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The Clothes Study Investigating the Topic AT A GLANCE Exploring the Topic

What do we know about bread? What do we want to find out? Vocabulary—English: loaf, bake, bakery, baker, knead, investigate; words related to different types of bread (e.g., rolls, buns, tortillas, Spanish: hogaza, panadería, hornear, panadero, amasar, investigar; palabras relacionadas con distintos tipos de pan (e.g., panecillos, bollos, breadsticks, baguettes); words to describe bread (e.g., crust, crunchy, soft, sweet, round, square) tortillas, palitos de pan, baguettes); palabras con las cuales se describe el pan (e.g., corteza, crujiente, blando, dulce, redondo, cuadrado)

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Interest Areas Art: play ; photos of Dramatic Play: cookbooks Library: books that feature bakeries Art: photos of bread; bread Dramatic Play: environmental print Outdoor Experiences bread about bread cookbooks about bread; bread packages

Physical Fun Question of the Day Do you like bread? Did you eat bread today? How many [slices of bread or Do you have a favorite kind of What do you want to find out about tortillas] are in this [loaf or stack]? bread? bread? • Review Intentional Teaching Card P19, “Bounce & Catch.” Follow the (Show a loaf of bread or a stack of guidance on the card. tortillas.)

Large Group Movement: Leaping Sounds Movement: Writing in the Air Movement: Walk the Line Song: “Mr. Forgetful” Song: “Let’s Make Letters” Family Partnerships Discussion and Shared Discussion and Shared Discussion and Shared Writing: Discussion and Shared Writing: Discussion and Shared Writing: What • Introduce the study to families by Writing: What Do We Know Writing: Kinds of Bread Bakeries What Do We Know About Do We Want to Find Out About Bread? sending a letter of explanation. Ask About Bread? Bread? them to bring bread-making supplies Materials: Mighty Minutes Materials: Mighty Minutes 32, Materials: Mighty Minutes 84, “Let’s (ingredients, tools, and aprons), books Materials: Mighty Minutes 17, 09, “Writing in the Air”; “Walk the Line”; book from Materials: Mighty Minutes 55, Make Letters” about bread, cookbooks, toys related “Leaping Sounds”; collection dry-erase boards or clipboards the “Children’s Books” list that “Mr. Forgetful”; samples of to bread (baskets, rolling pins, and of photos of bread with paper; markers features bakeries real bread bread packages), and interesting breads or to explore. Read-Aloud Selection from the “Children’s Selection from the “Children’s Selection from the “Children’s Doña Flor Reread the book from Day 3 that Books” list that features Books” list that features Books” list that features bakeries Book Discussion Card 35 (first features bakeries. Use Intentional Wow! Experiences characters making bread different kinds of bread read-aloud) Teaching Card LL06, “Dramatic Story Retelling.” • Research sites that children can visit next week to watch people making Small Group Option 1: Story Problems Option 1: Comparing Bread Option 1: Play Dough Option 1: Our Names, Our Option 1: Playing With Environmental bread. Intentional Teaching Card Textures Intentional Teaching Card M15, Things Print M22, “Story Problems”; Intentional Teaching “Play Dough”; ingredients; recipe Intentional Teaching Card Intentional Teaching Card LL23, collection of manipulatives Card M05, “Sorting & chart; materials to make play LL41, “Our Names, Our “Playing With Environmental Print”; Many bakeries and grocery stores Classifying”; objects to dough; photos of different kinds Things”; name cards and photos variety of environmental print, sell day-old bread at discounted Option 2: Dinnertime define boundaries for sorting; that identify each child’s cubby; including items related to bread of bread prices. Throughout the study, ask Intentional Teaching Card collection of photos of bread photos that appear in other Option 2: Storyboard M01, “Dinnertime”; paper to sort Option 2: Apple Bread places in the classroom for families, kitchen staff, or local or plastic dishes; napkins; Intentional Teaching Card M29, Intentional Teaching Card LL46, bakeries to donate samples of utensils; cups; placemats; toy Option 2: Comparing Bread “Apple Bread”; recipe chart; Option 2: Daily Sign-In “Storyboard”; collection of photos or bread that have different shapes or Textures Intentional Teaching Card pictures cut from magazines; tape; index bread ingredients; mixing bowls; textures. Intentional Teaching measuring cups and spoons; knife; LL42, “Daily Sign-In”; daily cards; construction paper; writing tools Card M02, “Counting & cutting board; loaf pan sign-in sheet; name cards; variety Comparing”; variety of bread of writing tools; date stamp for children to explore and taste; card stock

