teacher can: Should candy wrappers be in the teach the "Litter Song." street? Where do they belong?

Chapter 5: Developing Themes of Study 313 316 help the children to Follow-up: decorate Take a short walk around the school bags, grounds and help the children identify litter. boxes, and Warn them against picking up dangerous cartons to items such as glass, matches, or sharp make litter objects. They should not go into thestreet containers. to pick up litter. The teacher can: discuss with children how they help clean up after litterbugs at home. provide the children with useful reminders: Use trash cans. Encourage others to do the same. Pick up clothes and toys at home. Keep a litter bag in the car.

Under One Sky by Ruth Pelham. (Albany, NY: Music Mobile Workshops/Seminars/Resources). Permission pending

314 Grade One And Growing 377 CURRICULUM AREAS: CURRICULUM AREA: MATH SOCIAL STUDIES /MATH Materials: Materials: refundable plastic bottles and aluminum cans assorted recycling matter Vocabulary: Vocabulary: deposit nickel refund bottles recycle throw away exchange purchase store cans recycling bin trash jars Experience: The teacher can: Experience: request children to bring soda cans to The teacher can: school to be returned to the local store. read Don't Throw It Away, by Jo Anne (It is advisable to arrange for this visit Nelson or Dear Garbage Man, by Gene with the store manager in advance.) Zion. discuss what happens to plastic or glass fill up the class wastebasket. bottles and aluminum cans when they observe the amount of trash the custodial are recycled. staff collects from the many classrooms at take the children to the store to return the end of the day. cans. interview the custodial staff about where The children can: the garbage goes after it is collected. decide how to spend the money. If possible, observe the final collection list all suggestions and vote for a point at the school. purchase. Suggestions may include: a discuss the problem of trash build-up with tree to plant on the school grounds, a the children. plant for the classroom, refreshments for What is trash? a party, or funds for a special trip. What can happen if we have too much make a shopping list with prices of each trash? item. How can we recycle trash so that it becomes something new? What can we recycle in the classroom? What do you recycle at home? Follow-up: Set up a Recycling Center in the classroom. List items children can contribute for class projects. Use trays or small cartons for storage. Children can label, sort, and design special activities to use the items that they have saved. Suggested items are: buttons, fabric scraps, wood pieces, bottle caps, yarn, plastic containers with lids, and empty cans. The children can: create recycling machines. take a few pieces of litter (scrap materials, bottle caps) and paste them onto large sheets of construction paper. draw machines that will recycle the litter into another form. At the end of the machine draw or paste the new product. talk about the machines at a "Young Inventors Club" meeting. 318 Chapter 5: Developing Themes of Study 315 CURRICULUM AREA: LANGUAGE ARTS CULMINATING PROJECT Materials: Children may plan an assemblyprogram chart paper, drawing paper, markersor about respecting the earth'sresources. crayons Costumes and props can be designedto rep- resent trees, flowers, the sun, the earth, Vocabulary: plants, leaves, clear blue water, animals,and air land water children. Parents can be invitedto assist with preparations and to attend the perfor- Experience: mance. The teacher can: A rap song and a chant are included forthis discuss all the wonderful things people experience. can do in the air, in water, and on land. brainstorm action words for eacharea. "Kids for Saving Earth" Chant' We are the pollution solution. drift We want to save our Earth. We want it healthy and beautiful. We know how much it's worth.

Follow-up: The children can: work in small groups to make class books about "Our Wonderful World," showing what people can do in the sky, in water, and on land. make invitations to a class performance about respecting the earth's resources. Courtesy of Kids for Saving Earth, an independent, nonprofit make Happy Earth Day nature cards. organization, P.O. Box 47247, Plymouth, MN 55447-0247. From The Mailbox Magazine, (Greensboro, NC: The Education Center, Inc., 1991), ApriVMay 1991, p. 15. Permission pending.

316 Grade One And Growing 319 Earth Rap How the Trash Pile Grows" (Choose up lines and rap out loud) Buy it Try it, Earth Day is April Twenty-two. And on that day you'll know what to do throw the trash away! Plant a tree, clean a park, or ride a bike Take it, Do something you think that the planet will break it, like throw the trash away! Build a house for the birds, throw litter away Get it, Then make Earth Day every day use it, I'm gonna make Earth Day every day I'm gonna make Earth Day every day finish it, lose it. Help keep the air clean, and the water pure Wear it, We'll each do our part, you can be sure tear it, Let's thank the soil for growing seeds throw the trash away! And growing all the food we need Soda pop, Let's thank the sunlight energy That flows through you and flows through me box top, Let's all chip in and do our part once you start you can't stop. This Earth Day is just the start Buy it, Because after Earth Day I will say show it, nothing left but throw it: I'm gonna make Earth Day every day I'm gonna make Earth Day every day Throw the trash away! I'm gonna make Earth Day every day (Oh, no where is "away"?) I'll recycle paper and glass in trash And turn my aluminum cans to cash Garbaget

I'll care for trees along my street F C7 1. ME mem And keep the sidewalks clean and neat /4111; UM 11111111MOININ (4.11MIAMMr r MIIl NM -=IP MIMS I'll conserve the water in my sink ir...vm., Orange peels chicken .bones Garbage Garbage Garbage Garbage So everyone on Earth has enough to drink C7

When I leave a room, I'll hit the light .111111111111 NOW 1:71i /Mr -- Saving energy keeps the sun shining bright. Piaittif NP. %To 101P1 Garbage Arbage Garbage Garbage Celebrating Earth Day is just one way C7 'Cause I'm gonna make Earth Day every day I'm gonna make Earth Day every day I'm gonna make Earth Day every day I'm gonna make Earth Day every day Will you make Earth Day every day?

Free Earth Day Lesson Plans, P.O. Box AA, Stanford University, Palo Alto, CA 94309. Jackie Weissman, Instructor Magazine, Sept. 1990. New York: Scholastic, Inc. Permission pending. BEST COPY AVAILABLE Chapter 5: Developing Themes of Study III 317 320 This Land is Our Land!* (Sung to the tune of "This Land Is Your Land"Key: G Major)

We must take care of the world we live in. G D, We must not waste what naturehas given. G 0, We need clean air, soil, andwater, too, 0, This land was made forme and you! Chorus:

C G This land is our land;we must respect it. G D, We must protect it, and notneglect it. G 0, C If we take care of what we'vebeen given D, This land will stay foryou and me!

We breathe the air andwe feel the sunlight 0, Our plants need water andsoil to grow right. C We need both plants andanimals, too. 0, This land was made forme and you!

(Repeat the chorus.)

Pollution poisons our air andfarmlands. 0, It's not from nature, but fromour own hands. D, C The health of nature restson what you do. D, 0 This land was made forme and youl

Sing and Learn by Carolyn Meyer and Kel Pickens. (Carthage, IL: Good Apple, Inc., 1989).Permission pending.

318 Grade One And Growing

321 The Music of the Earth* (Sung to the tune of "This Land Is Your Land" Key: G Major)

Words di Music by Carolyn Meyer (a"

The sound ofa brook bubbling free; the

C. F .r]J J1J- sound of the leaves rustling on the tree; the

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sound of the waves on the deep, blue sea; thisis the music of the

c F

Earth! Th sound of the wind blowing through thegrain;th

F 6,

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sound of a soft and gentle rain; the soundofthesleet on my

AR1 7

r 11S windowpane; this is themusicofthe Earth! And

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itshould be nosecret, you'vegotta loveitjustto keepit.

You've gotta take care of it too. You've gotta keep it going; keep it

I , MP MEM JIM MI L.MI I MIN OM NMI IMIN MIM./1111 I IIII .1111IMOMMYMENIM,PMIMMIIIM MOIL II MILINNIIMOIMMIIMW. ... MI IMI

healthy; keep it growing. The Earth's depending on you! e

sound of the thunder during the storm; the sound of a campfire Ea' Ara RI .11 W.M1111Mr.W.-1= 11111. AMR M.AINIIM1111.111.. JEIRLolM 111111111.--. keeping us warm; the sound of the bees just be - ginning to swarm

C1 1 Imo ow NI. S.M1M/IMM OM NMI r. MI Il Mat /M /I MINI OM IMO SEIM= Ina. MA I..t .lIlME I111= At IM I 1111111111-7JIIIME111111MIll=Mr =1.11=111111 i Al Al AIMMIll 4 IMIIMMIII MM. 11111 IIMIN

this is the music of the Earth! This is the music of the Earth!

Lollipops, March/April 1991 Issue 51, Carthage, IL: Good Apple, Inc.) Permission pending.

Chapter 5: Developing Themes of Study 319

REST COPY AVA8 LI BLE Kids for Saving Earth Promise Songs

B1, Dmi E 136/F F7 F ii Z. IN timummi_m- miim --AMINNIIMIMIIIMPIIIIMINW=IMO/ INIIIMIIIMINIIIMBIN

Earthismy home,I prom- ise tokeep it heal-thyandbeau- ti-

rd..=I 1 Ni AIMMIMIP 1 P 7 MI. M I .A SWallPihrU id= MIMIAIN Or 91111111=f41111Mr MEM I 4 AINIVIIMI f - 11111'W J/IN/MY NY=

Bi,/F F7 B. Dmi B6/F F7 El, F'3 F7

1.. am. 111P.MI =1=11 .... EN111=111111INIWIMIIIIIIIMI IMP" ea .., -0--dr. S -0- ful. I will lovetheland, theair,thewa-ter, and allliv-ing I/ft TM 11=14 MIllAi DI GINFAINIII 4111 MI/A IMIIIIIII M IIII=II4 NIAIMMINIIW /W1640 - A 1111W11111W Allr MIIIMIIMIN/rAIW 111 ANIIIII.ANIIIIIIIIP1111 IIIW Anismir.sirrAm

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crea-tures. I will be ade- fend-erof my pla-net,u-

7'tl/ , 4P- i r rrI

Courtesy of Kids for Saving Earth, an independent, nonprofit organization, P.O. Box 47247, Plymouth, MN 55447-0247.

320 Grade One And Growing Crinr--3 Dm; E6 F B6 V ..... J.sS g ir--I$: -yr nit-ed with friends. I will save theEarth. U- 9: r. 1 elJ L

E, B6/D E6 B6/D B6 v 4.161w-rw As -1 imwwwwwkb, ...- imeNcoromms:IN.--- 'ft% wslb- 1" iMMIIIMINIIIIIMr.. .11M11 .RasI a . 'W J'IllSr11111=1WIIK lW EMI . -0-T -1, 7 r

nit-ed with friends, Ipro-miseto keepit,u-nit-ed with friends,I will lovetheland.U-

7:66 4-rr r 4rr rrJ

E6 B6/D E6 E6 B6/D B6

1 117 N PSSg z 0 Ai IF -Or ) 15- I nit-ed with friends, I'llbe a de- fen- der, I will savetheEarth.

66 9 rr r I prrJ

E6 B6/F F E, B, P.1

I. will savethe Earth.

MUSIC: RONNIE IROOKS LYRICS: TESSA AND WILLIAM MILL ©1990 MUSIC IT NUMMINGIIRD-GLOVERIROIERTSON MUSIC (IMI) ALL RIGHTS RESERVED

Chapter 5: Developing Themes of Study 321 324 Kids for Saving Earth Promise* La Promesse des Enfants de Sauver laTerre The Earth is my home. (French) I promise to keep it healthy and beautiful. I will love the land, the air, La Terre est ma maison. the water, and all living creatures. Je promets de la maintenir belleet saine. I will be a defender of my planet. Je promets d'aimer le sol, l'air, United with friends, I will save the Earth. l'eau et tous les etres vivants. Je promets de proteger ma planete. Avec l'aide de mes amis, je sauverai la Terre.

La Promesa de los Nifios para Salvar al Planeta Tierra (Chinese) (Spanish) La Tierra es mi hogar. tsk it n ca- Prometo manteneria bella y saludable. Prometo cuidar la tierra, el aire, el agua y todas las criaturas vivientes. Prometo defender a mi planeta. Junto a mis amigos, salvare a la Tierra.

Courtesy of Kids for Saving Earth, an independent, nonprofit organization, P.O. Box 47247, Plymouth,MN 55447-0247.

322 Grade One And Growing

325 Rainbow Song*

J C 108 eaffi Shirtkomura Chorus Janet bhibuya

Res - pact each oter stand tall and prou D

- r ythins you am -ing ofour eve D7 and yr Aromm UMW Mir ral NNW 71 1111114M1 111111 LMIN 11111111111111111 111.111111141111M1111111: d if -ferenceswe can vow from o-therstoo. Verse CI

a Our rain-bawhas a plaaefor one of you and 2. At - thoIC share 4 crnoaness, all Ore diffracts you 3. TAITu un der-stand-Ins them peace,t ru peace hires harmer

rne . ed,4eAlci 1001, buslatks-k, white. and brown, see. are u- rilaue ,ond Thru her-ma-9- here is loge)the oru

beau -ti and free. living in her-rno.. lovetatsmeant

'Growing Healthy in New York CityGrade 1 (New York City Board of Education).

Chapter 5: Developing Themes of Study 323 326 THEME E: LET'S STEP OUTSIDE STARLIGHT, MOONBRIGHT

LEARNING EXPERIENCE M Concepts: The sun gives us daylight. We can see the moon at night. DAY NIGHT We can see stars at night. sunshine sleep time Shadows are caused when the light is shadows owls blocked. playing outside play inside Preliminary Activity: sunburn darkness The teacher can: swimming stars in sky ask the children to look out the window work moonlight to observe the sunlight. discuss the things people can do in the eat breakfast work daytime. eat dinner compare/contrast with the things people do at night. (If possible, display day and make night and day pictures by joininga night scenes.) light and dark piece of constructionpaper. work in pairs to draw a day scene anda The children can: night scene on the paper with colored chalk contribute to a chart listing the or crayons, or cut pictures from magazines similarities and the differences between to paste on the appropriate sides. day and night. use the pictures for a class display.

324 Grade One And Growing 27 EST COPYAVAILABLE CURRICULUM AREAS: CURRICULUM AREAS: SCIENCE/MOVEMENT SCIENCE/LANGUAGE ARTS Materials: Materials: chalk, writing materials, white sheet, flashlights, signs reading "Earth" and "Sun" projector, flashlights, colored candy wrappers Vocabulary: Earth facing Vocabulary: shadow trace Experience: The teacher can: Experience: teach the poem "Where the Sun Goes" The teacher can: by Debby Boone. ask children about their shadows: When you're out on the playground Where the Sun Goes do you see something that looks like you on the ground? Where does the sun go at night? What is that called? Ever wonder? What makes a shadow? The world is so big and round Where does it come from? that the sun just can't get to it How do you know? all at once. What happens to it when you walk? skip? jump? wave? wrinkle your nose? So when you are getting ready for bed, smile? the sun is going to another part of the Is your shadow always with you? world, outside? inside? during the day? at where someone just your age night? in summer? winter? is getting up If we went outside now, would you and eating breakfast have a shadow? and getting ready for school. Where would it be? Why? (Ask for reasons.) The sun never stops shining. have pairs of children investigate outside You just can't always see it, class issues that were brought up in but it's always there. discussion, such as: Why doesn't a shadow smile? And you know one thing for sure Why is Jane's shadow in front of her Just as your name is ... and Jamal's shadow behind him? well, whatever your name is, Can I make my shadow turn and go the sun will be back the other way? (Testing this may tomorrow start children wondering about the morning... importance of the direction of sunlight.) Right on time! tell partners to take turns tracing each Debby Boone other's shadows, making sure to trace ask children about the poem: around the feet (to establish where the Does the poet think the sun stops person was standing). Each child, shining at night? standing in the traced feet, explains how What does the poet say happens to the his or her shadow is made. sun when we can't see it? On another day, the children can: What do you think? Play "Shadow Tag." tell the children they are going to find out how the sun's light causes day and night. A child is chosen to be "It." When "It" steps on another child's shadow, that child becomes the new "It." Bedtime Hugs for Little Ones by Debby Boone (Eugene, OR: Harvest House, 1988). Permission pending.

Chapter 5: Developing Themes of Study 325

3 9 8 Go on shadow hunts. Shadow Poems, Songs, and Are there shadows inside your house? in Fingerplays the school cafeteria? the library? What makes them? Each child can find a Five All In a Row* shadow and write or dictate a story (This can also be done with pairs of children, about it, adding a drawing to show the one doing the motions initially object that made the shadow, the light and the other following exactly.) source, and the place where the shadow See the five children all in arow showed up. Hold up five fingers. Perform shadow plays: See their shadows facing justso Hold second hand parallel to first. The first one bends andsays "How do" Bend thumb. And then its shadow doesso too. Bend second thumb. The next one starts to twirl around Twirl finger on first hand. And so does its shadow withouta sound. Corresponding finger does same. Whatever the first one tried to do Fingers on first hand make different motions. The second one said, "I'll do the same as you." Fingers on second hand repeat motions.

Oh Dear, Where Can My Shadow Be?* (To the tune of "Oh, Dear, What Can the Matter Be?'9 Hang up a white sheet and place a Oh dear, where can my shadow be, projector behind it. Have a few children Oh dear, where can my shadow be, stand between the light source and the Oh dear, where can my shadow be, sheet. Let the others stay on the When the sun's high in the sky? opposite side of the sheet to see what happens. Hold up objects behind the It's lost, lost, lost at the foot ofme, sheet and see if the children can guess Lost, lost, lost at the foot of me, what they are from their shadows. Have Oh dear, lost at the foot of me, a child perform an action, such as eating, 'Cuz the sun's high overhead. waving, pretending to sew, to see if the other children can guess what the Oh dear, where can my shadow be, performer is doing. Oh dear, where can my shadow be, Oh dear, where can my shadow be, Make colored shadows. When the sun hides in the clouds? Bring in two flashlights and cover them with different colored cellophane such as It's gone, gone gone far away from me, colored candy wrappers. Hold some Gone, gone, gone far away from me, small objects up in front of the white Oh dear, gone far away from me, paper on the way. Shine the light on the 'Cuz the sun hides in the clouds. object and see what color shadow it makes.

Adapted from Open the Door, Let's Explore, Rhoda Redleaf. (St. Paul, MN: Redleaf Press, 1981). Permission pending.

326 III Grade One And Growing 329 Oh, Do You See My Shadow Go? Shadow Race** (To the tune of "The Muffin Man ') Every time I've raced my shadow Oh do you see my shadow go, When the sun was at my back, My shadow go, my shadow go. It always ran ahead of me, Always got the best of me. Oh do you see my shadow go, But every time I've raced my shadow It goes along with me. When my face was toward the sun, (Children walk along) I won. Shel Silverstein Oh do you see my shadow bend, My shadow bend, my shadow bend. Oh do you see my shadow bend, My Shadowt It bends along with me I have a little shadow that goes in and out with me, (Children bend) And what can be the use of him Additional Verses (Children perform is more than I can see, appropriate motions) He is very, very like me from the Oh do you see my shadow wave... heels up to his head, Oh do you see my shadow jump... And I see him jump before me Oh do you see m y shadow stretch... when I jump into my bed. Oh do you see my shadow hop ... Robert Louis Stevenson

A Light in the Attic by Shel Silverstein. (New York: Harper Collins, 1981), p. 153. Permission pending. t A Child's Garden of Verses, Robert Louis Stevenson. (New York: Franklin Watts, 1966). Permission pending.

Chapter 5: Developing Themes of Study 327 330 Something Is Following Me by Jackie Weissman Choose someone to be the shadow andsomeone to be the person being followed. All the children stand in a circle and sing thesong. While they are singing, the two in the circle walk around and do the actions of thesong. When the song says "jump," they both jump. When the song says "hop," they both hop. When thesong says "turn around and fall to the ground," they both do that. F C7 b n JJa .tJJJ J On a sun- ny dayI wenttoplay and some-thing was C7 F C7 F b I fol- low- ing me. E-very thingI'd do, it Some- thing was C7 Bb C7

fol-low- ing me.IfI jumped, it jumped. IfI hopped, it Bb G7 4b JtiJ JF J JJ JJ 11J hopped. I turned a- round and fellto the ground.It turned a- round and C7 F, C7 rrrfl J ir fell down,too. J Do you knowwhatit is that's fol-low- ing me? C7 F C7 6,I av That's right, a a II it's my sha-dow. E- very where I goit fol- lows me. F C7 F

That's right,it's my sha-dow. Follow-up: Materials: filmstrip projector or flashlight; black, brown, the lamp and the paper and havea child pink, or beige construction paper; chalk; sit in the chair looking forward. scissors; glue; tape or thumbtacks trace the outlines of the child's silhouette on the paper. Vocabulary: shadow The children can: silhouettes cut out and mount the silhouettes on The teacher can: contrasting colored construction paper. make shadow silhouettes of the children. discuss how the shadow silhouetteswere tape or tack a sheet of paper to the wall. made. place a lamp on the table in front of the display their silhouettes around the paper. Place a chair sideways between room.

Something Is Following Me, Jackie Weissman. InstructorMagazine, Feb., 1988. (New York: Scholastic,1988). Permission pending.

