© 2019 Gee Whiz Education, LLC 1

On Day 9, have the children wear polka dot, striped or Get Ready! plaid clothing. Their choice!

Fabric comes in many different colors and textures. In addition, fabric is used for many different purposes from clothing to upholstery to draperies. Our next unit, “Fabric Fun” will invite the children to explore fabric in many different ways. As always, keep in mind that any materials you might need a little bit more time to gather are featured in red. For this unit, you will want to gather an assortment of fabric scraps. Ask parents/ caregivers as well as neighbors or friends to help you. The more you can gather...the better! The activities included in this guide are merely a starting point and not an “end all.” Please incorporate your own activities and experiences you believe the children would enjoy and adapt those in this guide to better meet the unique needs of the children in your care. This is especially true of this unit which just begs to be individualized by you! Don’t forget to email or send home a copy of the Family Letter with each child as you begin this unit. In addition, email or text the Digital Family Notes when you believe they would be the most beneficial. Most importantly, have fun!

Table of Contents 10 Day Planning Grid...... 3 Daily Lesson Plans (2 pages per day, 10 days)...... 4-23 School-Age Activities………………………………………………………….. 24-26 “Getting Dressed” Story Text and Preparation Directions…..………...... 27-28 Make It! Sheets Directions…………………………………………………….. 29 School Readiness Experiences (for advanced preschoolers)…………….. 30 Learning Indicators Addressed by Activity…………………………………… 31-32 Book List/Songs/Poems/Pattern………………………..….………….……… 32-34

Program Symbols for Developmental Areas

 = Language Development  = Social Studies Knowledge

 = Literacy Knowledge  = Social & Emotional Development

 = Math Knowledge &  = Music & Creative Arts

 = Science Knowledge  = Physical Development & Health

 = Logic & Reasoning ☺ = Approaches to Learning

Activities with icon help you Activities with icon address the goals of the Activities with icon Get Moving! help you address Let’s Move! Child Care can be done character campaign outdoors if desired. education. (www.letsmove.gov).

2 Week/10 Day Planning Grid All the daily experiences are included on this grid so you know EXACTLY what is planned for each day.

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Exploring Together: Exploring Together: Exploring Together: Exploring Together: Exploring Together: Things I Wear (p.4) Who Sews? (p. 6) Wearing Fabric (p. 8) Fabric, Fabric All Finding More Fabric Around (p. 10) (p. 12) Center/Small Group: Center/Small Group: Center/Small Group: So Many Clothes (p.5) The Sewing Center is Fabulous Fabric Art Center/Small Group: Center/Small Group: Open! (p. 7) (p. 9) Pressing Fabric (p. 11) Towel Artists (p. 13) Center/Small Group: Fabric Dance (p. 5) Center/Small Group: Center/Small Group: Center/Small Group: Center/Small Group: In and Out, In and Out “Diddle, Diddle, I’m Thinking Of… The Shape of Towels Infants: (p. 7) Dumpling” (p. 9) (p. 11) (p. 13) Soft and Fuzzy (p. 5) Infants: Infants: Infants: Infants: We Can Sew (p. 7) Touch and Explore Soft and Fun (p.11) Wrap You Up (p. 13) (p. 9)

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10

Exploring Together: Exploring Together: Exploring Together: Exploring Together: Exploring Together: A Fluffy Path (p. 14) Getting’ Cozy (p. 16) Solids and Patterns Polka Dots, Plaids an Fabric Fun! (p. 22) (p. 18) Stripes (p. 20) Center/Small Group: Center/Small Group: Center/Small Group: Wet Washcloths Who’s Under the…? Center/Small Group: Center/Small Group: Story Time with… (p. 15) (p. 17) Shirt Designers (p. 19) Polka Dot Pictures (p. 23) (p. 21) Center/Small Group: Center/Small Group: Center/Small Group: Center/Small Group: Most Absorbent? Pillowcase Catch Fabric Memory (p. 19) Center/Small Group: A Fabric Paintbrush (p. 15) (p. 17) Creating Strips and (p. 23) Infants: Plaids (p. 21) Infants: Infants: Tactile Dots & Stripes Infants: Warm, Cool & Wet What’s Inside? (p. 17) (p.19) Infants: Sing For Me! (p. 23) (p.15) More Tactile Dots & Stripes (p.21)

School-Age Activities:

Cool Change Purses (p. 24) Towel Toss (p. 25) Fabulous Fabric Art (p. 26) Find It! Fold It! (p. 24) Wash & Dry (p. 25) Natural Colors (p. 26)

DAY! 1 Unit: Fabric Fun Today’s Focus: What is Fabric? Today’s Vocabulary Developmental Areas Addressed Today: Use some of these words in    ☺      conversations with children today! fabric socks Be Safe! shirt pants Make sure to store children’s nap items so they are not in direct contact with each other.

Teaching Tip of the Day When you put toys away for awhile and then bring them back out, they appear “new” again to the children. As younger children participate in activities today, model language by… Transition Time Send the children to their next activity by saying something like, • Using words such as fabric, socks, shirt “Everyone that is wearing a piece of clothing that is made from and pants as children complete activities. red fabric may go to the (name of next activity).” • Talking with children as they try on different types of clothing (p. 5).

Exploring Together: Things I Wear • Describing children’s movements as they all ages, dance with towels, scarves or pieces of fabric (p. 5). Materials:  “Getting Dressed” Story Props, prepared (see p. 27-28 for preparation directions and story text)  Clothesbasket filled with clothing Questions to Spur Thinking • We all wear many things made from fabric each day. The • What is in the clothesbasket? purpose of this experience is to help children build background knowledge about what fabric is and the many different ways • How are these pieces of clothing the fabric is a part of our daily lives. Through the use of a story, same? the children will also have the opportunity to build receptive and expressive language as well as vocabulary and listening • How are these pieces of clothing skills. different?

• Which types of clothing feel bumpy? • Sit on the floor with the clothesbasket. As children become Smooth? Rough? Soft? interested, invite them to explore the clothing. Challenge the children to compare how the pieces of clothing in the basket • Tell me about the clothing you are are the same, or different from, those they are wearing. How wearing. do the different fabrics feel? Look? This is an excellent time to build robust vocabulary! As the children explore, note that all • What types of clothing did Bear put on in of these pieces of clothing are made from fabric. Invite the the story? children to point out the clothing they are wearing that is made • If you were going to make new clothing of fabric as well. Talk about how different types of fabric look, for yourself, what type of fabric would and feel, differently. you use? (color/texture)

• Next, share the story, “Getting Dressed” using the story props. As you tell the story, invite the children to show the matching types of clothing they are wearing. Note how the clothing Bear is wearing in the story are the same, and different from, those worn by the children.

• EXTENSION: Each morning during Exploring Together, invite the children to have a “Fashion Show” where they show off the different types of clothing they are wearing. This would also be a meaningful time to reinforce colors.

So Many Clothes Day 1 - Center/Small Group Activities (Toddlers–4 years,  ☺     )

Materials: Questions to Spur Thinking  Assorted clothing (dress up) in a clothesbasket • Which pieces of clothing did you choose to wear for • Having a wide variety of clothing in your dramatic play dress up? or dress-up area is important. Make sure to include clothing in different sizes as well as men’s/women’s/ • Who do you know that wears that type of clothing? girl’s/boy’s. The purpose of this experience is to invite ______children to explore while they participate in dramatic play. In addition, because this is a social activity, the • Which type of music (fast or slow) did you enjoy moving children will have the opportunity to build relationships to the most? Why? and practice cooperation as well.

• Set out the clothesbasket and invite the children to Get Moving! explore the clothing. As you watch, talk with children about the types of clothing in the basket and invite them to share who they are pretending to be while (Toddlers–4 years,  ☺     ) dressing up. This is also the perfect time to help the children practice self-help skills. Adapt and modify as Materials: needed with this aspect of the activity.  Pieces of fabric, scarves and/or small towels (1 per child) • Toddlers/Twos/Threes: These children will probably  Music (different tempos and styles) need help with buttons, snaps and zippers. You, or more advanced children, can provide assistance. • Music and movement go hand in hand. This

experience invites children to express themselves • Fours/Advanced Preschoolers: These children should through these mediums. As the children move, they be able to name the types of clothing they choose. will also build coordination and gross motor skills. Additionally, challenge these children to button, snap or zipper with minimal assistance. • Set out an assortment of pieces of fabric, scarves and/or small towels. Invite each child to choose one of these to use while moving to recorded music. Get Moving! • Before turning on the music, challenge the children to Soft and Fuzzy describe how the pieces of fabric/scarves/towels feel (Infants,    ) and look. Compare and contrast the items chosen by the children. How are they the same? How are they different? Then, turn on the music and invite the Materials: children to dance, dance, dance! Vary the types and  Soft and fuzzy blanket spread on the floor tempos of music used and watch to see how this changes the way the children move. • Infants learn about their world through hands-on exploration. Their senses play a big role in how • Advanced Preschoolers: These children can, once the they gather information. This experience invites music is turned off, talk about how each song made infants to use their sense of touch to explore a them feel and whether it made them move more common item made from fabric...a blanket. quickly or slowly.

• Spread out the soft, fuzzy blanket on the floor and put the infant on the blanket for some tummy time. As the infant plays, talk about how the blanket looks and feels. This provides the perfect Your Own Activities opportunity for you to build receptive language and vocabulary skills. Just make sure to watch the infant constantly during tummy time and limit the amount of time he/she spends in this position. Tummy time is hard for many infants and you do not want him/her to become frustrated.

DAY 2 Unit: Fabric Fun Today’s Focus: People Who Work with Fabric Developmental Areas Addressed Today:    ☺      

Today’s Vocabulary Be Safe!

