Daily Life In Many Lands Theme 6 Sample “Learning is something students do, not something done to students.” - Alfie Kohn Sample 2 Daily Life in Many Lands Getting Started Week One At a Glance 13 Learning in Theme 6 & Connections to Other Themes 4 Day 1 14 Ongoing Learning Project: Our Families Come From... 5 Day 2 16 Skills & Concepts: Language & Literacy 6 Day 3 18 Skills & Concepts: Other Domains 6 Day 4 20 Message Time This Month 7 Day 5 22 Books in this Theme 8 Week Two At a Glance 25 Dramatic Play Center: A Travel Agency 10 Day 6 26 Freeze Frame: A Strategy for Framing the Play 11 Day 7 28 Family Letter 12 Day 8 30 Day 9 32 Resources Day 10 34 Small Group Activities 60 Week Three At a Glance 37 Center Activities 64 Day 11 38 Songs 66 Day 12 40 Fun With Language 70 Day 13 42 A Perfect Match 71 Day 14 44 Same and Different Sample72 Day 15 46 And After That 73 Week Four At a Glance 49 Reproducibles 74 Day 16 50 Pre-K Scaffolding Questions 76 Day 17 52 Supplemental Books 77 Day 18 54 Day 19 56 Day 20 58 Teachers, scan this QR code with your smartphone or visit our website at www.cli.org/blueprint/teachers/ for articles, videos and downloads that can help you with these lessons. 3 Daily Life in Many Lands Learning in Theme 6 and Connections to Other Themes In Theme 6: Daily Life in Many Lands, the children will explore everyday life around the world to extend their study of neighborhoods and markets. Through books about markets, maps and transportation, the children meet people of different cultures and discover ways people are the same and different. The children will develop basic geographical concepts while learning about maps, map-making and distance. Connections to Other Themes In Theme 5: Markets and Food, the children studied supermarkets, food and basic money concepts. Theme 6 opens with an exploration of many other kinds of markets all around the world, including markets that sell food, clothing, art, musical instruments, livestock and rugs. Discussions and lessons aim to expand the children’s concepts of markets and money in order to build an understanding of the many different ways people use money and exchange goods and services. In Theme 3: People and Places in My Neighborhood, the children studied their neighborhoods and were introduced to basic mapping concepts. This is further developed in Theme 6, as the children explore two- and three-dimensional maps of areas from their classrooms and homes to cities, countries and the globe. By connecting these maps to the children’s own experiences, such as places they have lived or traveled or places their relatives live or have lived, the theme lays the groundwork for understanding basic geographical concepts. Many read aloud lessons compare and contrast the different lands and markets the children encounter in the books. This exposure to the concepts of compare and contrast will be greatly extendedSample in Theme 7: Farms & Folktales, when the children study different versions of the same folk stories and talk, write and draw about the similarities and differences. While the children studied different kinds of transportation in Themes 1 and 3, Theme 6 deepens this study by examining how one specific need – traveling to school each day – can be met in many different ways. Discussion includes making connections between where people live and what kinds of transportation they use. 4 “Our Families Come From...” Ongoing Learning Project Buy or create a large flat map of the world that Throughout the Month shows countries and major cities. Above it, post the title “Our Families Come From…” Have pieces When several drawings are ready, add them to the wall during whole of yarn or string on hand to connect the children’s group time. Hold up the drawings, encouraging the authors to share orally what they know about the family member(s) represented. writing to locations on the map. If appropriate Discuss the city, state or country represented in the drawing. for your children, send a note home to parents Post each piece on the wall, and then use tape and string or yarn to connect the drawing to the place on the map it represents. telling them you’ll be studying family origins and Remember to use relevant distance vocabulary, such as “This city is encouraging them to talk to their children about nearby,” or “This country is so far away.” If possible, invite parents or countries where their family members live or have other family members into the classroom to share what countries they have lived in or traveled to. Encourage them to bring clothes, music lived. Suggest that family members send a note or food from these countries. Being exposed to other languages is an listing places where the children’s relatives live, important part of exploring the world, so encourage the children or family members to share names of places or objects in the languages whether in nearby cities or in other countries. they speak. Introduce the Topic As you are reading the theme books and showing the different countries on maps, engage the children in a discussion about other countries they know by asking if they have relatives who live in other places. Quickly note the children’s answers to use as writing prompts later. Encourage the children to talk with their family members about places they have lived or traveled. Sample Help the Children Create Work Work with the children individually or in small groups. Engage them in discussions about places where their family members live or have lived, referring to notes you’ve taken or information from parents. Ask the children to recall what they know about their relatives and how they live. Help the children draw and write about these family members, doing interactive writing or taking dictation as needed. The children may have specific information from a visit or only general ideas, such as “My mom says I have cousins who live in Spain.” Encourage the children to represent what they know, using books as a reference. 5 Skills & Concepts Language and Literacy Literate Attitudes and Behaviors Phonics • Shows interest in listening to a variety of texts (both paper & digital) • Begins to demonstrate basic knowledge of letters and letter-sound • Shows interest in words and word play correspondences • Engages in singing, dramatic play, finger-play, chanting and retelling, • Uses letter names and shapes to identify 10 or more letters and inventing stories • Recognizes letters of the alphabet in the environment • Chooses to look at books independently • Matches some upper- and lowercase letters • Identifies and shares favorite books and explains why • Identifies the beginning letter in some frequently seen words • Chooses to write independently • Develops increasing familiarity with common letter-sound • Generates and investigates answers about topics of interest relationships • Seeks and generates alternative approaches to solving problems • Recognizes some high-frequency words (e.g., the, is, my) • Increasingly identifies self as a reader Comprehension • Increasingly identifies self as a writer • Makes personal connections to what is being read aloud and what is being taught Listening & Speaking • Makes and confirms predictions about what may happen in a story • Derives meaning from non-verbal and verbal cues • Recalls basic details in a text • Actively listens to others as they read or talk • Retells a familiar story in sequence with picture support or props • Understands the difference between a question and a statement • Shows understanding of common story elements (e.g. characters, • Listens to and follows directions setting & plot) • Shares simple personal narratives or memories with others • Asks questions to better understand a text • Recounts personal narrative or memory in a logical order • Thinks about what the author meant even when it’s not stated • Expresses preference or opinion (inferring) • Gives directions using time and position words (first, second, under) Fluency • Engages and responds appropriately in the turn-taking of conversation • Listens daily to fluent and expressive reading • Increasingly uses standardized English in conversation • Joins in on refrains or repeated sentences, phrases and words • Speaks in complete sentences while participating in oral reading activities • Forms regular plural nouns by adding “s” or “es” (e.g., dog, dogs; • Participates in the reading and singing of shared texts with wish, wishes) appropriate volume, pronunciation, tone and expression • Understands and uses questions words or interrogatives (e.g., who, Vocabulary what, where, when, why, how) • Distinguishes shades of meaning among common verbs sharing Book Awareness the same general action (e.g., walk, strut, march, prance) • Demonstrates proper use and care of books • Distinguishes shades of meaning among common adjectives sharing the same general characteristics (e.g., big, enormous) • Demonstrates proper page-turning skills • Shows a steady increase in receptive and expressive vocabulary • Demonstrates understanding that books are read for enjoyment and information • Shows understanding of content-specific vocabulary Print Concepts • Uses newly learned vocabulary on multiple occasions and in a Samplevariety of contexts (classroom, playground, etc.) • Demonstrates understanding of the organization and basic features of print Writing • Recognizes that spoken words are represented in written language • Recognizes that writing is a way of communicating and serves different purposes • Recognizes print that is relevant in the environment • Contributes