Mighty Minutes™ Mighty Minutes 01, Mighty Minutes 08, “Clap Mighty Minutes 37, “Little Ball”; Mighty Minutes 82, “Let’s Mighty Minutes 75, “Busy Bees” “The People in Your the Missing Word” ball Clean Up”; chart paper Neighborhood” The Clothes Study Investigating the Topic AT A GLANCE Investigation 1

How is bread made? Vocabulary—English: grain, flour, grind, mill, rise, ingredients, powder, yeast, oil, technique, occupation, rolling pin, Spanish: grano, harina, moler, crecer, ingredientes, polvo para hornear, levadura, aceite, técnica, ocupación, rodillo, molde para hornear el pan; bread pan; different kinds of flour (e.g., , rye, potato); word related to the baking tool (e.g., spatula, sifter, whisk) tipos de harina (e.g., trigo, centeno, papa); palabras relacionadas con el instrumento de panadería (e.g., espátula, cedazo, batidor)

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Interest Areas Discovery: wheat or Discovery: wheat or Art: interesting baking tool; play Computer: photos or videos of Dramatic Play: materials related to Outdoor Experiences cornmeal grains; mortar and grains; mortar and pestle or hand- dough; photos of different kinds industrial bakeries baking (e.g., pans, toy breads, rolling pestle or hand-crank grinder crank grinder; different kinds of of bread pins, aprons) • Take the mortar and pestle or hand- flour; magnifying glasses crank grinder outdoors to continue exploring grinding grains into flour. Question of the Day Where does bread come Do you see any letters in your What can we do with this? What do you want to see on Which kind of bread do you want to make? Physical Fun from? name on this recipe? (Display a (Show an interesting baking our site visit? (Show two different bread recipes from bread recipe.) tool, e.g., pastry brush, pastry Come Cook With Me, such as “” • Review Intentional Teaching Card cutter, or hand mixer.) and “Apple Oat Muffins.”) P08, “Cutting With Scissors.” Follow the guidance on the card and Large Group Game: Simon Says Game: My Name, Too! Movement: The Imaginary Ball Movement: Spatial Patterns Game: 1, 2, 3, What Do I See? experiment with using scissors to cut play dough. Discussion and Shared Discussion and Shared Writing: Discussion and Shared Writing: Discussion and Shared Writing: Discussion and Shared Writing: Making Writing: How Is Flour Made? What Goes Into Bread? Baking Tools Site Visit to See How Bread Is a Bakery Family Partnerships Made Materials: Mighty Minutes Materials: Mighty Minutes 35, Materials: Mighty Minutes 41, Materials: Mighty Minutes 50, “1, 2, 3, 13, “Simon Says”; hand- “My Name, Too!”; variety of “The Imaginary Ball”; lively Materials: Mighty Minutes 38, What Do I See?”; items related to the • Invite families to visit next week and crank grinder or mortar and bread recipes music; interesting baking tools “Spatial Patterns”; Intentional study; basket; scarf or towel; rolling pins; make a bread recipe that they like to pestle; whole grains to grind; and ingredients; play dough Teaching Card SE01, “Site bread pans make and eat at home. book that shows how grains Visit”; clipboards and paper; • Invite family members to accompany are ground into flour pencils or crayons the class on the site visit to a bakery (Day 4). Read-Aloud Doña Flor Selection from the “Children’s Doña Flor Selection from the “Children’s Reread the book from Day 2 that Book Discussion Card 35 Books” list that discusses cooking Book Discussion Card 35 (third Books” list that explores ways features cooking and baking. Wow! Experiences (second read-aloud) and baking read-aloud) to use your imagination • Day 4: Site visit to a local grocery store Small Group Option 1: Musical Water Option 1: Letters, Letters, Letters Option 1: Cornbread Option 1: Tongue Twisters Option 1: Making a Recipe or bakery Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card M10, M44, “Musical Water”; five LL07, “Letters, Letters, Letters”; M65, “Cornbread”; recipe LL16, “Tongue Twisters”; chart “Biscuits,” or M33, “Apple Oat Muffins”; tall drinking glasses, glass alphabet rubber stamps; colored chart; ingredients; measuring paper; markers recipe chart; ingredients; baking supplies As children prepare different kinds jars, or glass bottles; water; inkpads and construction paper cups and spoons; mixing bowls; of bread, invite them to experiment Option 2: Same Sound Sort Option 2: Experimenting With a Recipe spoon or pencil; measuring or magnetic letters and magnetic sifter; baking pan or muffin tin; with different ways to mix, e.g., cup; funnel; coloring board spatula; pot holders; scoop Intentional Teaching Card Intentional Teaching Card M10, LL12, “Same Sound Sort”; “Biscuits,” or M33, “Apple Oat Muffins”; adding wet ingredients to dry, dry Option 2: Ice Cubes Option 2: The Name Game Option 2: Experimenting With variety of objects related to the recipe chart; ingredients; baking supplies ingredients to wet, using a whisk, Cornbread Intentional Teaching Card Intentional Teaching Card LL47, study (e.g., bread pan, can of different sized spoons, etc. M07, “Ice Cubes”; 10-12 “The Name Game”; children’s Intentional Teaching Card M65, baking soda); cardboard box large ice cubes; brown paper names on sentence strips; “Cornbread”; recipe chart; or bag or paper towels; small cups container; blank paper or ingredients; measuring cups and or bowls; measuring tools index card spoons; mixing bowls; sifter; baking pan or muffin tin; spatula; pot holders; scoop; camera