Rest is very important for growing children. Make sure to have Use some of these words in quiet times planned for children to relax during the day. conversations with children today! seamstress tailor Teaching Tip of the Day Children learn self-help skills through practice, practice, practice! sew seams thread Planning extra time for children to do things on their own is a great way to teach self-help skills without pressure.

Transition Time Have children point out seams on the clothing they are wearing before moving from activity to activity today. As younger children participate in activities today, model language by…

• Using words, such as those listed above, (all ages,        ☺) while engaging children in conversations during the day’s activities. Materials:  “Getting Dressed” Story Props, unbreakable magnifiers • Talking with children as they explore the sewing center (p. 7). • Did you ever stop to think about all the people that make the clothing we wear? There are many, many people around the • Engaging children in conversations as they world that make all kinds of things, including clothing, made “sew” fabric strips into the sides of a from fabric. Today you will help the children learn more clothesbasket (p. 7). about these occupations while at the same time building language skills and promoting exploration.

• Gather children together for the story, “Getting Dressed.” Use the props to share the story and invite the children to Questions to Spur Thinking participate as they did yesterday. See how many different types of clothing the children can name. • Who do you know that likes to sew?

• What types of things do they like to make? • Next, turn up the hem of your pants or sleeve of your shirt so the seams are showing. Provide the children with • Where did you find seams on the clothing unbreakable magnifiers. Invite them to look at the seam and you are wearing? share what they see. This is a great time to build new vocabulary! As the children examine the seams, note that • What do you think would happen to your this is how the clothing is held together. Explain that in the clothing if the seams came apart? beginning, all clothing is nothing more than a large piece of • What type of clothing would you make if you fabric that is then cut into pieces which are sewn together. If were a seamstress or tailor? any of the children have family members who sew, they can share what they know about this process. Explain that people who sew are known as tailors or seamstresses.

• Challenge the children to find seams on their own clothing. Where do they find seams? How are the seams held together? Once again, a great time to build language!

• EXTENSION: Read your favorite version of the tale, “The Emperor’s New Clothes.” Chances are good the children will find this story very, very funny! If you do not have this book, there are many options on YouTube. Here is one: https:// www.youtube.com/watch?v=KvRpN5Y23UE

The Sewing Center is Open! Day 2 - Center/Small Group Activities (Toddlers–4 years,  ☺    )

Materials:  Materials for a sewing center - For this center, Questions to Spur Thinking gather lacing cards, plastic needlepoint sheets, thin yarn or embroidery floss pieces (with ends wrapped • Tell me about what you are sewing. with tape), etc. • What do you like about sewing? What don’t you like? ______• Sewing is an activity that helps to build small motor • Show me how you weave the fabric in and out of the control, eye-hand coordination and persistence. The holes. purpose of this experience is to help children build all of these skills while expressing their own creativity. IF you have a group where all of the children are over the age of 3, you can also include blunt needles (plastic) and burlap as part of this center. You will definitely need to In and Out, In and Out adapt this activity if you have mainly children under the (Toddlers–4 years,     ☺) age of 3 or functioning at a lower developmental level.

Materials: • Set out the materials above in an area where the  Fabric strips (cut thin enough to fit through the holes children can explore and work freely. If at all possible, make this a place that can remain set up for the entire in the sides of a clothesbasket) or pieces of wide unit. If this is not possible, put all of the materials in a ribbon plastic tub that can quickly and easily be set up  Clothesbasket frequently. As the children explore this center, they may choose to “sew” using lacing cards or the other • Weaving and sewing are similar activities in many ways. materials provided. Engage the children in This experience invites children to explore weaving using conversations as they sew, talking with them about how common materials such as fabric strips and a seamstresses and tailors sew as part of their careers. clothesbasket. The purpose of this experience is to help children build fine motor control while challenging them to • Toddlers/Twos/Young Threes: Stick with lacing cards problem-solve. In addition, because this is an activity that for this group. Make sure they are sturdy cardboard and takes practice to master, it teaches the children all strings have the ends wrapped with tape. The persistence and patience. You will definitely need to adapt children may not be able to lace yet but will have fun for different developmental levels. exploring the materials and watching others. • Set out the clothesbasket and fabric strips. Invite the • Older Threes/Fours/Advanced Preschoolers: These children to weave the strips in and out of the holes in the children might be able to attempt sewing with plastic sides of a clothesbasket. As the children weave, they will needles on burlap, as mentioned above. need to practice problem-solving skills. In addition, they will need to be patient and take their time. As you talk with children as they weave, encourage them to describe the fabric strips they choose to use. This would be the perfect time to talk about colors, patterns and textures! We Can Sew (Infants,    ) • Toddlers/Twos/Threes: These children will probably not be able to weave but may be able to stick the strips in the holes with some assistance. Even this would be an Materials: excellent way for them to build fine motor control.  None needed • Fours/Advanced Preschoolers: These children should be • Songs are wonderful tools for exposing infants to able to weave with a fair amount of skill. They may even new words and their meanings. be able to help younger children. Doing so puts them in a leadership role. As the children weave, you can also use • Hold the infant in your lap. Put your hands over the the terms horizontal and vertical to expose them to these infants hands as you sing the following song and concepts. pretend to sew.

WE CAN SEW Your Own Activities (tune: “Twinkle, Twinkle, Little Star)

We can sew, oh, yes we can. We can sew with our two hands. In and out the needle goes, That is how we sew and sew. We can sew, oh, yes we can. We can sew with our two hands.

DAY 3 Unit: Fabric Fun Today’s Focus: Clothing is Made from Fabric Developmental Areas Addressed Today:    ☺      Today’s Vocabulary

Be Safe! Use some of these words in conversations with children today! Check fire extinguishers as required by code to make sure they are charged and in working order. clothing shoes

Teaching Tip of the Day patterns texture Take the children outside every day for fresh air and sunshine. It is very important for both their physical and mental well-being.

Transition Time Have the children recite, “Diddle, Diddle, Dumpling” (p. 32) when As younger children participate in moving from one activity to the next today. activities today, model language by…

• Using words, such as those above, as children participate in the daily experiences.

• Reciting the nursery rhyme, “Diddle, Diddle, Exploring Together: Wearing Fabric Dumpling” (p. 9). (all ages,   ☺    ) • Describing patterns and textures as children create fabric collages (p. 9). Materials:  Clothing, and shoes, made from different types of fabric (e.g., cotton, polyester, nylon, corduroy, velvet, fleece, etc.) in a clothesbasket  FOR EXTENSION: Pictures of clothing from different cultures (Use the Internet as a resource. Print or view Questions to Spur Thinking online.) • What is the same about these pieces of • There are many different types of fabric used for clothing clothing? and shoes. The purpose of this experience is to invite • How does the fabric used to make these children to use their senses of sight and touch to explore pieces of clothing look different? how different types of fabric are the same and how they are different. In doing so, the children will have the opportunity • Why do you think denim is used to make to build background knowledge along with language skills. jeans?

• Set the clothesbasket filled with the clothing you gathered • Which type of fabric do you like the best? ahead of time on the floor beside you. As children show Why? interest, invite them to explore the clothes and shoes. How is the fabric used to make them different? How is it the same? Challenge children to use their senses of sight and touch to answer these questions. As they explore, name each type of fabric and invite the children to share if they have any clothes that are made of each type of fabric.

• Next, recite the chant, “Fabric” (p. 32) and invite the children to clap, or march, to the beat. Vary the speed each time you say the chant and see if the children can adjust accordingly.

• EXTENSION: Look at pictures of different types of clothing from around the world. Talk about the patterns and colors on the clothing.

Fabulous Fabric Art Day 3 - Center/Small Group Activities (Toddlers–4 years, ☺       )

Materials: Questions to Spur Thinking  Fabric scraps cut into small pieces (as many different types of fabric as you have) • Which fabric is your favorite? Why?  Construction paper, glue in shallow dishes, old paintbrushes • How many types of fabric did you use on your collage? ______• This open-ended art experience invites children to use their creativity while building fine motor control. • Why do you think John went to bed with his shoes and Because the fabric the children use will contain a wide pants on? variety of textures, patterns and colors, this experience opens the door to talk with the children about all of these concepts in a meaningful way.

• Set out the materials listed above and invite the children “Diddle, Diddle, Dumpling”

to use them freely to create fabric collages. The children (Toddlers–4 years,      ☺) will need to “paint” glue on their papers and then press fabric scraps into the wet glue. As they create, be sure Materials: to engage the children in conversations...talking about  None needed the textures, colors and patterns of the fabric they choose to use. • In the past, most shoes were made from leather but

today that is not the case. Many shoes, particularly • Advanced Preschoolers: These children may choose to sneakers, are made from fabric such as nylon or use the fabric to create more elaborate designs on their canvas. The nursery rhyme, “Diddle, Diddle, papers. In addition, these children can be challenged to Dumpling” fits in with discussions about how shoes name the types of fabric (e.g., denim, corduroy) they can be made from fabric while helping the children choose to use. In addition, these children should be build language skills. able to identify colors and patterns on the fabrics. To add an element of math, have the children count the • To begin, take off one of your shoes and see if the number of different types of fabric they choose to use children notice. Explain to the children that you have as well. a rhyme to share with them about a little boy with, “one shoe on, one shoe off.” See if the children can figure out what rhyme you are describing. Then, recite the nursery rhyme, “Diddle, Diddle, Dumpling” (p. 32) and if the children know the Touch and Explore rhyme, they can recite it, too. After sharing the rhyme, be sure to explain that britches are pants. (Infants -    ) Chances are good the children may not know this.

