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June Curriculum Resource Guide


JUNE CURRICLUM RESOURCE GUIDE

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Contents INFANTS (BIRTH-12 MONTHS) ....................................................................................................................................................... 6

Social-Emotional.............................................................................................................................. 6 Physical ............................................................................................................................................ 8 Language ...................................................................................................................................... 10 Cognitive ....................................................................................................................................... 12 Literacy........................................................................................................................................... 14 Science and Technology ............................................................................................................. 15 Social Studies ................................................................................................................................. 16 The Arts ........................................................................................................................................... 17 INFANTS (12 MONTHS-18MONTHS) ........................................................................................................................................... 18

Social-Emotional............................................................................................................................ 18 Physical .......................................................................................................................................... 21 Language ...................................................................................................................................... 22 Cognitive ....................................................................................................................................... 24 Literacy........................................................................................................................................... 26 Mathematics ................................................................................................................................. 27 Science and Technology ............................................................................................................. 29 Social Studies ................................................................................................................................. 30 The Arts ........................................................................................................................................... 31 TODDLERS ...................................................................................................................................................................................... 32

Social-Emotional............................................................................................................................ 32 Physical .......................................................................................................................................... 34 Language ...................................................................................................................................... 35 Cognitive ....................................................................................................................................... 37 Literacy........................................................................................................................................... 39 Mathematics ................................................................................................................................. 41 Science and Technology ............................................................................................................. 43 Social Studies ................................................................................................................................. 44 The Arts ........................................................................................................................................... 45 PRESCHOOL READINESS.............................................................................................................................................................. 46

Social-Emotional............................................................................................................................ 46 Physical .......................................................................................................................................... 49 Language ...................................................................................................................................... 51 3|Page


Cognitive ....................................................................................................................................... 54 Literacy........................................................................................................................................... 57 Science and Technology ............................................................................................................. 63 Social Studies ................................................................................................................................. 64 The Arts ........................................................................................................................................... 65 PRESCHOOL .................................................................................................................................................................................. 66

Social-Emotional............................................................................................................................ 66 Physical .......................................................................................................................................... 69 Language ...................................................................................................................................... 70 Cognitive ....................................................................................................................................... 72 Literacy........................................................................................................................................... 74 Mathematics ................................................................................................................................. 77 Science and Technology ............................................................................................................. 80 Social Studies ................................................................................................................................. 81 The Arts ........................................................................................................................................... 82 KINDERGARTEN READINESS ........................................................................................................................................................ 83

Social-Emotional............................................................................................................................ 83 Physical .......................................................................................................................................... 85 Language ...................................................................................................................................... 87 Cognitive ....................................................................................................................................... 90 Literacy........................................................................................................................................... 93 Mathematics ................................................................................................................................. 97 Science and Technology ........................................................................................................... 100 Social Studies ............................................................................................................................... 102 The Arts ......................................................................................................................................... 103

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Infants (Birth-12 months) Age Group Month Theme Language Builder (verbal focus)

Infants (Birth – 12months) May and June Nature All Around dirty, sun, water, bubble, outside, grass, tree, blow, rain & bug

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings  Create flower sensory bottles to help children calm their emotions; add buttercups, tulips, daisies, etc. Uses adult support to calm self

1b. Follows limits and expectations

Use visual cues and sign language for “Stop”, “More”, “Please” etc.

1c. Takes care of own needs appropriately

Indicates needs and wants; participates as adults attends to need

Practice tummy time with mirrors underneath for baby to strengthen neck muscles at the same time they can discover their face After changing baby’s diaper, hold onto baby’s hands and wrists and count, “one, two, three, up!” GENTLY pull baby to a sitting position. Smile and lower baby to repeat.

Responds to changes in an adults tone of voice and expression

Begins to Seek to do things for self

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Social – Emotional (2. Establishes and sustains positive relationships) Objective & Indicator Objective Based Activities 2a. Forms relationships with adults Demonstrate a secure attachment to one or more adult

Sensory play with frozen flowers: freeze flowers in an ice cube tray; throw the cubes in a sensory bin for the children to observe and play with; interact with the babies and discuss hot and cold

When the infant is fussy, gently guide his hand to his mouth to see whether he needs help finding it. Encourage him to suck on it. Talk in a calming voice and allow the infant to enjoy the sucking sounds he is making. Verbally support what is happening, “Sometimes this makes you feel better.” Help infants keep the hand available. Give an infant verbal support for finding his hand and sucking before helping him.

Lay a blanket on the grass; place the babies next to each other while the teacher blows bubbles; those babies who are mobile can try to “chase” the bubbles

Uses trusted adult as a secure base from which to explore the world

2b. Responds to emotional cues Responds to changes in an adults tone of voice and expression

2c. Interacts with peers Begins to Plays near other children; uses similar materials or actions

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator Objective Based Activities 4. Demonstrates traveling skills  Have the children participate in various types of creeping and crawling activities. Play music to set the pace and help children keep a rhythm. Have Moves to explore immediate children practice these: Turtle crawl—crawl on environment hands and knees with a small blanket on top of the child (the blanket looks like a shell), talk to children Begins to Experiments with different about turtles and the purpose of the shell. Texture types of moving crawl—crawl on a path of different textures (carpet squares, welcome mats, bubble packing, etc.) and talk about how the different textures feel. Snake crawl—slither with stomach on floor, using only arms to pull. Obstacle course—crawl through a course made of boxes, chairs, barrels, boards, and so on. Tape trail—crawl or creep around the room following a tape trail. Physical (5. Demonstrates balancing skills) Objective & Indicator Objective Based Activities 5. Demonstrates balancing skills  Place baby on their tummy on a bobby pillow; place under them a tray of fresh herbs; mint and rosemary Balances while exploring immediate smell particularly nice; and allow the baby to touch environment and rub the herbs; bring their hands to their nose to smell the herbs; you smell their hands and say “ohhh it Begins to Experiments with different smells so nice!” ways of balancing Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor  Place the suction cup toy on a highchair or other manipulative skills smooth surface where the infant can easily reach it. Encourage infants to hit it to watch the movement Reaches, grasps, and released objects and listen to the sound it makes. Slowly move the top Begins to Manipulate balls or similar of the toy in different directions so infants can follow objects with stiff body movements its movement visually. Gently guide the infant’s arms from the shoulder to help the child either reach and grasp the toy or bat at it. Move the toy in a pattern and see whether the infant can repeat your pattern.

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Physical (7. Demonstrates fine motor strength and coordination) Objective & Indicator Objective Based Activities 7a. Uses fingers and hands Reach for, touch, and holds objects purposefully Begins to Use fingers and whole arm movements to manipulate and explore objects)

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Create a Nature Treasure basket; fill it with moss; flowers, tree branches, leaves etc. for the babies to explore

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Language Language (8. Listens to and understands increasingly complex language) Objective & Indicator Objective Based Activities 8a. Comprehends language  Use visual sign language cues to help the child associate the sign with the word; utilize the LB words for this task Shows an interest in the speech of others

8b. Follows directions

Responds to simple verbal requests accompanied by gestures or tone of voice Begins to Follows simple requests not accompanied by gestures

Yarn Ball: Let children feel and touch the ball. Roll the ball on children’s arms, legs, and stomach. Name their body parts as you touch them. Encourage babies to move the ball with their arms or legs and to explore the ball. Hold it so they can grasp it. Encourage children to transfer it from one hand to the other. Take turns giving and receiving the ball with the child. Toss the ball into a container and retrieve it

Language (9. Uses language to express thoughts and needs) Objective & Indicator Objective Based Activities 9a. Uses an expanding and  Hold an infant in front of a mirror so she can see expressive vocabulary herself. Talk about what she sees in the mirror: “Look, there’s Amber! I see you!” Tap her image in Vocalize and gestures to communicate the mirror to focus her attention. Say, “Look, this is you. Don’t you look gorgeous?” Point to and name Begins to Name familiar people, the infant’s facial features as she looks in the mirror. animals and objects Play games in the mirror to see whether she will imitate you 9b. Speaks clearly  Create a picture card ring of LB words; allow the Babbles strings of single consonant children to flip through the ring while changing sounds and combines sounds their diapers; point out the pictures with the children “Look Eli that’s a picture of the sun. The Begins to Uses some words and word sun is yellow!” etc. like sounds and is understood by most familiar people

9c. Uses conventional grammar Begins to Uses one- to two word sentences or phrases

Using two fingers of your hand, start at one of the infant’s extremities and slowly walk your two fingers up the limb saying slowly, “Mousie, Mousie, Mousie.” As you get closer to the trunk (belly button area), say quickly, “Mousie, Mousie,” and give the infant a gentle tickle. You can make the anticipatory time shorter by saying fewer “Mousies” or make the anticipatory time longer by increasing the number of “Mousies” you say or by going back down the limb and up again before saying the quick “Mousie, Mousie.” 10 | P a g e


Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations  Offer a toy bug to children slightly beyond their reach. Say, “Get the bug.” Allow children to explore Engages in simple back-and-forth the toy with hands and mouth. (Be sure to wash it if exchanges with others children put the toy in their mouths.) If a child does not respond to the toy, call the child’s name and touch the child’s hand with the toy to catch her attention or gently squeeze it to make a sound. Move the toy out of the child’s line of vision and squeeze the toy again. Say, “Where’s the bug?” and watch to see whether the child turns her head. Encourage imitation by squeezing the bug and then saying, “Now you do it.” Talk about some of the bug’s body parts such as antenna, eyes, and wings. Say, “I’m touching the bug’s wings. Can you touch the bug’s wings?” 10b. Uses social rules of language  Hold baby’s hand up to wave good-bye when a familiar person leaves, saying “Good-bye.” Make Begins to Responds to speech by looking sure baby sees favorite people leave so he/she toward the speaker; watches for signs of won’t worry about people disappearing. being understood when communicating

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages  Fill a shallow tub with water; place cut up sponges in the tub; allow the children to observe the water and grasp the sponges to squeeze