Mighty Minutes™ Mighty Minutes 24, “Dinky Mighty Minutes 36, “Body Mighty Minutes 44, “Two Mighty Minutes 63, “Going on Mighty Minutes 11, “What Is My Job?”; Doo” Patterns” Plump Armadillos” a Journey” props related to various jobs The Clothes Study Investigating the Topic AT A GLANCE Investigation 2

What kinds of bread do we like? Spanish: diferentes tipos de panes disponibles en su comunidad (e.g., tajada, bollo, , , , , croissant, bolillo, tortilla); Vocabulary—English: different types of bread that are available in your community (e.g., slice, roll, pita, naan, matzo, babka, croissant, bolillo, pastel, edulcorante; palabras relacionadas con distintos tipos de harina (e.g., harina sin blanquear, harina de arroz, harina de escanda o tortilla); pastry, sweetener; words related to flour (e.g., unbleached flour, flour, spelt flour, oat flour); modify, variety, slice, preservatives espelta, harina de avena); modificar, variedad, tajada, conservantes

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Interest Areas Dramatic Play: materials to create Discovery: bread samples; Discovery: flour samples; Cooking: family member’s bread Discovery: slices of bread; variety Outdoor Experiences a bakery magnifying glasses; paper and magnifying glasses; paper and recipe; ingredients and materials to of wrapping materials, e.g., wax drawing materials; balance scale drawing materials make the recipe; camera paper, baggies, paper, plastic wrap, Physical Fun construction paper • Review Intentional Teaching Card Question of the Day Is this bread? (Display a photo or Can bread be sweet? Can flour be made from this? What can you put in bread dough? Which bread stays fresh longer? P06, “Catching With a Scoop.” Follow sample of interesting bread, such (Show a few pictures of familiar, (Display a few ingredients that (Display a few pictures of different the guidance on the card. as a croissant, a slice of babka, or nonwheat kinds of that might be added to bread dough, kinds of bread.) a piece of matzo.) can be made into flour, e.g., such as fruit, herbs, or spices.) Family Partnerships oats, rice, or potatoes.) • Invite family members to bring bread- Large Group Chant: “Diddle, Diddle, Dumpling” Game: Step Up Song: “The Green Grass Movement: Find the Letter Sound Song: “Hi-Ho, the Derry-O” making ingredients and recipes to Grows” share with the class. Discussion and Shared Writing: Discussion and Shared Discussion and Shared Writing: Discussion and Shared Writing: Site • Invite family members to demonstrate Family Bread Writing: Kinds of Bread Discussion and Shared Family Bread Visit to the Grocery Store Writing: Using Different Kinds making a bread recipe (Day 1 and Materials: Mighty Minutes 27, Materials: Mighty Minutes of Flour Materials: Mighty Minutes 57, Materials: Mighty Minutes 23, Day 4). “Diddle, Diddle, Dumpling”; 47, “Step Up”; chart from “Find the Letter Sound”; shape “Hi-Ho, the Derry-O”; Intentional bread cookbook a previous shared writing Materials: Mighty Minutes cards Teaching Card SE01, “Site Visits”; Wow! Experiences experience; index cards; 54, “The Green Grass Grows”; clipboards and writing materials markers; recipes for sweet and chart; markers; different kinds • Day 1 and 4: Visit from a family savory breads of flour member to share a bread recipe • Day 5: Site visit to a local grocery store Read-Aloud Nonfiction selection from the Stone Soup