Materials: • Next, have each child remove one shoe and recite  Fabric sensory bin (To prepare, simply put an the rhyme again. This time, have the children act out assortment of fabric scraps with different textures in the rhyme by pretending to go to bed with, “one shoe a plastic tub) off, one shoe on.” This is the perfect time to review the positional concepts off and on. • Exploring is how infants learn about their world. Touching, feeling, smelling and sometimes even • Advanced Preschoolers: These children should be tasting are a big part of this process. A sensory able to recite the rhyme with you after hearing it a bin is a fun way for infants to explore. few times. In addition, they will probably be more elaborate in their actions as they act out the rhyme. • Sit on the floor and hold the infant in your lap. Place the fabric sensory bin in front of you. Reach into the bin and touch a piece of fabric. Describe how the fabric feels and looks. Watch to Your Own Activities see if the infant imitates your motions. If so, describe what he/she does. Talk about the fabric as the infant explores it. Use plenty of descriptive language. This is an excellent way to build receptive language and future vocabulary skills.

DAY 4 Unit: Fabric Fun Today’s Focus: There Are Many Things Made from Fabric Developmental Areas Addressed Today:   ☺     Today’s Vocabulary

Be Safe! Use some of these words in conversations with children today! Disposable gloves should always be worn when cleaning cuts, scraps and bloody noses. furniture curtains drapes

Teaching Tip of the Day rugs dishtowel pot holder When new children join your program, all children in the group will go through a period of adjustment. Plan activities during this time to help the children become better acquainted.

Transition Time Have the children touch items made from fabric before moving As younger children participate in from activity to activity today. activities today, model language by…

Get Moving! • Using words such as those listed above as children participate in today’s activities.

(all ages,       ☺) • Talking with children as the press different types of fabric in playdough (p. 11). Materials:  None needed • Describing items in the room that are made from fabric while playing the game, “I’m • The purpose of today’s activity is to help children Thinking of...” (p. 11). recognize that there are many, many different items in the kitchen and family/living room areas that are made from fabric. During the course of this experience the children will have the opportunity to explore, and then share, their discoveries with others. This is an excellent Questions to Spur Thinking way for them to build language and vocabulary skills. • What did you find that was made from fabric? • Gather the children together and invite each child to • How does the fabric you found feel? show the clothing made from fabric that he/she is wearing today. Next, introduce a, “Fabric Hunt.” Explain • What would happen if the walls were made that the object of a Fabric Hunt is to find as many things from fabric? What about the floors? as possible that are made of fabric. Explain to the children that they may look for items in the kitchen and • Which room had more things made from the living/family room. fabric...the kitchen or the living/family room?

• To add an element of math, count backwards from 10 to • What things that we found in my home that are made from fabric do you also have in 0 as the children look for items. When you say, “Zero!” your home as well? each child must touch something that is made from fabric. Your older children can name the items they touch and share how the fabric looks and feels. Younger children can simply touch the fabric. Repeat, counting backwards each time and having the children touch different items.

• EXTENSION: Have more advanced preschoolers take turns counting backwards from 10 as you play the game. This is a great way for them to assume a leadership role during the experience as they practice their mathematical skills.

Day 4 - Center/Small Group Activities Pressing Fabric

(Toddlers–4 years,     ) Questions to Spur Thinking Materials:  Fabric scraps • What do you think you are going to see when you lift the  Playdough, toy rolling pins (if available) fabric? ______• Exploration is the best way for children to learn. This experience accomplishes this goal while encouraging • Which part of the clue helped you figure out what I was children to also make and test predictions and then thinking of? share discoveries with others.

• Set out the playdough, toy rolling pins (if available) and Get Moving! fabric scraps. The children can flatten the playdough using either toy rolling pins or their hands. Once flattened, the children can press fabric scraps into the I’m Thinking Of... playdough and then predict what they think they will (Toddlers–4 years,  ☺    ) see when they lift the fabric. Materials: • As children press the fabric scraps into the playdough,  None needed they will be able to see the weave of the different types of fabric. More verbal children can then describe what • This game gets the children up and moving while they see. This is an excellent way for them to build challenging them to utilize their listening skills. In expressive language skills. addition, it provides the perfect opportunity for you to interweave a review of colors, positional concepts • Advanced Preschoolers: These children can compare and even patterns. Adapt and modify based on the and contrast how different types of fabric have developmental levels of children in your group. different weaves. This is an excellent way for them to hone their visual discrimination skills. They should also • Let’s play, “I’m Thinking Of…” Gather interested be able to predict what they believe they will see when children together and explain how to play the game. they lift the fabric pieces. This will enable them to Explain that you are going to describe something in serve language models for less verbal children. the room that you can see that is made from fabric. The children must listen to your description to see if they can figure out what you are describing. Then, they must go to that item and touch it. For instance, if you are looking at the red striped chair, you might Soft and Fun say something like, “I’m thinking of something that (Infants,    ) has fabric on the part you sit on. The fabric has red and white stripes.” Continue to play the game in this fashion, describing a new item each time. Materials:  Infant toys made from fabric and/or cloth books • Toddlers/Twos/Young Threes: These children are just learning to name objects. Hence, your directions • Many toys made specifically for infants are made from for them will be very specific. “I’m thinking of a couch. fabric. Why? Because toys and books made from It is covered with fabric. Can you touch the couch?” fabric are safer for infants to explore. This experience invites infants to explore these types of toys and gives • Older Threes/Fours/Advanced Preschoolers: These you the opportunity to build receptive language and children can take turns describing items for younger vocabulary skills. At the same time, the infant will have children to find and touch. This is an excellent way the opportunity to build fine motor skills and for them to practice their expressive language skills. knowledge about his/her world.

• Sit on floor and hold the infant in your lap. Place 2-3 fabric toys/books in front of you. Watch to see which Your Own Activities one seems to interest the infant the most and then pick up the toy. Describe the toy...talking about how it looks, feels, sounds and even smells! Talk about what the infant does with the toy. If the toy makes music (or other sounds), talk about how this happens. This is an excellent way for the infant to experience cause and effect.

DAY 5 Unit: Fabric Fun Today’s Focus: There Are Many Things Made from Fabric Developmental Areas Addressed Today:    ☺     

Be Safe! Today’s Vocabulary

As the weather warms and the sun becomes stronger, make sure to Use some of these words in apply sunscreen to protect your skin and the children’s. conversations with children today! Teaching Tip of the Day towel terrycloth “Simon Says” is not only a fun game to play, it is also an absorbent wash dry excellent way to help children practice following oral directions as well as respect for others personal space.

Transition Time Have the children shake washcloths or other small towels when moving from activity to activity today. If desired, sing the song, “Put the Towel on Your…” (p. 33) as they move. As younger children participate in activities today, model language by…

Get Moving! • Saying the words listed above as children complete activities. Exploring Together: Finding More Fabric • Talking about squares and rectangles when (all ages, ☺      ) playing the game, “Hop on It!” (p. 13).

Materials: • Engaging children in conversations as they  Clothesbasket filled with bath towels, hand towels and paint with towels (p. 13) washcloths (put in the basket in the bathroom for children to find)

• Today the children will explore another type of fabric... terrycloth. Towels and washcloths are common items made from this type of fabric. These items are most often Questions to Spur Thinking found in the bathroom and kitchen. This experience also incorporates elements of math as well as a review of body • Where do you think my clothesbasket parts. might be?

• Ask the children if they would like to go on a hunt with • What is in my clothesbasket? you. Explain that you misplaced your clothesbasket and you can’t seem to find it. Challenge the children to help • How do you use towels at home? you locate the basket in the bathroom and then bring it out • What is special about the type of fabric to your Exploring Together area. Invite the children to used to make towels? explore the towels. Explain that towels and washcloths are made from a special type of fabric called terrycloth. • How are the towels the same? How are Encourage the children to share how terrycloth looks and they different? feels.

• Next, have each child choose a towel from the basket to use as you sing the song, “Put the Towel on Your…” (p. 33). This song provides the perfect opportunity for you to reinforce body parts! As the children use the towels, they will also practice their listening skills while building motor control.

• EXTENSION: Add an assortment of towels to the dramatic play area along with two large cardboard boxes. The children can pretend that that the boxes are a washer and dryer. They can use these to “wash” and “dry” the towels.

Towel Artists Day 5 - Center/Small Group Activities (Toddlers–4 years,      ☺ )

Materials:  Old towel cut into small pieces Questions to Spur Thinking  Clip-type clothespins, large sheets of white paper  2-3 colors of paint in shallow dishes • How are you using the piece of towel as a paintbrush?

• This open-ended art experience challenges children • Tell me about your painting. to make and test ideas while problem-solving. ______Because this experience is all about the process, the end result will be art that looks very, very different! • Why do you think towels are squares or rectangles and not circles? • Set out the materials listed above. Invite the children to use the pieces of towel as “paintbrushes.” The children can decide if they want to clip the pieces of Get Moving! towel in clip-type clothespins (as handles) or simply The Shape of Towels hold them in their hands when painting. (Toddlers–4 years,      ☺) • As the children create, engage them in conversations. Talk about the techniques they use as Materials: well as the results. More verbal children can share  Towels and washcloths (from Exploring Together) this information with you. In addition, talk with the  Music children about the colors of paint they choose to use as well as any new colors that appear as the paints • This active experience will not only help the children build mix. gross motor skills, it will also incorporate an exploration of two shapes...squares and rectangles. In addition, • Advanced Preschoolers: These children may want to because this is a game, the children will need to practice try more than one technique for using the pieces of cooperation and self-regulation. towel to create. In addition, these children should be able to identify the colors of paint they are using as • Set out the towels and washcloths and invite the children well as new colors that appear during the process. to explore them using their senses. Encourage more verbal children to note how the washcloths and towels are the same and how they are different. This would also be a great time to talk about colors and patterns.