Pays attention to sights and sounds

11b. Persists

Repeats actions to obtain similar results

11c. Solves problems

Reacts to a problem; seeks to achieve a specific goal

11d. Shows curiosity and motivation Uses senses to explore the immediate environment

Tape paper to the table and let children experiment with different colors of chalk and their effect on the paper. On another day, wet the paper with a sponge and let them use the chalk again. Talk with them about the differences. Let children use both wet and dry paper. Encourage children to compare the effects of the chalk on wet and dry paper from a sensory motor perspective as well as a visual perspective. Make a ramp by putting a toilet paper or paper towel roll under a large book or flat object. Then, roll a small ball or object down the ramp and watch what happens! Repeat over and over and clap when the ball reaches the bottom. Tape a water bead sensory bag to the window at the children’s height to discover and feel

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Cognitive (12. Remembers and connects experiences) Objective & Indicator Objective Based Activities 12a. Recognizes and recalls  Create a class made book of classmates with their moms in celebration of Mother’s Day; discuss Recognizes familiar people, places, ad objects; looks for hidden object where it whose mom is who was last seen

12b. Makes connections Begins to Look for familiar persons when they are named; relates objects to events

Display various animals with moms and babies; discuss which animal goes with each other

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Literacy Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books  Time for Bed by Mem Fox  In the Small Small Pond by Denise Fleming  Stones by Playbac Shows interest in books  The Very Hungry Caterpillar by Eric Carle

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Science and Technology Science and Technology Objective & Indicator 24. Uses scientific inquiry skills

Science and Technology Objective & Indicator 25. Demonstrates knowledge of the characteristics of living things Science and Technology Objective & Indicator 26. Demonstrates knowledge of the physical properties of objects and materials Science and Technology Objective & Indicator 27. Demonstrates knowledge of Earth’s environment Science and Technology Objective & Indicator 28. Uses tools and other technology to perform tasks

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Objective Based Activities Leaf Painting Play with dirt; make mud Weather permitting; take baby on a nature adventure by taking a walk outside. Collect natural items along the way, such as leaves, grass, sticks, acorns, etc; place the items in clear plastic bottles and secure the lids very tightly (you can use glue or tape, as well); allow baby to explore the items inside the bottles; punch small holes in bottles containing items which smell

Objective Based Activities Present the children with fresh flowers; allow them to investigate the flowers touch them and smell them; allow them to pick the petals

Objective Based Activities Place different items in a shallow bowl for the babies to grasp; i.e. shower loofahs, cut up paper towel rolls, large wooden beads

Objective Based Activities Discuss rain; observe the rain through the windows; create rain sensory bags with water and baby oil and blue food coloring

Objective Based Activities Place flashlights under colorful Tupperware containers for the babies to observe

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Social Studies Social Studies Objective & Indicator 29. Demonstrates knowledge about self Social Studies Objective & Indicator 30. Shows basic understanding of people and how they live

Social Studies Objective & Indicator 31. Explores change related to familiar people or places

Objective Based Activities Hold baby close and say his/her name as often as possible, “This is Andrew’s bottle.” “This is Sophia’s paci.”

Objective Based Activities Help baby know how to respond to visitors or new people by showing (or modeling) the ways you say hello or greet someone; baby will learn how to react in similar ways. Don’t be surprised if baby is fearful of new situations or adults; help baby feel comfortable in strange situations, allowing time to warm up slowly.

Objective Based Activities Discuss the changes in the trees from spring to summer while out on a walk

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The Arts The Arts Objective & Indicator 33. Explores the visual arts

The Arts Objective & Indicator 34. Explores musical concepts and expression

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 The Arts Objective & Indicator 35. Explores dance and movement concepts The Arts Objective & Indicator 36. Explores drama through actions and language

Objective Based Activities Paint with water Bubble paint Draw outside

Objective Based Activities “Rain Rain Go Away” “It’s Raining, It’s Pouring” While cuddling before feeding time, try the following finger play: ‘Round and round the garden, went the teddy bear. One step, two steps Tickle under there (Walk your fingers around your baby’s palm. Take steps with your fingers up their arm, and then tickle their armpit, chin, or feet). Listen to the sounds of wind chimes

Objective Based Activities 

Dance with baby to cultural music

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Objective Based Activities Fly like butterflies Crawl like lady bugs

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Infants (12 months-18months) Age Group Month Theme Language Builder (verbal focus)

Infants (12 months-18 months)

May and June Nature All Around dirty, sun, water, bubble, outside, grass, tree, blow, rain & bug

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings Uses Adult support to calm self

Create flower sensory bottles to help children calm their emotions; add buttercups, tulips, daisies, etc.

Use visual cues and sign language for “Stop”, “More”, “Please” etc.

  

Practice wiping noses Practice throwing away trash after lunch Pouring Station: place a large bin on the floor with various pouring containers filled with water; ask the children to practice filling and dumping

Begins to Comfort self by seeking out special object or person

1b. Follows limits and expectations Responds to changes in an adults tone of voice and expression Begins to accept redirection from adults

1c. Takes care of own needs appropriately Begins to seek to do things for self

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Social – Emotional (2. Establishes and sustains positive relationships) Objective & Indicator Objective Based Activities 2a. Forms relationships with adults 

Sing “Little Piggy” while sitting together on the floor, facing each other and pointing to each toe

Ask the kids to lay on their backs; place a stuffed animal on their belly; as they breath in and out they should be able to see their bellies move up and down; imagine that the animal loves to be rocked to sleep by the movement of your breathing

Blow bubbles; ask the children to work together to catch all the bubbles

Sensory play with frozen flowers: freeze flowers in an ice cube tray; throw the cubes in a sensory bin for the children to observe and play with

Begins to use trusted adult as a secure base from which to explore the world

2b. Responds to emotional cues Responds to changes in an adults tone of voice and expressions Begins to demonstrate concern about the feelings of others

2c. Interacts with peers Plays near other children; uses similar materials or actions

2d. Makes friends Seeks a preferred playmate; shows pleasure when seeing a friend

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Social – Emotional (3.Participates cooperatively and constructively in group situations ) Objective & Indicator Objective Based Activities 3a. Balances needs and rights of self and others  Add real grass into the sensory bin for the children to explore together with a friend; Encourage sharing and taking turns (*CE)

Responds appropriately to others’ expressions of wants

3b. Solves social problems Expresses feelings during a conflict

Exaggerate emotions in play; call out “Angry” and make large stomping movements across the classroom; call out ”happy” and jump up and down, call out “sick” and clutch your belly saying “ow”-see if the children follow the motions

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator Objective Based Activities 4. Demonstrates traveling skills  Lay down a long piece of large bubble wrap and small bubble wrap; allow the children to run back on forth on the bubble wrap; ask them to describe how it Begins to Experiment with different feels and the noises it creates ways of moving  Pretend to be your favorite bug; how to you get across the room? Do you fly like a butterfly? Do you crawl like a caterpillar? Physical (5. Demonstrates balancing skills) Objective & Indicator Objective Based Activities 5. Demonstrates balancing skills  Draw circles on the sidewalk with chalk; ask the children to jump from circle to circle without falling Begins to Experiments with different “off” the circle ways of balancing  Puddle jump with rain boots Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor manipulative skills  Throw large balls through hula hoops Begins to Manipulates balls or similar objects with stiff body movements

Physical (7. Demonstrates fine motor strength and coordination) Objective & Indicator Objective Based Activities 7a. Uses fingers and hands  Place various shades of green ribbons through a cereal box (covered with black paper) with knots Begins to Use fingers and whole arm on the end and encourage the children to pull the movements to manipulate and explore ribbon through, then flip the box to try again; When objects another child becomes interested allow for additional turns and model asking for, saying please and thank you (*CE)  Finger paint outside on outdoor easels 7b. Uses writing and drawing tools  Use chalk outside to draw and scribble Begins to Gasps drawing and writing tools, jabbing at paper

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Language Language (8. Listens to and understands increasingly complex language) Objective & Indicator Objective Based Activities 8a. Comprehends language Shows an interest in the speech of others

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Use visual sign language cues to help the child associate the sign with the word; utilize the LB words for this task

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Give each child a pinwheel or share and take turns; ask the children to blow on the pinwheel with long deep breathes (role model by taking a deep breath and letting it go forcefully); then ask the children to take fast quick breathes

Begins to identify familiar people, animals, and objects when prompted

8b. Follows directions Responds to simple verbal requests accompanied by gestures or tone of voice Begins to follow simple requests not accompanied by gestures

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Language (9. Uses language to express thoughts and needs) Objective & Indicator Objective Based Activities 9a. Uses an expanding and  Make bird feeders with toilet paper rolls, bird seed expressive vocabulary and nut free peanut butter; hand the bird feeders Begins to/can Names familiar people, outside; discuss birds animals and objects

9b. Speaks clearly

Begins to/can Uses some words and word like sounds and is understood by most familiar people

9c. Uses conventional grammar

Begins to use one- to two word sentences or phrases

Create a picture card ring of LB words; allow the children to flip through the ring while changing their diapers; point out the pictures with the children “Look Eli that’s a picture of the sun. The sun is yellow!” etc. Create sensory jars with dead bugs (or plastic ones if this idea makes you squeamish) discuss the bugs with the children; point out the type of bug, the number of legs, does it have wings? What color is the bug?