Selection from the “Children’s Selection from the “Children’s Stone Soup “Children’s Books” list that features Book Discussion Card 36 Books” list that talks about Books” list that describes how Book Discussion Card 36 (second different kinds of bread feelings different kinds of bread are made (first read-aloud) read-aloud) As children follow different recipes for bread, try experimenting with Option 1: Making Bread Option 1: Alphabet Books Option 1: More or Fewer Option 1: Modeling Clay Option 1: Cube Trains Small Group different methods of making bread, Family recipe on chart paper or Intentional Teaching Card Towers Intentional Teaching Card M52, Intentional Teaching Card M40, Intentional Teaching Card M71, LL34, “Alphabet Books”; Intentional Teaching Card “Modeling Clay”; recipe chart; “Cube Trains”; interlocking cubes; such as by hand and by using a “Flat Bread”; measuring cups and books about the alphabet; M59, “More or Fewer Towers”; ingredients; measuring cups and pictures or illustrations of trains bread machine. Invite children to spoons; mixing bowls and spoons; construction paper; markers; interlocking cubes; More/ spoons; large bowl; herbs or spices make observational drawings of Option 2: Patterns Under Cover whisk or mixer; cookie sheet; clean alphabet cards Fewer spinner; numeral- the different ingredients, tools, and towel; recipe; ingredients quantity cards or die Option 2: Biscuits Intentional Teaching Card M38, Option 2: Jumping Beans Intentional Teaching Card M10 “Patterns Under Cover”; counters in a resulting breads. Compare samples Option 2: Experimenting With Intentional Teaching Card Option 2: Ping-Pong Pick-Up “Biscuits”; recipe chart; ingredients; variety of colors; paper cup; cardboard of each type and talk about the Bread Family recipe on chart paper LL05, “Jumping Beans”; Intentional Teaching Card measuring cups and spoons; mixing divider differences in shape, color, texture, or Intentional Teaching Card M71, construction paper; marker; M79, “Ping-Pong Pick-Up”; bowls and spoon; pastry cutter taste, etc. “Flat Bread”; measuring cups and scissors; lamination supplies or ping pong balls (each with a or knives; cups or cutters; spoons; mixing bowls and spoons; contact paper; coffee can numeral written on it); tongs; baking sheet; rolling pin; spatula; pot whisk or mixer; cookie sheet; clean small net; ladle; water for the holders; herbs, spices, sesame seeds, towel; recipe; ingredients; camera water table or cheese

Mighty Minutes™ Mighty Minutes 34, “The Wave”; Mighty Minutes 53, “Three Mighty Minutes 16, “Nothing, Mighty Minutes 79, “Here Is the Mighty Minutes 33, “Thumbs Up”; scarves, streamers, or ribbons Rowdy Children” Nothing, Something” Beehive” two items that begin with the same initial sound The Clothes Study Investigating the Topic AT A GLANCE Investigation 3

Who works with bread? Spanish: entrega, repostero, panadero, transformar, responsabilidades, pizzería, queso mozzarella, salsa marinara, plancha de piedra Vocabulary—English: baker, delivery, pastry chef, transform, responsibilities, parlor, mozzarella, marinara, pizza stone; para hacer pizza; palabras relacionadas con lo que se observe durante la visita al restaurante (e.g., roscas, delicatessen, burrito, pastel, words related to the site visit to the restaurant (e.g., , deli, wrap, , decorate, crimp, meat slicer) decorar, pellizcar el borde, rebanador)