• Next, introduce the game, “Hop On It!” To play the game, have the children place the towels and washcloths on a Wrap You Up carpeted surface (so they will not slide). They can arrange (Infants,   ) them in any way they want. Before you begin, have the children remove their shoes. Talk about the shape of the Materials: towels and washcloths. See if more advanced children  Bath towel can identify the square and rectangle shapes. Then, turn on recorded music and have the children move from towel • Many infants enjoy being swaddled. Using a bath to towel, washcloth to washcloth or washcloth to towel. towel along with a song is a wonderful way to build Randomly stop the music and say either, “Square!” or the infant/caregiver bond while promoting language “Rectangle!” The children must them move to either a development at the same time. towel or washcloth based on the shape you name. For children that do not yet know shapes, you can simply say, “Towel!” or “Washcloth!” Continue to play the game in this • Place the infant on the bath towel and wrap him/her fashion. up. If the infant enjoys being swaddled, use the bath towel to swaddle him/her. Sing the following • Advanced Preschoolers: These children should be able to song as you do so. identify the shapes of the washcloths and the towels.

WRAP YOU UP (tune: “The Wheels on the Bus”) Your Own Activities Let’s wrap you up in a bath towel, A bath towel, a bath towel. Let’s wrap you up in a bath towel, It is oh, so soft.

DAY 6 Unit: Fabric Fun Today’s Focus: There Are Many Things Made from Fabric Today’s Vocabulary Developmental Areas Addressed Today: Use some of these words in     ☺    conversations with children today! towel washcloth absorb Be Safe! wet dry Teaching children to never open the door for a stranger is a safety skill they can learn at a very young age.

Teaching Tip of the Day Chasing bubbles is a great way for little ones to, “get the wiggles As younger children participate in out.” activities today, model language by… Transition Time • Using the words above as the children Have children name their favorite colors of towels before moving complete the day’s activities. from activity to activity today. • Engaging children in conversations as they play with washcloths in the water table or container of water (p. 15) Get Moving! • Encouraging children to make and test all ages, predictions as the explore the amount of ( ☺     ) water washcloths and other pieces of fabric will hold (p. 15). Materials:  Towels and washcloths (p. 12 and 13)

• Today the children will have the opportunity to explore towels and washcloths in different ways. The purpose of this experience is to challenge children to work together Questions to Spur Thinking toward a common goal while building language, large motor coordination and counting skills. As they participate, • When do you use towels and washcloths at they will also need to demonstrate self-regulation skills. your home? • Why do you think that terrycloth is a good • To begin, show the children the towels and washcloths. type of fabric to use for towels? Encourage them to describe the type of fabric used to make these items. Help them remember that it is called • What movement should we do next on our terrycloth. Talk with more verbal children about when they path? use towels and washcloths. • How many towels/washcloths do you think our path has all together? • Next, have the children arrange the towels and washcloths to create a “path.” There is no right or wrong way for them to achieve this goal and they will need to work together. Once the path is complete, have the children move in different ways on it. For instance, they may choose to crawl from towel to towel, washcloth to washcloth, etc. They could also hop, step, roll, etc. See how many different ways they can think of and let them try each one...as long as it is safe!

• Then, add an element of math to the experience by giving each child a specific direction to follow when moving on the path. For instance, you might say, “Krissy...please hop forward 3 towels (or washcloths).”

• Advanced Preschoolers: These children should be able to handle two-step directions such as, “Henri...please crawl forward 3 towels/washcloths and then move backward 2 towels/washcloths.”

Day 6 - Center/Small Group Activities Wet Washcloths

(Toddlers–4 years, ☺    ) Questions to Spur Thinking

Materials: • What do you think will happen to the dry washcloth  Water table or container of water when you put it in the water? Were your predictions  Washcloths correct? ______• The purpose of this experience is to invite children to • Which piece of fabric (or washcloth) do you think will explore using their senses. It also provides you with hold the most water? Why do you think that? the perfect opportunity to talk about the opposites wet and dry. As with many small group experiences, your role is to facilitate and support...not lead.

Most Absorbent? • Set out the water table and provide the children with (Toddlers–4 years,       ) dry washcloths. Encourage them to describe how the dry washcloths look, feel and even smell! Then, Materials: encourage the children to predict how the washcloths will change when they put them in the water. Once  Washcloth, pieces of fabric (cotton, polyester, nylon, etc.) they finish predicting, have the children put the washcloths in the water and encourage them to  Water table or container of water, plastic liquid measuring cup describe what happens. Were their predictions correct? How did the washcloths change? Give the children plenty of time to play with the washcloths in • This hand-on experience invites children to make and test the water as desired. Use language to describe both predictions while exploring measurement. During the the children’s actions as well as the washcloths, course of the activity, the children will also have to especially if you are working with nonverbal children. practice cooperation and self-regulation. You will want to adapt and modify for children of differing developmental levels (see below). • Advanced Preschoolers: These children can, at the end of the experience, try to figure out a way to dry • Set out the materials listed above. Invite the children to the washcloths. This is an excellent way for them to explore the washcloth as well as the other pieces of hone their problem-solving skills! fabric. How are the types of fabric the same? How are they different? Next, challenge more verbal children to predict which item (washcloth or piece of fabric) they think will hold the most water. If desired, write down their predictions to add an element of literacy to the experience. Next, have the children put each item in the Warm, Cool & Wet water until it is saturated. Then, have the children remove (Infants -    ) each item and, one at a time, have them squeeze the water from the piece of fabric or washcloth into a Materials: measuring cup. Write down the amount of water held by  2 washcloths - Wet one with cool water and the each item on a piece of paper. Then, have the children other with warm water compare the amounts to their predictions. How accurate were they?

• Infants learn about their world through their • Toddlers/Twos/Threes: These children will simply have senses. The purpose of this experience is to fun wetting the items and squeezing out the water. This is expose infants to the opposites of warm and cool fine! You can describe what happens as they do so. The while building receptive language at the same time. children will also build fine motor control as they squeeze.

• Put the infant in his/her high chair (for older infants) • Fours/Advanced Preschoolers: These children can “read” or hold him/her in your lap. Place the two the measuring cup with your help to see how much water washcloths in front of the infant. As the infant picks each piece of fabric/washcloth held. This is a meaningful up one, talk about how it looks and feels. Chances way to introduce them to fractions. are good the infant may also choose to use his/her sense of taste as well. While the infant explores, use the terms wet, warm and cool in your description of the washcloths. Even thought the Your Own Activities infant will not speak these words independently for quite awhile, hearing you use these words in context helps the infant learn what they mean. As always, be sure to describe the infant’s actions as the infant explores the washcloths.

DAY 7 Unit: Fabric Fun Today’s Focus: There Are Many Things Made from Fabric Developmental Areas Addressed Today: Today’s Vocabulary       ☺   Use some of these words in conversations with children today! Be Safe! bedroom blankets sheets

If the flu makes its rounds in your program, make sure to disinfect toys and all surfaces more frequently. comforter quilt pillowcase

Teaching Tip of the Day Group games are a fun way to help children practice self-regulation and following simple rules.

Transition Time As younger children participate in Have the children recite the rhyme, “Diddle, Diddle, activities today, model language by… Dumpling” (p. 32) as they move from activity to activity today. • Using the words such as those listed above during Exploring Together and throughout Get Moving! the day.

• Talking with children as you play the game, “Who’s Under the….?” (p. 17).

Materials: • Counting the number of balls that go in the  Bedding items (e.g., comforter, sheets, pillowcases, quilt, pillowcase when playing, “Pillowcase etc.), teddy bear or other plush toy Catch.” (p. 17).

• There are numerous items in the bedroom that are made from fabric. Some of them, such as quilts, contain many different patterns, shapes and colors. The purpose of this experience is to help the children recognize the many Questions to Spur Thinking different items often found in the bedroom that are made from fabric. Because this experience also involves a • What is the same about all of these group game, it promote cooperation, following directions items? and self-regulation. • Where might you find these types of • Sit on the floor with the assorted bedding items in front of items in your home? you. As children notice, invite them to explore the items. See how many they can name. Invite the children to share • What types of things made from fabric how the items are the same and how they are different. do you have in your bedroom at home? See if they can also share where in their home they might • What patterns do you see in the find these items. If desired, invite the children to curl up bedding? Colors? Shapes? with the items and pretend to sleep. • What happens if we do not all lift the • Next, have the children practice their problem-solving bedding at the same time? skills as they choose a bedding item to use as a parachute for the game, “Up in the Air.” Once the children choose a bedding item, have them help you spread it out on the floor. Then, have the children position themselves around the perimeter of the bedding as they raise it off the floor. Put a teddy bear, or other plush toy, in the center and then have the children work together to lift the bedding to make the bear (or other animal), “dance.” The children will quickly figure out that they must lift the bedding together in order to keep the bear from falling off.

• EXTENSION: Have the children try different types of bedding for this experience to see which work best.

Day 7 - Center/Small Group Activities Who’s Under the….? (Toddlers–4 years,  ☺  ) Questions to Spur Thinking Materials: • How did you figure out who was under the blanket/  Comforter, blanket or quilt comforter/quilt? ______• This experience is a fun game that the children are sure to enjoy! It is also a game that requires the children to • What makes it easier to get the balls in the pillowcase? practice self-regulation as they problem-solve.