9d. Tells about another time or place Begins to Makes simple statements about recent events and familiar people and objects that are not present

Ask children to recall what they saw on a walk around their school

Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations  Using real paintbrush rollers and trays paint the sidewalks outside; discuss how the color looks on Engages in simple back-and-forth the sidewalk; how it feels to use our whole arm to exchanges with others paint; does it roll smooth or rough (depends on the Initiates and attends to brief terrain of the sidewalk) conversations

10b. Uses social rules of language Responds to speech by looking toward the speaker; watches for signs of being understood when communicating

Play with puzzles; discuss the pieces and how they fit; chat about the picture on the puzzle and how it the picture becomes clearer as the puzzle comes together

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages  Discuss trees; how they feel; the colors of trees; go Pays attention to sights and sounds Begins to Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments

on a walk and observe trees; feel the bark; do tree rubbings Fill the sensory bin with dirt and flowers, cups and spoons; give the kids gardening gloves and ask them to create a garden in the table

11b. Persists 

Dye water blue in the sensory table; place ocean animals in the water and ladles; ask the children to “rescue” the animals

Place farm animals in a sensory bin filled with dirt; create another bin filled with warm soapy water; toothbrushes and rags; ask the children to clean the dirty farm animals

Tape a water bead sensory bag to the window at the children’s height to discover and feel

Nature Sensory Bin: a great use of older flowers; have the children pull them off the stems and place in warm water in the sensory table; allow the children to create and imagine as they will; flowers may turn into “soup” or a habitat for water fairies; use sticks, stems, leaves grass clippings etc.

Repeats actions to obtain similar results Begins to Practices an activity many times until successful

11c. Solves problems Reacts to a problem; seeks to achieve a specific goal

11d. Shows curiosity and motivation Uses senses to explore the immediate environment

11e. Shows flexibility and inventiveness in thinking Begins to imitate others in using objects in new and/or unanticipated ways

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Cognitive (12. Remembers and connects experiences) Objective & Indicator Objective Based Activities 12a. Recognizes and recalls  Create a class made book of classmates with their moms in celebration of Mother’s Day; discuss Recognizes familiar people, places, ad objects; looks for hidden object where it whose mom is who was last seen

12b. Makes connections

Looks for familiar persons when they are named; relates objects to events

Use clay or playdough to make nature stamps; from the stamp see if children can connect the stamp to the actual item i.e. acorns, leaves, flower petals, sticks etc.

Cognitive (13. Uses classification skills) Objective & Indicator Objective Based Activities 13. Uses classification skills  Classify bugs  Classify trees Begins to Matches similar objects  Sticker sort: place red, yellow, and green pieces of paper on the wall; give each child a sheet of similar colored sticker dots and ask them to place the correct color dot on the wall with the matching paper Cognitive (14. Uses symbols and images to represent something not present) Objective & Indicator Objective Based Activities 14a. Thinks symbolically  Display various animals with moms and babies; Begins to recognize people, objects, discuss which animal goes with each other and animals in pictures or photographs

14b. Engages in sociodramatic play

Begins to imitate actions of others during play; uses real objects as props

Pretend to be butterflies, from the caterpillar to cocoon and then the butterfly; talk about the transformation; ask the children to describe what their butterfly looks like; ask them where they are flying to Pretend to be forest animals

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates  “Rain Rain Go Away” rhyme  “It’s Raining, It’s Pouring” Begins to join in rhyming songs and  games

15b. Notices and discriminates alliteration

Begins to sing songs and recite rhymes and refrains with repeating initial sounds

Be silly: say a word for example Caterpillar and say Caterpillars eat cupcakes and candy and chocolate too. This can be anything; practice with kids while you are changing their diaper

Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books  Display print at the child’s eye level with real life photographs to language builder words  Explore class made books that include the theme of Shows interest in books nature and summer Literacy (19. Demonstrates emergent writing skills) Objective & Indicator Objective Based Activities 19a. Writes name  Create paint bags for the children to practice scribbling on Begins to scribble or mark

19b. Writes to convey meaning Begins to scribble or mark

Prop up a letter next to a tray with sand; allow the children to mimic the letter in the sand or to create their own scribbles

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Mathematics Mathematics (20. Counts) Objective & Indicator 20a. Counts Begins to Verbally counts (not always in the correct order)

20b. Quantifies Begins to Demonstrates understanding of the concepts of one, two, and more

Objective Based Activities    

Count petals on flowers Count trees on your walk Count the number of bugs you see Count bubbles after you blow on the wand

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Sing “One, two buckle my shoe” Ask the children to pick one flower and bring it to you; or two or three

Mathematics (21. Explores and describes spatial relationships and shapes) Objective & Indicator Objective Based Activities 21a. Understands spatial relationships Begins to follow simple directions related to position (in, on, under, up, down)

21b. Understands shapes Begins to Match two identical shapes

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Parachute play with friends Tunnel play with friends

Draw shapes on the sidewalk with chalk; give the children buckets of water and paintbrushes to trace the shape; say the name of the shape repeatedly as they trace it

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Mathematics (22. Compares and measures) Objective & Indicator 22. Compares and measures Begins to Makes simple comparisons between two objects

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Objective Based Activities

Compare and contrast tress Compare and contrast bugs

Mathematics (23. Demonstrates knowledge of patterns) Objective & Indicator Objective Based Activities 23. Demonstrates knowledge of patterns  Create ABAB patterns with bugs 

Begins to Shows interest in simple patterns in everyday life

Discuss the pattern of washing hands after eating or diaper changes

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Science and Technology Science and Technology Objective & Indicator 24. Uses scientific inquiry skills

Science and Technology Objective & Indicator 25. Demonstrates knowledge of the characteristics of living things Science and Technology Objective & Indicator 26. Demonstrates knowledge of the physical properties of objects and materials Science and Technology Objective & Indicator 27. Demonstrates knowledge of Earth’s environment

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Objective Based Activities Present the children with fresh flowers; allow them to investigate the flowers and pull them apart; use the pieces in the sensory bin with water

Objective Based Activities 

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Science and Technology Objective & Indicator 28. Uses tools and other technology to perform tasks

Objective Based Activities Leaf Rubbings Leaf Painting Play with dirt; make mud

Use a light table or flashlight to shine through leaves; discuss the leaves veins and stems

Objective Based Activities Discuss bees and how bees travel from flower to flower helping the flower grow; pretend to be busy bees Create weather stones (gather stones; paint a sun on one, rain cloud, lightening blot, etc) place the stones in a bag; allow the children to play with the stones and discuss the weather with them

Objective Based Activities Hammer golf tees into a piece of Styrofoam with crab mallets

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Social Studies Social Studies

Objective & Indicator 29. Demonstrates knowledge about self Social Studies Objective & Indicator 30. Shows basic understanding of people and how they live

Social Studies Objective & Indicator 31. Explores change related to familiar people or places

Objective Based Activities While looking at pictures of flowers ask the children to choose their favorite one; make a chart

Objective Based Activities Gather pictures of the summer months around the world and discuss the weather and clothing needed to be worn during that time; compare to what the children are wearing; post up pictures for later viewing (*CE)

Objective Based Activities Discuss the changes in the trees from spring to summer

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The Arts The Arts Objective & Indicator 33. Explores the visual arts

The Arts Objective & Indicator 34. Explores musical concepts and expression The Arts Objective & Indicator 35. Explores dance and movement concepts The Arts Objective & Indicator 36. Explores drama through actions and language

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Objective Based Activities Paint with bubbles Create an outdoor nature collage; place a large piece of contact paper, sticky side out; along the fence; ask children to stick items they like on the wall

Objective Based Activities Make music with items found in nature Sing songs around a “campfire”

Objective Based Activities 

Create your own rain dance or thunderstorm dance

Objective Based Activities Pretend to be gardeners; put dirt in the sensory table with buckets and flowers

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Toddlers Age Group Month Theme Concepts

Toddlers (18 months – 24 months) June Animals Color: Black Shape: Triangle Song/Finger Play: “1,2 Buckle My Shoe” Language Builder: furry, zoo, shoe, boy, girl on & off

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings 

“Feel Your Breathing”: ask your children to stop and feel their breathing when they are upset; ask them to feel their breath entering their nose and filling up their bellies; role model this action with them

Animal Sounds Transition: to get your students attention ask them to meow like a cat; roar like a lion, hoot like an owl etc.

 

Practice taking shoes on and off independently “I Stop and Feel My Breathing”: do the following “I stop (palms facing out like a stop sign) And feel my breathing (hands on belly) Peaceful and calm I’m ready to…(eat, learn, read etc.)

Uses Adult support to calm self Comfort s self by seeking out special object or person

1b. Follows limits and expectations Responds to changes in an adults tone of voice and expression Accepts redirection from adults

1c. Takes care of own needs appropriately Seeks to do things for self Begins to Demonstrates confidence in meeting own needs

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Social – Emotional (2. Establishes and sustains positive relationships) Objective & Indicator Objective Based Activities 2a. Forms relationships with adults  Sing “1,2 Buckle My Shoe” with each child individually with them sitting in your lap or directly across from you Use trusted adult as a secure base from  Discuss with the children your favorite animals and which to explore the world why; look at pictures of these animals together; ask Begins to Manages separations without the children their favorite animals and create a chart distress and engages with trusted adults

2b. Responds to emotional cues

Have the children help each other count breaths when one of them is sad or mad or hurt; when they recognize that a friend is upset, say, “Ok friends, lets counts breaths and together breathe in and out a few times counting each breathe.” It’s ok if the hurt friend doesn’t participate, it helps just knowing their friends are there to help and support them.