328 Grade One And Growing 331 CURRICULUM AREAS: CULMINATING PROJECT SCIENCE/LANGUAGE ARTS The children can: Materials: plan a trip to the Hayden Planetarium to star cut-outs of yellow construction paper, view "Wonderful Sky." Allow ample shoebox, scissors, black construction paper time to make reservations. (the size of the shoebox top), plastic needle, learn the song "Wonder What It's Like to black paint, flashlight be a Star," by Jackie Weissman. make their own books shaped like stars, Vocabulary: the moon, or the sun. constellation star wish choose a story starter or title for their books, such as Experience: If I Were the Sun. The teacher can: If I Were the Moon. teach a poem: If I Were a Star. Starlight, star bright First star I see tonight Wonder What It's Like to Be A Star* I wish I may, I wish I might Words and Music by "Miss Jackie" Weissman Have the wish I wish tonight. F. discuss wishes with children. ask the children: r.J 1. Lit- tie starshin- Ova in the sky Have you ever seen a star? 2. Lit- tie staryou're so fara- way What do stars look like? When can we see stars? Did you ever wish on a star? Lit- tie stardanc- ing up so high What did you wish? Al- ways there e- .very night andday Did your wish come true? Gm

.1. S. Won - der what its like to be up spark- ley and shim- mer- y You F

4_

in sky soheav- en- ly I share your love- ly light with me I 1.Ffine

won- der what its liketo be a star won- der what it's liketo be a star U0-17 Bb Fj 41 J Jlic[-I starDo you to the clouds? Do you

C7 F lF7 Bb

playwith themoon? Do you singwith the at a G71 C7 D.C. al fine 1 0 (6) I cheer- Idhap- py tune

"Wonder What It's Like to Be A Star," Jackie Weissman, Instructor,April 1988. (New York: Scholastic). Permission pending.

Chapter 5: Developing Themes of Study 329 332 ADDITIONAL SUGGESTED THEMES/TOPICS

All About Me The World of Work Physical and Emotional Self Careers Heritage Essential Skills Friends Responsibilities:Chores and Allowances Understanding Oneself and Others Attitudes and Feelings Building Self-Esteem Minimizing Conflicts Making News Citizenship Rules, Values, and Class and School News Responsibilities Current/Cultural Events Expressing Oneself Orally, In Writing, and With Materials Staying Healthy Dental Care The Community Nutrition People Safety School Exercise Neighborhood Height/Weight Shelter: Houses and Homes Businesses The Environment City Services: Fire/Police Stations, Health Seeds, Plants, Gardens, Rocks Services/Hospitals Conservation Cultural Places and Events in New York Pollution City: Museums, Theaters, Libraries, Street Ecology Fairs Earth Day Parks Seasons: Weather, Natural Changes Bridges Water, Air, Sun, Stars, Land Transportation: Travel By Land, Water, Animals: Pets, Zoo Animals, Farm Air, and Space Animals, Dinosaurs Signs, Symbols, and Signals In Our Rivers, Bays, Oceans: Marine Life, Community Aquariums Geography: Map Making Cultural Events and Traditions Chinese New Year Kwanza Native American Pow Wows Puerto Rican Discovery Day St. Patrick's Day Heritage Celebrations Music Poems, Chants, Rhymes Folktales, Fables Art Stories From Around the World Cooking: Sharing Shopping, Meal Planning, and Budgeting

330 Grade One And Growing 333 APPENDICES: RESOURCE INFORMATION FOR TEACHERS AND PARENTS

334 APPENDIX A: SOCIETAL CONCERNS

335 OVERVIEW

Children in the 1990s face a changing Conditions may vary, but human needs world. Pervasive societal concerns, like remain constant. All people need to bias-related violence, substance abuse, develop mechanisms that allow them to child abuse, homelessness, move to higher levels in the hierarchy of unemployment, racism, and health-related needs. Parents and teachers can help problems (including HIV/AIDS), have young children move to higher levels by major effects on young children's helping them make sense of the world development. around them, no matter how inconsistent Any or all of these factors may influence or troubling that world may seem at times. children's developing perception of reality Because each child is unique, the rate of and progression through the hierarchy of each child's development varies from human needs, as outlined by Abraham individual to individual. It is important to Maslow and depicted below: provide children with experiencesappro- Maslow's Hierarchy of Human Needs* priate to their individual needs, interests, and level of development. Certain experiences and activities that for a child have an almost magical quality at one stage of development may be boring at another stage. Teachers of primary age children must Self- always be cognizant of the "whole child." Actualization All areas of development are important: physical, social, emotional, and Self-esteem intellectual. Children are more likely to Esteem of Others succeed in school when the school provides opportunities for them to develop concepts from first-hand 3 Love, Affedion, experiences, make friends, develop self- A Sense of Belonging esteem, and acquire knowledge.

2 Safety and Security

PhysiologicaJ Needs

Early Childhood Education Today, Fifth Edition, George S. Morrison, Macmillan, New York: 1991

Appendix It: Societal Concerns 335 336 ALCOHOL, DRUG, AND SUBSTANCE ABUSE*

To meet the diverse needs of the children In addition, they learn two rules regarding and to enlighten rather than frighten them, medicine: the teacher may initially present whole- group instruction directly related to Medicine Is... Learning Experience IV: My Face and My Body, in the theme "Families." (See Good for the body when Chapter 5.) The learning centers can be a trusted adult gives it to used for individual or small-group you. The doctor tells the instruction and for activities that reinforce trusted adult when to the theme while integrating all the give you the medicine curriculum areas. The performance and how much medicine objectives of the lesson include: you need. identification of healthy foods. Bad for the body at all identification of dangerous substances other times. Never take that should not get into the body. medicine unless a trusted identification of unknown substances adult gives it to you. as potentially dangerous. identification of trusted adults who can be asked whenever there is doubt regarding a substance. It is important for children to be able to distinguish between medicines and Healthy Foods illegal drugs so that they won't resist Ongoing lessons about healthy foods can taking medicines but will resist accepting harmful drugs. be incorporated into the first grade program. The teacher may: Unknown Substances show pictures or empty containers of Once the children are able to distinguish suggested nutritious foods that the both healthful foods and dangerous children can be asked to identify. substances, the teacher introduces use lunch time to foster discussion of unknown substances, which may or may healthy foods. not be dangerous for the body. Dangerous Substances Springboard questions are asked: Many of the children may have already How many of you have younger been warned by trusted adults to stay brothers and sisters at home? away from the dangerous substances that What are some of the things you are used for household cleaning. The do to keep them safe? teacher uses pictures or empty bleach, We talked about eating things that cleanser, or detergent containers to are good for your bodies. Do emphasize that these are dangerous babies and toddlers know what is substances when they get inside the body. good for them to eat? The children learn to interpret danger signs that warn, "Poison, Keep Away!"

Adapted from Growing Healthy in New York City: Kindergarten. N.Y.C. Academy of Medicine, N.Y.C. Bd. of Ed., National Center for Health Education

336 Grade One and Growing 337 The teacher may follow these questions A Commitment... with comments and questions like these: Babies and toddlers need trusted The Board of Education of the City of New adults to teach them what is good and York recognizes the critical situation facing bad for their bodies. Sometimes even our society due to the magnitude of boys and girls in first grade may not be substance abuse. The consequences of drug sure if something is good for their and alcohol abuse have affected the very bodies. When you do not know what fabric of our children's lives, as well as that something is, or are not sure, it is an of their families and our communities. It is unknown substance. therefore a vital responsibility of the school Ask a trusted adult about all unknown system to provide a city-wide program of substances. substance abuse education, including prevention, and intervention services to help Trusted Adults all children realize their full potential. This Continuing discussions will extend effort must be a collaborative one utilizing understandings: the skills and resources of the entire school Trusted adults may include your system with outreach to parents and the parents, caregivers, teachers and the community.* other familiar adults whom you know The real difference in the drug epidemic and trust. will be made by each individual and by Trusted adults are concerned about educators in particular. How educators keeping you from harm. respond to other people's drug use, the A trusted adult never asks you to keep attitudes they express, and the example a secret about anything that has been they set may have the power to influence done to hurt you or anything that others. The teacher, as a drug-free person makes you feel uncomfortable. who does not escape reality but works to Who are the trusted adults that you make it better, makes a powerful know? How do you know they can be statement to society.** trusted? YOUNG CHILDREN PRENATALLY Individualized or EXPOSED TO DRUGS/ALCOHOL Small-Group Activities If children make a reference to Characteristics of Children marijuana, cocaine, crack, or other Prenatally Exposed to drugs, explain that people who buy Drugs/Alcohol and use drugs are putting themselves There is no "typical profile" of a drug- in danger... All drugs, unless used as exposed child, so each child must be directed by a doctor, are dangerous. educated as an individual. Because the effects of prenatal drug/alcohol use on Discuss how medicine can help make children are varied, the continuum of people well and healthy (example: impairment can range from minimal aspirin reduces swelling and pain; symptomology to severe impairment in all cough syrup calms a cough). Explain areas of the child's development. that medicines are accompanied by Characteristic behaviors include a directions on how much to take and heightened response to internal and when to use them (too much medicine external stimuli, irritability, agitation, or the wrong medicine can make tremors, hyperactivity, speech and people sick).

* Chancellor's Memorandum No. 22; 1988-1989 ** Cocaine And Crack - What You Need to Know. A. M. Washton and D. Boundy. Hillside, NY: 1989. Eslow Publishing Inc.

Appendix A: Societal Concerns 337 338, language delays, poor task organization living. The extremes observed ina child's and processing difficulties, problems behavior, from passivity to hyperactivity, related to attachment and separation, poor apathy to aggression, indiscriminatetrust social and play skills, and motor to extreme fear and suspicion, must be development delays. understood in the context of each child's While organic deficits caused by prenatal experience. exposure to drugs (PED) cannot always be Research has shown that theprogress of a remedied, and while immunity against ad- child at risk is more favorable when the verse child-rearing conditions cannot child is placed in a predictable,secure, always be created, high-quality and stable environment where heor she child/family intervention services can can form attatchments with nuturing, significantly improve a child's self-esteem, caring adults. Early positive, responsive self-control, and ability to solve problems care is crucial for the child's emotional and in the real world. cognitive well-being. Establishinga strong Philosophy of the PED Program bond with each child through understanding and acceptance isa Children prenatally exposed to teacher's major priority. Only in the drugs/alcohol are particularly vulnerable context of a strong attachment will a to many kinds of stress that affect daily child's true potential be realized.

338 E Grade One and Growing 339 RECOGNIZING FAMILY STRUCTURES

It is essential that teachers and other staff For example, a child whose parent has members build the kind of home-school recently died, is incarcerated, is an alcohol partnerships that support each child's or substance abuser, or has left the home growth and development. Positive may become distraught when the class interactions with families are extremely discusses family events. Knowledge of important for promoting mutual respect these situations helps the teacher to deal and acceptance. For this to occur, with such issues in a sensitivemanner. teachers must be aware of the changing concepts of family in today's society. It is important for teachers and administrators to come together to discuss Families can be defined as two or more and examine their own attitudes and people who share responsibility, care and beliefs about the concept of family. love. Families may include a single Through these ongoing discussions, staff parent, grandparents, foster parents, same becomes more sensitive to the needs and gender parents, teenage parents, adoptive concerns of families and children and parents, step-parents; some families are finds better ways of providing for them. extended, that is they include near relatives. By treating all families with Many of the best approaches to expanding attention, courtesy, and respect, the understandings among first gradersoccur teacher models accepting behaviors for the during informal opportunities that arise children and helps develop an expanded during the course of a normal day. For vision of the human experience. example, class libraries stocked withage- appropriate materials allow children to select It is important to remember that some and discuss books that deal with topics of parents, children, or caregivers may be interest and concern, such as: reluctant to offer information about their birth of a new baby families. For instance, a grandmother adoption of a child might not want to indicate that she is the death of a family member or pet child's primary caregiver; others might not divorce want to be identified as foster parents. Ongoing discussions that occur after read- It is useful for teachers to have a general ing such books provide opportunities to understanding of children's home lives, as deal with a variety of issues in a some class activities may have to be thoughtful way. This approach adapted to fit certain family situations. strengthens children's own feelings of identity while helping them to understand the feelings of others.

340 Appendix Societal Concerns 339 THE LATCHKEY PROGRAM

Contrary to common perceptions, the Latch- Snack. Every child participating in the key program is not about feeding children. Latchkey program is provided with a The concept of Latchkey came about when free meal. it was discovered that many school-age chil- dren were going home to empty apartments. The Role of the Classroom Teacher Single-parent families, working parents, and If at all possible, classroom teachers should, parents currently enrolled in school were early on, identify those children who are giving their youngsters keys and, until they participating in the Latchkey program. After arrived from work or school, allowing the identifying the children, contact should be youngsters to supervise themselves. The made with the Latchkey teacher for ongoing dangers in leaving children unsupervised articulation. Although Latchkey is not are clearly evidenced every day in the supposed to be an academic program, media, where stories appear about what communication among staff concerning happens to children who are left to take students is of the utmost importance. care of themselves. The Latchkey teacher sees and speaks to Therefore, approximately seven years ago, parents more frequently than other teachers. Latchkey was instituted to provide a safe Very often, working parents and parents in setting for children until their parents school do not have the time to visit during returned home. It was conceived as a safe Parent-Teacher Conference Day. As a result, haven where children could go to do their Latchkey is one way of ensuring communi- homework, participate in activities, and cation between the classroom and the home. work with other children. When the classroom teachers assign Latchkey hours are usually from 3:00 p.m. homework, they should keep in mind where until 6:00 p.m. and the ratio of children to children in the Latchkey program will licensed teacher can be as high as 50:1. complete this homework (usually in a large Paraprofessionals, aides, and student room, auditorium, or lunchroom where the teachers make up the rest of the adult noise level is high). A variety of books and supervision. materials (preferably in a bag or box) can'be given to the child to hold special items such During the three hours Latchkey programs as crayons, drawing paper, ruler, books, and can do the following: games. Homework. A time is usually set aside every day for the children to do The Latchkey Teacher their homework. With the help of a The Latchkey teacher has the unique role of teacher, they may ask questions and seeing children after regular school hours. receive information they may need to Although some school rules do apply, complete an assignment. Latchkey is much more relaxed than the reg- Story Hour. Depending on the ular school day. Children are usually school, certain days are dedicated to allowed to "visit" with other groups of reading of the classics. children, thereby giving the Latchkey teacher the opportunity to observe children The Arts. Teachers with artistic interacting and making choices in a casual inclinations may form "specialty" though structured environment. This is an classes where dramas are enacted, opportunity that is rare for the classroom dance or crafts are taught, or glee teacher, who is usually on a schedule. clubs perform. Articulation between the Latchkey teacher Sports. Again, depending on the and the classroom teacher is essential. school, sports are played and different Along with parents, they are in a position to types of team games are taught. discuss children's progress and to suggest continued learning.

340 Grade One and Growing 341 CHILDREN WHO ARE HOMELESS AND/OR LIVINGIN SHELTERS

Families with young children are the The toll that homelessness takes on fastest growing segment of homeless children is devastating. Classroom Americans. For many, the basic human teachers, through their own sensitivity to need for safe and stable housing has individual needs and with additional become an unattainable luxury. The information provided by school support dramatic rise in homelessness has been services, are aware of the special directly linked to the drastic drop in the difficulties faced by children in such number of affordable dwellings available situations. Realistic expectations enable to poor and low-income families. the teacher to address the needs and The daily realities of the homeless may concerns of these youngsters in an include living in: appropriate manner. temporary housing in a car Because... The Teacher... on the street homeless provides many informal in a shelter toddlers often opportunities for physical activity, are delayed in such as indoor/outdoor play, Moving is a way of life for homeless learning to walkmusic and rhythms, neighborhood families. Most shelters do not allow due to the lack walks. residents to stay longer than 30 days. of safe places for Others may provide shelter only at night, exploration... forcing people to leave during the day. very young responds in a calm, accepting The traditional sense of being rooted in a children often manner without allowing such group or culture is often diminished by the react to the situations to embarrass the child or lack of extended family support and by stress of affect the flow of classroom the virtual loss of personal belongings, homelessness activity. Appropriate support and despite the efforts of families to provide by regressing assistance routines are pre- love and belonging. back to diapers,arranged with other bed wetting, schooVclassroom personnel, such Homelessness itself is very stressful for thumb sucking,as the classroom paraprofessional and sometimes or parent volunteer. adult family providers, as are the losing conditions leading to the loss of a home, vocabulary... such as job lay-offs, eviction, or marital children who makes sure that each child has a problems. are homeless personal storage place, such as a The denial of an education for homeless have no place cubby, bin, or box, identified with to call their the child's name and own children is an additional crucial problem own, few decorations. Classroom materials, that is faced by many homeless families. personal such as books, writing paper, and For school-age children, just arriving at the belongings, andcrayons, may be sent home on a school regularly is difficult for the no intellectual "Lending Library" basis, without following reasons: supports such singling out the child in a way that as books, attracts unusual attention. The lack of transportation games, or teacher will have reasonable missing documentation (birth crayons... expectations regarding the return certificates, proof of permanent of these materials where specific, residence, immunization and health difficult situations exist. records, proof of previous school attendance) embarrassment about being homeless or fear of being teased by the other children. 342

341 BEST COPY AVAILABLE Appendix A: Societal Concerns Because... The Teacher... A Commitment... any friends thatsees that the child is included by To support school and district efforts in are made are others in classroom activities and enabling this targeted population to continually left respected as an individual with behind by special skills and attributes. The receive appropriate services, the New children who teacher models "accepting" behav- York City Board of Education has are homeless... iors, through comments such as: established the Office of Students in "We're happy you came to our Temporary Housing. Teachers and other class, Peter. You always help us concerned individuals are urged to call with your good ideas." A carefully chosen "buddy' can be an this office at (718) 935-4050 for further extremely helpful strategy for such information., children, as well as assignment to a special job, like feeding the hamster.

342 Grade One and Growing 343 PREVENTING CHILD ABUSE

All children need healthy, loving relation- When the teacher has reasonable cause to ships. They need to be able to identify suspect that the child is abused or trusted adults and depend upon them for neglected, the reporting procedures their physical and emotional needs. established in the law and in Chancellor's Children also need to develop positive Regulation A-750 must be followed. feelings about themselves and their bodies. Lessons can be planned to teach children This does not always happen. The protective behaviors and appreciation of mistreatment of children has become an their growing bodies. The teacher should important concern for those who teach always approach the topic of abuse with and nurture the young. sensitivity and concern. The first grade teacher has many At appropriate times, the teacher may talk opportunities to observe children in the to individuals or small groups of children classroom and note any signs of neglect or to develop understandings about good of physical and emotional abuse. When and bad feelings related to touching. prompt and appropriate action is taken by What do you like to do with your the school, the potential for continued body? (run, jump, dance, walk) harm to the child may be curtailed. Do you like to hold hands with some The following are some indicators of people? possible child abuse and neglect: Do you like to hug some people? unexplained bruises, welts, burns, or Do you like some people to hug you? fractures Do you like to sit on some people's laps? lacerations or abrasions occurring over How does it feel? (warm, good, close, a long period of time happy) persistent hunger poor hygiene The discussion can be continued: inappropriate clothing What are some other times when nodding or falling asleep touching feels good? rocking back and forth Are there times when touching does difficulty in sitting or walking not feel good? (hitting, biting, consistent absences or lateness in punching, pulling hair, spanking) arriving to school Is touching good if someone hugs you radical changes in behavior when you don't want to be hugged? avoidance of adults refusal to use the toilet How does it make you feel? inappropriate sexual awareness or (uncomfortable, angry, scared) knowledge What can you do about it?(Say, cowering or ducking when an adult "Don't hug me. I don't want you to.") raises a hand. What if you tell someone not to touch you and the person does it anyway? If signs of possible abuse are observed, What can you do? the teacher should encourage the child to What if someone holds you too tight? discuss these concerns privately. The (Say, "I don't like it! ") teacher avoids leading questions, listens carefully and speaks in a positive, non- As children respond to the questions, rules threatening manner. It is important to can be developed: help the child understand that it is not the Stay with the person taking care of you. child, but the abusive adult who is at fault. Never go places alone.

Appendix A: Societal Concerns 343 Never talk to people you do not know materials may be distributed toparents well. and caregivers. Never go anywhere with a stranger. Never take candy, toys, or money from Trade books can be recommended for strangers. parents to read at home in order to help Never take anything from a stranger. their children follow practices that will keep them safe and healthy. These rules might be shared with parents at group meetings. Children cannot be held responsible for their own self-protection. Theyare At a class meeting time, the teacher might vulnerable to abusive adults. Teachers show a picture of a child who looks sad must help children help themselves to the and alone. extent to which they are able. Research Where is this child? shows that saying "No" is often sufficient Who is taking care of this child? to prevent abuse. What should the child do? Making children aware ofcommon The teacher and children can develop dangers, helping them to be cautious and understandings about being lost. They involving parents in protecting their might talk about what to do and howto youngsters are important tasks of the find people who can help a lost child. teacher. Whom do you ask for help if: The Commitment... you get lost at the swimming pool or beach? (lifeguard) On a yearly basis a memorandum is issued you get lost in a store or restaurant? (a by the Chancellor, renewing the person who works there) commitment of all schools to the safety, you get lost in the neighborhood? (a health, and welfare of the children in their police officer or a store worker) care. In addition, the Chancellor urges increased awareness of educators'respon- The teacher should take cues from the chil- sibilities and legal mandates in thisarea. dren and plan additional discussions to help youngsters develop understandings about Administrators are directed to besure that themselves and the adults in their lives. all personnel understand and adhere fully to the Chancellor's Regulation A-750, During interest area times, the teacher can regarding Reports of Suspected Child discuss with a small group of children Abuse and Maltreatment. Includedare the various situations: following stipulations: What happens when: Staff members who have reasonable your friend gives you a hug goodbye? cause to suspect that a child is abused, ("I smile; like the feeling; hug back.") maltreated, or neglected, shall notify your brother pulls your hair? ("I say, the principal or designee immediately. `Don't pull my hair.I don't like it.") The principal has the primary your friend takes your hand? ("I hold responsibility to report suspectedcases my friend's hand.") of child abuse and must immediately telephone the New York State Central Sharing Concern Register for Child Abuse and The subject of child neglect and abuse Maltreatment at 1-800-635-1522. may be presented to parents informally Each District Superintendent shall have during individual conferences or group a child abuse intervention and meetings. Experts can be invited to school prevention plan including a child to discuss discipline, child care, and health abuse prevention team and a liaison. needs. Appropriate booklets and related

344 Grade One and Growing 345 All interviews by Child Protective Services with allegedly abused, maltreated, and/or neglected children or their siblings on school premises should take place in the presence of an appropriate school staff member. Further information may be obtained by referring directly to the Chancellor's Memorandum of December 8, 1995.