• To begin, invite the children to explore the comforter, blanket or quilt you chose to use for this game. Talk Pillowcase Catch about the fabric used to make the bedding. Invite the more verbal children to describe how it looks and feels. (Toddlers–4 years, ☺     )

• Next, introduce the game, “Who’s Under the…?” To play, Materials: spread out the comforter, blanket or quilt. Have all of the  Pillowcases, small balls (soft) or balls of paper children close their eyes. Tap one child on the head and have this child crawl under the blanket. Once the child is under the comforter, blanket or quilt, have the other • Playing games together helps children practice children open their eyes. Can they figure out who is under cooperation, taking turns and self-regulation. This game the comforter, blanket or quilt? If they need help, the child also integrates counting skills and problem-solving as well. under the blanket can say something to give them a clue. Adapt and modify for different developmental levels. Repeat, choosing a different child to go under the blanket each time. • To begin, show the children the pillowcases and invite them to share what they know about these bedding items. • Advanced Preschoolers: These children should be able to Encourage the children to explore the fabric used to make play the game on their own with minimal assistance from the pillowcases. Is it soft? Rough? Smooth? Why do they you. In addition, these children could play the game by think this type of fabric is used for pillowcases? putting plush animals under the bedding instead. • Next, introduce the game, “Pillowcase Catch.” To play, hold a pillowcase open and invite the children to toss soft balls or balls of paper into it. After all of the balls are tossed, have the children count the number that went in and the number that missed. Continue playing in this What’s Inside? fashion, giving the children the opportunity to take turns (Infants,     ) holding the pillowcase if they would like.

Materials: • Toddlers/Twos/Young Threes: These children will probably just drop the balls in the pillowcase instead of throwing  Pillowcase, assorted soft toys them. Just be sure to count out loud as they add each ball.

• This experience invites infants, once again, to use • Older Threes/Fours/Advanced Preschoolers: Children in their senses to learn more about their world. At the this group who are ready can write the numerals for the same time, it includes a song designed to build numbers of balls that went into the pillowcase and the receptive language and vocabulary in a fun way. number that missed on a piece of paper. This is a great way for them to practice writing numerals while exposing • Place the soft toys in the pillowcase while the younger children to what these numerals look like. infant is not looking. Then, sit on the floor with the pillowcase in front of you. Sing the following song and remove a toy as you sing each verse. If the infant is older, he/she can reach into the Your Own Activities pillowcase to remove the toy.

LET’S REACH IN THE PILLOWCASE (tune: “Mary Had a Little Lamb”)

Let’s reach in the pillowcase, Pillowcase, pillowcase. Let’s reach in the pillowcase, And see what we can find. (Reach in, pull out a toy and name)

DAY 8 Unit: Fabric Fun Today’s Focus: Fabric Comes in Many Colors & Patterns Developmental Areas Addressed Today: Today’s Vocabulary    ☺      Use some of these words in conversations with children today! Be Safe! solid patterned Keep an eye on expiration dates on perishables...especially those you do not use as often. Make sure to discard any out of date foods polka dots stripes plaid you find.

Teaching Tip of the Day When children travel on vacation, have them send postcards to your home. This is a fun way to open the world to the children! Transition Time As younger children participate in Have the children share whether they are wearing solid or activities today, model language by… patterned clothing before moving from activity to activity today. • Using the words, such as those listed above as children complete today’s activities.

Exploring Together: Solids and Patterns • Engaging children in conversations as they (all ages, ☺        ) design their own t-shirts (p. 19).

• Describing fabric when playing, “Fabric Materials: Memory” (p. 19).  “Getting Dressed” Story Props  Solid and patterned clothing in a clothesbasket

• Fabrics come in many different colors and patterns. The purpose of this is experience is to help children understand the difference between fabric that is solid and fabric that is Questions to Spur Thinking patterned. In the process, the children will build visual discrimination skills while using their sense of sight to make • What is different about fabric that is solid comparisons. and fabric that is patterned?

• Which type (solid or patterned) do you like • To begin, share the story, “Getting Dressed” using the story best? Why? props. After sharing the story, invite the children to look at the pieces with you. How are the pieces of clothing the • How many people do you think are same? How are they different? Use this part of the wearing solid colored clothing? How many experience to introduce the terms solid and patterned. do you think are wearing patterned clothing? • Next, have the children look at the clothing they are wearing. • How do you think patterned fabric is Which pieces of clothing are solid colors? Which have made? patterns? Compare and contrast to see which type of clothing the most children are wearing. This is also a very appropriate time to discuss colors.

• Now, set out the basket filled with clothing. Challenge the children to sort the clothing into two groups...solids and patterned. As they do so, encourage them to describe the colors and patterns they see. Then, once sorted, have the children work together to count the number of pieces of clothing in each group.

• EXTENSION: Each day for the next few days, have the children count the number of children wearing solid shirts and the number wearing patterned. Graph, if desired.

Day 8 - Center/Small Group Activities

Shirt Designers

(Toddlers–4 years,  ☺     ) Questions to Spur Thinking Materials: • Tell me about your t-shirt.  Light-colored construction paper, scissors ______ Crayons/markers, stickers (e.g., stars, hearts, circles, etc.), art/collage materials • How can you tell when two fabrics are exactly the  Glue in shallow dishes, old paintbrushes, gluesticks same? What sense do you use to help you?

• T-shirts come in many different colors and patterns. Some are solid while others have writing, designs and more. The purpose of this experience is to invite children to express their creativity as they design their Fabric Memory own t-shirts. In addition, the children will also build their fine motor control as they create. (Toddlers–4 years,      )

• To begin, have each child choose the solid color of Materials: construction paper he/she would like to use for his/her  Fabric Memory game, prepared - To create, simply t-shirt. Be sure to name (or have the child name) this cut squares from fabric scraps and glue to index color. Cut the paper into a simple t-shirt shape and cards. You will need two squares for each type of have the child decorate it as desired. During this fabric. Include both solids and patterns. Make sure to experience, some children may choose to simply include fabric with different textures if at all possible! scribble on their shirts while others may decide to glue on art/collage materials. Any, and all, ideas are great! • Fabric provides a wonderful medium for helping children When finished, the children can show their creations to build visual discrimination skills. Not only does this game their friends. challenge children to notice likenesses and differences between fabrics, it also helps them build memory skills at the same time. • Advanced Preschoolers: These children can add writing to their t-shirts. They may choose to do this on their own using invented spelling or to dictate to you. • Set out the cards for the Fabric Memory game. Invite the Either way, as the child (or you) writes, be sure to talk children to explore them. How are the fabrics featured on the cards the same? How are they different? Which are about letters and letter sounds. plain? Which are patterns? After exploring, use the cards to play a game. Choose the option that you feel will work for each child in your group based on his/her developmental level.

• Toddlers/Twos/Young Threes: For this group, simply Tactile Dots & Stripes spread out the cards and pick one up. See if the children (Infants,    ) can find the card that is the “same.”

Materials: • Older Threes/Fours/Advanced Preschoolers: Have these  Tactile dots and stripes “touch and feel” board - To children arrange the cards in a grid pattern face down on make, use craft or school glue to make dots and stripes the table. Then, have the children take turns turning over of glue on a piece of cardboard. If desired, tint the glue two cards at a time. If the fabrics match, the child that turned over the cards can take the match. If not, the with food coloring prior to using. Make the dots and cards should be turned over and play continues. Keep stripes thick so they can be felt when dry. Allow the playing in this fashion until all of the cards are matched. glue to dry completely before using with infants.

• A “touch and feel” board is easy to make and fun for infants to explore. It provides a unique sensory Your Own Activities experience that often fascinates little ones.

• Hold the infant in your lap or have him/her sit on the floor (if older). Place the dots and stripes “touch and feel” board on the floor. Invite the infant to touch the dots and stripes. As the infant explores, describe his/ her actions as well as the dots and stripes. Don’t be surprised if the infant tries to pick up the dots and stripes while exploring! Save this material to use repeatedly with infants & even Toddlers/Twos.

DAY 9 Unit: Fabric Fun Today’s Focus: Fabric Comes in Many Colors and Patterns Developmental Areas Addressed Today: Today’s Vocabulary   ☺        Use some of these words in conversations with children today! Be Safe! stripes plaid

Clinging, crying and irritable behavior can be signs of stress in very polka dots patterns young children. If you notice any of these behaviors, be sure to talk with parents/caregivers as soon as possible to try to figure out the source.

Teaching Tip of the Day Take time each day to spend time with children one-on-one. As younger children participate in Transition Time activities today, model language by… Send the children to their next activities by describing the colors and patterns they are wearing. • Using words such as those above during daily activities.

Get Moving! • Talking with children as they choose tools to use to create polka dot art (p. 21). Exploring Together: Polka Dots, Plaids and Stripes (all ages, ☺       ) • Engaging children in conversations as they use paper strips to create plaid or striped Materials: designs (p. 21).  Each child should be wearing polka dot, plaid or striped clothing today  “Getting Dressed” Story Props  Music (upbeat), rhythm band instruments Questions to Spur Thinking • Fabric comes in many colors and patterns including stripes, plaids and polka dots. Having the children wear these • Tell me about the patterns you are patterns is a fun way for them to learn more about them. It wearing. also provides you will a wonderful opportunity to help children build visual discrimination skills while talking about • Who is wearing patterns that are colors, tints and shades. similar? • What shapes do you see in the • Let’s have a Pattern Parade! Turn on recorded music and patterns? invite the children to join in a parade. This parade is one where the children will have the opportunity to show off the • Which pattern do you like best? Why? patterns they are wearing (e.g., polka dots, stripes, plaids) while playing rhythm band instruments.

• Once the parade is over, have the children gather together and give each child a turn to talk about the colors and patterns of fabric he/she is wearing. As the children share, compare and contrast the fabrics noting how they are the same and how they are different.

• Then, share the story, “Getting Dressed” and invite the children to help you tell the story by putting the clothing items on the bear. After the story is over, invite each child to point out which piece of clothing the bear is wearing that is the most like one he/she is wearing.

Polka Dot Pictures Day 9 - Center/Small Group Activities (Toddlers–4 years,       )

Materials:  Folded paper towels or sponges soaked in paint in Questions to Spur Thinking shallow dishes (assorted colors)  Large sheets of white paper • What other items do you think would make polka dot  Assorted items that make solid, circular prints shapes? Why do you think that? when pressed in paint (e.g., spools, pencils with ______erasers (new), cotton balls clipped in clothespins, • How are stripes and plaids different? How are they the etc.) same?