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Interest Areas Dramatic Play: gloves; hairnet; Dramatic Play: tools and Dramatic Play: restaurant props; Art: materials to make signs, Toys and Games: pizza dough; play Outdoor Experiences cash register materials similar to those seen photos taken during the site visit tags, labels, and menus dough; art materials for pretend pizza on the site visit toppings • Research a place outdoors to have a classroom picnic next week. Question of the Day Which hat is the best to wear What do you want to see on Do you know any of these letters? How much should our [, What questions do you have for our • Create an outdoor oven with blocks while baking bread? our visit to the restaurant? (Show a picture of yesterday’s sandwiches, or other breads] visitor? or bricks. Invite children to take toy (Display and label a few restaurant sign.) cost? bread and baking materials. different hats. Offer sticky notes for children to write Physical Fun their names on.) • Review Intentional Teaching Card P20, “Body Shapes & Sizes.” Talk Large Group Movement: Echo Clapping Song: “Clap the Beat” Song: “We Like Clapping” Song: “Clap a Friend’s Name” Song: “Hippity, Hoppity, How Many?” about how bread swells when baking. Discussion and Shared Discussion and Shared Discussion and Shared Writing: Discussion and Shared Discussion and Shared Writing: Visitor Writing: Who Works With Writing: Site Visit to a How Can Our Bakery Become a Writing: Planning Jobs for Our From a Pizza Parlor Family Partnerships Bread? Restaurant Restaurant? Restaurant Materials: Mighty Minutes 07, “Hippity, • Invite family members to accompany Materials: Mighty Minutes 26, Materials: Mighty Minutes Materials: Mighty Minutes 89, Materials: Mighty Minutes 40, Hoppity, How Many?”; list of questions the class on a site visit to a local “Echo Clapping”; storybook 59, “Clap the Beat”; several “We Like Clapping”; photos taken “Clap a Friend’s Name”; chart from yesterday’s roundup; camera restaurant. about people who work with study-related items or during the site visit; real restaurant paper and markers • Invite a family member who works in bread pictures; camera; clipboards, props; sticky notes a pizza parlor to visit the classroom. paper and pencils Wow! Experiences Read-Aloud Selection from the “Children’s Stone Soup Reread the book from Day 1 that Counting book from the Selection from the “Children’s Books” Books” list that features people Book Discussion Card 36 features people whose jobs involve “Children’s Books” list list that features people using their • Day 2: Site visit to a restaurant to whose jobs involve bread (third read-aloud) bread. imagination where bread is used, e.g., a deli or bagel shop Small Group Option 1: Rhyming Chart Option 1: Number Cards Option 1: Coupon Match Option 1: Measure & Compare Option 1: Pizza Book • Day 5: Classroom visitor who works at Intentional Teaching Card Intentional Teaching Card Intentional Teaching Card LL22, Intentional Teaching Card Intentional Teaching Card LL20, “Baggie a pizza parlor LL10, “Rhyming Chart”; M04, “Number Cards”; set “Coupon Match”; empty food M12, “Measure & Compare”; Books”; resealable bags; environmental poem or song; toys or pictures of cards with a numeral and containers or labels; laminated nonstandard measuring tools print about pizza; paper; scissors; stapler; to accompany the song or its number word printed on coupons for the products; grocery tape Option 2: Measuring and Make plans to visit a local poem one side bag; envelope Pricing Option 2: Pizza restaurant where bread is used, Option 2: Rhyming Riddles Option 2: Restaurant Orders Option 2: Making Coupons Intentional Teaching Card M25, Intentional Teaching Card LL51, “Pizza”; such as a deli or bagel shop. Intentional Teaching Card Intentional Teaching card Intentional Teaching Card LL22, “The Long and Short of It”; recipe chart; measuring cups and spoons; Arrange to have restaurant staff LL11, “Rhyming Riddles”; M04, “Number Cards”; set “Coupon Match”; copies of container; pieces of ribbon or mixing spoon and bowl; knives; cutting show the materials and tools they yarn (one per child); toy or play pictures of objects that of cards with a numeral and menus; photos of menu items boards; pizza pan; towel; pot holders use and to talk about the jobs that represent two-phoneme words; its number word printed on from yesterday’s site visit; writing dough bread or restaurant food are related to bread. Gather similar props that rhyme with chosen one side materials to sort; paper; writing materials words tools and materials to include in the Dramatic Play area. Mighty Minutes™ Mighty Minutes 72, “My Mighty Minutes 98, “I Have Mighty Minutes 96, “This Old Mighty Minutes 83, “Let’s Mighty Minutes 04, “Riddle Dee Dee.” Body Jumps” One”; letter cards Man” Make a Cake”; letter card The Clothes Study Investigating the Topic AT A GLANCE Investigation 4