346

Appendix A: Societal Concerns 345 APPENDIX B: CURRICULUM FRAMEWORKS: KNOWLEDGE, SKILLS, AND ABILITIES PRE-K-GRADE 2

347 Curriculum Frameworks:

I Constructinga Common Body of Knowledge

Board of Education of the City of New York

348 Preface

The New York City Curriculum Frameworks are expectations of knowledge, skills, abilities, and understandings for all students throughout the school system, for all subjects and grades (PreK-12). Since the Frameworks are for all students, this common core of expectations will help to ensure that all instructional programs are moving toward the same ends. While these Frameworks are neither a curriculum nor a course of study, they do provide a supportive structure for districts and schools to use in developing such curricula and related materials. Similarly, it is the responsibility of districts and schools to make local decisions about ways to organize curriculum, determine teaching methodologies, select materials, and conduct professional development activities.All grades and subjects of the Frameworks are being provided to every teacher and supervisor, so that they can look at a subject area over a series of grades, as well as look at connections among subject areas within a particular grade. The 1994-1995 school year was an opportunity for teachers and supervisors to review existing curricula in light of the Field Test Edition of the Frameworks to ensure they are designed to help students achieve the delineated expectations. A review of the Frameworks enabled us to identify areas in the Frameworks that needed to be revised. The "Official Edition," released for the 1995-1996 school year, reflects the suggestions and experiences of literally thousands of people. The New York City Curriculum Frameworks offers us a unique opportunity to examine our beliefs and practices about teaching and learning. With your assistance and support, it can be used as an effective tool in providing the students of the New York City schools with the knowledge, skills, and abilities they will need to be productive members of society in the twenty-first century.

Appendix B: Curriculum Frameworks 351

349 Rationale

The challenges that today's students will faceupon their commencement are likely to be far different from those their parents encountered. Lifein the twenty-first century will certainly demand a more rigorous application of knowledge, skills,and abilities than is required in the 1990s, just as the nineteenth century modelupon which most of our public schools are still based is proving inadequate toour present needs. We must, if we are to give all our children a legacy ofsuccess for the future, prepare them to live and prosper in a world we can only imagine. Wemust synthesize the very best of what we have learned about education in thepast and what is working successfully in the present with what we can reasonably project into the future. The New York State Education Department's A New Compact forLearning encourages flexibility and authority at the local level, withcommensurate responsibility and accountability. One of its major goals is to involve the stakeholdersparentsand caregivers, teachers, supervisors, and, where appropriate, studentsin thedecision- making process. In the areas of teaching and learning, the Compactproposes bold transformations of our educational system through learning-centered schools,each with a learning-centered curriculum. This is a significant change from teacher-centeredor even student-centered systems to a paradigm in which teachers and studentsare acknowledged learners, and join with parents and caregivers and administratorsto respond to the basic question:What should students educated in New York's schools in the twenty first century know and be able to doas a result of their education? The focus on the results of learning has profound implications for the design ofcurriculum and assessment in New York State and, equally, for the development ofNew York City's educational goals and guidelines. The purpose of the New York City Curriculum Frameworks isto establish student expectations that will set high standards for the school system. Toward this end,New York City supports the National Goals for American Education. (SeeAppendix A).

352 Grade One And Growing 350 A Vision for the Twenty-first Century

The achievement of the national goals for education depends on a vision of what the adults of tomorrow can become. A vision is a desired future. What skills and knowledge do we want the graduates of the New York City public schools in the twenty-first century to possess? The answers to this question articulate the vision that will guide public education's efforts as we move into the twenty-first century.If our graduates' education has been effective, meaningful, and lasting, it will prepare them to succeed in a world of increased diversity, technological change, and global economic interdependence. These adults of the future will not only possess awareness, knowledge, and appreciation of cultural diversity, but will live and work together with greater understanding and respect for each other. In an era of rapid technological change, they will understand and appreciate the role technology plays in society, using it effectively and integrating it into jobs and careers; they will choose appropriate technologies to accomplish tasks, obtain information, and solve problems. They will be life-long learners who possess the cognitive, technical, problem solving, organizational, and interpersonal knowledge and skills necessary to succeed. In other words, they will know how to learn in order to prepare for jobs that do not yet exist. In summary, these graduates will participate fully as informed, responsible citizens in a democratic society, making decisions about issues confronting themselves, their society, and an increasingly interdependent world.

351 Appendix B: Curriculum Frameworks 353 What Is A Curriculum Framework?

A curriculum framework is a supportive structure to guide the development of curricula, courses of study, units, lessons, and assessment instruments.Just as the owners of a building may add to or adapt its framework to meet their needs, educators may design a curriculum, including units and lessons, that is appropriate for their students. Such curricula consists of strategies of teaching and learning, instructional methods and materials, and a professional developmentprogram. From the curriculum will result the actual practices and effects of classroom instruction. The New York City Curriculum Frameworks establish a set of expectations for all students while providing the flexibility for each district and school to employa wide range of teaching strategies to develop unique courses of study, teaching practices, and materials selection. These expectations identify, for grades Pre-K-12, the specific knowledge, skills, and abilities that youngsters must master if theyare to be prepared, effective citizens in the twenty-first century. The New York City Curriculum Frameworks are based upon the New York State Education Department's commencement standards. The Curriculum Framework for each subject area includes a vision statement, an introduction, sets of instructional expectations for students, and example objectives and activities. Each subjectarea framework is arranged by grade, except for Grades Pre-K-2, whichare represented by one set of student expectations to reflect what is developmentally appropriate for children at this age. While the New York City Curriculum Frameworks are arranged by subjectarea to reflect the organization of the State Education Department Curriculum Frameworks, districts and schools are encouraged to link student expectationsacross subject areas, where appropriate. Such linkages may include local development of multidisciplinary and interdisciplinary themes. The New York City Curriculum Frameworks set forth what the Board of Education of the City of New York expects all students to know, to understand, and be able to do. These broad learning goals, however, are not designed to serve as curricula norcourses of study. Rather, they provide a common core of expectations and a supportive structure for all districts and schools to use as they develop curricula and instructional materials. Districts and schools are in the best position to make decisions regarding the detailed development and organization of curricula that are consistent with the expectations of the Frameworks, to determine relevant teaching methodologies, to select materials, and to stimulate professional staff development. Curricula developed in a school or district

354 Grade One And Growing 352 will carry the imprint of the local educational community and simultaneously serveas a vehicle for achieving citywide expectations. Some districts and schools may have to develop new curricula in order for them to provide each of their students with the opportunity to acquire the knowledge and skills embodied in the Frameworks' expectations. Others may already have developed and adopted curricula in the subject areas included in the Curriculum Frameworks. Such districts and schools will need to review their curricula to ensure that they serve as effective means toward the realization of the Frameworks' expectations. Some reorientation of content and methods may be in order to better align curricula to serve the broad learning expectations herein proposed. The Frameworks' learning expectations must be translated into learning objectives and teaching activities if expectations are to be realized in the academic achievement of students. This task demands the participation of every teacher and supervisor in the schools. To offer guidance to the professional staff of the districts and schools of New York City, the Curriculum Frameworks Steering Committee and Working Groups have provided examples of objectives and teaching activities for expectations in every content area and grade level. These are provided to serve as catalysts to the imagination of teachers and administrators charged with the task of transposing learning expectations into classroom instruction. The activity of determining objectives and activities consistent with Framework expectations can be undertaken at the district or school level. The first step, in either case, must be to ensure broad participation of teachers and administrators.If the subject is mathematics, for example, mathematics specialists on the working team should be joined by teachers from a number of grades, special needs and bilingual staff, and staff with strengths and/or specializations in fields other than mathematics (e.g., communications arts, the arts, social studies). Translating expectations into instruction will require a number of steps: Step I: Assemble subject area team (broad-based, teachers and administrators). Step II: Review district's or school's existing curricula for consistency with Frameworks (can the current themes/activities serve as vehicles for realizing the expectations for that grade/subject?). Step III:Review existing curricula/frameworks/guides/documents (e.g., State of New York, NYC Board of Education, national commissions on standards for mathematics, sciences, geography, civics, history, arts, etc.) for possible adaptation into district and/or school instructional program.

Appendix B: Curriculum Frameworks III 355 Step IV:a) Adapt existing curricula to,ensure consistency with Frameworks expectations, and/or b) Develop new curricula toserve as a vehicle for the realization of expectations (the curriculum needs to include botha course of studya sequenced statement by years or grades of the subjectmatter and skills to be taughtand a syllabusa detailedstatement of the course of study by yearor grade that lists objectives and suggestionsto teachers about methods of instruction, activities and materials.) Step V:Develop learning objectives related to the Frameworks'expectations (review by classroom teachers, feedback, and revision). Step VI:Devise teaching activities that will enable studentsto achieve a learning objective (review by classroom teachers, feedback, andrevision). Step VII:Design appropriate assessments to determine if studentsachieve learning objectives (review by classroom teachers, feedback, andrevision). Step VIII:(optional, for those districts/schools interestedin promoting interdisciplinary learning) Explore activities thatserve learning objectives taken from more than one subject area (e.g., mathematics, social studiesand graphic arts) and that reinforce/extend one another. It is a continuous task to set learning goals, write curriculum,translate curriculum into classroom instruction, and deviseassessments to measure subsequent student learning. It is the hope of the Curriculum Frameworks SteeringCommittee and Working Groups that the revised Curriculum Frameworks will contributeto improving this process, and to raising standards of learning for all our students. See following chart: "Translating FrameworksExpectations Into Instructional Activities"

356 Grade One And Growing Translating Frameworks Expectations into Instructional Activities (by subject area and grade)

Assemble Subject Area Team

Review Current District/School Curriculum & Available City/State/National Curricula

As necessary, revise existing curriculum or adopt/adapt new curriculum consistent with Frameworks' expectations

Develop learning objectives; class teachers review, feedback & revise

Devise teaching activities; class teachers review, feedback & revise

Design assessment to measure achievement of objectives; class teachers review, feedback & revise

355

Appendix B: Curriculum Frameworks 357 Principles of the New YorkCity Curriculum Frameworks

As vehicles by which New York City's goals for educationmay be reached, these frameworks embody certain key principles: All children are capable of learning and contributing to society. No child should be permitted to fail.(A New Compact for Learning) Parents and caregivers are the children's first teachers. Wemust thus work with parents and caregivers as partners in the teaching and learningprocess. All students, including those with special needs, should be challengedto fulfill their utmost potentiaL The student expectations listed herein reflect the highest levels of achievement appropriate for each subjectarea in each grade level. Only when students are measured by high standards, will they aspireto meet and even exceed those standards. Limited English proficient (LEP) students in grades Pre-K to 12must receive parallel instructional programs and be provided with equal access to the quality programs designed for the entire school population.Effective instruction and assessment of LEP students allow them to capitalize on their linguistic, academic, and cognitive strengths. Emphasis must be placed on utilizing the student's prior knowledge, learning styles, and cultural backgrounds as building blocks for instruction. The concepts, literacy skills, and critical thinking strategies developed in all areas in the native language can be maintained and transferred to forma basis for language acquisition, as well as for social and academic achievement in English. The latest research-validated strategies, practices, and activities advocated incontent area instruction can also be utilized with appropriate adaptations and materials in the native language and ESL. Schools need to reflect an education that is multicultural.Multicultural education focuses on the creation of a total school environment that recognizes, celebrates, and respects the diversity of individuals and groups, thus enhancing the learning experience and maximizing achievement for all students. Schools can make a difference in students' lives.Our schools must, therefore, become meaningful enough to the lives of students so that the students will be motivated to continue their education through to commencement. What students learn in school must be relevant to the world in which they live.

358 Grade One And Growing 358 To be effective, meaningfu4 and lasting, instruction must stimulate students to use higher-level thinking skills such as analysis, synthesis, and evaluation.It must, at the same time, accommodate the differences in the educational experiences of individual students and the individual methods by which that experience has been acquiredtheir self-constructed world of knowledge. To accomplish these outcomes while accommodating those differences, instruction must actively involve students in a variety of well-integrated, stimulating, challenging, interdisciplinary, and developmentally appropriate activities. Instruction in all subject areas must recognize the inherent creativity of all students.If students are to feel fully involved with their own education, they should take an active, creative role in the classroom. Their creative impulses and need for self-expression, when channeled into meaningful, constructive activities, will lead them to new discoveries of themselves and their world and ultimately to feelings of self-esteem as a result of their accomplishments and reinforcement of their own sense of cultural identity. Success breeds success. Students must be given the opportunity and encouragement to succeed and receive recognition for success. Students must graduate from school with an understanding and appreciation of the role of technology in society and be prepared to use and integrate technology effectively into jobs and careers in the twenty-first century. Toward that end, students must have the ability to choose appropriate technologies to accomplish tasks, obtain information, and solve problems in all areas and across all disciplines. For students to demonstrate competency in academic achievement, they must be challenged to use the knowledge, skills, and abilities they have acquired They must be stimulated to become life-long learners who are able to use higher-level thinking skills to explore problems and make intelligent choices. Schools must provide various methods of assessment to evaluate the meeting of established expectations including: standardized tests, projects, presentations, performances, and the construction of individual student portfolios, as evidence of what has been learned. We are all accountable for the development of our children. They are our legacy to the world. If we are to approach the gift of this legacy responsibly, we must aspire to the highest, most comprehensive goals of which we are capable; then we must commit ourselves to making them a reality.

357

Appendix B: Curriculum Frameworks 359 Performing Arts: Music, Drama, Dance

VISION STATEMENT

The arts are unique forms of knowledge and expression thatnurture a range of intelligences and allow people to give creative and criticalexpression to their deepest thoughts and insights about themselves and the world.It is necessary, therefore, that all students, regardless of their backgrounds, talents,or abilities, have a comprehensive, sequential, fully integrated education in the arts. This is a vision in which students are seenas artists in the broadest sense of the word. Their artistic experience will provide opportunities for growthin effective communication, imaginative problem solving, harmonious collaboration,and independent risk taking. Research shows that arts educationis vital to such development while also fostering qualities of concentration and discipline,creativity and intuition, logic, and tolerance for ambiguity. Work in thearts also reinforces student understanding across the curriculum. Arts education, therefore, must be a principal ingredient of life-longlearning, beginning in the earliest years. Art may be interpreted broadly, but thecurriculum should offer rigorous opportunities for understanding, evaluating, and appreciating,as well as for performing and creating art in the fields of dance, drama, music,and the visual arts. Because the arts are a powerful economic force, arts education shouldgive students access to the full range of technological resources that are used in artistic and commercial fields including photography, video, andcomputers. Students should learn about the many careers open to them in the arts and arts-related fields and acquire the skills needed to pursue those careers, if desired. Furthermore,arts education lays the groundwork for integrating the arts into the workplace and otherenvironments. The arts are the voice and memory of all communities andsocieties. As unique records of diverse cultures, the arts provide studentsa means for understanding the distinctive contributions different civilizations have made toour common heritage. The arts are a universal language, a unifying force for humanity. The study ofart history is also a way of linking students with what has gone before them, while opportunitiesto create art enable students to interact with and transmit that inheritance. The multipleperspectives inherent in the arts enlarge students' experiences and providea critical means by which they can challenge everyday experience and offernew visions of the world. Arts education can benefit all students by enhancing their ability to perceive, interpret, and evaluate their world.

360 Grade One And Growing 353 Performing Arts: Music, Drama, Dance

The Curriculum Frameworks in the arts grow out of the commitment New York City has made that every student upon commencement will demonstrate both literacy and competence in the principles, processes, and techniques of the visual and performing arts.Consistent with the standards established by the Report on Learning-Centered Curriculum and Assessment issued by the New York State Education Department, the New York City Frameworks offer guidelines for translating arts learning into a core curriculum. The Frameworks can be used to integrate curriculum, instruction, and assessment, to encourage students to develop a greater range of talents at higher levels of performance. An effective arts program is a broad-based, sequential curriculum taught by experts and certified professionals that provides students with ample opportunities to excel in: creating and performing the arts; refining their perceptions and creating new perceptions of the world in which they find themselves; recognizing and understanding the role the arts have played in various cultures and through various historical eras and, conversely, understanding and appreciating the role that culture and history has played in shaping the arts; acquiring the vocabulary, concepts, and criteria for understanding, interpreting, and analyzing art processes and artworks; responding to the aesthetic qualities of a variety of the arts, making sound judgments about the arts, and understanding the bases upon which those judgments rest. Such a curriculum can and should be shaped to foster the student's initiative, discipline, and cooperation with others, as well as to nurture other developmental and affective growth. This can be done through instructional practices that permit students to participate frequently in a variety of individual and group activities, to engage actively in reflective and self-reflective processes that help them become aware of their own learning, and to express their ideas, thoughts, and feelings, not only through artistic modes of inquiry, but orally and in writing. Instruction must also be adapted to meet the needs of students with special needs, so that all students can participate with maximum benefit.

Appendix B: Curriculum Frameworks 361 3:5:9 Artistic activities should, in turn, be part ofan ongoing assessment that grows out of the curriculum and shapes instruction. Documenting students'work and performance should include student reports, journals, and teacher observationsin portfolios, which provide evidence of students' increasing mastery of techniquesand styles, their creative and analytic achievements, and their knowledge of differentkinds of artistic cultures and historic periods. To realize the benefits that the arts can bring to education, thearts should not be isolated in the curriculum. The arts should be taught in thecontext of students' lives and as part of engaging and exciting interdisciplinary studies. Furthermore,in New York, a world arts and cultural center, arts education should encompass manifoldopportunities for students to become acquainted with the great works inart museums and other cultural institutions, to hear the music of great composers by outstandingperformers, and to attend different kinds of theatrical and dance productions. Studentsshould learn about the many careers related to the arts and design, andto theatrical and musical performance. An arts education that drawson the talents of individual artists and performers and collaborates with a variety of arts organizations willexpand and enrich students' experiences. Providing opportunities for studentsto engage in a variety of art projects in the community will simultaneously enrich thecommunity and promote advocacy and patronage, as well as practice, of thearts among students. An effective program requires a practical commitmenton the part of administrators and teachers. Materials and equipment, as wellas suitable spaces and appropriate schedules, are necessary if students are to develop their artistic and performance skills. Students must have access to a wide variety of instruments and be ableto make use of the latest developments in technology. Professionals, too,must have access to staff development that will enable them to prepare their studentsto live in an increasingly complex world. Arts education is collaborative and curriculum-based and involves theparticipation of certified teachers in the arts with other teachers, administrators,parents, professional artists, arts organizations, cultural institutions, and communityresources.

362 Grade One And Growing 33O Music

EXPECTATIONS: GRADES PRE-K 2

Students will sing simple unison songs and rounds, perform finger plays, and play games that reflect a variety of cultures. (Creating, Performing, and Participating in the Arts) play a variety of nonpitched percussion instruments. (Creating, Performing, and Participating in the Arts) perceive and perform steady beat and simple rhythms. (Creating, Performing, and Participating in the Arts) work cooperatively in group singing and rhythm band experiences. (Creating, Performing, and Participating in the Arts) Students will begin to discriminate environmental sounds, the sounds of different musical instruments, and the difference between singing and speaking voices. (Knowing and Using Arts Materials and Resources) Students will recognize the basic elements of music. (Responding to and Analyzing Works of Art) attend in-school live performances. (Responding to and Analyzing Works of Art) derive pleasure and a sense of satisfaction from making and listening to music. (Responding to and Analyzing Works of Art) Students will listen to short, simple selections from a variety of genres, styles, and cultures. (Understanding the Cultural Dimensions and Contributions of the Arts) take pride in their own musical performances and learn to respect the performances of others. (Understanding the Cultural Dimensions and Contributions of the Arts)

361

Appendix B: Curriculum Frameworks 363 Music

I

EXPECTATION Students will recognize the basic elements of music. (Respondingto and Analyzing Works of Art) Example Objective Example Activity Students will be able to aurally While listening, the children respond appropriatelyto identify when familiar melodiesupward/downward direction in the pitch of musical ascend, descend, or stay at the selections by moving the body, motioning with the hand,or same pitch. playing upward/downward on pitched instruments.

364 Grade One And Growing 362 Drama

EXPECTATIONS: GRADES PRE-K 2

Students will engage in role-playing and creative improvisation. (Creating, Performing, and Participating in the Arts) create dramatic dialogue and story lines. (Creating, Performing, and Participating in the Arts) dramatize stories and historical events from a range of cultures. (Creating, Performing, and Participating in the Arts) use their bodies to communicate emotions and events. (Creating, Performing, and Participating in the Arts) Students will develop listening and sharing skills, and acquire confidence in their expressive abilities.Knowing and Using Arts Materials and Resources) Students will identify and understand fundamental dramatic elements (e.g., character, setting, conflict, and resolution). (Responding to and Analyzing Works of Art) attend live performances. (Responding to and Analyzing Works of Art) Students will build and employ a rudimentary theatrical vocabulary. (Understanding the Cultural Dimensions and Contributions of the Arts)

363

Appendix B: Curriculum Frameworks 365 Drama

EXAMPLE ACTIVITY: GRADES PRE-K 2

EXPECTATION Students will create dramatic dialogue and story lines. (Creating, Performing,and Participating in the Arts) Example Objective Example Activity Students will act out fairy tales. Children are read fairy tales or folktales form various cultures. Children then retell a selected story incident by incident. A narrator summarizes setting and bridges episodes as different students speak in character-appropriate voices and behave (act) as they think the character would. The class analyzes performances, noting specific choices. The class will comment on whether actors sounded realistic and performed in a believable manner. Childrenmay then perform for other classes.