Provide the children with black objects, while sitting together ask them to discuss how the color black makes them feel (*CE)

Add black materials (scarves, pipe cleaners, pompoms, tissue paper, felt, etc.) into the sensory bin for the children to explore together with a friend; Encourage sharing and taking turns (*CE) Farm Animal Sensory Table: fill the sensory table with mud and farm animals; ask the children to clean the animals by supplying a separate bin filled with warm soapy water and towels; ask the children to work together to clean the farm animals

Reacts to others’ emotional expressions Begins to Demonstrate concern about the feelings of others

2c. Interacts with peers Plays near other children; uses similar materials or actions

2d. Makes friends Seeks a preferred playmate; shows pleasure when seeing a friend

Social – Emotional (3.Participates cooperatively and constructively in group situations ) Objective & Indicator Objective Based Activities 3a. Balances needs and rights of self and others  “Pinwheel Breathing”: take turns blowing on a pinwheel, practicing taking deep breathes. Responds appropriately to others’ expressions of wants

3b. Solves social problems Expresses feelings during a conflict Begins to Seeks adult help to resolve social problems

Discuss wishing someone well; what does it mean? Practice saying this everyday with the children; especially during morning meeting/connection when discussing who is at school and who is not for the day

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator Objective Based Activities 4. Demonstrates traveling skills  Tape black triangles around the room all over the floor, have the children move to them in various ways (marching, monster feet, tip toe, talking backwards, Experiments with different ways of hopping, etc.) moving  Pretend to be different animals to travel across the playground; stomp like elephants; slither like snakes; swing like monkeys Physical (5. Demonstrates balancing skills) Objective & Indicator 5. Demonstrates balancing skills Experiments with different ways of balancing

Objective Based Activities • Pet Yoga: Cat Pose; Downward Facing Dog; Snake Pose; Turtle Pose and so on

Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor manipulative skills • Play group ball games Manipulates balls or similar objects with stiff body movements

Physical (7. Demonstrates fine motor strength and coordination) Objective & Indicator Objective Based Activities 7a. Uses fingers and hands Uses fingers and whole arm movements to manipulate and explore objects

Finger paint with black

Draw horizontal and vertical lines on the sidewalk in chalk; ask the children to trace the lines with water and paintbrushes

Begins to Uses refined wrist and finger movements

7b. Uses writing and drawing tools Grasps drawing and writing tools, jabbing at paper

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Language Language (8. Listens to and understands increasingly complex language) Objective & Indicator Objective Based Activities 8a. Comprehends language  Discuss the color black and make a list of items we know are black Shows an interest in the speech of  Play “I Spy” and find items in the class that are others black  Discuss new words: furry, zoo, shoe, boy, girl, on & Identifies familiar people, animals, and off objects when prompted 8b. Follows directions  Fill a bin with water and plastic fish; give each child a net and ask them to catch the fish and then sort Responds to simple verbal requests the fish by color; assist the children as necessary, accompanied by gestures or tone of i.e. which ones are black (hold up a card with the voice color black) this is black, can you match the color Follows simple requests not fish? accompanied by gestures

Language (9. Uses language to express thoughts and needs) Objective & Indicator Objective Based Activities 9a. Uses an expanding and  Discuss Language Builder words expressive vocabulary  Create a list of all the types of farm animals your students can think of i.e sheep, goats, cows

Names familiar people, animals and objects

9b. Speaks clearly Uses some words and word like sounds and is understood by most familiar people

Discuss June Holidays & Fun Days – Father’s Day, fireflies, animals, etc.

Discuss the jobs that are related to animals: groomer, veterinarian, trainer, zoo keeper etc.

Read, When Lulu Went to the Zoo or Good Night Gorilla or another zoo book you may have; ask the children to recall a time they went to the zoo; what did they do? Which animals did they see? Did they get the chance to feed any animals? Which was their favorite?

9c. Uses conventional grammar Uses one- to two word sentences or phrases Begins to Uses three-to four-word sentences; may omit some words incorrectly

9d. Tells about another time or place Makes simple statements about recent events and familiar people and objects that are not present

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Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations Engages in simple back-and-forth exchanges with others

Discuss the words “on” & “off” with visual representations; for example, use lights, music etc.

Ask the children to help you create a list of all their favorite animals they can think of; create a list and hang on the wall

Initiates and attends to brief conversations

10b. Uses social rules of language Responds to speech by looking toward the speaker; watches for signs of being understood when communicating Uses appropriate eye contact, pauses, and simple verbal prompts when communicating

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages  Play “Zookeeper Says…” (like Simon Says) 

Place different animal pattern fabrics down on the table or carpet for the children to explore; hold up pictures of the animals that match the fabric and discuss while the children explore the patterns and fabric

Cut out different animal tracks from cardboard; tape the cutouts to the bottom of the child’s shoe; ask them to walk across a large piece of white paper; they may discover they need to press harder to make the print; allow them to discover the best way of making the print

Read 1,2,3 to the Zoo by Eric Carle; ask the children to make a zoo in blocks; help them navigate their zoo plans and add animals for extra enhancements

Place rubber snakes in a tray of sand; allow the children to use their senses to discover the sand with their hands and fingers; allow them to slither the snakes through the sand and observe the tracks the snakes leave in the sand

Display pictures of cows; give the children bowls with black and white pomp oms and glue; ask the children to make pictures of cows

Pays attention to sights and sounds Begins to Sustain interest in working on a task, especially when adults offer suggestions, questions, and comments

11b. Persists Repeats actions to obtain similar results Practices an activity many times until successful

11c. Solves problems Reacts to a problem; seeks to achieve a specific goal Begins to Observes and imitates how other people solve problems; asks for a solution and uses it

11d. Shows curiosity and motivation Uses senses to explore the immediate environment Begins to Explores and investigates ways to make something happen

11e. Shows flexibility and inventiveness in thinking Imitates others in using objects in new and/or unanticipated ways

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Cognitive (12. Remembers and connects experiences) Objective & Indicator Objective Based Activities 12a. Recognizes and recalls Recognizes familiar people, places, and objects; looks for hidden object where it was last seen

Ask the children to recall any pets they saw on their way to school

Read Are You My Mother? and match mother animals with their babies

Begins to Recalls familiar people, places, objects, and actions from the past (a few months before); recalls 1 or 2 items removed from view

12b. Makes connections Looks for familiar persons when they are named; relates objects to events Begins to Remembers the sequence of personal routines and experiences with teacher support

Cognitive (13. Uses classification skills) Objective & Indicator Objective Based Activities 13. Uses classification skills  Classify black objects  Classify triangles by size Matches similar objects  Classify animals by fur, number of legs, what they eat, where they live etc. Cognitive (14. Uses symbols and images to represent something not present) Objective & Indicator Objective Based Activities 14a. Thinks symbolically Recognizes people, objects, and animals in pictures or photographs 14b. Engages in sociodramatic play Imitates actions of others during play; uses real objects as props

Show jungle animals and ask the children to name the animal on the card

 

Pretend to be jungle animals Pretend to be farm animals

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates  “The Parts of the Dog” (sung to the tune of Wheels rhyme on the Bus) “The tail on the dog goes wag, wag, wag Joins in rhyming songs and Wag, wag, wag games Wag, wag wag, (put hand together as if in prayer and move back and forth) The tail on the dog goes wag, wag, wag Dog starts with D The nose on the dog goes sniff, sniff, sniff Sniff, sniff, sniff Sniff, sniff, sniff, (sniff with nose) The nose on the dog goes sniff, sniff, sniff Dog starts with D The ears on the dog go flop, flop, flop Flop, flop, flop Flop, flop, flop (hold the backs of your ears with your hands and flop them) The ears on the dog go flop, flop, flop Dog starts with D  Recite “One, Two Buckle My Shoe” 15b. Notices and discriminates alliteration Begins to sing songs and recite rhymes and refrains with repeating initial sounds

“Bubba’s best buddy was Bingo the Bear. Bubba was Bingo’s best friend. They both lived together on Blueberry Lane. Picking big berries in sun and rain.”

Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books  Eight Silly Monkeys  My Heart is Like a Zoo Shows interest in books  Giraffes Can’t Dance  Moo, Baa, La, La, La Begins to Orients book correctly;  Commotion in the Ocean turns pages from the front of the  Red Hen book to the back; recognizes  Noisy Farm familiar books by their covers

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Literacy (19. Demonstrates emergent writing skills) Objective & Indicator Objective Based Activities 19a. Writes name  Have the children trace their name in bird seed; use the seed later to fill homemade bird feeders Scribbles or marks 19b. Writes to convey meaning  Using large crayons place a large piece of butcher paper on the table; allow the children to move Scribbles or marks freely back and forth to the paper and scribble

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Mathematics Mathematics (20. Counts) Objective & Indicator 20a. Counts Verbally counts (not always in the correct order)

   

Objective Based Activities Count black objects Count triangles we find in our classroom Count the children present and absent from school Count the shoes in the classroom (this number could get high, that’s ok! Toddlers need to hear higher numbers too!)

20b. Quantifies Demonstrates understanding of the concepts of one, two, and more

Count how many dog bones long your body is; make a graph for the whole class

Mathematics (21. Explores and describes spatial relationships and shapes) Objective & Indicator Objective Based Activities 21a. Understands spatial relationships  Create a zoo in block corner; use words like put the giraffes in the grassy area next to the Follows simple directions related elephants; put the snakes in the cage etc. to position (in, on, under, up, down) 21b. Understands shapes  Discuss triangles; count the sides Matches two identical shapes

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Mathematics (22. Compares and measures) Objective & Indicator Objective Based Activities 22. Compares and measures  Compare and contrast scaly animals with furry animals  Measure shoes Makes simple comparisons  Compare and contrast shoes between two objects Mathematics (23. Demonstrates knowledge of patterns) Objective & Indicator 23. Demonstrates knowledge of  Practice simple ABAB pattern with black triangles patterns  Simple ABAB patterns with significate different sizes of Shows interest in simple patterns triangles in everyday life

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Science and Technology Science and Technology Objective & Indicator 24. Uses scientific inquiry skills

Science and Technology Objective & Indicator 25. Demonstrates knowledge of the characteristics of living things

Science and Technology Objective & Indicator 26. Demonstrates knowledge of the physical properties of objects and materials

Science and Technology Objective & Indicator 27. Demonstrates knowledge of Earth’s environment

Science and Technology Objective & Indicator 28. Uses tools and other technology to perform tasks

  

 

Objective Based Activities Create a black sensory bin Observe X rays of animals Observe different types of dog fur

Objective Based Activities Create various sensory bins; i.e. ocean animal bin with ocean animals and blue tinted water; river animal bin with rocks and sticks and river animals i.e. otters, frogs, badgers etc.

