(B) Materials to Enhance Children’s Play Blocks Dramatic Play Toys and Games Add: Market-related signs: “sale,” prices, names of store sections or individual items (fruits, vegetables, dairy, meat, etc.) Children can attach these to blocks if they choose to build markets. Make the signs yourself in advance, or have children help you make them. Keep: Market/grocery store theme. Add items based on children’s interests, class discussions, etc. Keep: Food groups sorting game Add: Food-shaped counters (if available) Art Library/Writing Discovery/Science Keep any items from previous week(s) that children were particularly engaged with. Add: Large pieces of paper for making signs to label the dramatic play grocery store. Flannelboard pieces (or pictures) for Pumpkin Soup Keep: Materials related to food groups/ MyPlate. Add: Pumpkin seeds or pieces of pumpkin rind with tweezers/tongs, magnifying glasses (after“Exploring Pumpkin” small-group activity) Sand and Water Music and Movement Computers Add: Tools for cooking/baking. You can choose items related to birthday cake, and/or pumpkin soup depending which book your children are most interested in. Add: Add: Outdoors Cooking Add: Props for cooking/baking – large bowls, soup pot, pans, empty jars, measuring cups, mixing spoons, etc. Children might choose to use sand, soil, leaves etc. to create birthday cakes, soup, etc (C) Group Experiences Monday Tuesday Wednesday Thursday Friday Arrival Opening Circle Arrival: Attendance graph Morning Circle: Welcome song & one other SS Puppet Script Arrival: Attendance graph Morning Circle: Welcome song & one other Review daily schedule and Arrival: Attendance graph Morning Circle: Welcome song & one other -QOTD: Which do you like Arrival: Attendance graph Morning Circle: Welcome song & one other -Discussion: What is a
Movement Relaxation Transitions Closing Circle - Morning Message: This weekend I went to my aunt’s house to eat a big meal with my whole family. We ate turkey, potatoes and pie! [adapt to be true for you and/or write about a meal other than Thanksgiving] Use to start a discussion about special meals. When you have a big dinner at your house, who comes? What do you eat? Are there any special foods? Review daily schedule and rules now and throughout the day Transition: SS Brain Builder- Music/Movement: SS Song & one other Relaxation: Transition: Closing Circle: Goodbye song rules now and throughout the day Transition: Question of the Day (QOTD): Who ate dinner with you last night? Have a list of children’s names and columns with different choices (e.g. Mom, Dad, Grandma, Sister/ Brother, Aunt/Uncle, Cousin, etc.) Then have children put a mark or sticker in all columns that apply to them. Do this individually (during arrival or transition) so you can help children and engage in feedback loops where possible. Music/Movement: 5 Waiting Pumpkins (have visuals) *Five little pumpkins growing on a vine, the first one said I feel fine, the second one said I love the fall, the third one said I’m round as a ball, the fourth one said I smell pumpkin pie and the fifth one said Let’s say goodbye. (be sure to say in Spanish as well) *Choose one other movement song Relaxation: Transition: best: chicken or greens? (or use other food options that you know will work well with your class) Have children answer during arrival or transition, charting with visuals whiteboard/pocket chart/etc Review daily schedule and rules now and throughout the day Transition: Music/Movement: Choose 2 Relaxation: “Yoga” (see below) Transition: Closing Circle: Review QOTD results with the full group, counting each column and writing the numeral Goodbye song recipe? Show an example (e.g., from a cookbook you use at home) and talk about how you might use it. Review daily schedule and rules now and throughout the day -SS Skill Activity Transition: Music/Movement: SS Song & one other Relaxation: Transition: SS Brain Builder- Closing Circle: Goodbye song
Closing Circle: Goodbye song Group 1: Pumpkin Soup by Helen Cooper (first reading: streamline as needed; focus on basic comprehension of plot/conflict) Group 2: Bunny Cakes by Rosemary Wells (basic comprehension, concept of ingredients and making a shopping list) Group 1: Bunny Cakes by Rosemary Wells (basic comprehension, concept of ingredients and making a shopping list) Group 2: Pumpkin Soup by Helen Cooper (first reading: streamline as needed; focus on basic comprehension of plot/conflict) Group 1:SS Story and Discussion- Group 2: SS book- Group 1: SS Book- Group 2: SS Story and Discussion- Activity Group 1: Exploring Pumpkins TS Gold Objectives- 11d,24,37 Group 2: Grocery-Shopping Graphs TS Gold Objectives- 20a,20b,24 Group 1: Grocery-Shopping Graphs TS Gold Objectives- 20a,20b,24 Group 2: Exploring Pumpkins TS Gold Objectives- 11d,24,37 Group 1: SS Skill Activity- Group 2: Food at Home (sharing foods we eat at home, making grocery lists) TS Gold Objectives- 9a,s9a,19b,s19b,38 Group 1: Food at Home (sharing foods we eat at home, making grocery lists) TS Gold Objectives- 9a,s9a,19b,s19b,38 Group 2: SS Skill Activity- Special Activities Mealtime: Discussion: What jobs do people in your family do to help for dinner? Walk through the possible jobs – setting the table, cooking the food, etc. – and ask for examples of who does that in children’s families. “Yoga” (repeated from last week) – put on slow music and have children stretch, bend, curl, reach and breathe. For example, stand tall like a tree and spread branches (arms); lie flat on stomach, push up onto elbows and hiss like snake. Tangible Inclement
IFSP Child Planning Child’s Name School Readiness Goal Focus Domain(s) Focus TS GOLD Objective(s) IFSP GOAL Strategy/Activity NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the “Small Group” column at right to make notes about possible groupings. Possible small-group? CHECK when implemented Soc-Emotional Approaches to Learning Language & Literacy Cogn./ Gen. Knowledge Physical 1. 2. 3. 1. 2. 3. *Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals. *For speech goals the what/who would be: Directed by the Speech Language Therapist *If you have additional goals, highlight the last row for that child, right click with mouse, scroll to Insert rows, scroll to insert row below. Do this as many times as needed.