366 Grade One And Growing 364 Dance

EXPECTATIONS: GRADES PRE-K 2

Students will explore movement, using shape, range of motion, levels, even anduneven rhythms, motion and stillness, and basic locomotor and nonlocomotor skills.(Creating, Performing, and Participating in the Arts) improvise and combine simple movement phrases to make dance. (Creating, Performing, and Participating in the Arts) follow and explain a dance that is based on a story. (Creating, Performing, and Participating in the Arts) use dance to tell a simple story with a beginning, middle, and end. (Creating, Performing, and Participating in the Arts) move freely in personal space and general space without interfering with others. (Creating, Performing, and Participating in the Arts) express ideas, feelings, and images through dance, using references from the world around them. (Creating, Performing, and Participating in the Arts) participate in individual and group production, exhibition, and performance. (Creating, Performing, and Participating in the Arts) Students will improvise and compose dance studies based on written materials. (Knowing and Using Arts Materials and Resources) cooperate with partners and in small groups. (Knowing and Using Arts Materials and Resources) be introduced to and develop an awareness of the qualities of a variety of resources and information available in schools and communities including museums, cultural organizations, and institutions. (Knowing and Using Arts Materials and Resources) recognize basic dance professions. (Knowing and Using Arts Materials and Resources) Students will show preferences and express their feelings about a performance through pictures and/or words. (Responding to and Analyzing Works of Art) support peers with attentive and receptive skills. (Responding to and Analyzing Works of Art) 365

Appendix B: Curriculum Frameworks 367 take turns moving and observing others dance. (Responding to and Analyzing Works of Art) recognize that dancers are workers in their community. (Responding to and Analyzing Works of Art) begin to evaluate their performance in conjunction with teachers and peers. (Responding to and Analyzing Works of Art) Students will perform folk dances based on cultures they are learning. (Understanding the Cultural Dimensions and Contributions of the Arts) observe that people dance for enjoyment and health. (Understanding the Cultural Dimensions and Contributions of the Arts) discover that dance is an important way for many people to express things about the world, themselves, and their values. (Understanding the Cultural Dimensions and Contributions of the Arts)

368 Grade One And Growing 363 Dance

EXPECTATION Students will improvise and compose dance studies basedon written materials. (Knowing and Using Arts Materials and Resources) Example Objective Example Activities Students will be able to expressChildren will: themselves through an participate with the teacher in selecting a nursery rhyme. improvisation based on characters from a nursery list the characters. rhyme. write descriptive words about each character, especially those words that elicit movements (e.g., slow, fast, happy, grumpy). practice moving as they think the nursery rhyme characters would move. improvise movements of characters, as the nursery rhyme is read aloud. identify moods and characteristics of nursery rhyme characters, as children perform them for classmates.

367

Appendix B: Curriculum Frameworks 369 Visual Arts

VISION STATEMENT

The arts are unique forms of knowledge and expression that nurturea range of intelligences and allow people to give creative and critical expression to their deepest thoughts and insights about themselves and the world.It is necessary, therefore, that all students, regardless of their backgrounds, talents, or abilities, havea comprehensive, sequential, fully integrated education in the arts. This is a vision in which students are seen as artists in the broadestsense of the word. Their artistic experience will provide opportunities for growth in effective communication, imaginative problem solving, harmonious collaboration, and independent risk taking. Research shows that arts education is vital to such development while also fostering qualities of concentration and discipline, creativity and intuition, logic, and tolerance for ambiguity. Work in the arts also reinforces student understanding across the curriculum. Arts education, therefore, must be a principal ingredient of life-long learning, beginning in the earliest years. Art may be interpreted broadly, but the curriculum should offer rigorous opportunities for understanding, evaluating, and appreciating, as wellas for performing and creating art in the fields of dance, drama, music, and the visual ads. Because the arts are a powerful economic force, arts education should give students access to the full range of technological resources that are used in artistic and commercial fields including photography, video, and computers. Students should learn about the many careers open to them in the arts and arts-related fields and acquire the skills needed to pursue those careers, if desired. Furthermore, arts education lays the groundwork for integrating the arts into the workplace and other environments. The arts are the voice and memory of all communities and societies. As unique records of diverse cultures, the arts provide students a means for understanding the distinctive contributions different civilizations have made to our common heritage. The artsare a universal language, a unifying force for humanity. The study of art history is alsoa way of linking students with what has gone before them, while opportunities to create art enable students to interact with and transmit that inheritance. The multiple perspectives inherent in the arts enlarge students' experiences and provide a critical means by which they can challenge everyday experience and offer new visions of the world. Arts education can benefit all students by enhancing their ability to perceive, interpret, and evaluate their world.

370 Grade One And Growing SS Visual Arts 'II

The Curriculum Frameworks in the arts grow out of the commitment New York City has made that every student upon commencement will demonstrate both literacy and competence in the principles, processes, and techniques of the visual and performing arts.Consistent with the standards established by the Report on Learning-Centered Curriculum and Assessment issued by the New York State Education Department, the New York City Frameworks offer guidelines for translating arts learning into a core curriculum. The Frameworks can be used to integrate curriculum, instruction, and assessment, to encourage students to develop a greater range of talents at higher levels of performance. An effective arts program is a broad-based, sequential curriculum taught by experts and certified professionals that provides students with ample opportunities to excel in: creating and performing the arts; refining their perceptions and creating new perceptions of the world in which they find themselves; recognizing and understanding the role the arts have played in various cultures and through various historical eras and, conversely, understanding and appreciating the role that culture and history has played in shaping the arts; acquiring the vocabulary, concepts, and criteria for understanding, interpreting, and analyzing art processes and artworks; responding to the aesthetic qualities of a variety of the arts, making sound judgments about the arts, and understanding the bases upon which those judgments rest. Such a curriculum can and should be shaped to foster the student's initiative, discipline, and cooperation with others, as well as to nurture other developmental and affective growth. This can be done through instructional practices that permit students to participate frequently in a variety of individual and group activities, to engage actively in reflective and self-reflective processes that help them become aware of their own learning, and to express their ideas, thoughts, and feelings, not only through artistic modes of inquiry, but orally and in writing. Instruction must also be adapted to meet the needs of students with special needs, so that all students can participate with maximum benefit. Artistic activities should, in turn, be part of an ongoing assessment that grows out of the curriculum and shapes instruction. Documenting students' work and performance should include student reports, journals, and teacher observations in portfolios, which provide evidence of students' increasing mastery of techniques and styles, their creative

Appendix B: Curriculum Frameworks 371 36 and analytic achievements, and their knowledge of different kinds ofartistic cultures and historic periods. To realize the benefits that the arts can bring to education, thearts should not be isolated in .the curriculum. The arts should be taught in thecontext of siudents' lives and as part of engaging and exciting interdisciplinary studies. Furthermore,in New York, a world arts and cultural center, arts education should encompass manifoldopportunities for students to become acquainted with the great works inart museums and other cultural institutions, to hear the music of great composers by outstanding performers,and to attend different kinds of theatrical and dance productions. Studentsshould learn about the many careers related to the arts and design, andto theatrical and musical performance. An arts education that drawson the talents of individual artists and performers and collaborates with a variety of arts organizations willexpand and enrich students' experiences. Providing opportunities for studentsto engage in a variety of art projects in the community will simultaneously enrich the community andpromote advocacy and patronage, as well as practice, of thearts among students. An effective program requires a practical commitmenton the part of administrators and teachers. Materials and equipment, as well as suitablespaces and appropriate schedules, are necessary if students are to develop their artistic and performance skills. Students must have access to a wide variety of instruments and be able to makeuse of the latest developments in technology. Professionals, too,must have access to staff development that will enable them to prepare their students to live inan increasingly complex world. Arts education is collaborative and curriculum-based and involves theparticipation of certified teachers in the arts with other teachers, administrators,parents, professional artists, arts organizations, cultural institutions, and communityresources.

372 Grade One And Growing 3'0 Visual Arts

I

Students will explore, experiment with, and manipulate a variety of materials to create artworks. (Creating, Performing, and Participating in the Arts) use nontoxic art materials, machinery, and tools safely. (Creating, Performing, and Participating in the Arts) express ideas, feelings, and images through the artistic process, using references from the world around them. (Creating, Performing, and Participating in the Arts) participate in individual and group production and exhibition. (Creating, Performing, and Participating in the Arts) Students will develop an awareness of the qualities of a variety of materials, resources, and information available in schools and communities including museums, cultural organizations, and institutions. (Knowing and Using Arts Materials and Resources) recognize basic visual arts professions. (Knowing and Using Arts Materials and Resources) Students will express their thoughts and feelings about art, using basic art vocabulary. (Responding to and Analyzing Works of Art) use visual arts concepts and activities to extend and reinforce learning in all curriculum areas. (Responding to and Analyzing Works of Art) work in cooperative groups to create and analyze art. (Responding to and Analyzing Works of Art) develop an appreciation of art and an interest in participating in making art. (Responding to and Analyzing Works of Art) demonstrate basic organizational and motor skills through the artistic process. (Responding to and Analyzing Works of Art) begin to evaluate their performance in conjunction with teachers and peers. (Responding to and Analyzing Works of Art)

371

Appendix B: Curriculum Frameworks 373 Students will explore a variety of materials to develop an awareness of the arts and theirown culture and the cultures of others. (Understanding the Cultural Dimensions and Contributions of the Arts) discover that art is an important way for many people to express things about themselves, their values, and the world. (Understanding the Cultural Dimensions and Contributions of the Arts)

374 Grade One And Growing J 7 2 Visual Arts

I

EXPECTATION Students will explore, experiment with, and manipulate a variety of materials to create artworks. (Creating, Performing, and Participating in the Arts.) Example Objective Example Activities Students will be able to create Children: assemblages independently and.construct a three-dimensional assemblage by gluing small with classmates. materials together (e.g., buttons, balsa wood, colored pebbles). talk about individual portions of the assemblage and reasons for using particular materials (e.g., color, texture, shape, form). talk about their artworks that express images, ideas, and feelings that reflect their cultures and their communities. view assemblages by professional artists shown in books, in museums, and in libraries. tell the class and the teacher about the process of making their artwork. create a mini-museum by putting work on display in classroom exhibit space for students, parents, and community participants. act as museum guides for visitors. help select work, or photographs of work, for inclusion in art portfolios.

BEST COPY AVAILABLE 373

Appendix B: Curriculum Frameworks 375 Language Arts

A well designed Language Arts program providesa rich learning environment that is student-centered, developmentally appropriate, and literature-based.It supports cultural diversity and encourages a climate of shared inquiry, risk-taking,and appreciation of literature.Students, educators, parents, and the communityare valued as active participants in the learning process. Through the interconnectedness of reading, writing, listening,and speaking, students will learn to use language to construct and shape knowledge andto develop their imaginations and sensibilities. Students will look at language froma global perspective, understanding how it is shaped by social, cultural, andgeographical influences. Further, they will understand that language is centralto learning in all disciplines and, skillfully used, is a life-long resource. The Language Arts Framework is dedicatedto supporting high standards for effective understanding and communication. Making this visiona reality will encourage all students to become life-long learners who are productive, informed, literate, and thinking citizens.

2 7 !"1 376 Grade One And Growing Language Arts

1 I

The four strands of the Language Artslistening, speaking, reading, and writingare the means through which all learning and social interaction occur. The ability to listen and understand, to communicate ideas both orally and in writing, and to read for pleasure and for information are the bases for instruction, not only in the Language Arts, but in all the curriculum areas. An effective Language Arts program will teach students to: gain information, discover meaning, understand logical relationships, and make judgments. speak, write, and solve problems creatively. communicate emotions, ideas, opinions, values, experiences, and information. discover both the power and beauty of literature as a mirror of human motives, conflicts, values, and traditions. In order to best utilize the New York City Curriculum Frameworks for Language Arts, teachers and supervisors should be aware of the following philosophical and practical underpinnings: The Language Arts Frameworks are based on the New York State Education Department's Curriculum and Assessment Frameworks in English Language Arts and the Compact for Learning; it reflects the philosophy of integrated, literature- based, process-oriented instruction. Because the language processes of listening, speaking, reading, and writing are so interdependent, it is expected that instruction will be integrated, not fragmented into isolated skills. Since no specific literature or nonfiction is required, it is up to teachers and supervisors to ensure that the text selections should be of fine quality, should depend upon thematic units of instruction in a given class, should meet the developmental needs of the students, and should reflect the variety of cultures represented in our diverse population. It is especially important that instructional practices reflect the above philosophy, so that: the skills needed for competence in listening, speaking, reading, and writing are taught, as appropriate, in the context of whole works of literature, including nonfiction, and through thematic or content-area units of instruction.

Appendix B: Curriculum Frameworks 377 375 teachers utilize students' prior experience and knowledgeas steppingstones toward comprehension of new ideas and information,not only in Language Arts instruction, but across the curriculum. Specific strategiesare taught to enable students to improve comprehension of texts. oral development of concepts, vocabulary, and informationis integrated with exposure to written material and exists before, during, and after reading. students are actively engaged in monitoring their thinking and learningprocesses. students frequently participate in small and largegroup activities, with groups organized in a variety of ways, according to theirpurposes. appropriate adaptations are made for students with special needs;so they may participate in group and whole class activities with maximum benefit. the use of media and technology is integrated into instruction. Although standardized examinations in reading and writingare still required, considerable emphasis is being given by the New York State EducationDepartment and by New York City to methods that call for ongoing observation ofstudents actively engaged in the processes of listening, speaking, reading, and writing.Thus, alternative assessment instruments (ongoing records of teacher observations, student logs, portfolios, projects, performances, presentations, etc.) should alsobe used as indicators of student progress in the Language Arts. In these Frameworks, the Language Arts expectations have been dividedinto nine separate components (identified in parentheses in the text)as follows: Personal Satisfaction the knowledge, skills, and abilities enabling studentsto become life-long learners Listening, Reading, the knowledge, skills, and abilities attained Viewing through reading, listening, and viewing Speaking, Writing, the knowledge, skills, and abilities attained Performing through writing, speaking, illustrating, performing, and creating videos and films Nature of Language the knowledge, skills, and abilities enabling studentsto appreciate both formal and informal language and its importance in social, academic, and professional life Research the knowledge, skills, and abilities enabling studentsto gather, synthesize, evaluate, and use information in social, academic, and professional activities Self-Assessment the knowledge, skills, and abilities enabling students to internalize standards of excellence and habitually apply them to their own performance

378 Grade One And Growing 3cf Diversity the knowledge, skills, and abilities enabling students to understand and value their own and other cultures Social Responsibility the knowledge, skills, and abilities enabling students to practice responsible citizenship Cross-Curricular the use of all the Language Arts Participation knowledge, skills, and abilities in all social, academic, and professional settings

377

Appendix B: Curriculum Frameworks 379 Language Arts

Students will express the joy of learning through identifying and choosing favoriteauthors and illustrators when selecting books. (Personal Satisfaction) listen to, read, or watch poetry, plays, movies, andstories that demonstrate that authors and performers evoke particular feelingsin their readers and listeners. (Listening, Reading, Viewing) speak and write about their actual andimaginative experiences and observations. (Speaking, Writing, Performing) experiment with cueing systems (syntax, semantic, andgrapho-phonetic) through literature and oral language. (Nature of Language) experiment with gaining information froma variety of concrete experiences with print and non-print materials, as wellas from social interaction. (Research) begin to evaluate their performanceas readers, writers, listeners, and speakers in conjunction with teachers and peers. (Self-Assessment) read and listen to a variety of tales and personalexperiences that illustrate similarities and differences in cultures. (Diversity) work and play cooperatively and considerately.(Social Responsibility) use reading, writing, listening, and speaking to work and play withothers and to expand their knowledge. (Cross-CurricularParticipation)

380 Grade One And Growing 37s Language Arts

iI

EXPECTATION Students will use reading, writing, listening, and speaking to work and play with others and to expand their knowledge. (Cross-Curricular Participation) Example Objective Example Activity Students will begin to sequenceAfter visiting a zoo or other attraction, each child tells one events in a personal/group experience that he/she had. Create a group story (in the narrative, exercising form of a rebus) for a display on chart paper. The story is interpersonal skills. read to the class. Cut up the chart and mix up the events to allow children to put events in order. As a follow-up, children identify a word or words from their story that they would like to know. Teacher aide or parent volunteer creates a personal flashcard for each word.

979

Appendix B: Curriculum Frameworks 381 Englishas a Second Language

VISION STATEMENT

In order to prepare English language learners for personal,social, educational, andcareer success, there is a need for research-validated practices thatpromote linguistic and academic excellence, and which buildupon students' prior knowledge, educational experiences, skills, and talents. Through collaborationamong educators, students, parents, and members of the community, Englishas a Second Language programs offer the opportunity to acquire second language proficiencyand assist students in becoming educated bilingual/bicultural adults. Educators are encouraged to create culturally sensitiveinstructional environments in which all English language learnersmove toward realizing their goals, communicating appropriately and effectively. The ESL classroom, therefore,must serve as a focal point for the development of the linguistic, academic, andcognitive skills that transfer to all disciplines. In accord with the current national movement toward schoolreform and the adoption of rigorous, challenging standards for all students andthe entire school community, ESL programs must aim for high standards that are developmentally appropriateand empower second language learners to become productive, informed adultsand lifelong learners.

382 Grade One And Growing 3 0 Englishas aSecond Language INTRODUCTION

Students whose native language is other than English enter the New York City public schools at every grade level throughout the school year. These students come from all over the world, and have a wide range of social,cultural, and academic experiences; assumptions and expectations that may be substantially different from those of students in New York City and the United States. These new students face many challenges and must overcome numerous barriers in order to succeed, both in school and out of school. Educators have learned through research and experience that when schools acknowledge and value the importance of students' native cultures and languages, and design instructional programs that treat the students' prior knowledge and native language proficiencies as a foundation for continued learning, these students learn and succeed. What is ESL? ESL is a culturally sensitive, academic discipline designed to allow students to acquire knowledge, skills and abilities in the English language through listening, speaking, reading, writing, viewing, and critical thinking, in a systematic and spiraling fashion. In addition, the ESL class serves as a focal point for the introduction and reinforcement of the concepts of cultural understanding, social responsibility, and cross- cultural/multicultural awareness. English as a Second Language (ESL) programs play a major role in affording limited English proficient students the opportunity to acquire the linguistic, academic, cognitive, and cultural knowledge and skills they need to become active participants in the larger society. What are social and academic language? Students in the early stages of language acquisition begin to acquire social language that enables them to function conversationally and negotiate everyday situations. As students are increasingly exposed to content-based materials and literature, they begin to develop academic language. This expanded range of language skills enables them to succeed in the cognitively and academically demanding situations critical for school success. Educators must remember that social and academic language are not separate aspectsof language functioning. They are, rather, a continuum of applications along whichstudents progress as they move through the various stagesof second language acquisition. A

Appendix B: Curriculum Frameworks 383 381 review of each ESL Framework level inits entirety will illustrate theprogressive and incremental nature of second languageacquisition. Many research studies have indicated thatthe average English languagelearner may need between four and sevenyears of instruction to acquire academic languageon a par with native speakers of English of thesame age. Research also indicates that ifstudents are already literate in their native language,the transference of literacy skillswill serve to accelerate the process of English languageacquisition. Therefore, it is incumbentupon ESL and other educators to activatestudents' prior knowledge and takeinto account students' native language literacy whendesigning instructionalprograms and selecting instructional materials. What is the programmaticstructure of ESL? Students who are recent arrivalsto the United States, with no prior studyof English, are placed in the beginning level of ESL.They generally move to theintermediate level after one year of instruction. They thenmove programs to the advanced and transitional levels as greater cognitive academiclanguage proficienciesare acquired. However, an increasing number of limited English proficientstudents are enteringour schools at all grade levels with interrupted or limited formal education. Therefore, placementpolicies as well as instructional program modelsmay differ significantly. In elementary and middle schools,it is quite common to havea wide range of English language proficiency levels inan ESL class. Appropriate group, pair, and individual activities need to be implementedto capitalize on this heterogeneity while allstudents advance toward expectationscommensurate with their instructional level. In the high schools, ESL classes are usually organized by levels of instruction:beginning, intermediate, advanced, and transitional.The majority of high schools followthis model, although variations exist.

Regardless of class organization models,there is a recognition at all gradelevels that second language acquisition isa process and that students progress throughvarious acquisition stages at their ownpace. How is the ESL Curriculum Frameworkorganized? Because students enter the schoolsystem at all grades with varying levels of English language proficiency, the ESL Frameworkis organized by grade clusters:Pre-K-2, 3-5, 6- 8, 9-12, and by levels of instruction: beginning,intermediate, advanced, and transitional.

384 Grade One And Growing 382 GRADE CLUSTERS PRE-K-2 3-5 6-8 9-12 beginning beginning beginning beginning ESL intermediate intermediate intermediate intermediate LEVELS advanced advanced advanced advanced transitional transitional transitional transitional

Each level of instruction is then described by a series of expectations that are identified by a specific category appropriate to the grade cluster: Nature of Language Technology Social Language Critical Thinking Academic Language Research Listening Bilingualism/Multicultural Understanding Speaking Social Responsibility Reading, Viewing Assessment Writing

Who should use the ESL Framework? The ESL Framework is intended for use by all educators of second language learners across the disciplines in bothgeneral and special education. Teachers at all grade levels who integrate the ESL Framework into their plans and use appropriate ESL methodologies will succeed in making their instruction more comprehensible to second language learners while contributing to their English language acquisition and academic success. All teachers are expected to holdlimited English proficient students to the same standards as other students. For limited English proficient students, the ESL Framework reflects thephilosophy of integrated, content-based, literature-based, and process-oriented instruction. Consequently, expectations of English language learners, particularly at the advanced and transitional levels of instruction, will begin to parallel more closely and eventually merge with those outlined in the Language Arts Framework, as the latter represents expectations for all students. Concomitantly, the ESL Frameworkreflects the hierarchy of thinking skills, social responsibility, and multicultural understandingevidenced in the content area frameworks.

