Cardboard tubes (e.g. paper towel/ wrapping paper) to use as tunnels for small cars Rope or yarn to make foot bridges Post pictures of different types of bridges (see Activity packet or find your own) Art Library/Writing Discovery/Science Add: Materials to create bridges (paint, cardboard, paper towel rolls, wood pieces, toothpicks, etc.) Sand and Water Music and Movement Computers Add: Boats Tubes/ PVC pipes (to use as “tunnels”) and cars to drive through them Large strip of cardboard or other material to go across water table to make a bridge Add: Block instruments to make sounds of the billy goats crossing the bridge. Add: Outdoors Cooking Set up balance beams and pretend they are bridges. Invite children to do an obstacle course, using spatial terminology: e.g., crawl under the slide, step over the ledge, balance on the step, etc. (C) Experiences Monday Tuesday Wednesday Thursday Friday Arrival Opening Circle Movement Relaxation Arrival: Attendance graph Morning Circle: Welcome song & one other SS Puppet Script Discussion: What do you know about bridges? If needed, use bridge pictures (see Activity Packet) and ask children what they Arrival: Attendance Morning Circle: Welcome song & one other Review daily schedule and rules now and throughout the day Transition: SS Brain Builder- Arrival: Attendance graph Morning Circle: Welcome song & one other Review daily schedule and rules now and throughout the day Transition: Arrival: Attendance graph Morning Circle: Welcome song & one other Review daily schedule and rules now and throughout the day -SS Skill Activity
Transitions Closing Circle notice. Chart children’s ideas if desired. Review daily schedule and rules now and throughout the day Transition: QOTD: “Did you see a bridge on your way to school?” (Y/N) Music/Movement: SS Song & one other Relaxation: Transition: Closing Circle: Goodbye song Music/Movement: “We’re Going on a Bear Hunt.” Introduce and teach song (or use book if available). Emphasize positional words – over, under, through. Relaxation: Transition: Mighty Minute #36 Body Patterns Closing Circle: Goodbye song Music/Movement: SS Song & one other Relaxation: Transition: Closing Circle: Goodbye song Transition: Mighty Minute #14 Scat Singing Music/Movement: “Monkey See, Monkey Do” (see below) and one other Relaxation: Transition: SS Builder- Closing Circle: Goodbye song Group 1: Reread The Three Billy Goats Gruff by Paul Galdone, Carol Ottolenghi or other version (invite children to predict, recall, and in on repetitive text) Group 2: Caps for Sale by Esphyr Slobodkina Group 1: Caps for Sale by Esphyr Slobodkina 2: Reread The Three Billy Goats Gruff by Paul Galdone, Carol Ottolenghi or other version (invite children to predict, recall, and chime in on repetitive text) Group 1:SS Story and Discussion- 2: Ss Book- Group 1: SS Book- 2: SS Story and Discussion-
Activity 1: Building Bridges & Tunnels (See Activity Guide) TS Gold Objectives- 11a,11b,11d,14b 2: Math Muffin Cups (See Activity Guide) TS Gold Objectives- 20a,20b,20c Group 1: Math Muffin Cups (See Activity Guide) TS Gold Objectives- 20a,20b,20c Group 2: Building Bridges & Tunnels (See Activity Guide) TS Gold Objectives- 11a,11b,11d,14b Group 1: SS Skill Activity- Group 2: Class Bridge & Tunnel Book (See Activity Guide) TS Gold Objectives- 9a,s9a,16a,s16a,16b,s16b, 19b,s19b, Group 1: Class Bridge & Tunnel Book (See Activity Guide) TS Gold Objectives- 9a,s9a,16a,s16a,16b,s16b, 19b,s19b, Group 2: SS Skill Activity- Special Activities Retelling The Three Billy Goats Gruff during free choice Retelling The Three Billy Goats Gruff during free choice Retelling The Three Billy Goats Gruff during free choice Have children imitate your gestures, starting with ones from Caps for Sale (shaking fist, stamping), then adding movements. You can add a phrase such as “Monkeys, monkeys, do like me!” Let children take turns as the leader. Tangible System Inclement Weather Plan Emergency Drills Outside Individual Planning Form
Teachers: Classroom: Week of: Focus Date Child’s Name School Readiness Goal Domain(s) Focus TS GOLD Objective(s) Why Chosen? (IFSP, observation/assessment , family input conference goal, etc.) Strategy/Activity NOTE: Children with similar 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. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1.