How do we eat bread? When do we eat bread? Vocabulary—English: churn, buttermilk, cream, aroma, snack, meal, dessert; names of special breads eaten during family gatherings Spanish: batir, suero de leche, crema, aroma, refrigerio, comida, postre; nombres de los distintos tipos de pan que se comen en (e.g., crescent, croissant, breadsticks, naan, crêpes, pita, , ) reuniones de la familia (e.g., croissant, palitos de pan, naan, filloa, pita, arepa, challah)

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Interest Areas Cooking: jars with lids; heavy whipping cream; Library: books about special breads; photos or Art: writing materials; Come Cook Dramatic Play: picnic supplies; Outdoor Experiences store-bought butter; bread or crackers; butter Internet images of interesting breads With Me writing materials to plan another knives; camera picnic • Have a picnic outdoors (weather permitting).

Question of the Day What do you eat with your bread? (Provide sticky Have you ever tried bread like this? (Show a What do you like to eat on a picnic? When do you eat this bread? Physical Fun notes for children to write their answers and sign picture of an interesting kind of bread, e.g., (Show a piece of bread and offer • Review Intentional Teaching Card P31, “Tie- their names.) crescent roll or garlic bread.) three options: , lunch, and Dyed Towels.” Use the tie-dyed towels at the dinner.) class picnic as napkins, etc.

Large Group Song: “Say It, Show It” Song: “Scat Singing” Game: Feely Box Game: Disappearing Rhymes Family Partnerships

Discussion and Shared Writing: How Do You Like Discussion and Shared Writing: Bread We Eat Discussion and Shared Writing: Discussion and Shared Writing: Let’s • Invite families to share family bread recipes to Eat Bread? With Our Families When Do We Eat Different Kinds Have a Picnic! and photos of family gatherings where special of Bread? breads are eaten. Materials: Mighty Minutes 15, “Say It, Show It”; Materials: Mighty Minutes 14, “Scat Singing”; Materials: Mighty Minutes 88, numeral cards(1-10); glass jar with a lid; heavy picture of a family gathering featuring a special Materials: Mighty Minutes 48, “Disappearing Rhymes”; dry-erase • Invite families to join the classroom picnic. whipping cream bread “Feely Box”; box with a hole cut out board or chalkboard; eraser; sandwich or a bag; interesting object bread and toppings; butter knives; Wow! Experiences plates; camera • Day 4: Classroom picnic with dishes that Read-Aloud Nonfiction book from the “Children’s Books” list Selection from the “Children’s Books” list that Selection from the “Children’s Cuckoo/Cucú feature bread that features different types of bread talks about characters’ feelings Books” list that features children Book Discussion Card 37 (first read- comparing and describing different aloud) Talk with families about where kinds of sandwiches they buy specialty bread, such as challah, empanadas, , injera, Small Group Option 1: Alphabet Cards Option 1: Making Special Bread Option 1: Dinnertime Option 1: Knowing Our Friends or capirotada. Ask markets or Intentional Teaching Card LL03, “Alphabet Intentional Teaching Card P02, “Play Dough Intentional Teaching Card M01, Intentional Teaching Card LL30, restaurants for samples to share Cards”; 52 upper- and lowercase letter cards; small Weaving”; play dough; play dough tools; photos “Dinnertime”; plastic dishes; “Knowing Our Friends”; children’s manipulatives of braided, woven, or twisted bread napkins; utensils; cups; picnic name cards; marker; feltboard or with children. Including the breads materials, e.g., picnic menu, blanket, tagboard; paper clip or Velcro® that children eat at home and that Option 2: Stick Letters Option 2: Twisted Pretzels baskets are specific to their cultures helps Intentional Teaching Card LL28, “Stick Letters”; Intentional Teaching Card P03, “Twisted Option 2: What’s for Snack? all children feel included and proud sticks; alphabet cards Pretzels”; recipe chart; ingredients; measuring Option 2: Planning a Picnic Intentional Teaching Card LL25, cups and spoons; small and large bowls; pastry Intentional Teaching Card M41, “What’s for Snack?”; food labels; of their heritages. brush; fork; mixing spoon; cookie sheet; foil “Making Numerals”; book about paper or tagboard; marker; list of planning a picnic; modeling dough; picnic food items Arrange a location in advance to numeral/quantity cards; picnic have the indoor or outdoor picnic. menu Remind children to wash their hands before preparing their sandwiches Mighty Minutes™ Mighty Minutes 60, “The Name Dance”; drum Mighty Minutes 20, “I Can Make a Circle” Mighty Minutes 87, “One, Two, Mighty Minutes 22, “Hot or Cold and eating their meals. Invite Buckle My Shoe”; chart with the 3-D Shapes”; three-dimensional rhyme shapes family members or additional staff members to help supervise and assist children during the picnic. The Clothes Study Investigating the Topic AT A GLANCE Investigation 5