Appendix B: Curriculum Frameworks 385 383 Englishas a Second Language

EXPECTATIONS: GRADES PRE-K- 2 BEGINNING LEVEL

Students will acquire basic vocabulary, syntax (e.g., singular/plural,word order, tense), and sound/intonation patterns of English throughintegrated, contextualized, developmentally appropriate activities in listening,speaking, reading, and writing. (Nature of Language)

demonstrate comprehension of directives andquestions with contextualsupport related to classroom routines andconcept development.(Social Language, Academic Language) respond to spoken language with appropriatenonverbal communication (e.g., gestures, facial expressions) and actions (e.g., point,pantomime, draw, match). (Listening)

express needs and feelings through play and other socialinteractions, using nonverbal communication,one- or two-word utterances, learned phrases, andshort sentences.(Speaking, Social Language) participate in content area activities, using nonverbalcommunication, one- or two- word utterances, learned phrases, and shortsentences.(Speaking, Academic Language) listen to, begin to read, and respondto books and stories that contain familiar vocabulary and predictable structures.(Reading, Viewing) select books for enjoyment.(Reading) dictate, and record with assistance, theirown observations and experiences while developing an awareness of basic Englishwriting conventions. (Writing) become familiar with media to gain information.(Technology) recognize problems and select solutions.(Critical Thinking, Research) begin to view themselvesas capable human beings, and learn about other languages cultures and by buildingon common experiences.(Bilingualism, Multicultural Understanding) begin to internalize and exhibit the behaviorsexpected of groups in school. (Social Responsibility) demonstrate linguistic and academic developmentthrough an array of informal and formal methods including classroom observation,oral interviews, portfolios, self- assessment, and tests.(Assessment)

386 Grade One And Growing 384 Englishas aSecond. Language

EXPECTATIONS: GRADES PRE-K INTERMEDIATE LEVEL

Students will acquire intermediate vocabulary, syntax (e.g., singular/plural, word order, tense), and sound/intonation patterns of English through integrated contextualized, developmentally appropriate activities in listening, speaking, reading and writing. (Nature of Language) understand and carry out classroom routines and participate in instructional activities with contextual support across the content areas.(Social Language, Academic Language) respond to spoken language from a variety of models by using actions, phrases, and sentences.(Listening, Social Language, and Academic Language) express interests and opinions through social interactions, using appropriate vocabulary in short phrases and sentences.(Speaking, Social Language) recall and retell information based on content area activities, using appropriate vocabulary in short phrases and sentences.(Speaking, Academic Language) listen to, read, and respond to books, stories, and a variety of visual and print sources. (Reading, Viewing) choose storybooks and other reading materials for enjoyment and information. (Reading) develop, with assistance, short guided pieces based on group and individual experiences while experimenting with a range of English writing conventions. (Writing) interact with instructional technologies to gather information.(Technology) state problems and select solutions.(Critical Thinking, Research) build self-esteem, share knowledge of home cultures and languages, and learn that different cultures share many similarities.(Bilingualism, Multicultural Understanding) exhibit the behaviors expected of groups in school.(Social Responsibility) demonstrate linguistic and academic development through an array of informal and formal methods including classroom observations, oral interviews, portfolios, self- assessment, peer evaluation, and tests.(Assessment)

Appendix B: Curriculum Frameworks Pi 387 385 Englishas a Second Language

EXPECTATIONS: GRADES PRE-K- 2 ADVANCED LEVEL

Students will use more descriptive vocabulary and demonstrate greater control ofthe syntax of English through integrated, contextualized, developmentallyappropriate activities in listening, speaking, reading, and writing.(Nature of Language) comprehend and participate in group instructionalactivities for language development with contextual support.(Social Language and Academic Language) respond to more complex spoken language froma variety of models by using actions, phrases, and sentences.(Listening, Social Language, and AcademicLanguage) share ideas on a variety of topics, combining learnedphrases and other vocabulary to construct new utterances.(Speaking, Social Language) contribute information during contentarea activities, using descriptive vocabulary and more fluent language.(Speaking, Academic Language) listen to, read, and draw meaning from books,stories, and other visual and print sources.(Reading, Viewing) choose a variety of books for enjoyment andinterest.(Reading) produce writing samples for variouspurposes, using a range of English writing conventions.(Writing) use instructional technologies to internalize linguistic, cultural, andacademic knowledge. (Technology) state problems and suggest solutions.(Critical Thinking, Research) build self-appreciation and broadenawareness and acceptance of diverse cultural heritages within the school and community. (Bilingualism,Multicultural Understanding) negotiate with peers in small groups by suggesting, agreeing, anddisagreeing. (Social Responsibility) demonstrate linguistic and academic development throughan array of informal and formal methods including classroom observations, portfolios,self-assessment, peer evaluation, and tests.(Assessment)

388 Grade One And Growing

30 Englishas aSecond Language

EXPECTATIONS: GRADES PRE-K 2 TRANSITIONAL LEVEL

Students will experiment with cueing systems (semantic, syntax, and grapho-phonetic) through oral language and literature.(Nature of Language) choose from and engage in interactive activities to expand social and content area language.(Social Language and Academic Language) employ active listening strategies in a variety of formal and informal situations. (Listening, Academic Language) initiate and sustain conversations on a variety of topics, using more complex vocabulary and sentence structure.(Speaking, Social Language) explain information to peers, using content-specific vocabulary and varied sentence structure.(Speaking, Academic Language) express their own responses to literature and various visual and print sources. (Reading, Viewing) choose and read favorite books as a means of demonstrating emergent literacy. (Reading) plan and produce writing samples about their actual and imaginative experiences, using a fuller range of English writing conventions.(Writing) experiment with instructional technologies to develop a broader range of communication skills.(Technology) describe problems and suggest solutions.(Critical Thinking, Research) demonstrate an appreciation of self as well as others in their school and their own and other communities.(Bilingualism, Multicultural Understanding) work and play cooperatively and considerately.(Social Responsibility) demonstrate linguistic and academic development through an array of informal and formal methods including classroom observations, portfolios, self-assessment, peer evaluation, and tests.(Assessment)

Appendix B: Curriculum Frameworks 389 387 Englishas a Second Language

EXAMPLE ACTIVITY: GRADES PRE-K 2 BEGINNING LEVEL

EXPECTATION Students will express needs and feelingsthrough play and other socialinteractions, using nonverbal communication,one- and two-word utterances, learned phrases,and short sentences. (Speaking, Social Language) Example Objective Example Activity Students will engage in simple The teacher assembles sample items froma clothing, conversations, based on grocery, stationery, or toy store. Children identifyitems they everyday situations in the know. community. New vocabulary is presented and languageelicited in the context of counting items and labeling them withprices. The teacher models a typical conversationbetween a customer and a store owner, incorporating "Howmuch does it cost?" and "How many doyou need?" Several children take turns engagingin the conversation with the teacher. Classmates listen and addtheir own variations. Children then converse in smallgroups, selecting their own items for purchase and assigning themprices. Pairs take turns role-playing conversationsfor the class. The teacher records conversationson chart paper to reinforce the relationship between thespoken word and print and for follow-up activities.

390 Grade One And Growing

3 ;7:8 Englishas aSecond Language

EXAMPLE ACTIVITY: GRADES PRE-K 2 INTERMEDIATE LEVEL

EXPECTATION Students will choose storybooks and other reading materials for enjoyment and information. (Reading) Example Objective Example Activity Students will state reasons for Using simplified speech and pointing out illustrations, the choices in literature. teacher reviews with the class several big books of familiar folktales from around the world. The teacher asks students, "Which do you want to read?" and charts their preferences. Children form groups according to the books they have selected. After providing groups with student copies of the big books, the teacher circulates to guide students in reading and discussing their books. Students then tell the class the title of the book they chose and why they liked it, e.g., "I liked The Little Ant because a flea saved Little Ant."I liked Only a Nickel, because many animals spent the same nickel.It was really funny." In response to the teacher's question, "What was your favorite part?" students take turns reading their favorite part of the story to the class. The teacher records children's comments on the chart to encourage further discussion and reading.

Appendix B: Curriculum Frameworks 391 389 Languages Other Than English

VISION STATEMENT

Our increasingly interdependent global community compels us toprepare all New York City public school students by: developing world-class standards in communication skills. promoting awareness, knowledge, and appreciation of cultural diversity. building positive attitudes, enabling students to participate effectively ina pluralistic society. To these ends, all schools should be required to provide and enhance ongoing instruction in languages other than English for all students in grades Pre-K----12. To achieve the language competencies described in the expectations defined in this framework, students need opportunities to begin the study ofa language other than English at the elementary school level, and to continue that study ina sequential, developmental program through their secondary school experience.

392 Grade One And Growing 3 0 Languages Other Than English ' I I

Language is the principal key to accessing knowledge. All students in the public schools of the City of New York should understand the importance of learning additional languages and should have ongoing opportunities to study them. The goal of the New York City Framework for Languages Other Than English is to provide teachers and supervisors with student expectations from which they can develop meaningful second language programs at the local level. For the sake of clarification, the following important points should be noted. The term "Languages Other Than English" refers to second (foreign) language programs, but not to English as a second language (ESL). For bilingual learners, Native Language Arts is incorporated into the Language Arts Framework, which encompasses the development of a student's first language. The ESL Framework provides expectations for a student in the process of acquiring English. In order to utilize the Language Other Than English Frameworks optimally, teachers and supervisors should be cognizant of the following philosophical and practical underpinnings: The New York City Languages Other Than English Framework is aligned with the New York State Education Department's Framework for Languages Other Than English 1995, with its system of checkpoints (A, B1, B2, and C).Checkpoints are the benchmark language skills levels students must attain to earn either a high school or a Regents diploma. This Framework supports the Compact for Learning, which states that the percentage of students who are competent in more than one language will be substantially increased. All children should have opportunities for instruction in languages other than English programs commensurate with their age and language proficiency. Instructional programs should offer a variety of languages from Pre-Kindergarten through Grade 12. It is important that current research and trends in instructional practices in this field be reflected in classrooms in order to achieve the goal of effective communication: Students learn a new language in ways similar to those in which they learned their first language. Learners of languages other than English will advance more rapidly when they engage in integrated listening, speaking, reading, and writing experiences on a daily basis.

Appendix B: Curriculum Frameworks 393 391 Teachers of languages other than English should createa classroom atmosphere that gives students a basis for authentic and meaningful communication. Theenvironment of the classroom becomes the context for learning language. Contextualizing the language, using modeling, providing visualcues, and offering words of encouragement will ensure a relaxed, supportive environment. Language is made more meaningful and comprehensible througha variety of realia and visual aids and the creation of opportunities for authenticcommunication in interactive situations. Appropriate opportunities for advancement are available for students whoare native speakers of a language other than English. Appropriate adaptations are made for students with special needs,so that they may fully participate in classroom activities. Learning a language other than English: enhances critical thinking and problem-solving skills. involves students directly in multicultural understanding. links all disciplines, as it focuses on literature, the arts, geography, history,and scientific and technological achievement of different cultures. Technology should be used to enhance student knowledge of thetarget languages and cultures. Assessment should include teacher-made and standardized examinations, portfolios, and projects, as well as other evaluation methods. Ongoing professional development for teachers and supervisorsprepares staff members to meet the challenges in this field. Articulation and linkages with colleges and universities facilitate thetransition of students to institutions of higher learning and help providea cadre of multilingual graduates to enter the work force.

394 Grade One And Growing 332 Languages Other Than English

EXPECTATIONS: GRADES PRE-K 2 Refer to Checkpoint A throughout

Students will listen, speak, read, and write at a developmentally appropriate level in the target language within culturally relevant contexts to meet their communication needs. (Integration) demonstrate comprehension of basic commands, directions, statements, and questions, related to familiar topics in the target language. (Listening) engage in simple conversations while socializingand expressing needs, desires, and personal opinions in the target language. (Speaking) respond to simple written language in a variety of contexts. (Reading) demonstrate simple writing ability in the target language. (Writing) recognize that target language cultures may differ from their own. (Multicultural Understanding) solve simple problems, using verbal and/or nonverbal communication in the target language. (Critical Thinking) make connections between the target language and other disciplines such as art, music, and social studies. (Interdisciplinary Studies) use technology as a motivational tool to enrichtheir knowledge of the target language and cultures. (Technology) demonstrate level-appropriate proficiency in the target language, based on authentic assessment activities.(Assessment)

Appendix B: Curriculum Frameworks 395 393 Languages Other ThanEnglish

EXAMPLE ACTIVITY: GRADES PRE-K 2 Checkpoint A

EXPECTATION Students will engage in simple conversationsin the target language, as they socializeand express needs, desires, and personal opinions. (Speaking) Example Objective Example Activity Students will be able to The teacher presents a series ofpictures illustrating weather respond orally to visual stimuli.conditions. Children identify the weatherconditions by responding to and generating andquestions in the target language.

396 Grade One And Growing 394 Mathematics

Mathematics, Science, and Technology Education will empower all students to use the processes and results of scientific inquiry, mathematical analysis, and technology to participate fully in an ever-changing and complex world. Technology Education is a separate subject discipline, which allows the practical application of concepts acquired in Mathematics and Science. Because it is a related, integrated discipline, Technology Education expectations are interwoven into the Mathematics and Science Frameworks. In addition, instructional technology expectations have not been listed separately, but rather have been integrated throughout all subject areas.

Appendix B: Curriculum Frameworks 397 395 Mathematics

INTRODUCTION

An increasingly technological world that is becomingmore complex requires a revolution in mathematics, science, and technologyeducation and mandates that students understand the interrelationshipsamong these areas. The children in our schools will live and work in a society that emphasizes theability to access information, work collaboratively, apply knowledge, and find creativesolutions to problems. To develop these abilities successfully, mathematics, science,and technology programsmust focus on problem exploration that emphasizes the following: understandingprinciples, building positive attitudes, usingprocess skills, and communicating ideas. Technology, properly applied, creates successfullife-long learners in an increasingly complex and diverse world. Technology Educationwill enable students to function effectively in their many roles in society. "Hands-on/Minds-on,"developmentally appropriate problem-solving activities, using the tools andprocesses of the workplace (e.g., lasers, robotics, computers), will helpto reinforce scientific exploration and inquiry skills. The National Council of Teachers of Mathematics (NCTM)has set forth a vision of mathematics for students who will live and work in thetwenty-first century. The Board of Education of the City of New York has adoptedthe NCTM goals, whichstate that all students will: appreciate the importance and beauty of mathematics. become confident in their ability to do mathematics. become explorers of mathematical problems. communicate mathematically. reason mathematically. The NCTM standards emphasize thatno mathematical thought or skill will be well understood or developed, if it is taught in isolation fromother thoughts and skills. Students will learn and remember only when ideasare combined, compared, and contrasted; and when the connectionsamong various mathematics and real-world events are emphasized and discussed. Therefore, beginning in Kindergarten andcontinuing through every grade, fundamental skills suchas using symbols, measuring, computing, estimating, predicting, and verifying are all taught together, often in thecontext of real- world situations. The level of sophistication increases inevery grade, but learners investigate geometry, algebra, reasoning, probability, and statistics from theirearliest days in school.

398 Grade One And Growing Teachers and parents must start from the earliest grades to build confidence and power in mathematics and to encourage high expectations in students. Indeed, at the high school level, the Board of Education of the City of New York now requires each student to complete three years of mathematics courses. Every student should successfully complete Sequential Mathematics, New York State's three-year Regents sequence. The Regents sequence of courses is itself a blend of geometry, algebra, probability, statistics, and formal logic. Calculus, mathematical research, and other advanced courses are available for high school students who have finished Sequential Mathematics Course One, Course Two, and Course Three. Every student creates a personal understanding of mathematics and the world through a process of experimentation, conjecture, and discussion of the ideas in the context of real-world situations. Teachers should model and encourage alternative strategies for investigating mathematical problems. Students should be encouraged to create questions and invent problems. They should think about mathematics and raise such questions as: "Which way of sharing would be most fair?" "How can we compare growth?" "Why are there so many different kinds of graphs?" Calculators, hands-on materials, learning journals, and collaborative learning are necessary for instruction aimed at helping students learn to think clearly. For example, when students use calculators regularly during their investigations, they focus on the flow of ideas and the significance of the results of the calculations. When students are encouraged to work in teams and are given hands-on materials, they create and internalize ideas through their involvement in productive mathematical communication. Writing helps students reflect on and clarify their thinking. Citywide testing in elementary and middle-level schools reflects this understanding of mathematics and the learning process. Essay questions asking students to explain their thinking are now included, and students can use calculators and learning tools such as counters, string, and play money. Sequential Mathematics Regents examinations have provided students with the opportunity to use calculators for several years. The expectations in this framework will help parents, supervisors, teachers, and students make connections among real-world situations, classroom experiences, and the important ideas in mathematics. Throughout this framework in mathematics the expectations in each grade have been organized into the following twelve strands: Mathematical Connections Probability Mathematics as Problem Solving Statistics Mathematics as Communication Geometry Mathematics as Reasoning Number Sense and Numeration Algebra and Mathematical Structure Trigonometry Patterns and Functions Measurement

Appendix B: Curriculum Frameworks 399 397 Mathematics

EXPECTATIONS: GRADES PRE-K 2

Students will explain the importance of mathematics, science, andtechnology in their daily lives. observeand discover strategies forexploring problemsituations within their environment. communicate their mathematical, scientific, and technological ideas,using everyday language. use concrete materials to demonstrate an understanding of mathematical ideasin the real world. use concrete materials and diagrams to explore relationshipsamong numbers. identify, describe, and extend patterns, usinga variety of manipulatives.* describe situations and make predictions, while exploring theconcepts of chance. collect, organize, and describe data from the world aroundthem. identify, compare, and construct geometric shapes and relate themto the world around them. use concrete materials to explore, discover, and explain whole numbers, fractions, and decimals. explore and discover the process of measurement in the worldaround them. estimate quantities of small collections.

400 Grade One And Growing 353 Mathematics

EXPECTATION Students will identify, describe, and extend patterns, using a variety of manipulatives. Example Objective Example Activity Students will be able to As a motivating activity, read a button-related book such as: recognize, model, and describea. Corduroy, by Don Freedman a pattern. b.The Button Box, by Margaretta S. Reid c.Snap, Button, Zip: Inventions to Keep Your Clothes On, by Vicki Cobb Present a handful of buttons with various attributes (size, shape, color, and number of holes) to each group. Ask children to sort the buttons. Ask children to describe their rationale for sorting their buttons. Model a pattern, using two types of buttons. The pattern should be repeated at least three times (e.g., red, blue, red, blue, red, blue; 2-hole, 4-hole, 2-hole, 4-hole, 2-hole, 4-hole). Allow children to use buttons to create a pattern of their own.

Appendix B: Curriculum Frameworks 401 399 Science

EXPECTATIONS. GRADES PRE-K

Students will observe and describe patterns of change in living organisms and the physical world (e.g., weather, seasons, land forms). sort and group objects according to physical properties (e.g., size, shape, texture, color). observe and describe the effects of energy on matter (e.g., thesun warms the land, air, and water). observe and describe the effects of gravity and magnetismon objects.

distinguish between living and nonliving things. explain how certain animal and plant parts enable animals and plants to survive in their environment (e.g., variation in beaks, feet, bones, leaves, shells). observe and describe differences between animals and plants (e.g., structure and function, life cycle). begin to gain an understanding of the interdependency of animals and plants.* understand that a variety of systems exist in the world (e.g., the water cycle, food chains and webs). demonstrate a respect for life on the Earth (e.g., humane treatment of animals). begin to associate human body parts with the functions they perform. begin to use the senses to investigate the world. begin to use the senses to distinguish between safe and unsafe environments. observe and describe the properties of matter (e.g., water, rocks, air). explain ways by which people stay healthy (e.g., proper hygiene, diet, exercise). begin to investigate why we must protect the environment. collect, organize, and describe data from the world around them. begin to develop measurement skills, using nonstandard and standard units (e.g., feet, pennies, rulers, measuring cups). begin to work independently and cooperatively to communicate their experiences and observations.

et 402 Grade One And Growing 0 0 Science

I

EXPECTATION Students will begin to gain an understanding of the interdependency of animalsand plants. Example Objective Example Activiy Students will be able to state Children create and evaluate an in-classroom recycling the importance of recycling as aprogram for paper, plastics, and metal, and encourage means of conserving natural recycling at home. resources.

Appendix B: Curriculum Frameworks 403 401 Occupational and Technical Studies

VISION STATEMENT

"All students should master sufficient knowledge, skills, and values to have a productive role in society and the economy. This means setting content and performance standards at 'world-class' levels and developing varied means to achieve them. Based on the individual needs of students, multiple learning opportunities and environments must be providedso that all students may succeed in the workforce." NEW YORK STATE DEPARTMENT OF EDUCATION

It is our vision that all graduating students will possess the knowledge, skills, and attitudes necessary to select, begin, and progress through a career path in today's workplace. The driving principle of such a vision is that Occupational and Technical Studies bring together all subjects in the context of practical situations in education and should be taught to all students in all grades. The realities of the new economic and social era that is upon us dictate that everyone entering or progressing through the workforce must have higher level cognitive, technical, problem solving, organizational, and interpersonal knowledge and skills, in addition to being able to read, write, and compute. To achieve such a goal, we must set content and performance levels at world class standards; undertake new and varied instructional methods that integrate, through interdisciplinary approaches, the formerly separate academic, technical, and occupational areas of study; expand opportunities for school-to-work experiences; and develop a thematic and skills-based approach for career exploration and preparation from Kindergarten through Grade 12.

404 Grade One And Growing 402 Occupational and Technical Studies I I

This document, Curriculum Frameworks for Occupational and Technical Studies, contains a set of broad expectations organized by grade level. These can be used to develop performance objectives and activities needed for successful teaching and learning. Generally speaking, these expectations can be divided into two types: those that are K -12 generic expectations for all students, and those that are programmatic expectations for students pursuing skill preparation. Recent research and national and local initiatives such as the School to Work Opportunities Legislation, SCANS, Career Pathways, and the New Compact for Learning, strongly suggest that occupational education and academic education are an integrated whole and not two separate processes. In addition, occupational programs allow students to learn and retain academic concepts, skills, and knowledge far more easily when they are incorporated into hands-on, realistic learning activities. All students should be provided with the opportunity to participate incareer awareness activities in the early grades, more specific career-exploratory activities in the middle grades, and career-specific activities during high school. These must include hands-on, practical-arts experiences taught in laboratory settings, as well as work-experience activities conducted at work sites.