Objective Based Activities Place bowls of different materials such as feathers, yarn, sticks, pieces of wood, acorns etc. and ask the children to build a nest for an Owl; display pictures of Owls and their nests for the children to observe while they build their nests

Objective Based Activities Create an Arctic Animal Habitat with ice and water in the sensory bin; fill with arctic animals i.e. polar bears, penguins, seals etc and allow the children to play and create

Objective Based Activities Watch videos of the Westminster Dog Show Watch silly cat videos (preview to make sure these videos are completely kid friendly)

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Social Studies Social Studies Objective & Indicator 29. Demonstrates knowledge about self Social Studies Objective & Indicator 30. Shows basic understanding of people and how they live

Social Studies Objective & Indicator 31. Explores change related to familiar people or places

Objective Based Activities Discuss how pets make you feel i.e. cozy, happy, warm, safe etc. Discuss favorite animals

  

Objective Based Activities Discuss veterinarians Discuss dog trainers Discuss zoo keepers

Objective Based Activities 

Discuss how our bodies grow; measure shoe size and heights and how some of the children are taller or have smaller shoe sizes; ask a few KR kids to come in and measure them to visually show toddler how they will grow too

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The Arts The Arts Objective & Indicator 33. Explores the visual arts

The Arts Objective & Indicator 34. Explores musical concepts and expression The Arts Objective & Indicator 35. Explores dance and movement concepts

The Arts Objective & Indicator 36. Explores drama through actions and language

 

Objective Based Activities Prop up pictures of triangles; equip each child with a canvas and paintbrush and black paint; allow them to create own triangles Create pet rocks Paint with feathers

 

Objective Based Activities Sing “Old MacDonald Had a Farm” Sing “We’re Going to the Zoo”

 

Objective Based Activities Animal Dance: “Polar Bear Polar Bear turn around Polar Bear Polar Bear touch the ground Polar Bear Polar Bear growl real loud Polar Bear Polar Bear sit on the ground”

Objective Based Activities Pretend to be different animals Go on a “Bear Hunt”

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Preschool Readiness Age Group Month Theme/Unit

Concepts

Preschool Readiness June Animals Number: 9 Color: Blue Shape: Pentagon Letter Exposure: Alphabet Review Self – Help Focus: Review of all skills and classroom responsibility Physical Development: cutting paper with scissors, scribbling horizontally and vertically, drawing circles Social-Emotional / Character Education: Classroom Harmony

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings  Create an Ocean Sensory Bin and fill it with ocean animals, shells, pebbles, and aquarium nets for Comforts self by seeking out special small household aquariums and as a calming object or person technique ask the children to use the nets to catch Begins to Is able to look at a situation and release the ocean animals differently or delay gratification

1b. Follows limits and expectations Accepts redirection from adults

Animal Sounds Transition: to get your students attention ask them to meow like a cat; roar like a lion, hoot like an owl etc.

“I Stop and Feel My Breathing”: do the following “I stop (palms facing out like a stop sign) And feel my breathing (hands on belly) Peaceful and calm I’m ready to…(eat, learn, read etc.)

Begins to Manages classroom rules, routines, and transitions with occasional reminders

1c. Takes care of own needs appropriately Seeks to do things for self Demonstrates confidence in meeting own needs

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Social – Emotional (2. Establishes and sustains positive relationships) Objective & Indicator Objective Based Activities 2a. Forms relationships with adults  Discuss with the children your favorite animals and Uses trusted adult as a secure base from why; look at pictures of these animals together; ask which to explore the world the children their favorite animals and create a chart Manages separations without distress and engages with trusted adults

2b. Responds to emotional cues

Discuss how it feels when everyone in the class is getting along; use the word harmony frequently i.e. “I love how we are all in harmony!” When a child is upset make a big deal of asking everyone to help that child feel better so the class can be in harmony

Pretend to run a shelter together using stuffed animals, beds, bowls etc.; take care of the animals; groom them; put them to bed; feed them etc.

Farm Animal Sensory Table: fill the sensory table with mud and farm animals; ask the children to clean the animals by supplying a separate bin filled with warm soapy water and towels; ask the children to work together to clean the farm animals

Reacts to others’ emotional expressions Demonstrates concern about the feelings of others

2c. Interacts with peers Plays near other children; uses similar materials or actions Begins to Uses successful strategies for entering groups

2d. Makes friends Seeks a preferred playmate; shows pleasure when seeing a friend Begins to Plays with one or two preferred playmates

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Social – Emotional (3. Participates cooperatively and constructively in group situations) Objective & Indicator Objective Based Activities 3a. Balances needs and rights of  Take turns learning how to approach a dog on a self and others leash; make sure the children understand soft voices and touches and holding out your hand to Responds appropriately to others’ allow a dog to sniff you first; explain adults should expressions of wants always be around when touching an unfamiliar dog Begins to Takes turns 3b. Solves social problems  Discuss ways to help the classroom stay in Begins to/can Seeks adult help to resolve social problems

harmony: follow rules, be kind to your friends; share and take turns etc.

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator 4. Demonstrates traveling skills Experiments with different types of moving



Objective Based Activities

Pretend to be different animals to travel across the playground; stomp like elephants; slither like snakes; swing like monkeys

Begins to Moves purposefully from place to place with control Physical (5. Demonstrates balancing skills) Objective & Indicator 5. Demonstrates balancing skills Experiments with different ways of  balancing

Objective Based Activities

Pet Yoga: Cat Pose; Downward Facing Dog; Snake Pose; Turtle Pose and so on

Sustains balance during simple movement experiences Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor manipulative skills Manipulate balls or similar objects with stiff body movements



Play group ball games

Begins to Manipulate balls or similar objects with flexible body movements

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Physical (7. Demonstrates fine motor strength and coordination) Objective & Indicator Objective Based Activities 7a. Uses fingers and hands Use fingers and whole arm movements to manipulate and explore objects Uses refined wrist and finger movements 7b. Uses writing and drawing tools Grasps drawing and writing tools, jabbing at paper Grips drawing and writing tools with whole hand but may use whole-arm movements to make marks

  

   

Finger paint with blue Use scissors to cut out pictures of our favorite animals Use crayons to practice making horizontal and vertical lines

Use paintbrushes to paint with blue Practice writing letters: alphabet review Create blue paint bags for the children to practice writing letters Draw horizontal and vertical lines on the sidewalk in chalk; ask the children to trace the lines with water and paintbrushes

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Language Language (8. Listens to and understands increasingly complex language) Objective & Indicator Objective Based Activities 8a. Comprehends language Begins to/can Identifies familiar people, animals, and objects when prompted

  

Begins to Responds appropriately to specific vocabulary and simple statements, questions, and stories 8b. Follows directions Begins to/can Follows simple requests not accompanied by gestures

Discuss the color blue and make a list of items we know are blue Play “I Spy” and find items in the class that are blue Discuss new words: fur, scales, mane, feathers, talons

Fill a bin with water and plastic fish; give each child a net and ask them to catch the fish and then sort the fish by color

Follows directions of two or more steps that relate to familiar objects and experiences

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Language (9. Uses language to express thoughts and needs) Objective & Indicator Objective Based Activities 9a. Uses an expanding and expressive vocabulary Names familiar people, animals and objects

Create a list of all the types of farm animals your students can think of i.e sheep, goats, cows

Discuss the jobs that are related to animals: groomer, veterinarian, trainer, zoo keeper etc.

Take a pet walk scavenger hunt; prompt the children to discuss the pets they find; what do they look like? Have they ever seen them before? What kind of pet are they?

Ask the children to recall a time they went to the zoo; what did they do? Which animals did they see? Did they get the chance to feed any animals? Which was their favorite?

Begins to Describes and tells the use of many familiar items 9b. Speaks clearly Uses some words and word like sounds and is understood by most familiar people Begins to Is understood by most people; may mispronounce new, long, or unusual words 9c. Uses conventional grammar Uses one- to two-word sentences or phrases Uses three- to four-word sentences; may omit some words or use some words incorrectly 9d. Tells about another time or place Begins to/can Makes simple statements about recent events and familiar people and objects that are not present Tells simple stories about objects, events, and people not present; lacks many details and a conventional beginning, middle and end

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Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations Initiates and attends to brief conversations



Discuss the importance of keeping our land and water clean in order to keep natural habitats healthy



Ask the children to help you create a list of all their favorite animals they can think of; create a list and hang on the wall

Begins to Engages in conversations of at least three exchanges 10b. Uses social rules of language Uses appropriate eye contact, pauses, and simple verbal prompts when communicating Begins to Uses acceptable language and social rules while communicating with others; may need reminders

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages  Create a Jungle Playdough Provocation: make Begins to/can Sustains interest in playdough in 3 different shades of green; place working on a task, especially jungle animals down with the playdough and sticks when adults offer suggestions, and blades of grass and large leaves; allow the questions, and comments children to create their own jungle scenarios 11b. Persists Begins to/can Practices an activity many times until successful Begins to Plans and pursues a variety of appropriately challenging tasks 11c. Solves problems Begins to/can Observes and imitates how other people solve problems; asks for a solution and uses it 11d. Shows curiosity and motivation Begins to/can Explores and investigates ways to make something happen Begins to Shows eagerness to learn about a variety of topics and ideas 11e. Shows flexibility and inventiveness in thinking; Imitates others in using objects in new and/or unanticipated ways; Uses creativity and imagination during play and routine tasks

 

Draw pentagons on paper; ask children to trace the rectangle with stones or marbles or any loose part Draw random letters on paper and ask children to trace the letter with loose parts

Give the children rocks and sticks and river animals i.e. frogs, otters, turtles etc. and ask the children to build them a habitat in the sensory bin

Prop up pictures of the ocean and the animals that live in the ocean; present the children with various shades of blue and white paint and ask them to recreate the ocean on large pieces of paper; play ocean sounds to help them get into the creative process

• Ask the children to create an animal with various animal parts i.e. an elephant trunk on a zebras body with giraffe legs; have fun with this and be silly!