• During the course of this open-ended art experience, the children will have the opportunity to problem-solve and test Creating Stripes and Plaids their ideas. In addition to the materials you gather, be open to gathering additional items the children want to test (Toddlers–4 years,   ☺   ) during the experience. Materials: • Set out the materials you gathered ahead of time and  Construction paper, gluesticks, child-safe scissors invite the children to use them to create polka dot pictures.  Construction paper rectangles (short and long, The children will need to experiment to see how they can varying widths) use the different materials to make “dots” on their papers.  Pieces of striped and plaid clothing As the children do so, be sure to describe their actions and engage them in conversations. This is an excellent way to • When you think about it, stripes and plaids are actually build both receptive and expressive language skills. comprised of rectangles in differing widths and lengths. The purpose of this experience is to invite children to • Next, challenge more verbal children to talk about the create their own plaids and stripes while at the same polka dots they create. This would be an appropriate time time reviewing the rectangle shape as well as colors to review colors as well as the circle shape. and the concepts of long and short.

• Advanced Preschoolers: These children should be able to identify the colors of paint they use as well as the circle • To begin, show the children the clothing (striped and shape. These children, in addition, should be challenged plaid). Invite the children to share what they see when to find additional objects to test that they believe will make they look at these patterns. Are any of the children circular, polka dot designs. wearing stripes or plaids? If so, invite them to point this out for everyone to see. Next, invite the children to use construction paper strips and gluesticks to create their own stripe or plaid creations on construction paper. As the children create, talk with them about their creations. This is an opportune time to review the rectangle shape More Tactile Dots & Stripes as well as colors. Adapt and modify as needed. (Infants,   ) • Toddlers/Twos/Young Threes: These children will more Materials: than likely just glue their strips in a random fashion. This  Tactile dots and stripes “touch and feel” board (p. is just fine! They will still be building fine motor control. 19) • Older Threes/Fours/Advanced Preschoolers: These • Infants need repetition in order for them to build children will more than likely create elaborate stripe and background knowledge. For this reason, today plaid creations. In addition, these children should be you will continue to explore the tactile dot and able to identify all of the colors as well as the rectangle stripes “touch and feel” board with each infant. shape. Adding a song to the activity gives it a little bit of a “twist.”

TOUCH THE DOTS Your Own Activities (tune: “Twinkle, Twinkle, Little Star”)

Touch the dots and touch the stripes. Feel them once and feel them twice. Dots are round and feel like this. Stripes are long without a twist. Touch the dots and touch the stripes. Feel them once and feel them twice.

DAY 10

Unit: Fabric Fun Today’s Vocabulary Today’s Focus: Fabulous Fabric Day Developmental Areas Addressed Today: Use some of these words in   ☺        conversations with children today! fabric texture feel pattern Be Safe! Older preschoolers can be taught when, and how, to dial 911 in the case of an emergency.

Teaching Tip of the Day Running, jumping and climbing are all activities children need to engage in every day in order for them to build strong muscles and As younger children participate in coordination. activities today, model language by…

Transition Time • Saying the words listed above as children Have the children sing some of their favorite songs from this unit complete activities during the day. when moving from activity to activity today. • Listening and asking questions as children retell the story, “Getting Dressed” (p. 23). Get Moving! Exploring Together: Fabric Fun! • Engaging children in conversations as they (all ages, ☺       ) paint with fabric strips (p. 23). Materials:  Do-A-Dot Art!™ markers, coding dots or bingo daubers  White paper  Fabric Match game cards (p. 19), pillowcase  Up-close photos of fabric - Take up-close photographs of Questions to Spur Thinking assorted items made from fabric. You can use your Smartphone or a camera. • Tell me about your dot design.

• There are so many things in our world that are made from • What colors do you see in your design? fabric! Today, the children will have the opportunity to wrap up what they learned about this concept. Choose the activities • What shape are the dots? below that you think will work best for your program. • What does the fabric on the square feel like to you? • Lots of Dots - Provide the children with white paper and Do-A- Dot Art!™ markers, coding dots or bingo daubers. Invite the • How did you figure out which card in the children to use these materials as desired to create dot pillowcase matched the one on the table? designs. As the children create, be sure to talk about colors as well as the circle shape. • How are the fabrics on the cards the same? How are they different? • Touch and Match– Choose pairs of cards from the Fabric Match game (p. 19) that have unique textures (e.g., corduroy, • What clues did you use to figure out what velvet, denim, etc.). Put one set of cards inside a pillowcase item was featured in this up-close photo? and place the other set face down on a table or the floor. Have the children turn over one of the cards on the table and have them explore it using their sense of touch. Invite the children to describe how the fabric feels. Then, invite them to What is it? take turns reaching into the pillowcase without looking. Challenge the children to find the card that matches using only their sense of touch. Repeat until all of the cards are matched.

• What Is It?- Show the children the photos you took ahead of time, one at a time. Challenge them to figure out what item in your home is featured in the up-close photo by looking at the fabric. See how many they can figure out with little or no assistance from you.

Day 10 - Center/Small Group Activities

Story Time with…. Questions to Spur Thinking

(Toddlers–4 years,  ☺   ) • What other types of clothing could the bear wear in the story? Materials: ______ “Getting Dressed” Story Props • How is using a fabric strip like using a paintbrush? • As mentioned in previous units, retelling a story in How is it different? their own words is an excellent way for children to build language, vocabulary and so many more skills. We will encourage you to provide children with a time (and audience) for doing this at the end A Fabric Paintbrush

of each unit that includes story props. It is just that (Toddlers–4 years, ☺    ) important! Materials: • Provide the children with the story props for  Strips of fabric, large sheets of paper “Getting Dressed” and invite them to use these  Paint in shallow dishes (assorted colors) materials to retell the story in their own words. The children should have the option to choose if they • This experience invites children to think creatively as want to tell the story independently or with a friend. they use a common material in a totally different way. Doing so invites children to problem-solve and test their • Toddlers and nonverbal twos will obviously not be ideas. In addition, because this is an art experience, the able to retell the story on their own. However, these activity also helps children to build fine motor control as children can provide an audience for other children. they express their ideas through art. This is also a wonderful way for them to build vocabulary and receptive language skills. • Set out the materials and invite the children to use the fabric strips for painting. Some children may choose to dip the ends of the fabric strips in paint and then “brush” • Advanced Preschoolers: These children should be them across their papers. Other children may decide to able to retell the story with a fair degree of roll the fabric strips in paint and then press them on their accuracy. In addition, these children may decide to papers. The choice is theirs! Keeping the experience create additional clothing for the bear to add to the open-ended is a wonderful way to encourage children to story. think.

• As the children create, talk with them about the techniques they are using to paint. In addition, this would be an opportune time to review colors as well as note how when two or more colors mix, new colors are Sing For Me! formed. (Infants,   ) • Advanced Preschoolers: These children should be able Materials: to think of more than one way to utilize the fabric strips  None needed for painting. In addition, these children should be able to identify the colors of paint they choose to use as well as any new colors that form during the process. • Rhymes and songs are excellent tools for helping infants build language and vocabulary skills. Reciting rhymes and singing songs repeatedly helps build exposure to language in a fun way. Your Own Activities

• Hold the infant in your lap and sing some of their favorite songs or rhymes from this unit. You will find those songs and rhymes on pages 7, 13, 17 and 21 along with any others from Exploring Together activities. Have fun!

School–Age Activities

If you have school-age children in your care, use these experiences with them as desired. Most require little preparation and can be implemented with just a few children. In addition, all of them can be extended to last more than one day. What is Sewing?

Cool Change Purses ( ☺   ) Questions to Spur Thinking

Materials: • Why do you think having a change purse  Precut felt for coin purses - Trace the pattern on p. 33 on felt and is helpful? cut out. You will need one piece for each child.  Assorted felt, embroidery floss, blunt sewing needles (that will work • Who do you know that uses a change for sewing felt and have large eyes for embroidery floss...put out of purse? reach when not supervising directly), craft glue  Self-adhesive Velcro® • If you did not have a change purse, where else could you put your change? • Older children are perfectly capable of learning how to sew. A whip stitch ______(see this video if you would like help learning how to do this simple stitch https://www.youtube.com/watch?v=GwCp-_V-SiA) is a basic stitch they • How are the clothing items the same? can usually learn. The purpose of this experience is to help children build fine motor skills and practice persistence as they make a change purse • How are the clothing items different? they can use. • What is the same about the way the clothing items are constructed? • Provide each child with a precut piece of felt. Fold up the bottom section (flat end) about 1/3 of the way and show the children how to whip stich • How are the clothing items you found like both sides to create a pocket. Help each child cut a small piece of self- the ones you are wearing? How are they adhesive Velcro® to attach the rounded top and the pouch so that the different? change purse can be closed. Then, invite the children to use additional felt and craft glue to decorate their purses. Allow to dry before using.

EXTEND FOR ANOTHER DAY: This experience will definitely take more than one day to complete. Clothing is Made from Different Get Moving! Types of Fabric Find It! Fold It! (☺      ) Materials:  Assorted clothing items (all types and sizes) and shoes (fabric), hidden, laundry basket

• The purpose of this fun group game is to expose children to the many different types of clothing, and shoes, that are made from fabric. During the process of the game, the children will need to cooperate and practice self-regulation skills. In addition, the children will be challenged to compare and contrast the clothing to identify how the items are the same and how they are different. Plus, the children will also be exposed to the life skill of folding clothes!