Appendix B: Curriculum Frameworks 405 403 Occupational and Technical Studies

EXPECTATIONS: GRADES K 2

Students will become aware of different occupations, their relationshipsto learning experiences in and out of school, and why people work. (Career Awareness andDevelopment) understand that skills and practice are needed to use basic tools, learnproperties of certain materials, and use equipment safely. (Technical Skills and Knowledge) understand the role of being an effective and functioninggroup member, the importance of task completion, and will learn how to respect the rights, feelings, and differences of others.(Interpersonal Skills) become aware that problem solving is composed of skills, reasoning, choices,and planning. (Thinking and Problem-Solving Skills) recognize that classroom experiences are related to the formation of behaviors, which influence personal progress and futuresuccess. (Personal Development and Resource Management) become aware of the ways in which money is used, saved, andspent. (Personal Development and Resource Management) develop skills in cognitive areas (listening, speaking, reading), critical thinking,.and cause-and-effect relationships. (Communications Skills) recognize and accept responsibility for the formation of goals that foster independence. (Personal Development and Resource Management)

406 Grade One And Growing 404 Occupational and Technical Studies

a II

EXPECTATION Students will understand that skills and practice are needed to use basic tools, know properties of certain materials, and use equipment safely. (Technical Skills and Knowledge) Example Objective Example Activity Students will acquire beginningChildren design their own work environment. They describe cognitive skills needed to the relationship of various tasks to the roles of workers. understand, explore, and During whole-class follow-up sharing sessions, children discuss career preparation. develop charts demonstrating the relationship between activities and occupations. Special Education: Autistic children perform functions at an easel. Work-related tasks include putting on a painting smock/shirt, filling a can with water for paint brushes, selecting a paint brush, uncapping a paint container, cleaning the area used, and replacing materials.

Appendix B: Curriculum Frameworks 407 405 Health Education, Physical Education, andHome Economics

VISION STATEMENT

The curriculum areas of Health Education, Physical Education, andHome Economics, through the integrity and content of their disciplines, provide studentswith the skills and knowledge critical to their physical, intellectual, emotional, and socialdevelopment. By focusing on the whole child and featuring accepting environments thatare sequential, enjoyable, and developmentally appropriate, they offera unique source of information about self and the community. This foundation recognizes andsupports the individuality of students' growth and development, and the wide variety of personalachievement levels. Upon this foundation, the child develops intoa productive citizen with a positive outlook and healthful quality of life. Students practice goal-setting, problem solving, and decision-makingskills that support independence and informed risk-taking; develop kinesthetic intelligence;and foster social interaction in a spirit of cooperation and respect for others. They learnto channel their energy and creative spirit into constructive participation in their dailyrelationships in school, family, and community activities. The integrity of each discipline is vital to the students' well-rounded educationas young people search for knowledge, understanding, skills, and attitudes in theirexploration of personal goals. Classrooms become living laboratories, extending outwardto home and the workplace, in which young people experiment, question, andgrow within their community. Together, these disciplines offer a holistic approach to functional knowledge and provide encouragement and support,as students progress toward their adult roles in society. These three subject areas provide consistentmessages that reinforce a student's personal worth, support individual and family differences,and emphasize personal responsibility for life choices. They support and enrich learningin other subject areas, thereby enhancing overall student achievement for individual progress today and the enhancement of life for years to come. The Health Education, Physical Education, and Home Economics curriculumareas enable young people to see themselves as a productive part of that world and provide a motivating environment in which students practice real-life skills, interpersonally and individually. In addition, students learn about the many careers available to them in related fields of study and acquire the skills necessary to prepare them for entry into those fields.

408 Grade One And Growing 406 The role of technology in the education of students is critical to their success in school and in the community. Health Education, Physical Education, and Home Economics courses integrate technology to enhance subject matter. For example, using computers to locate available jobs in the apparel industry or designing a personal fitness regimen can prepare students for success as adults. The health reform movement signals important changes in the fields of health and medicine and the ultimate responsibility for one's own health and well-being. Increasingly, the role of adults in today's society must involve the development and maintenance of preventive measures to sustain good health throughout one's life. This is vital to each individual and to society as a whole. The areas of Health Education, Physical Education, and Home Economics encompass this learning and the mastery of these skills, which enable students to develop and maintain life-long healthful behaviors, become productive citizens, and adapt to a rapidly changing world.

Appendix B: Curriculum Frameworks 409 407 Health Education,Physical Education, andHome Economics

INTRODUCTION

Health Education, Physical Education, and HomeEconomics provide students with unique opportunities to make informed decisions and attainan optimal quality of life and well-being. The New York City Curriculum Frameworks buildon the content, concept, and skill goals of the New York State Education Department'ssyllabi in Health Education, Physical Education, and Home Economics, while providing flexibilityin developing and supporting new and innovative instruction.It is important to recognize the integrity of the three discrete subject areas, as well as their relationshipsto each other. Each of these fields promotes critical thinking skills, interdisciplinary/multidisciplinaryapproaches, skill development linked to individual capabilities, anda sense of enjoyment in work and play. The Health Education Frameworks are structuredon the principles of life-long health for each individual. Comprehensive health isa multidisciplinary field that focuses on interactions among physical, emotional, mental, and social factors,beliefs, cultures, the environment, and behaviors of individuals, families, and communities.Quality health education programs enable students to develop, maintain, andpromote healthful lifestyle choices and address the continuum from healthpromotion to risk reduction to the prevention and management of health problems.

An effective health education program will teach studentsto: develop attitudes that place a high valueon optimal health in the lives of individuals, families, and the community. deal effectively with change. take increasing responsibility for their health and well-being. demonstrate skills required to set goals, make informed decisions,and solve health problems. understand the human body and the natural development of the lifecycle. understand the role of sound nutritional practices in thepromotion and maintenance of health. develop self-awareness and self-esteem, and establish positivepatterns of behavior toward others.

410 Grade One And Growing 408 The Physical Education Frameworks encompass the needs of the whole child through the physical approach while promoting a wellness lifestyle. Teachers, administrators, and parents should be aware that today's physical education has changed from the traditional programs in games and sports to a comprehensive curriculumarea that includes problem exploration, higher order thinking skills, cooperative learning, and lifetime physical skills in an environment that is supportive of all students' efforts. An effective physical education program will teach students to: exhibit efficient movement for daily activities. develop, value, and maintain individual personal fitness by exploring their body's capabilities. channel energy and creative spirit into physical activities. use their kinesthetic intelligence to initiate successful learning. apply knowledge, attitudes, and skills used in games, dance, and sportsto other life situations. focus on cooperative individual and team games, dance, sports. make constructive use of their leisure time. develop confidence and self-worth in leading, following, and collaborating. The Home Economics Frameworks are holistic, integrated, basic skills designed to improve the quality of life for individuals and families. Quality programs offer a systematic approach to decision making, as well as personal and resource management that addresses the perennial issues and concerns of daily living. An effective Home Economics program will teach students to: take personal responsibility for life choices. cope with the challenges and crises occurring in daily life. become competent, confident, and caring in managing their personal, family, and work lives. develop leadership and collaborative skills. participate in family and community activities. identify interests and abilities for future career goals. prepare for present and future responsibilities as family members, consumers, home managers, and wage earners. The most effective use of the Health Education, Physical Education, and Home Economics Curriculum Frameworks will give educators a foundation upon which to build students' skills and knowledge that will nourish and sustain them as adults.

Appendix B: Curriculum Frameworks 411 409 Health Education, Physical Education, and Home Economics

EXPECTATIONS: GRADES PRE-K 2

Students will describe the growth and development of healthy teeth and gums,as well as the structure and function of the eye and ear. identify the five senses and the major body parts and describe their function and location. explain how people are physically alike and physically different. describe positive qualities of self and others and how these qualities affectour ability to make and maintain friendships. differentiate between acceptable and unacceptable behaviors, and discuss howour emotions can affect our relationships with others. discuss feelings associated with illness or death of a loved one. describe how health care practices promote physical, mental, and social health and why each of us must accept responsibility for our own health. explain the difference between illness and wellness and how visits from family and friends can help sick people. explain the roles and functions of families, how families are alike and different, and how each member contributes to the homeostasis of the family unit. describe the differences between a friend and an acquaintance. explain reasons for personal food preferences and discuss individual and cultural variations. explain how foods contribute to our health and the importance of a differentiated diet and regular meals. explain the difference between communicable and noncommunicable diseases and the role that germs play in the spread of disease. identify diseases and disorders of the eyes, ears, gums, and mouth, and strategies that can prevent injury.

412 Grade One And Growing 410 demonstrate first aid techniques for cuts, scrapes, and bruises (universal precautions), and identify safety hazards and rules to minimize injury. differentiate between appropriate and inappropriate touching. list products people commonly purchase, and examine the impact advertising has upon our decision making. describe ways to identify substances that are not safe to eat or drink. describe how commonly abused substances can affect people's decisions and behavior. describe the appropriate use of prescription and over-the-counter medicines. define pollution and identify its sources to demonstrate how people can work together to collaboratively solve ecosystemic problems. describe the characteristics of a healthy community. demonstrate the ability to move efficiently in a variety of ways while changing speeds, directions, levels, and pathways. demonstrate skills in manipulating a variety of objects with several different body parts. demonstrate agility and balance while performing a variety of locomotor and nonlocomotor activities. demonstrate the ability to combine various traveling and stationary movement patterns to a variety of rhythms and music. sustain moderate physical activity. identify changes in the body during physical exercise. identify and model appropriate behavior while participating and sharing with others during physical activity. recognize similar movement concepts in a variety of skills. describe how money saved can be used at a later date to purchase desired items for self or family members. identify different types of housing and items in the home that make the home comfortable. identify use and function of different articles of clothing. work in a group to complete a class project, understanding roles. identify the work that people do in and out of their homes, describing what skills are needed for various jobs.

Appendix B: Curriculum Frameworks 413 411 Health Education,Physical Education, and Home Economics

EXAMPLE ACTIVITY: GRADES K 2

EXPECTATION Students will explain the difference between communicable andnoncommunicable diseases and the role that germs play in the spread of disease. Example Objective Example Activities Students will understand that Children share a story about a time theywere sick and some diseases can be what was done for them. transmitted in a number of Children make a list of how they could reduce the risk different ways; that some of spreading disease in their classroom and then beginto diseases cannot be transmitted, implement it. even in close contact; how diseases are transmitted; and Students make a list with a parent of how theycan reduce what actions can be taken to the risk of spreading disease in their home and beginto reduce the likelihood of implement it.Students share lists in class. infection.

414 Grade One And Growing 412 Social Studies

An effective social studies program provides the foundation for a democratic society by developing the skills necessary for students to participate as informed, responsible citizens in an era of rapidly changing technology. Among these skills, social studies instruction develops critical thinking by enabling students to make decisions about issues confronting themselves, society, and the interdependent world. Students will come to these decisions as a result of studying a body of knowledge that includes history, geography, economics, political science, and the other social sciences while drawing upon relevant interdisciplinary sources. Social studies instruction fosters multicultural education by promoting respect, intergroup cooperation, and appreciation for the cultures of diverse groups.It recognizes that all students, regardless of their primary language or special needs, can learn and participate to their maximum potential.

Appendix B: Curriculum Frameworks 415 413 Social Studies ' 1 1

The Social Studies Frameworks support thecontent, concept, and skill goals of the New York State social studies syllabus. However, theFrameworks are not intended to bea scope and sequence, but rather a first and crucial step toward assistingdistricts and schools in developing and supporting social studiesinstruction. As these Frameworks are incorporated into social studiesprograms, a number of important elements of effective instruction should be noted.Among the most important are: active learning, multicultural education,critical thinking, and skills development.

In the social studies classroom of the 1990s and beyond,students should be viewedas active learners. They should learn by doing and experiencing,rather than learn by being told. Hands-on approaches such as cooperative learning,simulation, and role-playing foster active learning. As the population of the United Statesgrows increasingly diverse, the integration of basic principles of multicultural educationgrows more important. Specifically, students in social studies classes should have the opportunityto view events, ideas, and themes from multiplerather than narrow and ethnocentricperspectives.Students should also have the opportunity to examine the fruits of themost recent scholarship, revealing the role played by groups that have largely been omittedfrom the traditional social studies curriculum. If social studies instruction is to be truly meaningful,lessons should focus on the development of critical thinking. Students should be challengedto become problem explorers, decision makers, and divergent thinkers. Classroomactivities should motivate students to search out and deal with authentic oral andwritten sources, use techniques of inquiry and discovery to assess thesesources, and arrive at conclusions supported by the evidence. Moreover, students should be encouragedto ask questions.Eli Wiesel, the Nobel Prize winner and Holocaust scholar, often relates thestory of his mother, who upon his arrival home from school each day, would not ask, "What didyou learn in class?" but rather, "What questions didyou ask?" Finally, the social studies classroom should be viewedas a laboratory for developing skills for life. Among the most important of these skillsare map reading, as well as chart, graph, and cartoon interpretation. Of equal importanceare the communication skills of reading, writing, speaking, and listening.

416 Grade One And Growing Social Studies

EXPECTATIONS: GRADES PRE-K 2 SELF/FAMILY/COMMUNITY

The social studies program for the primary grades focuses on helping the student develop awareness of self as a growing individual. Students should realize that they play roles as members of a family and of a school community. They should understand that families and communities live near and far; in urban, suburban, and rural settings; and in the present and past. Students will demonstrate an appreciation of self, as well as the diversity of others in their school, community, and around the world. understand that each individual has needs, desires, and abilities that are influenced by environment and culture. understand that most people around the world live in families or family-like groups, and that family members are interdependent and play different roles at different times. demonstrate the ability to solve problems collectively and make decisions that affect themselves and others. recognize that people make rules to protect their health, safety, and rights, as well as to promote and maintain the smooth functioning of the family, school, and community. recognize and demonstrate an understanding that the areas on earthincluding schools, communities, and nationsmay be represented on globes, maps, and atlases. locate representations on a map. recognize the symbols of our nation, and appreciate that national holidays are celebrated by people in different ways. appreciate that families follow different traditions and customs. examine some of the ways people in communities earn a living to help meet their needs and wants. discuss how communities provide services to people. demonstrate an understanding that local communities are interdependent. discuss how their local community has changed over time.

Appendix B: Curriculum Frameworks 417 415 Social Studies

EXAMPLE ACTIVITY: GRADES PRE-K 2

EXPECTATION Students will demonstrate the ability to solve problems collectivelyand make decisions that affect themselves and others. Example Objective Example Activity Students will listen to stories, Children learn the concepts "problem" and "solution"by identify a problem therein, andfolding a piece of paper in half, labelingone side "problem" make a plan that proposes a and the other side "solution." Children then recalland share solution. "troubles" or "difficulties," things that worried them, andhow they or someone else made the difficultygo away. Point out which aspect was the problem and whichwas the solution. Children each choose one of their personal examplesand draw and color the problem and solution under the appropriate headings. Suggested books are Now OneFoot, Now The Other, by Tomie de Paola and A Chair forMy Mother, by Vera B. Williams. Write on a chart or the chalkboard "Problem" and "Solution." Explain that some problems areso difficult that they need planning and thinking ahead in order to solve. Asan example, read the book Stone Soup, by Marcia Brownor Red Ribbons for Emma, by the New Mexico People andEnergy Collective. Ask children to collectively analyze thestory, identifying the problem, plan, and the solution.Discuss why planning ahead is sometimes helpful. ESL Adaptation: Children develop short sentences in English, basedon their own experiences, and using new vocabulary words.

418 Grade One And Growing 416 APPENDIX C: OPTIONAL BIBLIOGRAPHIES

417 A MULTICULTURAL BIBLIOGRAPHY FOR TEACHERS AND PARENTS

Multicultural Dooley, Norah. Everybody Cooks Rice. Adler, David. A Picture Book of Hanukkah. Minneapolis, MN: Carolrhoda, 1991. New York: Holiday House, 1982. Dorros, Arthur. Tonight Is Carnival. Aliki. Mummies Made in Egypt. New York: (Peruvian) New York: Dutton, 1991. HarperCollins, 1985. Ginsburg, Mirra. The Sun's Asleep Behind the Anderson, Joy. Juma and the Magic jinn. Hill. (Armenian) New York: (Lamu Island) New York: Lothrop, 1986. Greenwillow, 1982. Aruego, Jose. Rockabye Crocodile. (Filipino) Hadithi, Mwenye. Hot Hippo. Boston: Little, New York: Greenwillow, 1988. Brown, 1986. Baer, Edith. This Is the Way We Go to School. Heide, Florence Parry, and Judith Heide New York: Scholastic, 1992. Gilliland. The Day of Ahmed's Secret. (Egyptian) New York: Lothrop, 1990. Birrer, Cynthia and William. The Lady and the Unicorn. (French) New York: Hirsch, Marilyn. Potato Pancakes All Around: Lothrop, 1987. A Hanukkah Tale. Philadelphia: Jewish Publication Society, 1982. Bonners, Susan. just in Passing. New York: Lothrop, Lee & Shepard, 1989. Hughes, Shirley. Out and About. New York: Lothrop, 1988. Boyd, Lizi. The Not So Wicked Stepmother. New York: Puffin, 1987. Hutchins, Pat. The Doorbell Rang. New York: Greenwillow, 1986. Bunting, Eve. How Many Days to America? New York: Houghton Mifflin, 1990. Jonas, Ann. The Quilt. New York: Greenwillow, 1984. - The Big Red Barn. NewYork: Harcourt, Brace, 1979. Levine, Ellen. I Hate English. New York: Scholastic, 1989. Cecil, Laura. Listen to This. New York: Greenwillow, 1987. Lobel, Anita. The Pancake. (Scandinavian) New York: Dell, 1992. Cohen, Barbara. Molly's Pilgrim. (Russian) New York: Lothrop, 1983. Loh, Moray. Tucking Mommy In. New York: Orchard, 1988. DeArmond, Dale. Berry Woman's Children. (Eskimo) New York: Greenwillow, 1985. Maniche, Lise. The Prince Who Knew His Fate (Egyptian). New York: Philomel, DePaola, Tomie. Big Anthony and the Magic 1981. Ring. (Italian) New York: Harcourt, Brace, 1979. Martin, Bill. Chicka Chicka Boom Boom. New York: Simon & Schuster, 1989. Strega Nona. New York: Simon & Schuster, 1979. Martin, Bill, Jr., and John Archambault. White Dynamite and Curly Kidd. New York: The Art Lesson. New York: Putnam, 1989. Henry Holt, 1986. Tony's Bread. (Italian) New York: Mikolaycak, Charles. Babushka. New York: Putnam, 1989. Holiday, 1984.

Appendix C: Optional Bibliographies 421 418 Miller, Margaret. Who Uses This? New York: Esbensen, Barbara Juster. The Star Maiden. Greenwillow, 1990. Boston: Little, Brown, 1988. Morris, Ann. Bread, Bread, Bread. New - Ladder to the Sky. Boston: Little, Brown, York: Morrow, 1993. 1989. Hats, Hats, Hats. New York: Morrow, Garaway, Margaret K. Ashkii and His 1993. Grandfather. Tucson, AZ: Treasure Loving. New York: Lothrop, 1990. Chest, 1989. On the Go. New York: Lothrop, 1990. Goble, Paul. The Gift of the Sacred Dog.New York: Macmillan, 1984. Rodahas, Kristina. The Story of Wali Dad. (Indian) New York: Lothrop, 1988. Goble, Paul and Dorothy. The Girl Who Loved Wild Horses. New York: Macmillan, Rosenberg, M. Living in Two Worlds. New 1993. York: Lothrop, 1986. Greene, Carol. Black Elk: A Man Witha Roth, Susan L. The Story of Light. New York: Vision. Chicago: Children's Press, 1990. Morrow, 1990. Highwater, Jamake. Moonsong Lullaby.New Ryder, Joanne. Lizard in the Sun. New York: York: Lothrop, 1981. Morrow, 1990. Martin, Bill, Jr., and John Archambault. Knots Spier, Peter. People. New York: Doubleday, on a Counting Rope. New York: Henry 1980. Holt, 1987. Stanley, Diane. Fortune. (Persian) New York: McDermott, Gerald. Arrows to the Sun: A Morrow, 1990. Pueblo Indian Tale. New York: Puffin, Vagin, Vladimir, and Frank Asch. Here Comes 1977. the Cat! New York: Scholastic, 1991. McNutt, Nan. The Button Blanket. Acme, MI: Van Rynbach, Iris. The Soup Stone. New Workshop Publications, 1989. York: Greenwillow, 1988. New Mexico People and Energy Collective. Williams, Karen Lynn. Galimoto. (Malawi) Red Ribbons for Emma. Berkeley, CA: New York: Lothrop, 1990. New Seed Press, 1981. Wisniewski, David. Elfwyn's Saga. (Viking) Peyton, John L. Voices from the Ice. New York: Lothrop, 1990. Blacksburg, VA: McDonald & Woodward, 1990. Zemach, Margot. It Could Always Be Worse. New York: Farrar, Straus & Giroux, 1990. Roland, Donna. Grandfather's Stories. San Diego, CA: Open My World, 1993. Native American ___ More of Grandfather's Stories. San Diego, Batdorf, Carol. Tinka: A Day in a Little Girl's CA: Open My World, 1993. Life. Blaine, WA: Hancock House, 1990. Searcy, Margaret Z. Wolf Dog of the Baylor, Byrd. Moon Song. New York: Woodland Indians. Gretna, LA: Pelican, Macmillan, 1982. 1991. When Clay Sings. New York: Macmillan, Shemie, Bonnie. Houses of Bark: Tipi, 1987. Wigwam, & Longhouse. Plattsburgh, NY: Clark, Ann Nolan. In My Mother's House. Tundra Books of Northern New York, New York: Viking, 1991. 1990.