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Cognitive (12. Remembers and connects experiences) Objective & Indicator Objective Based Activities 12a. Recognizes and recalls Recognizes familiar people, places, ad objects; looks for hidden object where it was last seen

Recalls familiar people, places, objects, and actions from the past (a few months before); recalls 1 or 2 items removed from view 12b. Makes connections

Looks for familiar persons when they are named; relates objects to events

Hide pentagon shapes around the room for children to find; the next day hide them in the same spot to see if children go to those spots to retrieve the shapes Ask the children to recall any pets they saw on their way to school

Read Are You My Mother? and match mother animals with their babies

Remembers the sequence of personal routines and experiences with teacher support Cognitive (13. Uses classification skills) Objective & Indicator 13. Uses classification skills Begins to/can Matches similar objects Begins to Places objects in tow or more groups based on differences in a single characteristics, e.g., color, size, or shape

  

Objective Based Activities

Classify pentagon shaped objects Classify blue objects Classify animals based on where they live; fox-forest; shark-ocean etc.

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Cognitive (14. Uses symbols and images to represent something not present) Objective & Indicator Objective Based Activities 14a. Thinks symbolically Recognizes people, objects, and animals in pictures or photographs

  

Name different desert animals Name different mountain animals Name different forest animals

 

Go on a “Bear Hunt” Create a pet ER in dramatic play; place doctor lab coats; clipboards; stethoscopes, bandages, stuffed pets; x-rays of pets

Begins to Draws or constructs, and then identifies what it is 14b. Engages in sociodramatic play Imitates actions of others using play; uses real objects as props Begins to Acts out familiar or imaginary scenarios; may use props to stand for something else

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates •“The Parts of the Dog” (sung to the tune of rhyme Wheels on the Bus) “The tail on the dog goes wag, wag, wag Joins in rhyming songs and Wag, wag, wag games Wag, wag wag, (put hand together as if in prayer and move back and forth) Fills in the missing rhyming word; The tail on the dog goes wag, wag, wag generates rhyming words Dog starts with D spontaneously The nose on the dog goes sniff, sniff, sniff Sniff, sniff, sniff Sniff, sniff, sniff, (sniff with nose) The nose on the dog goes sniff, sniff, sniff Dog starts with D The ears on the dog go flop, flop, flop Flop, flop, flop Flop, flop, flop (hold the backs of your ears with your hands and flop them) The ears on the dog go flop, flop, flop Dog starts with D” 15b. Notices and discriminates alliteration  “Bubba’s best buddy was Bingo the Bear. Bubba was Bingo’s best friend. Sings songs and recites rhymes They both lived together on Blueberry Lane. and refrains with repeating initial Picking big berries in sun and rain.” sounds Literacy (16. Demonstrates knowledge of the alphabet) Objective & Indicator Objective Based Activities 16a. Identifies and names letters 

Begins to/can Recognizes and names a few letters in own name

Holding up cards with letters on them, see if children recognize the first letter in their name Go on an Alphabet Hunt

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Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books  Eight Silly Monkeys  My Heart is Like a Zoo Shows interest in books  Giraffes Can’t Dance  Moo, Baa, La, La, La Orients book correctly; turns  Commotion in the Ocean pages from the front of the book  Red Hen to the back; recognizes familiar  Noisy Farm books by their covers 17b. Uses print concepts Begins to/can Shows understanding that text is meaningful and can be read

Ask the children to role play being the teacher and reading a book to the class

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Literacy (18. Comprehends and responds to books and other texts) Objective & Indicator Objective Based Activities 18a. Interacts during read-alouds  Eight Silly Monkeys and book conversations  My Heart is Like a Zoo  Giraffes Can’t Dance  Moo, Baa, La, La, La Begins to/can Contributes  Commotion in the Ocean particular language from the  Red Hen book at the appropriate time  Noisy Farm 18b. Uses emergent reading skills Begins to/can Pretends to read a familiar book, treating each page as a separate unit; names and describes what is on each page, using pictures as clues 18c. Retells stories Begins to/can Retells some events from a familiar story with close adult prompting

Ask the children to practice reading books to either a real classroom pet or to a group of stuffed animals

 

Create a class book, “My Favorite Animals” Create a class book, “If I Were a Elephant or Lion Or etc.”

Literacy (19. Demonstrates emergent writing skills) Objective & Indicator Objective Based Activities 19a. Writes name 

Have the children trace their name in bird seed; use the seed later to fill homemade bird feeders

Create a journal for each child; give them prompts such as, write a menu or a letter to your Mom or a birthday wish list and give them space and time to “write” their lists down; these will start as scribbles but morph over the school year; make sure to date the activities to assess progression

Scribbles or marks Controlled linear scribbles 19b. Writes to convey meaning Scribbles or marks Controlled linear scribbles

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Math Math (20. Uses number concepts and operations) Objective & Indicator Objective Based Activities 20a. Counts  Count blue objects  Count to 10 when upset and needing to breathe Verbally counts (not always in the  Count the number of pentagon objects found in correct order) classroom  Go on as walk and count the number of birds you Verbally counts to 10; counts up see to five objects accurately, using  Do 10 jumping jacks one number name for each object 20b. Quantifies Demonstrates understanding of the concepts of one, two, and more Begins to Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts 20c. Connects numerals with their quantities Begins to/can Recognizes and names a few numerals

Count how many dog bones long your body is; make a graph for the whole class

Give the children a tray of sand; prop up pictures of numbers 1, 2, or 3; give the children a paintbrush and ask them to copy the number

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Math (21. Explores and describes special relationships and shapes) Objective & Indicator Objective Based Activities 21a. Understands spatial relationships Follows simple directions related to position (in, on, under, up, down)

Create a zoo in block corner; use words like put the giraffes in the grassy area next to the elephants; put the snakes in the cage etc.

 

Match pentagons Create animals with shapes

Follows simple directions related to proximity (beside, between, next to) 21b. Understands shapes Matches two identical shapes Begins to Identifies a few basic shapes (circle, square, triangle)

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Math (22. Compares and measures) Objective & Indicator 22. Compares and measures Begins to/can Makes simple comparisons between two objects

 

Objective Based Activities

Compare different sized pentagons Compare animals based on where their habitat is located

Begins to Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequences of basic daily events and a few ordinal numbers Math (23. Demonstrates knowledge of patterns) Objective & Indicator Objective Based Activities 23. Demonstrates knowledge of patterns  Complete simple patterns with large and small pentagons Begins to/can Shows interest in  Discuss the patterns found on zoo animals i.e. zebras, simple patterns in everyday life giraffes, snakes etc. Begins to Copies simple repeating patterns

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Science and Technology Science and Technology Objective & Indicator 24. Uses scientific inquiry skills Science and Technology Objective & Indicator 25. Demonstrates knowledge of the characteristics of living things

 

Science and Technology Objective & Indicator 26. Demonstrates knowledge of the physical properties of objects and materials

Science and Technology Objective & Indicator 27. Demonstrates knowledge of Earth’s environment

Science and Technology Objective & Indicator 28. Uses tools and other technology to perform tasks

 

Objective Based Activities Explore X-Rays of different animals

Objective Based Activities Using the sensory table create habitats for different domesticated animals i.e. gerbils, rabbits, lizards etc. explain why the children need the supplies they need to prepare the habitats and ask them to work together to create the proper habitats Discuss hibernation and help the children create dens for animals that hibernate Discuss animal tracks left in the snow; display pictures of what the different tracks look like

Objective Based Activities Place bowls of different materials such as feathers, yarn, sticks, pieces of wood, acorns etc. and ask the children to build a nest for an Owl; display pictures of Owls and their nests for the children to observe while they build their nests

Objective Based Activities Create an Arctic Animal Habitat with ice and water in the sensory bin; fill with arctic animals i.e. polar bears, penguins, seals etc and allow the children to play and create Objective Based Activities Watch videos of the Westminster Dog Show Watch silly cat videos (preview to make sure these videos are completely kid friendly)

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Social Studies Social Studies Objective & Indicator 29. Demonstrates knowledge about self Social Studies Objective & Indicator 30. Shows basic understanding of people and how they live

Social Studies Objective & Indicator 31. Explores change related to familiar people or places Social Studies Objective & Indicator 32. Demonstrates simple geographic knowledge

Objective Based Activities Discuss how pets make you feel i.e. cozy, happy, warm, safe etc. Discuss favorite animals

  

Objective Based Activities Discuss veterinarians Discuss dog trainers Discuss zoo keepers

Objective Based Activities Discuss life cycle of a frog or chick with visual cues; discuss how the animal changes

Objective Based Activities Explore a map or globe and talk about where certain animals come from

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The Arts The Arts Objective & Indicator 33. Explores the visual arts

The Arts Objective & Indicator 34. Explores musical concepts and expression The Arts Objective & Indicator 35. Explores dance and movement concepts

 

Objective Based Activities Prop up pictures of pentagons; equip each child with a canvas and paintbrush and blue paint; allow them to create own pentagons Create pet rocks Paint with feathers

 

Objective Based Activities Sing “Old MacDonald Had a Farm” Sing “We’re Going to the Zoo”

The Arts Objective & Indicator 36. Explores drama through actions and language

Objective Based Activities Animal Dance: “Polar Bear Polar Bear turn around Polar Bear Polar Bear touch the ground Polar Bear Polar Bear growl real loud Polar Bear Polar Bear sit on the ground”

Objective Based Activities

 

Pretend to be different animals Go on a “Bear Hunt”

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Preschool Age Group Month Theme/Unit

Preschool Readiness June Pets

Concepts

Math: Math Games (dice & spinners) L&L: X, Z, qu Writing: y,b,o, p, c, j, u, v, &1-15 Science: Shadows PD: Group Games SE/CD: How are we different/same?