Can we create our own new recipe for bread?

Vocabulary—English: alter, technique, prediction, accurate, document Spanish: cambiar, técnica, predicción, exacto, documentar

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Interest Areas Library: bread cookbooks and recipes Cooking: bread-making supplies and ingredients; Cooking: bread-making supplies Art: new recipes; invitation-making Outdoor Experiences camera and ingredients; camera; photos of materials yesterday’s cooking experience Physical Fun Question of the Day Which bread was your favorite? (Show photos of How many cups of flour do we need to fill this Do you want to make changes to What should we name our recipe? • Review Intentional Teaching Card P30, breads that were made or sampled during the study. container? (Display a measuring cup and a larger our recipe? (Use the list of names generated “Mixing Paints.” Use the paints to create Offer sticky notes for voting.) container.) during yesterday’s large-group signs or displays for the celebration. roundup and offer sticky notes for voting.) Family Partnerships

Large Group Song: “Hickory Dickory Dock” Song: “Old MacDonald” Game: Shape Hunt Song: “Baa, Baa, Black Sheep” • Invite families and the people the children met on the site visits and Discussion and Shared Writing: Can We Make Our Discussion and Shared Writing: Making Our Discussion and Shared Writing: Discussion and Shared Writing: classroom visits to attend the end-of- Own Bread Recipe? Own Bread Recipe Modifying Our Recipe Documenting Our Recipe study celebration. Send them a letter that explains the event. Materials: Mighty Minutes 80, “Hickory Dickory Materials: Mighty Minutes 94, “Old Materials: Mighty Minutes 97, Materials: Mighty Minutes 29, “Baa, Dock”; numeral cards MacDonald”; flour; measuring cup; container “Shape Hunt”; three-dimensional Baa, Black Sheep”; photos from shapes or shape cards; recipe created yesterday’s cooking experience; recipe Wow! Experiences yesterday from Day 1’s question of the day • Prepare for the baking experience during the celebration on Day 2. Gather Selection from the “Children’s Books” list that Cuckoo/Cucú Reread the book from Day 1 that Cuckoo/Cucú Read-Aloud necessary ingredients and supplies, features the alphabet features the alphabet. Book Discussion Card 37 (second read-aloud) Book Discussion Card 37 (third including child and adult-sized aprons. read-aloud)

Small Group Option 1: Dance & Remember Option 1: My Daily Journal Option 1: Photo Writing Option 1: I Went Shopping Intentional Teaching Card LL55, “Dance & Intentional Teaching Card LL39, “My Daily Intentional Teaching Card LL57, Intentional Teaching Card LL31, Remember”; song chart Journal”; personal journal for each child; variety “Photo Writing”; clipboards; “I Went Shopping”; environmental of writing tools paper; pens or markers; photos of print from a grocery store; grocery Option 2: Asking Questions yesterday’s cooking experience bag Intentional Teaching Card LL54, “Asking Option 2: Investigating & Recording Questions”; chart paper; markers Intentional Teaching Card LL63, “Investigating Option 2: Questions About Bread Option 2: I Went Shopping & Recording”; clipboards; paper; pencils; baking Intentional Teaching Card LL59, Intentional Teaching Card LL31, “I ingredients “Question Basket”; paper; markers; Went Shopping”; two bread recipes clipboards; question cards on index that will be made for the celebration cards; photos of baking and tasting bread

Mighty Minutes™ Mighty Minutes 62, “Where Can He Be?” Mighty Minutes 100, “La, La, La” Mighty Minutes 12, “Ticky Ricky” Mighty Minutes 52, “Walk Around the Shapes”; shape cards; music recording