422 Grade One And Growing 41_9 Steptoe, John. The Story of Jumping Mouse. Uchida, Yoshiko. The Rooster Who New York: Morrow, 1989. Understood Japanese. New York: Scribner's, 1976. Asian-American Wallace, Ian. Chin Chiang and the Dragon's Behrens, June. Gung Hay Fat Choy. Chicago: Dance. New York: Atheneum, 1984. Children's Press, 1982. Waters, Kate, and Madeline Slovenz-Low. Brown, Tricia. Lee Ann: The Story of a Lion Dancer: Ernie Wan's Chinese New Vietnamese-American Girl. New York: Year. New York: Scholastic, 1990. Putnam, 1991. Wisniewski, David. The Warrior and the Demi. Liang and the Magic Paintbrush. New Wise Man. New York: Lothrop, 1989. York: Henry Holt, 1988. Wyndham, Robert. Chinese Mother Goose Hamanaka, Sheila. The Journey. New York: Rhymes. New York: Putnam, 1989. Orchard Books, 1990. Yashima, Taro. Crow Boy. New York: Puffin, Hong, Lily Toy. How the Ox Star Fell from 1976. Heaven. Niles, IL: Whitman, 1991. Yee, Paul. Tales from Gold Mountain: Stories Hidaka, Masako. Girl from the Snow Country. of the Chinese in the New World. New New York: Kane/Miller, 1986. York: Macmillan, 1989. Leaf, Margaret. Eyes of the Dragon. New Yolen, Jane. The Seeing Stick. New York: York: Lothrop, 1987. HarperCollins, 1977. Lee, Jeanne. Toad Is the Uncle of Heaven. Young, Ed. Lon Po-Po. New,York: Putnam, New York: Holt, Rinehart & Winston, 1989. 1989. Lobel, Arnold: Ming Lo Moves the Mountain. African/African-American/Caribbean New York: Greenwillow, 1982. Aardema, Verna. Bimwili & the Zimibi; A Tale from Zanzibar. New York: Dial, Louie, Ai-Ling. Yeh Shen. New York: Putnam, 1988. 1990. Bringing the Rain to Kapiti Plain. New McMahon, Patricia. Chi-Hoon: A Korean Girl. York: Puffin, 1992. Honesdale, PA: Boyds Mill Press, 1993. Oh Kojo! How Could You. New York: Pinkwater, Manus. Wingman. New York: Dial, 1988. Bantam, 1992. What's So Funny, Ketu?New York: Dial, Pittman, Helena. The Gift of the Willows. 1989. Minneapolis, MN: Carolrhoda, 1988. Who's in Rabbit's House? A Masai Tale. Say, Allen. Lost Lake. Boston: Houghton New York: Dial, 1977. Mifflin, 1989. Why Mosquitoes Buzz in People's Ears. A River Dream. Boston: Houghton New York: Puffin, 1993. Mifflin, 1988. Cameron, Ann. More Stories Julian Tells. New Shute, Linda. Momotaro the Peach Boy. New York: Knopf, 1986. York: Lothrop, 1986. The Stories Julian Tells. New York: Stock, Catherine. Emma's Dragon Hunt. New Pantheon, 1981. York: Lothrop, 1984. Surat, Michelle Maria. Angel Child, Dragon Child. New York: Scholastic, 1989.

Appendix C: Optional Bibliographies 423 420 Clifton, Lucille. Everett Anderson's Nine - Eat Up, Gemma. New York: Lothrop, 1988. Month Long. New York: Henry Holt, 1978. - Happy Christmas Gemma. New York: Morrow, 1992. - Some of the Days of Everett Anderson. New York: Henry Holt, 1988. Hill, Elizabeth. Evan's Corner. New York: Viking, 1991. - The Boy Who Didn't Believe in Spring. New York: Dutton, 1988. Isadora, Rachel. Babies. New York: Greenwillow, 1990. - The Lucky Stone. New York: Delacorte, 1979. - Ben's Trumpet. New York: Morrow, 1991. - Three Wishes. New York: Doubleday, City Seen from A to Z. New York: 1992. Morrow, 1992. Cummings, Pat. Jimmy Lee Did It. New York: - Friends. New York: Greenwillow, 1990. Lothrop, 1985. Jones, Bessie, and Bess Lomax Howes. Step Daly, Niki. Not So Fast, Songololo. New York: It Down: Games, Plays, Songs and Stories Macmillan, 1986. from the Afro-American Heritage. Georgia: University of Georgia, 1987. Freeman, Don. A Pocket for Corduroy. New York: Puffin, 1989. Knutson, Barbara. How the Guinea Fowl Got Her Spots. Minneapolis, MN: Carolrhoda, - Corduroy. New York: Viking, 1968. 1990. Greenfield, Eloise. Childtimes: A Three - Why the Crab Has No Head. Minneapolis, Generation Memoir. New York: MN: Carolrhoda, 1987. HarperCollins, 1993. Lessac, Fran& My Little Island. New York: - Mary McLeod Bethune. New York: HarperCollins, 1985. HarperCollins, 1977. Lowery, Linda. Martin Luther King Day. - Nathaniel Talking. New York: Black Minneapolis: Carolrhoda, 1987. Butterfly Children's Books, 1988. McDermott, Gerald. Anansi the Spider. New Paul Robeson. New York: HarperCollins, York: Henry Holt, 1972. 1975. Musgrove, Margaret. Ashanti to Zulu. New - She Come Bringing Me That Little Baby York: Dial, 1976. Girl. New York: HarperCollins, 1990. Pomerantz, Charlotte, and Frane Lessac. The - Sister. New York: HarperCollins, 1974. Chalk Doll. New York: HarperCollins, 1989. - Talk about a Family. New York: SanSouci, Robert D. The Talking Eggs. New HarperCollins, 1993. York: Dial, 1989. Grifalconi, Ann. The Village of Round and Schroeder, Alan. Ragtime Tumpie. Boston: Square Houses. Boston: Little, Brown, Little, Brown, 1989. 1986. Scott, Ann. Sam. New York: Putnam, 1992. Grimes, Nikki. Something on My Mind. New York: Dial, 1986. Seeger, Peter. Abiyoyo. New York: Macmillan, 1985. Havill, Juanita. Jamaica's Find. Boston: Houghton Mifflin, 1986. Stanley, Diane, and Peter Vennema. Shaka: King of the Zulus. New York: Morrow, Hayes, Sarah. Clap Your Hands. New York: 1988. Lothrop, 1988.

424 Grade One And Growing

421 Steptoe, John. Baby Says. New York: - Taking a Walk/Caminando: A Book in Morrow, 1992. Two Languages. Boston: Little, Brown, - Mufaro's Beautiful Daughters: An 1990. African Tale. New York: Lothrop, 1987. Franchere, Ruth. Cesar Chavez. New York: HarperCollins, 1986. Stock, Catherine. Armien's Fishing Trip. New York: Morrow, 1990. Garcia, Maria. The Adventures of Connie and Diego. San Francisco: Children's Book Stolz, Mary. Storm in the Night. New York: Press, 1987. Harper & Row, 1988. Garcia, Richard. My Aunt Otilia's Spirits. San Ward, Leila. I Am Eyes. Ni Macho. New York: Francisco: Children's Book Press, 1987. Scholastic, 1991. Griego, Margo. Tortillitas Para Mama: And Williams, Vera. Cherries and Cherry Pits. Other Nursery Rhymes. New York: Henry New York: Greenwillow, 1986. Holt, 1981. More, More, More Said the Baby. New Hazen, Nancy. Grown-Ups Cry Too. Carrboro, York: Greenwillow, 1990. NC: Lollipop Power, 1978. Winter, Jeanette. Follow the Drinking Gourd. Markun, Patricia Maloney. The Little Painter New York: Knopf, 1988. of Sabana Grande. New York: Bradbury, Latino/a 1993. Ada, Alma Flor. The Gold Coin. New York: Martinez, Alejandro C. The Woman Who Atheneum, 1991. Outshone the Sun. San Francisco: Anaya, Rudolfo A. The Faralitos of Christmas. Children's Book Press, 1989. Santa Fe: New Mexico Magazine, 1987. Mora, Pat. A Birthday Basket for Tia. New Belpre, Pura. Perez and Martina. New York: York: Macmillan, 1992. Warner, 1991. Politi, Leo. Three Stalks of Corn. New York: Brown, Tricia. Hello Amigos! New York: Macmillan, 1993. Henry Holt, 1992. Rohmer, Harriet. Uncle Nacho's Hat. San Brusca, Maria Cristina. On the Pampas. New Francisco: Children's Book Press, 1989. York: Henry Holt, 1991. Schoberle, Cecile. Esmeralda and the Pet Parade. Charles, Donald. Chancay and the Secret of New York: Simon & Schuster, 1990. Fire: A Peruvian Folktale. New York: Stanek, Muriel. I Speak English for My Mom. 1992. Niles, IL: Whitman, 1989. Delacre, Lulu. Arroz Con Leche: Popular Van Lann, Nancy. The Legend of El Dorado. Songs & Rhymes from Latin America. New York: Knopf, 1991. New York: Scholastic, 1989. Volkmer, Jane Anne. Song of the Chirimia: A Las Navidades: Popular Christmas Songs Guatemalan Folktale. Minneapolis: from Latin America. New York: Carolrhoda Books, 1990. Scholastic, 1990. Winter, Jeanette, and Jonah Winter. Diego. Emberly, Rebecca. My House/Mi Casa: A New York: Knopf, 1991. Book in Two Languages. Boston: Little, Brown, 1990.

Appendix C: Optional Bibliographies 425 422 Poetry/Rhymes/Children's References Pomerantz, Charlotte. If I Had A Paka:Poems Adoff, Arnold. All the Colors of the Race. in Eleven Languages. New York: Morrow, (Poems). New York: Morrow, 1992. 1993. - Greens. (Poems) New York: Lothrop, - The Tamarindo Puppy and Other Poems. 1988. New York: Greenwillow, 1980. Booth, David. Voices on the Wind. (Poems for Prelutsky, Jack. Beneatha Blue Umbrella. All Seasons) New York: Morrow, 1990. New York: Greenwillow, 1990. Cole, Joanna. Anna Banana (101 Jump Rope - It's Christmas. New York: Scholastic, Rhymes). New York: Morrow, 1989. 1987. De Regniers, Beatrice. Sing A Song of - It's Halloween. New York: Scholastic, Popcorn. New York: Scholastic, 1988. 1987. Durrell, Ann, and Marilyn Sachs. The Big - It's Snowing! It's Snowing! New York: Book for Peace. New York: Dutton, 1990. Greenwillow, 1984. Fisher, Aileen. When It Comes to Bugs.New - It's Thanksgiving. New York: York: Harper & Row, 1986. Greenwillow, 1982. Giovanni, Nikki. Spin a Soft Black Song. New - It's Valentine's Day. New York: York: Farrar, Straus & Giroux, 1987. Greenwillow, 1983. Greenfield, Eloise. Honey I Love and Other Read Aloud Rhymes for the VeryYoung. Love Poems. New York: Harper Trophy, New York: Knopf, 1986. 1986. - Something Big Has Been Here. New Goldstein, Bobbye S. Bear in Mind: A Book York: Greenwillow, 1990. of Bear Poems. New York: Puffin, 1991. - The Baby Eggs Are Hatching. New York: Hamilton, Virginia. The People Could Fly. Greenwillow, 1982. (African-American Folktales) New York: - The New Kid on the Block. New York: Knopf, 1985. Greenwillow, 1984. Hayes, Sarah. Clap Your Hands. (Finger - The Random House Book of Poetry for Rhymes) New York: Lothrop, 1988. Children. New York: Random House, Hoberman, Mary Ann. A House Isa House for 1983. Me. New York: Viking, 1978. - Tyrannosaurus Was a Beast. New York: Joseph, Lynn. Coconut Kind of Day: Island Morrow, 1992. Poems. New York: Lothrop, Lee & - What I Did Last Summer. New York: Shepard, 1990. Greenwillow, 1984. Merriam, Eve. You Be Good and I'll Be Night. Silverstein, Shel. Where the Sidewalk Ends. New York: Morrow, 1988. New York: HarperCollins, 1974. Plotz, Helen. A Week of Lullabies. New York: Steele, Mary Q. Anna's Summer Songs. Greenwillow, 1988. New York: Greenwillow, 1988. Pollack, Pamela. The Random House Book of Wood, Audrey. Quick as a Cricket. Humor. New York: Random House, Singapore: Children's Play (International), 1988. 1990.

426 Grade One And Growing 423 Habitats Goldman, Susan. Grandma Is Somebody Baker, Jeannie. Where the Forest Meets the Special. Niles, IL: Whitman, 1976. Sea. New York: Greenwillow, 1987. Greenfield, Eloise. Grandmama's Joy. New Berger, Gilda. Whales. New York: York: Putnam, 1980. Doubleday, 1987. - Grandpa's Face. New York: Putnam, Cobb, Vicki. This Place Is Wet. (Imagine 1988. Living Here Series) New York: Walker, Haskins, Francine. Things I Like about 1989. Grandma. San Francisco, CA: Children's This Place Is Cold. (Imagine Living Here Book Press, 1992. Series) New York: Walker, 1990. Khalsa, Dayal Kaur. Tales of a Gambling This Place Is High. (Imagine Living Here Grandma. New York: Crown, 1986. Series) New York: Walker, 1989. Orr, Katherine. My Grandpa and the Sea. - This Place Is Dry. (Imagine Living Here Minneapolis, MN: Carolrhoda, 1990. Series) New York: Walker, 1989. Vigna, Judith. Grandma Without Me. Niles, Feltwell, John. Animals and Where They Live. IL: Whitman, 1984. New York: Putnam, 1988. Williams, Barbara. Kevin's Grandma. New Parker, Nancy Winslow, and Joan Richards York: Puffin, 1991. Wright. Bugs. New York: Morrow, 1987. Williams, Vera. Music, Music for Everyone. Parramon, Maria. Life in the Sea. New York: New York: Greenwillow, 1984. Barron's, 1986. Zolotow, Charlotte. My Grandson Lew. New Life Underground. New York: Barron's, York: HarperCollins, 1974. 1987. Special Feelings/Interests - Life in the Air. New York: Barron's, 1987. Bemelmans, Ludwig. Madeline. New York: Life on the Land. New York: Barron's, Viking, 1939. 1987. Blaine, Marge. The Terrible Thing That Aging/Aged/Elderly Happened at Our House. New York: Macmillan, 1984. Caines, Jeanette. Window Wishing. New York: Harper Collins, 1980. Brett, Jan. Fritz and the Beautiful Horses. New York: Houghton Mifflin, 1987. De Paola, Tomie. Nana Upstairs & Nana Downstairs. New York: Putnam, 1973. Burningham, John. Mr. Gumpy's Motor Car. New York: HarperCollins, 1976. Watch Out for the Chicken Feet in Your Soup. New York: Simon & Schuster, Carle, Eric. A House for Hermit Crab. New 1974. York: Picture Book Studio, 1991. Dorros, Arthur. Abuela. New York: Dutton, - Papa Please Get the Moon for Me. 1991. Saxonville, MA: Picture Book Studio, 1991. Fox, Mem. Wilfred Gordon McDonald Partridge. New York: Kane/Miller, 1984. - The Grouchy Ladybug. New York: HarperCollins, 1986. Goffstein, M.B. Fish for Supper. New York: Dial, 1976. The Tiny Seed. Maine: Picture Book Studio, 1991.

Appendix C: Optional Bibliographies 427 424 Carlson, Nancy. I Like Me! New York: Viking, Pearse, Dr. Patricia. See.How You Grow. New 1988. York: Barron's, 1988.. Chevalier, Christa. Spence Is Small. Niles, IL: Rockell, Harlow. My Doctor. New York: Whitman, 1987. Macmillan, 1973. Cobb, Vicki. Feeding Yourself. New York: Rogers, Alison. Luke Has Asthma, Too. HarperCollins, 1989. Burlington, VT: Waterfront, 1987. - Getting Dressed. New York: Rosenberg, Maxine. Being Adopted. New HarperCollins, 1989. York: Lothrop, Lee & Shephard, 1984. Keeping Clean. New York: HarperCollins, Sanford, Doris. It Must Hurt a Lot. Portland, 1989. OR: Multnomah, 1985. - Writing It Down. New York: Schwartz, Amy. Bea and Mr. Jones. New HarperCollins, 1989. York: Puffin, 1983. DePaola, Tomie. The Hunter and the Severance, Jane. Lots of Mommies. Durham, Animals. New York: Holiday, 1981. NC: Lollipop Power, 1983. Dr. Seuss. I Am Not Going to Get Up Today. Simon, Norma. I Was So Mad! Niles, IL: New York: David McKay, 1990. Whitman, 1991. Jeschke, Susan. Perfect the Pig. New York: - Nobody's Perfect, Not Even My Mother. Henry Holt, 1981. Niles, IL: Whitman, 1981. Jordon, Mary Kate. Losing Uncle Tim. Niles, - The Saddest. Time. Niles, IL: Whitman, IL: Whitman, 1989. 1992. Kline, Suzy. Ooops! Niles, IL: Whitman, 1988. - Why Am I Different? Niles, IL: Whitman, Kempler, Susan. A Man Can Be. New York: 1976. Human Sciences Press, 1985. Smallman, Clare. Outside-In. New York: Kraus, Joseph. Leo, the Late Bloomer. New Barron's, 1986. York: HarperCollins, 1971. Stanek, Muriel. I Won't Go Without a Father. Lakin, Patricia. Don't Touch My Room. New Niles, IL: Whitman, 1972. York: Little, Brown, 1988. Stanley, Diane. The Conversation Club. New Larche, Douglas. Father Gander Nursery York: Macmillan, 1990. Rhymes. Santa Barbara, CA: Advocacy Stanton, Elizabeth and Henry. Sometimes I Press, 1985. Like to Cry. Niles, IL: Whitman, 1978. Lionni, Leo. Cornelius. New York: Pantheon, Steptoe, John. Daddy Is a Monster... 1983. Sometimes. New York: HarperCollins, Fish Is Fish. New York: Knopf, 1974. 1983. - Frederick's Fables. New York: Pantheon, Vigna, Judith. She's Not My Real Mother. 1985. Niles, IL: Whitman, 1980. Frederick. New York: Knopf, 1987. Wade, Barrie. Little Monster. New York: Lothrop, 1990. The Biggest House in the World. New York: Knopf, 1973. Wheeler, Cindy. Marmalade's Nap. New York: Knopf, 1991. Newman, Leslea. Belinda's Bouquet. Boston: Alyson Wonderland, 1991. Zolotow, Charlotte. A Father Like That. New York: HarperCollins, 1971.

428 Grade One And Growing People with Disabilities Klepper, Nancy. Our Global Village: Africa. Char lip, Remy. Handtalk: An ABC of Finger St. Louis, MO: Milliken, 1990. Spelling and Sign Language. New York: Our Global Village: Mexico. St. Louis, Macmillan, 1987. MO: Milliken, 1990. Raskin, Ellen. Spectacles. New York: Lipson, Eden Ross. New York Times Parents' Macmillan, 1988. Guide to the Best Books for Children. New Sullivan, Mary Beth and Linda Bourke. A York: Random House. $15.00.' Show of Hands: Say It in Sign Language. Lipson, Greta Barclay, and Jane A. New York: HarperCollins, 1992. Romatowski. Ethnic Pride. Carthage, IL: Teacher Resources Good Apple, 1983. Banks, James A. Multi-ethnic Education: McKinnon, Elizabeth. Special Day Theory and Practice. Needham Heights, Celebrations. Everett, WA: Warren, 1989. MA: Allyn & Bacon, 1988. Ohanesian, Anne Marie. Social Studies Mini- Teaching Strategies for Ethnic Studies. 5th Units. Grand Rapids, MI: Instructional Edition. Needham Heights, MA: Allyn & Fair, 1991. Bacon, 1991. Seaman, Rosie. Discovering Our World Bettelheim, Bruno. The Uses of Enchantment: Carthage, IL: Fearon Teacher Aids, 1987. The Meaning and Importance of Fairy Discovering Ourselves. Carthage, IL: Tales. New York: Vintage, 1989. $11.00.' Fearon Teacher Aids, 1987. Caballero, Jane, and Derek Whordley. Tiedt, Pamela A., and Iris M. Tiedt. Children Around the World. Atlanta, GA: Multicultural Teaching. Needham Humanics Limited, 1992. Heights, MA: Allyn & Bacon, 1989. Cobrin, Beverly. Eyeopeners! How to Choose Trelease, Jim. The New Read-Aloud and Use Children's Books about Real Handbook. New York: Viking Penguin, People, Places and Things. New York: 1989. $10.95.' Viking Penguin, 1988. $10.95.' Warren, Jean, and Elizabeth McKinnon. Derman-Sparks, Louise, and the ABC Task Small World Celebrations. Everett, WA: Force. Anti-Bias Curriculum. Warren, 1988. Washington, DC: NAEYC, 1989. Wilford, Sara. Tough Topics: A Guide for Edmonds, Ann C. Our Global Village: Japan. Using Books to Help Parents Talk with St. Louis, MO: Milliken, 1990. Children about Life Issues and Problems. Learning about Other Countries. St. Free From Waldenbooks PR 61, P.O. Box Louis, MO: Milliken, 1985. 10218 Stamford, CT 06906.'

Prices quoted are for softcover editions as of February 1993.