• Oh, no! All the laundry that was in the laundry basket is missing. Challenge the children to work together to find all of the missing laundry and then put it in the laundry basket. Once all of the clothing has been located, have the children compare and contrast the pieces. Make sure to talk about the different types of fabric used to construct the clothing and take time to look at the seams. This is the perfect time to build background knowledge about sewing.

• Next, invite the children to fold the pieces of clothing. This is an important life skill that it is never too early to introduce! While the children’s folding techniques will probably not be perfect, that is not the purpose. The purpose is to help them discover, through hands-on experience, how different techniques are needed for folding different types of clothing.

EXTEND FOR ANOTHER DAY: Challenge the children to help their parents/caregivers fold clothing at home.

School–Age Activities

Towel Toss Fabric is Used for (     ☺) Many Things Materials:  Small towels and washcloths, rubberbands (large) Questions to Spur Thinking  Laundry basket • How do you use towels at your home? • Towels are one of the many things we use each day that are made from fabric. The purpose of this experience is to invite • How are the towels used in the kitchen children to explore towels as they play an active game that different from those used in the bathroom? requires them to problem-solve. • What would you do if you did not have a towel and needed to dry off? • To begin, set out the towels and washcloths and have the children to explore them. Invite the children to share how they • Why did using rubberbands make it easier to use towels at home. Talk about the different areas in the get the towels/washcloths into the basket? home (or even in the garage) where people use towels & why. ______

• Next, introduce the problem-solving game, “Towel Toss.” • What technique works best for washing and Show the children the laundry basket, towels/washcloths and rinsing the clothing? rubberbands. Explain to the children that the object of the • How are you going to dry the clothing? game is to toss as many towels or washcloths into the laundry basket as possible from a predetermined starting point. Make • How long do you think it would take if you had sure that this starting point is far enough from the basket that to wash all your own clothes by hand? tossing the towels in will be challenging...if not impossible. Through trial and error, the children will more than likely figure • How do you think people washed and dried out on their own that if they ball up the towels and washcloths clothes before they had washers & dryers? and secure them with rubberbands, they will be much easier to throw.

EXTEND FOR SEVERAL DAYS: The children can experiment to see if there are other ways to make the towels go into the basket. Most Fabric is Meant to be Washed & Dried Wash & Dry ( ☺    )

Materials:  Doll or baby clothing, tub of warm, soapy water, tub of plain water, drying rack (or clothesline), clean bed sheet

• This hands-on experience invites children to build fine motor skills, practice cooperation and problem-solve. In addition, it helps children better understand what is involved in a common chore...doing laundry!

• Show the children the two tubs of water and invite them to use these to wash the doll or baby clothing. Before the children begin, they will need to decide how to use these materials to wash, rinse and dry the clothing. If the weather is nice in your area, they can hang the clothing up on a clothesline or drape it over a drying rack. They could even lay it out on a clean sheet in the grass in the sun. Encourage them to problem-solve to figure this out on their own. If needed, they can also help you take the washed clothing to the dryer in order to dry it this way.

• As the children participate in this experience, talk with them about the chore of doing laundry and why it is important and necessary. Encourage the children to talk about who does the laundry at their house and how they accomplish this task (e.g., using a washer/dryer, going to a laundromat, etc.).

EXTEND FOR ANOTHER DAY: Have the children help you do the laundry! There is no reason they cannot help you put the clean clothes from the washer into the dryer and then help fold them.

School–Age Activities

Fabulous Fabric Art Fabric Can Be (☺    ) Used to Create Art Materials:  Fabric scraps, scissors that will cut fabric (supervise directly!), construction or other heavyweight paper, craft glue

Questions to Spur Thinking • School-age children should be able to use sharper scissors designed to cut fabric IF they are supervised directly. The key • Which fabric catches your eye? Why? is to be with the children as they use the scissors and then put them out of the reach of little ones. During the course of this • Tell me about the picture/collage you are experience, the children will have the opportunity to express creating. their ideas through a different art medium...collage. • Which type of fabric is the most like your clothing? • To begin, set out the materials and invite the children to explore the different types of fabric. Talk about the patterns, • What other things could you make with colors and designs included on them. Then, invite the children fabric? to cut the fabric into different shapes to glue on to construction ______paper (or other heavyweight paper) to create a picture of • What color do you think the (name of food) design. Some children may choose to cut out random shapes will make? while others may decide to cut out very specific items (e.g., star, tree, flower, etc.). Once cut, the children can use craft • What do you think your fabric is going to glue to attach the fabric shapes to construction/heavyweight look like tomorrow when you take it out of paper. the dye?

• Were your predictions correct? EXTEND FOR ANOTHER DAY: Because of the amount of cutting, this experience will definitely take more than one day to complete.

Changing How Fabric Looks Natural Colors (      ☺) Materials:  Old, white 100% cotton t-shirts (cut into large squares), rubber bands, cooking pot(s), slotted spoon, salt  Materials for making natural dyes (you choose): beets (red/pink), onion skins (yellow), red cabbage (purple), blueberries (light blue)

• Tie dye is a fun way for children to explore the process of dying fabrics. While it is messy, it is a wonderful experience for children. Using natural items is also a wonderful way to share history with the children because this was the technique used before manmade dyes existed.

• Because this experience involves using the stove, you may want to have an additional adult on hand. To begin, show the children the foods you plan to use for creating the dyes. Invite them to choose 2 they would like to try. Then, put about 6 cups of water into each pot along with 2 cups of the food being used. Cook until the water is a strong color. Strain out the food items and add about 1/4 to 1/2 cup of salt. Stir to dissolve. Allow to cool. While all of this is going on, have the children twist, knot and wrap their pieces of fabric. They can also use rubberbands to secure. Then, place the prepared fabric squares into the colored water and allow to sit for at least 24 hours. Challenge the children to predict what they believe is going to happen to the fabric. Then, remove the fabric after the required amount of time, rinse, open and dry. Were the children’s predictions correct? EXTEND FOR ANOTHER DAY: This experience takes more than one day PLUS you may want to do just one color at a time. If this is the case, it will definitely take additional days.

“Getting Dressed” Story Props Directions for Preparation & Use

Preparation:

• Print the pages for the story, “Getting Dressed” found on our website. Mount the pages to heavyweight paper or posterboard, allow to dry and then cut out. Cover all pieces with clear Contact® paper and then cut out again. Attach self-adhesive Velcro® or loops of tape to the back of the clothing pieces so that you can put the clothing pieces on and take them off. For the socks, you will need to put self- adhesive pieces on the front of the socks as well so that you can put the shoes on over the socks. How to Use:

• Read the text (below) and put the clothing pieces on the bear. If you do not want to hold the bear while you tell the story, tape it to the wall or rest against a couch or chair.

“Getting Dressed”

In the morning, Bear hops out of bed. He rubs his eyes and brushes his head. Before he can go downstairs to eat, He must get dressed, starting with his feet.

He grabs his socks and pulls them on, They both have stripes are so warm. Bear wears socks on his feet, it’s true. What kind of socks are you wearing on you? (children show socks)

Next, Bear puts on his new blue jeans. His Mom just washed them so they are clean. Bear wears these pants to cover his legs. What kind of pants are you wearing today? (children show pants)

A pretty plaid shirt is what Bear grabs next. It has small buttons that go up to his neck. The shirt covers Bear’s chest and his arms, too. What kind of shirt are you wearing on you? (children show shirts)

Of course Bear needs something on his feet. Sneakers are just the thing he needs. His are white and look very new. What kind of shoes are you wearing on you? (children show shoes).

Bear heads out of the door to play. But then he stops short…something isn’t OK. What did Bear forget to put on his head? It has a brim and polka dots so red. (children guess that Bear forgot his hat)

Story Extension Ideas Use these extension ideas in addition to the activities included in the Teaching Guide to explore the story with the children. Also, be sure to share the story frequently during this Unit and eventually, invite children to retell the story in their own words using the props.

Dressing Animals Provide children with an assortment of plush animals and doll or baby clothing. The children can then “dress” the animals! This is an excellent way for them to build small motor skills.

Sorting Clothing Fill a clothesbasket with an assortment of clothing. Have the children work together to sort the clothing by type. Then, have them count the number of shirts, pants, socks, shorts, etc. they have in each group.

Directions for Make It! Sheets

The Make It! sheets enhance the experiences presented in the lesson plans. Feel free to incorporate these activities where you feel they would fit best. Each one can be completed in different ways for children of different ages. The details below explain how each sheet COULD be used. Feel free to use them in other ways as well.

Make It! Sheet #1 – In My Closet Available in English & Spanish

You Will Need: • Old magazines/catalogs, gluesticks, scissors

What to Do: • The purpose of this sheet is to help children build language while they make and share choices. In addition, the children will also be building small motor skills as they cut/tear and glue. • Print out a copy of the sheet for each child. Provide the children with the materials listed above and have them cut, or tear, pictures of different types of clothing from the old magazines or catalogs. Each child can then glue the clothing they choose into the closet on his/her sheet. While doing so, be sure to talk with the children about the clothing they choose. Take time to describe the clothing by not only naming the type of clothing it is but also what it looks like (e.g., colors, patterns, etc.).

Make It! Sheets #2 – Polka Dot Patterning

You Will Need: • Child-safe scissors • Envelope or zipper-top bag

What to Do:

• The purpose of this activity is to help the children create a game they can use to practice patterning. In the process, the children will also have the opportunity to build color recognition and visual discrimination skills.

• Provide each child with a copy of both sheets (strips and cards). Have the children cut the strips and cards apart by following the dotted lines. (You will need to help younger children with this task).

• To use the material, the children can copy the patterns by placing the cards directly on top of or below the matching pictures on the strips. Then they can extend the patterns by placing the cards at the right end of each strip. Finally, more advance children can use the cards to create their own patterns.

• HELPFUL TIP: To keep the pieces from getting mixed up, give each child a different colored marker and have him/ her make a dot on the back of each of his/her pieces.