Appendix C: Optional Bibliographies 429 426 AN ANNOTATED SELECTEDLISTING OF MULTICULTURAL CHILDREN'S BOOKS

421 8 -g Author Title/Publisher Ui S acTLA

Adoff, Arnold Black Is Brown Is Tan. New York: HarperCollins, 1992. Aseltine, Lorraine I'm Deaf and It's Okay. Niles, IL: Whitman, 1986. Atkinson, Mary Maria Teresa. Durham, NC: Lollipop Power, 1979. Bang, Molly The Paper Crane. New York: Morrow, 1987. Blood, Charles The Goat in the Rug. New York: Macmillan, 1990. Brenner, Barbara Wagon Wheels. New York: HarperCollins, 1984. Brown, Tricia Someone Special, Just Like You. New York: Henry Holt, 1984. Bunin, Sherry Is That Your Sister? Pantheon, 1976. Caines, Jeanette Abby. New York: HarperCollins, 1984. Caines, Jeanette Just Us Women. New York: HarperCollins, 1984. Cairo, Shelley Our Brother Has Down's Syndrome. Willowdale, Ontario: Annick Press, 1985. Church, Vivian Colors Around Me. Chicago: Afro- Am Publishing Co., 1971. Clifton, Lucille Everett Anderson's Friend. New York: Henry Holt, 1992. Clifton, Lucille Everett Anderson's Goodbye. New York: Henry Holt, 1988. DePaola, Tomie Now One Foot, Now the Other. New York: Putnam, 1992. DePaola, Tomie The Legend of the Bluebonnet. New York: Putnam, 1983. DePoix, Carol Jo, Flo and Yolanda. Durham, NC: Lollipop Power, 1973.

430 Grade One and Growing A s2 8 o Author Title/Publisher P-2. .11

Dr. Seuss Sneetches & Other Stories. New York: Random House, 1961. Fassler, Joan My Grandpa Died Today. New York: Human Sciences Press, 1983. Feelings, Muriel Jambo Means Hello: A Swahili Alphabet Book. New York: Dial, 1985. Feelings, Muriel Moja Means One: Swahili Counting Book New York: Dial, 1987. Feeney, StephanieA Is for Aloha. Honolulu: University of Hawaii, 1985. Feeney, StephanieHawaii Is a Rainbow. Honolulu: University of Hawaii, 1980. Friedman, Ina R. How My Parents Learned to Eat. Boston: Houghton Mifflin, 1987. Greenfield, Eloise Daydreamers. New York: Putnam, 1980. Greenfield, Eloise Grandmama's Joy. New York: Putnam, 1980. Greenfield, Eloise Rosa Parks. New York: HarperCollins, 1973. Greenfield, Eloise Me and Nessie. New York: HarperCollins, 1975. Grimes, Nikki Something on My Mind. New York: Dial, 1986. Hazen, Barbara Tight Times. New York: Viking, 1979. Hazen, Nancy Grown-ups Cry Too. Durham, NC: Lollipop Power, 1978. Henriod, Lorraine Grandma's Wheelchair. Niles, IL: Whitman, 1982. Jonas, Ann When You Were a Baby. New York: Greenwillow, 1991. Klein, Norma Girls Can Be Anything. New York: Dutton, 1975. Lasker, Joe Mothers Can Do Anything. Niles, IL: Whitman, 1972.

Appendix C: Optional Bibliographies 431 X28 8 tg Author Title/Publisher

Lasker, Joe He's My Brother. Niles, IL: Whitman, 1974. Lexau, Joan Emily & the Klunky Baby & the Next-Door Dog. New York: Dial Books for Young Readers, 1972. Lionni, Leo Swimmy. New York: Knopf, 1987. Litchfield, Ana B. A Button in Her Ear. Niles, IL: Whitman, 1976. Litchfield, Ana B. A Cane in Her Hand. Niles, IL: Whitman, 1977. Litchfield, Ana B. Words in Our Hands. Niles, IL: Whitman, 1980. Little, Leslie, & I Can Do It by Myself. New York: Eloise GreenfieldHarperCollins, 1992. Martel, Cruz Yagua Days. New York: Dial, 1987. Martin, Bill Brown Bear, Brown Bear, What do You See? New York: Henry Holt, 1992. Maury, Inez My Mother and I Are Growing Strong. Berkley, CA: New Seed Press, 1978. Maury, Inez My Mother the Mail Carrier. New York: Feminist Press at City University of New York, 1976. Monjo, F. N. The Drinking Gourd. New York: HarperCollins, 1983. Mower, Nancy A. I Visit My Tutu and Grandma. Honolulu: Press Pacifica, 1984. Ormerod, Jan Sunshine. New York: Morrow, 1990. Paek, Min Aekyung's Dream. San Francisco: Children's Book Press, 1988. Peterson, Jeanne I Have a Sister, My Sister Is Deaf New York: HarperCollins, 1984. Powers, Mary Our Teacher's in a Wheelchair. Niles, IL: Whitman, 1986.

432 Grade One And Growing 429 fi 8 -2.12w = :s co 1-1 Author Title/Publisher 8 CL 0

Quinlan, Patricia My Dad Takes Care of Me. Willowdale, Ontario: Firefly Books, 1987. Rockwell, Anne When We Grow Up. New York: Dutton, 1981. Rockwell, HarloweMy Nursery School. New York: Morrow, 1990. Rosario, Idalia Idalia's Project ABC. New York: Henry Holt, 1981. Rosenberg, My Friend Leslie. New York: Maxine B. Lothrop, Lee & Shepard, 1983. Rylant, Cynthia Birthday Presents. New York: Orchard, 1987. Scott, Ann H. On Mother's Lap. Boston: Houghton Mifflin, 1992. Showers, Paul Look at Your Eyes. New York: HarperCollins, 1992. Showers, Paul Your Skin and Mine. New York: HarperCollins, 1991. Simon, Norma Why Am I Different? Niles, IL: Whitman, 1976. Sonneborn, Ruth Friday Night Is Papa's Night. New York: Puffin, 1987. Steptoe, John Stevie. New York: HarperCollins, 1969. Stinson, Kathy Mom and Dad Don't Live Together Anymore. Willowdale, Ontario: Firefly Books, 1984.

Waber, Bernard Ira Sleeps Over. Boston: Houghton 1,, Mifflin, 1975. Waber, Bernard You Look Ridiculous Said the Rhinocerous to the Hippopotamus. Boston: Houghton Mifflin, 1979. Walter, Mildred My Mama Needs Me. New York: Lothrop, Lee & Shepard, 1983. Walton, Darwin What Color Are You? Chicago: Johnson, 1973.

Appendix C: Optional Bibliographies 433 430 2

_ Author Title/Publisher 20 a.

Waterton, Betty A Salmon for Simon. Willowdale, Ontario: Firefly Books, 1991. Williams, Vera B. Something Special for Me. New York: Greenwillow, 1992. Yarbrough, Cornrows. New York: Putnam, Camille 1992.

Adapted from Louise Derman-Sparks, Anti-Bias Curriculum: Tools for Empowering Young Children, Washington, DC: National Association for the Education of Young Children, 1989, pp. 120-129.

434 Grade One And Growing 431 BIBLIOGRAPHY RELATED TO THEMES OF STUDY (CHAPTER 5)

THEME A: WHAT'S IN A NAME? Deer. Madison, NJ: Steck-Vaughn, 1990. Learning Experience I: Names Identify Eagles. Madison, NJ: Steck-Vaughn, 1990. People Foxes. Madison, NJ: Steck-Vaughn, 1990. Chuks-orji, Ogonna. Names from Africa: Their Origin, Meaning, and Frogs. Madison, NJ: Steck-Vaughn, 1990. Pronunciation. Chicago: Johnson, 1972. - Kangaroos. Madison, NJ: Steck-Vaughn, 1990. Coghlan, Ronan, et al. Book of Irish Names: First, Family, and Place Names. New - Owls. Madison, NJ: Steck-Vaughn, 1990. York: Sterling, 1989. Gibbons, Gail. Whales. New York: Holiday Kolatch, Alfred J. The New Name Dictionary: House, 1991. Modern English and Hebrew Names. Dinosaurs. New York: Holiday House, Middle Village, NY: J. David Publishers, 1987. 1989. Hoberman, Mary Ann. A House Is a House for Nu'Man, Muhammad Armiya. Muslim Names Me. New York: Viking, 1978. and Their Meanings. Jersey City, NJ: New Mind Publications, 1991. Hurd, Edith T. Look for a Bird. New York: Harper & Row, 1977. Stein, Lou. Clues to Our Family Names: What Do They Mean? How Did They Begin? Terreson, Jeffry. Animal Homes. Washington, Bowie, MD: Heritage Books, 1986. DC: National Geographic Society, 1989.

Woods, Richard D. Hispanic First Names: A THEME B: FAMILIES Comprehensive Dictionary of 250 Years of Mexican -American Usage. Westport, Learning Experience I: Families at Home CT: Greenwood Press, 1984. Adoff, Arnold, Hard to Be Six New York: Lothrop, Lee & Shepard, 1990. Learning Experience IF Animal Names and Habitats Alexander, Sally Hobart. Mom Can't See Me. New York: Macmillan, 1990. Aliki. Dinosaurs Are Different. New York: HarperCollins, 1985. Bider, Djemma. A Drop of Honey. (Armenian) New York: Simon & Schuster, 1989. Amazing Animals. All titles in the Eyewitness Junior Series. New York: Knopf, 1990. Drescher, Joan. Your Family, My Family. New York: Walker, 1980. Ancona, George and Mary Beth. Handtalk Zoo. New York: Macmillan, 1989. Galloway, Priscilla. Jennifer Has Two Daddies. (Stepfather) Toronto, Ontario: Arnosky, Jim. Watching Foxes. New York: Women's Press, 1985. Lothrop, Lee & Shepard, 1984. Roe, Eileen. Con Mi Hermano/With My Butterworth, Christine. Alligators. Madison, Brother. New York: Bradbury, 1991. NJ: Steck-Vaughn, 1990. Rylant, Cynthia. When I Was Young in the - Chimpanzees. Madison, NJ: Steck- Mountains. New York: Dutton, 1985. Vaughn, 1990. Simon, Norma. All Kinds of Families. Niles, - Crabs. Madison, NJ: Steck-Vaughn, 1990. IL: Albert Whitman, 1976.

Appendix C: Optional Bibliographies 435 432 Sneve, Virginia Driving Hawk. Dancing Neugebauer, Bonnie. Alike and Different: Teepees: Poems of American Indian Exploring Our Humanity With Young Youths. New York: Holiday House, 1989. Children. Revised Edition. Washington, Tax, Meredith. Families. Boston: Little, DC: National Association for the Brown, 1981. Education of Young Children, 1992. Thomas, Marlo, and the Ms. Foundation. Free Pogrebin, Letty Cottin, and Ms. Foundation. to Be... A Family. New York: Bantam, Stories for Free Children. New York: 1990. McGraw-Hill, 1983. Ramsey, Patricia G. Teaching and Learning Learning Experience III: Career Roles of in a Diverse World. New York: Teachers Family Members College Press, 1986. Ackerman, Karen. Just like Max. New York: Knopf, 1990. Sprung, Barbara. Perspectives on Non-sexist Early Childhood Education. New York: Bang, Molly. Ten, Nine, Eight. New York: Teachers College Press, 1978. Greenwillow, 1983. Thomson, Barbara J. Words Can Hurt You: Bunting, Eve. The Wednesday Surprise. New Beginning a Program of Anti-Bias York: Clarion, 1989. Education. Menlo Park, CA: Addison- Caines, Jeanette. Window Wishing. New Wesley, 1993. York: HarperCollins, 1980. Learning Experience IV: My Face and My DePaola, Tomie. Oliver Button Is a Sissy. Body New York: Harcourt, Brace, Jovanovich, Aliki. My Five Senses. New York: 1979. HarperCollins, 1991. Homan, Dianne. In Christina's Toolbox. Bate, Lucy. Little Rabbit's Loose Tooth. New Durham, NC: Lollipop Power Books, York: Crown, 1988. 1981. Dr. Seuss. The Tooth Book. New York: Johnson, Dolores. What Will Mommy Do Random House, 1981. When I'm at School? New York: Macmillan, 1990. Goldin, Augusta. Straight Hair, Curly Hair. New York: HarperCollins, 1966. Merriam, Eve. Mommies at Work. New York: Simon & Schuster, 1989. Hayes, Sarah. Clap Your Hands. New York: Lothrop, Lee & Shepard, 1988. Williams, Vera B. A Chair for My Mother. New York: Greenwillow, 1982. Sharmat, Mitchell. Gregory the Terrible Eater. New York: Macmillan, 1980. Zolotow, Charlotte. William's Doll. New York: HarperCollins, 1972. Showers, Paul. How Many Teeth? New York: HarperCollins, 1991. Teacher Resources Records Hamilton, Darlene S. Resources for Creative Teaching in Early Childhood Education. Palmer, Hap. Learning Basic Skills Through 2nd Edition. New York: Harcourt, Brace, Music, Vol. IIIHealth & Safety. Freeport, Jovanovich, 1990. NY: Educational Activities, 1969. Kendall, Frances E. Diversity in the Classroom: A Multicultural Approach to the Education of Young Children. New York: Teachers College Press, 1983.

436 Grade One And Growing 433 Learning Experience V: Family Customs, THEME C: SO LIKE Us Traditions, and Celebrations Children's Books Learning Experience I: Seeds and Plants Carle, Eric. The Very Hungry Caterpillar. Andrews, Jan. Very Last First Time. New New York: Putnam Publishing Group, York: Atheneum, 1986. 1991. Crews, Donald. Big Mama's. New York: Gibbons, Gail. From Seed to Plant. New Greenwillow, 1991. York: Holiday House, 1991. Flourney, Valerie. The Patchwork Quilt. New York: Dial, 1985. Jennings, Terry. Junior Science: Seeds. New York: Franklin Watts, 1990. Garza, Carmen Lomas. Family Pictures/Cuadros de familia. San Junior Science: Trees. New York: Francisco: Children's Book Press, 1990. Children's Press, 1989. Haskins, Francine. I Remember "121." San Kellogg, Steven. Johnny Appleseed: A Tall Francisco: Children's Book Press, 1991. Tale. New York: Morrow Junior Books, 1988. Howard, Elizabeth Fitzgerald. Aunt Flossie's Hats (and Crab Cakes Later). New York: Krauss, Ruth. The Carrot Seed. New York: Clarion, 1991. HarperCollins, 1986. Lauture, Denize. Father and Son. New York: Robbins, Ken. A Flower Grows. New York: Philomel, 1992. Dial, 1990. Lessac, Frane. Caribbean Canvas. (Poetry) Rockwell, Anne, and Harlow Rockwell. How New York: HarperCollins, 1989. My Garden Grew. New York: Macmillan, 1982. Polacco, Patricia. The Keeping Quilt. New York: Simon & Schuster, 1988. Selsam, Millicent E., and Joyce Hart. A First Say, Allen. Tree of Cranes. Boston: Houghton Look at Leaves. New York: Walker, 1972. Mifflin, 1991. Teacher Resources Sneve, Virginia Driving Hawk. Dancing Bash, Barbara. Tree of Life: The World of the Teepees: Poems of American Indian African Baobab. San Francisco: Sierra Youth. New York: Holiday House, 1989. Club Books; Boston: Little, Brown, 1989. Waters, Kate, and Madeline Slovenz-Low. Learning Experience II: Animals and Us Lion Dancer. Ernie Wan's Chinese New Year. New York: Scholastic, 1990. Bash, Barbara. Urban Roosts: Where Birds Nest in the City. Boston: Little, Brown, Teacher Resources 1992. Colgin, Mary Lou. Chants for Children. New Bridwell, Norman. Clifford the Big Red Dog. York: Gryphon House, 1988. New York: Scholastic, 1988. Lee, Nancy, and Linda Oldham. Hands-on Bumingham, John. Hey! Get Off Our Train. Heritage. Long Beach, CA: Hands-on New York: Crown Publishers, 1989. Publications, 1978. Calhoun, Mary. Cross Country Cat. New Prutzman, Priscilla, et al. The Friendly York: Morrow, 1979. Classroom for a Small Planet. Philadelphia: New Society Publishers, Carle, Eric. The Very Busy Spider. New York: 1988. Philomel, 1989. Tiedt, Pamela L. Multicultural Teaching. Cowcher, Helen. Rain Forest. New York: Third Ed. Boston: Allyn & Bacon, 1989. Farrar, Straus & Giroux, 1988.

Appendix C: Optional Bibliographies 437 434 Keats, Ezra Jack. Whistle For Willie. New Dorros, Arthur. Feel the Wind. New York: York: Viking, 1964. HarperCollins, 1990. Lionni, Leo. Fish Is Fish. New York: Pantheon Ets, Marie Hall. Gilberto and the Wind. New Books, 1970. York: Viking, 1963. McCloskey, Robert. Make Way for Ducklings. Howe, James. I Wish I Were a Butterfly. San New York: Viking Press, 1941. Diego: Harcourt, Brace, Jovanovich, Rey, H.A. Curious George. Boston: Houghton 1987. Mifflin, 1941. Hutchins, Pat. The Wind Blew. New York: Ungerer, Tomi. Crictor. New York: Macmillan, 1993. HarperCollins, 1983. Keats, Ezra Jack. The Snowy Day. New York: Wildsmith, Brian. Brian Wildsmith's Birds. Viking, 1962. Oxford: Oxford University Press, 1967. Maestro, Betsy. Snow Day. New York: Brian Wildsmith's Fishes. Oxford: Oxford Scholastic, 1992. University Press, 1987. Markle, Sandra. Outside and Inside Trees. New York: Bradbury, 1993. THEME E: LET'S STEP OUTSIDE Learning Experience I: Seasons and Mendez, Phil. The Black Snowman. New Weather York: Scholastic, 1989. Aardema, Verna. Bringing the Rain to Kapiti Nikola-Lisa, W. Storm. New York: Plain. New York: Dial Press, 1981. Atheneum, 1993. Branley, Franklyn. Rain and Hail. Rev. Ed. Paulus, Trina. Hope for the Flowers. Mahwah, New York: HarperCollins, 1983. NJ: Paulist Press, 1972. Briggs, Raymond. The Snowman. New York: Podendorf, Ilia. Trees (New True Book of). Random House, 1990. Chicago: Children's Press, 1982. Broekel, Ray. Storms (The New True Book of). Radin, Ruth Yaffe. A Winter Place. Boston: Chicago: Children's Press, 1982. Little, Brown, 1982. Burton, Virginia. Katy and the Big Snow. Scheer, Julian. Rain Makes Applesauce. New Boston: Houghton Mifflin, 1974. York: Holiday House, 1964. Buscaglia, Leo F. Fall of Freddie the Leaf Shulevitz, Uri. Rain, Rain Rivers. New. York: New York: Henry Holt, 1982. Farrar, Straus & Giroux, 1988. Carlstrom, Nancy White. What Does the Rain Steig, William. Brave Irene. New York: Play? New York: Macmillan, 1993. Farrar, Straus & Giroux, 1986. Chesworth, Michael. Rainy Day Dream. New Udry, Janice. A Tree Is Nice. New York: York: Farrar, Straus & Giroux, 1992. Harper & Row, 1956. Cutts, David. Look, A Butterfly. New York: Yashirma, Taro. Umbrella. New York: Viking, Troll Books, 1982. 1958. DePaola, Tomie. The Cloud Book. New York: Holiday House, 1975.

438 Grade One And Growing 435 Learning Experience Respecting the Teacher Resources Earth's Resources Caduto, Michael J., and Joseph Bruchac. Baylor, Byrd. Hawk, I'm Your Brother. New Keepers of the Earth: Native American York: Scribner's, 1976. Stories and Environmental Activities for Cherry, Lynne. The Great Kapok Tree: A Tale Children. Golden, CO: Fulcrum, 1988. of the Amazon Rain Forest. San Diego: Miles, Betty. Save the Earth: An Action Harcourt Brace Jovanovich, 1990. Handbook for Kids. New York: Knopf, DePaola, Tomie. Michael Bird-Boy. 1991. Englewood Cliffs, NJ: Prentice-Hall, 1987. Learning Experience III: Starlight, Dr. Seuss. The Lorax. New York: Random Moonbright House, 1971. Asch, Frank. Happy Birthday, Moon. New Elkington, John, et al. Going Green: A Kid's York: Simon & Schuster, 1985. Handbook to Saving the Planet. New Branley, Franklyn. The Moon Seems to York: Puffin Books, 1990. Change. New York: HarperCollins, 1987. Frasier, Debra. On the Day You Were Born. The Sky is Full of Stars. New York: San Diego: Harcourt Brace Jovanovich, HarperCollins, 1981. 1991. Ginsburg, Mirra. Where Does the Sun Go at Javna, John. 50 Simple Things Kids Can Do to Night? New York: Greenwillow, 1980. Save the Earth. New York: Andrews and Goor, Ron, and Nancy Goor. Shadows Here, McMeel, 1990. There, and Everywhere. New York: Kidd, Nina. June Mountain Secret. New HarperCollins, 1981. York: HarperCollins, 1991. Hines, Anna Grossnickle. Sky All Around. Lauber, Patricia. Summer of Fire: Yellowstone New York: Clarion, 1989. 1988. New York: Orchard Books, 1991. Hort, Lenny. How Many Stars in the Sky? Lionni, Leo. Fish is Fish. New York: New York: Morrow, 1991. Pantheon, 1970. Lewellen, John. Moon, Sun and Stars. It's Mine. New York: Knopf, 1986. Chicago: Children's Press, 1981. McNulty, Faith. The Lady and the Spider. Mahy, Margaret. The Boy with Two Shadows. New York: HarperCollins, 1986. New York: HarperCollins, 1988. Romanova, Natalia. Once There Was a Tree. Rice, Eve. Goodnight, Goodnight. New York: New York: Dial, 1985. Greenwillow, 1980. Turner, Ann. Heron Street. New York: Sendak, Maurice. In the Night Kitchen. New HarperCollins, 1989. York: HarperCollins, 1970. Van Allsburg, Chris. just a Dream. Boston: Houghton Mifflin, 1990.

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