Experiences for Advanced Preschoolers: School Readiness

The following experiences are designed for older preschoolers that are ready to learn more about letters and sounds as well as numbers, mathematical operations (addition/subtraction), and spatial concepts. The following extension ideas blend well with the activities presented in this Teaching Guide. Incorporate them as you complete activities if they are appropriate for the older children in your care.

Letter Recognition, Beginning Sounds and Creative Writing:

 Fabric Names: This experience combines writing and art. To begin, provide the children with a large sheets of construction paper. Have the children print their names on the construction paper using large letters with plenty of space between them. As the children write, encourage them to name the letters. Then, have the children use scissors to cut fabric scraps into small squares (or other shapes). Have them glue these fabric pieces to the letters in their names. As the children create, talk with them about the different types of fabric they choose to use. This would be an appropriate time to also talk about colors, shapes and patterns. Allow to dry completely and then display.

 It Starts With...: As you introduce each new vocabulary word, print it on paper and have children identify the beginning letter and sound. Can children list other words that begin with the same letter and sound?

 T-Shirt Messages: T-shirts are often used to convey messages. They are also a wonderful tool for exposing the children to letters, words and even symbols! To begin, gather a bunch of t-shirts that contain words and/or symbols. Invite the children to look at the t-shirts with you. See if they can identity and words, letters or symbols on the shirts. Next, provide each child with a white t-shirt and permanent markers (keep out of the reach of younger children and supervise CAREFULLY). Invite the children to create their own messages for their shirts. They can write these themselves or dictate to you. While writing, be sure to talk about letters, letter sounds and words. They can add additional decorations with markers as well. Once finished, the children can wear their shirts and then explain what they say to younger children.

Shape Recognition:

 Quilt Exploration: For this experience, you will need a quilt. Spread the quilt out on the floor and invite the children to describe what they see. Talk about the different patterns used to create the quilt...not only the quilt design but the patterns of fabric as well. Quilters take a long time to choose just the right fabrics when creating their quilts! Next, see how many different shapes the children can identify on the quilt. If the children are up for a real challenge, they can even count the number of triangles, rectangles, squares, etc. they can find.

Learning Indicators Addressed By Activity Unit: Fabric Fun

Exploring Together Small Group Small Group Infant

DAY 1 Things I Wear So Many Clothes Fabric Dance Soft and Fuzzy LD1, LD2, LD3, LD4, PD5, AL3, SE2, SE3, SK1, LD3, LD4, AL3, PD4, PD5, LD1, LD2, PD4, SK1, AL3, SE2,LK1, PD5, CA4, LD3, LD4, LR1 CA1, CA2, SE2, SE3, LR1 SE1 SK1, MK6, LR1

DAY 2 Who Sews? The Sewing Center is Open! In and Out, In and Out We Can Sew LD1, LD2, SE2, SK1, LD3, LD4, AL1, AL2, SE2, PD5, LD3, LD4, PD5, SE2, LD1, LD2, PD5, CA1, SS1, SS2, LK1, AL3, SK1, PD5, LR1 SE3, AL1, AL2, LR1, MK3 SE2 LR1

DAY 3 Wearing Fabric Fabulous Fabric Art “Diddle, Diddle, Dumpling” Touch and Explore LD1, LD2, SE2, AL3, AL1, SE2, PD5, SK1, MK6, PD5, LD1, LD2, LD3, LD4, SE1, SK1, SK3, PD5, SS1, SK1, PD5, LR1 LD3, LD4, CA3, LR2 MK3, SE2, SE3, AL3, CA4 LD1, LD2

DAY 4 Fabric, Fabric All Around Pressing Fabric I’m Thinking Of... Soft and Fun LD1, LD2, SE2, SE3, LD3, LD4, SE2, SK1, SK2, LD3, LD4, LR1, PD4, PD5, LD1, LD2, PD5, SK1, PD4, PD5, SK1, MK6, SK3, PD5, LR1, LR2 SE2, SE3, MK3 SE1 AL3, LR1

DAY 5 Finding More Fabric Towel Artists The Shape of Towels Wrap You Up AL3, PD4, PD5, SE2, PD5, SE2, CA3, SK1, SK2, LD3, LD4, SE2, PD4, MK3, LD1, LD2, CA1, SE1 SE3, CA1, LD1, LD2, AL1, LD3, LD4 AL3 LD3, LD4, SK1, LR1

DAY 6 A Fluffy Path Wet Washcloths Most Absorbent? Warm, Cool & Wet AL3, SE2, SE3, PD4, AL1, SE2, SK1, SK2, LR1, PD5, SE2, SK1, SK2, SK3, LD1, LD2, PD5, SK1, MK1, LD1, LD2, LD3, LR2, LD3, LD4 MK1, MK5, LD3, LD4, LK5, SK3, SE1 LD4, LR1, LR2 LR1

DAY 7 Gettin’ Cozy Who’s Under the…. Pillowcase Catch What’s Inside? LD1, LD2, LD3, LD4, LD3, LD4, AL3, SE2, SE3, AL2, AL3, SE2, SE3, MK1, LD1, LD2, SE1, SK1, PD4, SE2, SE3, LR1, LR1 LR1, LR2, LD3, LD4 PD5, CA1 AL3, SK1, SK2

DAY 8 Solids & Patterns Shirt Designers Fabric Memory Tactile Dots & Stripes AL3, LD1, LD2, LD3, LD3, LD4, AL2, PD5, LK5, PD5, LD3, LD4, SE2, SE3, LD1, LD2, SK1, SE1, LD4, PD5, LK1, SK1, CA3, SE2, LR1 SK1, MK6, LR1 PD5 MK1, MK6, SE2, LR1

DAY 9 Polka Dots, Plaids and Polka Dot Pictures Creating Stripes and Plaids More Tactile Dots & Stripes PD5, SE2, AL1, SK1, SK2, PD5, SE2, AL2, MK3, LR1, Stripes AL3, SE2, PD4, PD5, CA3, LR1, LR2, MK3, LD3, LR2, LD3, LD4 LD1, LD2, SK1, SE1, MK6, SK1, LD1, LD2, LD4 PD5 LD3, LD4, LK1, LR1

DAY 10 Fabric Fun! Story Time with... A Fabric Paintbrush One More Time! AL3, LD1, LD2, LD3, SE2, AL3, PD5, LK1, LD1, AL1, AL2, LD3, LD4, LR1, LD1, LD2, SE1, CA1 LD4, SE1, SE2, SE3, LD2, LD3, LD4 LR2, PD5, SE2 PD4, PD5, SK1, SK2, SK3, CA3, LR1, MK, MK6

For a full list of learning indicators, please see the Gee Whiz Education User’s Guide.

School-Age Activities (p. 24-26 of Teaching Guide) Cool Change Purses – LD1, LD2, LD3, LD4, AL1, AL2, PD5, LR1, SE2 Find It! Fold It! - AL3, SE2, SE3, PD2, PD4, PD5, SK1, MK6, LD3, LD4, LR1 Towel Toss – LD1, LD2, LD3, LD4, SE2, SE3, PD5, LR1, LR2, SK1, SK2, AL3 Wash & Dry – LD1, LD2, LD3, LD4, AL1, AL3, SE2, PD5, SK1, SK2, SK3, LR1 Fabulous Fabric Art - LD1, LD2, LD3, LD4, SE2, AL1, AL2, CA3, PD5 Natural Colors – LD1, LD2, LD3, LD4, SE2, SE3, PD5, SK1, SK2, SK3, LR1, LR2, AL3, SS4

Book List FABRIC Here is a list of books that compliment our Unit, “Fabric Fun.” Denim, denim, All Kinds of Clothes by Jeri S. Cipriano Thick and blue.

Animals Should Definitely Not Wear Clothing by Judi Barrett Cotton, cotton, Smooth, it’s true. Baby’s Day: Cloth Book by Karen Katz Soft fleece, soft fleece,

Feels so nice. Bathtime by DK Publishing Corduroy has Bath Time! by Sandra Boyton Many lines. Fabric, fabric, Clothes by Liesbet Slegers Lots of kinds.

Clothes Have Feelings Too!: Charlie Learns to Care for His Used to make Things by Ari Mazor Your clothes and mine!

The Clothes I Wear by Bobbie Kalman

The Emperor’s Cool Clothes by Lee Harper

The Emperor’s New Clothes by Hans Christian Andersen and Virginia Lee Burton

I Like Old Clothes by Mary Ann Hoberman

Kids Clothes: From Start to Finish by Samuel G. Woods DIDDLE, DIDDLE, DUMPLING

Lottie’s New Beach Towel by Petra Mathers Diddle, diddle, dumpling, Maisy’s Clothes by Lucy Cousins My son John, The Man Who Wore All His Clothes by Allan Ahlberg Went to bed With his britches on. Mooska, A Quilt Story by Julie Paschkis One shoe off, My Clothes/Mi Ropa by Rebecca Emberley One shoe on,

The Quilt by Ann Jonas Diddle, diddle, dumpling, My son John. The Quiltmakers Gift by Jeff Brumbeau

What We Wear: Dressing Up Around the World by Maya Ajmera

PUT THE TOWEL ON YOUR... (tune: “Mary Had a Little Lamb”)

Put the towel right on your head On your head, on your head. Put the towel right on your head. Do it now with me!

Put the towel right on your feet, On your feet, on your feet. Put the towel right on your feet. Do it now with me!

Put the towel right on your arm, On your arm, on your arm. Put the towel right on your arm. Do it now with me!

Put the towel right on your tummy, Change purse pattern On your tummy, on your tummy. Put the towel right on your tummy. Do it now with me! Fold flap down here.

Fold bottom up to top dotted line and stitch on both sides.

Fold line