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings  “A Cooling Out Breath”: sit with your back straight and your hands resting on your knees; breath Comforts self by seeking out special naturally while the teacher counts the length of object or person inhales and exhales; try to get the children to a breathe in count of 2 and breathe out for 4; best Is able to look at a situation differently or practiced with individual children and not a delay gratification group  Discuss the types of places pets go to calm down; they build nests or burrow into their bedding for a cool, darker place in order to rest their minds and bodies; discuss how we, as humans, are the same when we need a calm down/safe place 1b. Follows limits and  Transition: “Shake it Up”: pretend to put magic expectations glue on the bottom of your feet and glue them to the floor; ask the children to wiggle but keep their Accepts redirection from adults feet glues to the floor; play fast drumming to wiggle fast; play slow drumming to wiggle slow; let Manages classroom rules, routines, and the music fade to no wiggling; tell the children the transitions with occasional reminders magic glue is gone and they can transition  Create a job chart to assist in taking care of classroom pets  Pet Sounds Transition: to get your students attention ask them to meow like a cat; tweet like a bird; bark like a dog etc. 1c. Takes care of own needs  “I Stop and Feel My Breathing”: do the following appropriately “I stop (palms facing out like a stop sign) And feel my breathing (hands on belly) Demonstrates confidence in meeting Peaceful and calm I’m ready to…(eat, learn, own needs Begins to Takes responsibility for own read etc.) well-being

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Social – Emotional (2. Establishes and sustains positive relationships) Objective & Indicator Objective Based Activities 2a. Forms relationships with adults Manages separations without distress and engages with trusted adults

 

Practice yoga and meditation together Discuss with the children pets you currently have or pets you grew up with; share pictures

Discuss the cues animals give us to let us know how they are feeling; what do they do when they are happy? Sad? Hungry? Need to go to the bathroom? How do we respond to their cues?

Begins to Engages with trusted adults as resources and to share mutual interests

2b. Responds to emotional cues Demonstrates concern about the feelings of others Begins to Identifies basic emotional reactions of others and their causes accurately

2c. Interacts with peers Uses successful strategies for entering groups

Pretend to run a shelter together using stuffed animals, beds, bowls etc.; take care of the animals; pretend to help prospective owners choose animals

2d. Makes friends Plays with one or two preferred playmates Begins to Establishes a special friendship with one other child, but the friendship might only last a short while

Dog Wash Sensory Table: fill a bin with dirt and water (basically mud) and plastic toy dogs; place another bin next to the dirty bin with warm soapy water; ask the children to wash the dogs together

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Social – Emotional (3. Participates cooperatively and constructively in group situations) Objective & Indicator Objective Based Activities 3a. Balances needs and rights of  Take turns role playing asking for permission to self and others touch a pet, using the classroom pet or stuffed animals; remind children to use soft voices and Takes turns move slowly around the “animal” so the animal will feel more secure 3b. Solves social problems Seeks adult help to resolve social problems Suggests solutions to social problems

Read Swimmy and discuss how the conflict in the story was resolved

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator Objective Based Activities 4. Demonstrates traveling skills  Pretend to be different favorite pets and travel across Moves purposefully from place to place with control

the classroom i.e. dogs, cats, fish etc. Activity Dice with animals and movements

Physical (5. Demonstrates balancing skills) Objective & Indicator 5. Demonstrates balancing skills Sustains balance during complex movement experiences

Objective Based Activities

Pet Yoga: Cat Pose; Downward Facing Dog; Snake Pose; Turtle Pose and so on

Begins to Sustains balance during complex movement experiences

Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor manipulative skills  Play group ball games Manipulates balls or similar objects with a full range of motion

Physical (7. Demonstrates fine motor strength and coordination) Objective & Indicator Objective Based Activities 7a. Uses fingers and hands Uses refined wrist and finger movements

Use scissors to cut out pictures of our favorite pets

 

Practice writing numbers: 1-15 in their journal Practice writing lower case letters: y,b,o,p,c,j,u,v in their journals

Begins to Uses small, precise finger and hand movements

7b. Uses writing and drawing tools Grips drawing and writing tools with whole hand but may use whole-arm movements Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end

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Language Language (8. Listens to and understands increasingly complex language) Objective & Indicator Objective Based Activities 8a. Comprehends language  Create a chart of what we know about pets and Responds appropriately to complex statements, questions, vocabulary, and stories

what we want to know about pets Introduce vocab words related to pets: fur, scales, mane, feathers, talons

8b. Follows directions Follows simple requests not accompanied by gestures

Follows directions of two or more steps that relate to familiar objects and experiences

Create graphs based on the children choosing their favorite pets; ask the children to take a precut picture of their favorite and place it correctly on the graph

Language (9. Uses language to express thoughts and needs) Objective & Indicator Objective Based Activities 9a. Uses an expanding and expressive vocabulary  Create a list of all the types of pets your students can think of i.e dogs, cats, turtles, snakes etc. Describes and tells the use of many familiar objects

9b. Speaks clearly Is understood by most people; may mispronounce new, long, or unusual words

Discuss what pets need to thrive: water, food, nutrients and play time

Discuss the jobs that are related to pets: groomer, veterinarian, trainer etc.

Ask the children to describe an interesting pet they’ve seen

9c. Uses conventional grammar Uses three-to four-word sentences; may omit some words or use some words incorrectly Uses complete, four-to-six word sentences

9d. Tells about another time or place Tells simple stories about objects, events, and people not present; lacks many details and a conventional beginning, middle, and end Tells stories about other times and places that have a logical order and that include major details

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Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations  Talk about how to be gentle with pets; discuss Engages in conversations of at least how we must ask someone if we can pet their three exchanges animal and to gently stroke the pet 10b. Uses social rules of language Uses appropriate eye contact, pauses, and simple verbal prompts when communicating Uses acceptable language and social rules while communicating with others; may need reminders



Take a pet walk scavenger hunt; prompt the children to discuss the pets they find; what do they look like? Have they ever seen them before? What kind of pet are they?

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments

Discuss how animals groom themselves; Wash stuffed animals in the sensory bin; have warm soapy water; rags; squirt bottles; towels and brushes to dry and groom

Feed the Baby Bird: fill the sensory table with shredded paper representing grass, pipe cleaners (the pipe cleaners represent worms), clothespins (to represent the mama birds beak) and small cups; ask the children to use the clothespins to capture the worms for their baby birds; place the captured “worms” in the cups for their babies

Google “Block Shadow Task Cards” and print; ask the children to fill in the shadow with wooden or plastic cubes; snap cubes work well

Discuss birds; Place out a variety of materials and ask the children to use the materials to create bird feeders; give them recycled plastic bottles; pine cones; string; bird seed etc.

Begins to Sustains work on age appropriate, interesting tasks; can ignore most distractions and interruptions

11b. Persists Practices an activity many times until successful Plans and pursues a variety of appropriately challenging tasks

11c. Solves problems Observes and imitates how other people solve problems; asks for a solution and uses it Solves problems without having to try every possibility

11d. Shows curiosity and motivation Explores and investigates ways to make something happen Shows eagerness to learn about a variety of topics and ideas

11e. Shows flexibility and inventiveness in thinking Uses creativity and imagination during play and routine tasks; Changes plans if a better idea is thought of or proposed

• Create a Shadow Puppet Theater with a shoe box; puppets and a flashlight

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Cognitive (12. Remembers and connects experiences) Objective & Indicator Objective Based Activities 12a. Recognizes and recalls  Recalls familiar people, places, objects, and actions from the past (a few months before); recalls 1 or 2 items removed from view

Tells about experiences in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view

Ask the children to recall any pets they saw on their way to school Ask the children what kind of animal you are thinking of by giving a few characteristics i.e. “I have 4 legs and a long tail and mane; I love to eat hay and grass; I neigh…Who Am I? A Horse!” Play a memory/matching game with animals

12b. Makes connections Remembers the sequence of personal routines and experiences with teacher support

Draws on everyday experiences and applies this knowledge to a similar situation

Cognitive (13. Uses classification skills) Objective & Indicator 13. Uses classification skills Places objects in two or more groups based on differences in a single characteristic, e.g., color, size or shape

Cognitive (14. Thinks symbolically) Objective & Indicator 14a. Thinks symbolically

 

Objective Based Activities Classify pets by what they eat Classify animals by 4 legs, 2 legs, no legs

Objective Based Activities 

Create a pet out of the favorite parts of various pets; ask the children, after they create, to discuss their creations

Create a pet ER in dramatic play; place doctor lab coats; clipboards; stethoscopes, bandages, stuffed pets; x-rays of pets

Draws or constructs, and then identifies what it is

14b. Engages in sociodramatic play Acts out familiar or imaginary scenarios; may use props to stand for something else

Read Are You My Mother? and match mother animals with their babies

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates rhyme •“The Parts of the Dog” (sung to the tune of Wheels on the Bus) Fills in the missing rhyming word; “The tail on the dog goes wag, wag, wag generates rhyming words spontaneously Wag, wag, wag Wag, wag wag, (put hand together as if in prayer Begins to Decides whether two words and move back and forth) rhyme The tail on the dog goes wag, wag, wag Dog starts with D The nose on the dog goes sniff, sniff, sniff Sniff, sniff, sniff Sniff, sniff, sniff, (sniff with nose) The nose on the dog goes sniff, sniff, sniff Dog starts with D The ears on the dog go flop, flop, flop Flop, flop, flop Flop, flop, flop (hold the backs of your ears with your hands and flop them) The ears on the dog go flop, flop, flop Dog starts with D” 15b. Notices and discriminates alliteration  “Bubba’s best buddy was Bingo the Bear. Bubba was Bingo’s best friend. Sings songs and recites rhymes and They both lived together on Blueberry Lane. refrains with repeating initial sounds Picking big berries in sun and rain.” Begins to Shows awareness that some words begin the same way

15c. Notices and discriminates smaller and smaller units of sound Hears and shows awareness of separate words in sentences

Clap, stomp, wiggle the syllables in pet names

Begins to Hears and shows awareness of separate syllables in words Begins to Verbally separates and blends onset and rime

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Literacy (16. Demonstrates knowledge of the alphabet) Objective & Indicator Objective Based Activities 16a. Identifies and names letters Recognizes and names a few letters in own name

Recognizes as many as 10 letters, especially those in own name

16b. Uses letter-sound knowledge

Identifies the sounds of a few letters

Discuss beginning letters for familiar pets i.e. D for Dog; F for Fish and so on

Assist the children in recognizing X or Z by going on a hunt for toys or items in the classroom that start with that letter

Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers Begins to Knows some features of a book (title, author, illustrator); connects specific books to authors

     

Where is My Frog? by Mercer Mayer We’re Roaming in the Rainforest by Laurie Krebs Rosie’s Walk by Pat Hutchins I Wanna Iguana by Karen Orloff A Pet for Petunia by Paul Schmid Animal Snackers by Betsey Lewin

Ask children to point out the letter X and Z in the books that are read

17b. Uses print concepts Shows understanding that text is meaningful and can be read Begins to Indicates where to start reading and the direction to follow

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Literacy (18. Comprehends and responds to books and other texts) Objective & Indicator Objective Based Activities 18a. Interacts during read-alouds  Where is My Frog? by Mercer Mayer and book conversations  We’re Roaming in the Rainforest by Laurie Krebs  Rosie’s Walk by Pat Hutchins Contributes particular language from  I Wanna Iguana by Karen Orloff the book at the appropriate time  A Pet for Petunia by Paul Schmid Asks and answers questions about the  Animal Snackers by Betsey Lewin text; refers to pictures

18b. Uses emergent reading skills Pretends to read a familiar book, treating each page as a separate unit; names and describes what is on each page, using pictures as cues

Give each child an opportunity to re-read a favorite class book

Create a class book, “My Favorite Pets”

Begins to Pretends to read, using some of the language from the text; describes the action across pages, using pictures to order the events; may need prompts from adult

18c. Retells stories Retells some events from a familiar story with close adult prompting Retells familiar stories, using pictures of props as prompts

Literacy (19. Demonstrates emergent writing skills) Objective & Indicator Objective Based Activities 19a. Writes name  Ask children to sign in every day when they arrive  Have the children trace their name in bird seed; Controlled linear scribbles use the seed later to fill homemade bird feeders  Have a piece of paper with a few pets written at Mock letters or letter-like forms the top; dog, bird, fish, cat and ask the children to choose their favorite and write their name under that animal 19b. Writes to convey meaning  Create a journal for each child; give them prompts such as, write a menu or a letter to your Controlled linear scribbles Mom or a birthday wish list and give them space and time to “write” their lists down; these will start Mock letters or letter-like forms as scribbles but morph over the school year; make sure to date the activities to assess progression Letter strings  In the journal focus on the letters: y,b,o,p,c,j,u,v

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Mathematics Mathematics (20. Uses number concepts and operations) Objective & Indicator Objective Based Activities 20a. Uses number concepts and operations Verbally counts to 10; counts up to five objects accurately, using one number name for each object

Begins to Verbally counts to 20; counts 10-20 objects accurately; knows the last number states how many in all; tells what number (1-10) comes next in order by counting

Roll dice; ask the child to count the number that turns up; then ask them to count that number of goldfish; eat the goldfish for snack Count how many dog bones long your body is; make a graph for the whole class

20b. Quantifies Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts

20c. Connects numerals with their quantities Recognizes and names a few numerals Identifies numerals to 5 by name and connects each to counted objects

Separate animals by habitat or by number of legs or by size; ask the children to count the number of animals in each group

Bird Number Tray: fill a try with bird seed; prop up a number and ask the children to write that number in the seeds using their finger and then to place the same number of either plastic counter birds (if you have them) or print outs (and laminated) pictures of birds that corresponds to the number you have displayed

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Mathematics (21. Explores and describes spatial relationships and shapes) Objective & Indicator Objective Based Activities 21a. Understands spatial relationships  Discuss position with the flashlight when making Follows simple directions related to shadows proximity (beside, between, next to)  Play the group game Hokie Pokie; use positional Begins to Uses and responds words to stand children next to each other in the appropriately to positional words circle; use positional words with body parts indicating location, direction, and distance

21b. Understands shapes Identifies a few basic shapes (circle, square, triangle)

Use pattern blocks to make animals

Begins to Describes basic two-and three-dimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation

Mathematics (22. Compares and measures) Objective & Indicator 22. Compares and measures Makes simple comparisons between two objects Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers Begins to Uses multiples of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools

  

Objective Based Activities

Compare and contrast various domesticated animals by size i.e. bird, gerbil, hamster, fish, turtle, cat, dog etc. Create charts on how we are the same and how we are different i.e. eye color, hair color etc. Measure each others arm length, leg length, foot length etc. and discuss how they are the same and how they are different

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Mathematics (23. Demonstrates knowledge of patterns ) Objective & Indicator Objective Based Activities 23. Demonstrates knowledge of  Hold up pictures of various animal patterns; ask the patterns children to name the animal that belongs to that Copies simple repeating patterns



pattern Using dot stickers creating a snake pattern; see if the children can mimic your patters; try ABAB or ABCABC

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Science and Technology Science and Technology Objective & Indicator 24. Uses scientific inquiry skills

Science and Technology Objective & Indicator 25. Demonstrates knowledge of the characteristics of living things

 Science and Technology Objective & Indicator 26. Demonstrates knowledge of the physical properties of objects and materials

Science and Technology Objective & Indicator 27. Demonstrates knowledge of Earth’s environment Science and Technology Objective & Indicator 28. Uses tools and other technology to perform tasks

Objective Based Activities Before looking at animal x-rays ask the children to hypothesize what they may see; then look at animal x-rays; compare and contrast the bones; verify the hypothesis

Objective Based Activities Using the sensory table create habitats for different domesticated animals i.e. gerbils, rabbits, lizards etc. explain why the children need the supplies they need to prepare the habitats and ask them to work together to create the proper habitats Discuss the life cycle of a chicken

Objective Based Activities Make sun prints with sonography paper; discuss the properties of the sonography paper and how and why it creates a shadow on the paper of the object that is placed on it

Objective Based Activities 

Discuss shadows and how and why they happen

 

Objective Based Activities Watch videos of the Westminster Dog Show Watch silly cat videos (preview to make sure these videos are completely kid friendly)

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Social Studies Social Studies Objective & Indicator 29. Demonstrates knowledge about self

 

Social Studies Objective & Indicator 30. Shows basic understanding of people and how they live

Social Studies Objective & Indicator 31. Explores change related to familiar people or places

Social Studies Objective & Indicator 32. Demonstrates simple geographic knowledge

  

Objective Based Activities Discuss how pets make you feel i.e. cozy, happy, warm, safe etc. Discuss favorite animals

Objective Based Activities Discuss veterinarians Discuss dog trainers Discuss service pets and how they help people feel safe

Objective Based Activities Discuss how shadows change over the course of the day; track a shadow during 1 day to show how it moves depending on the position of the sun

Objective Based Activities 

Using a map or globe discuss where certain animals come from

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The Arts The Arts Objective & Indicator 33. Explores the visual arts

  

 The Arts Objective & Indicator 34. Explores musical concepts and expression The Arts Objective & Indicator 35. Explores dance and movement concepts

The Arts Objective & Indicator 36. Explores drama through actions and language

Objective Based Activities Read Swimmy by Leo Lionni; place a large piece of white paper out on the table; allow the children to work together to blow paint bubbles (recipes on Pinterest) and create a large ocean scene; then have them cut out pictures of fish to glue on the mural Create pet rocks Paint with feathers Shadow Drawings; place a large piece of white paper on the ground and animal toys on type of the paper; allow it to create a shadow; ask the children to trace or color in the shadow Paint with black paint to create your own shadow

Objective Based Activities 

Play musical chairs with fast and slow music

Objective Based Activities Play fast and slow music and ask the children to dance to each type and interpret the music through movement

Objective Based Activities  

Pretend to be different animals Go on a “Bear Hunt”

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Kindergarten Readiness Age Group Month Study

Concepts

Kindergarten Readiness June Pets Math: Count by 10s Language & Literacy: Parts of a Sentence Word Families: -up & -ot Word Wall: find, make & three Writing: unit related vocabulary words, word wall and word family words Science: Balance This/Fast or Slow Physical Development: Group Games Social-Emotional / Conscious Discipline: Acceptance

Social-Emotional Social – Emotional (1. Regulates own emotions and behaviors) Objective & Indicator Objective Based Activities 1a. Manages feelings  Discuss what acceptance means  Discuss the types of places pets go to calm down; Is able to look at a situation differently or they build nests or burrow into their bedding for a delay gratification cool, darker place in order to rest their minds and bodies; discuss how we, as humans, are the same Controls strong emotions in an when we need a calm down/safe place appropriate manner most of the time 1b. Follows limits and  Transition: “Shake it Up”: pretend to put magic expectations glue on the bottom of your feet and glue them to the floor; ask the children to wiggle but keep their Manages classroom rules, routines, and feet glues to the floor; play fast drumming to transitions with occasional reminders wiggle fast; play slow drumming to wiggle slow; let the music fade to no wiggling; tell the children the Applies rules in new but similar situations magic glue is gone and they can transition  Create a job chart to assist in taking care of a class pet  Pet Sounds Transition: to get your students attention ask them to meow like a cat; tweet like a bird; bark like a dog etc. 1c. Takes care of own needs appropriately  Continue with meditation; start with 2-3 minutes and add 1 minute per day Demonstrates confidence in meeting  Discuss how pets rely on us to take care of their own needs needs; discuss ways we take care of our pets Takes responsibility for own well-being

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Social – Emotional (2. Establishes and sustains positive relationships) Objective & Indicator Objective Based Activities 2a. Forms relationships with adults  Engages with trusted adults as resources and to share mutual interests

2b. Responds to emotional cues Identifies basic emotional reactions of others and their causes accurately

2c. Interacts with peers Uses successful strategies for entering groups Initiates, joins in, and sustains positive interactions with a small group of two to three children

2d. Makes friends Establishes a special friendship with one other child, but the friendship might only last a short while

Discuss with the children pets you currently have or pets you grew up with; share pictures

Discuss the cues animals give us to let us know how they are feeling; what do they do when they are happy? Sad? Hungry? Need to go to the bathroom? How do we respond to their cues? Practice trying to silently communicate with a friend a particular emotions; discuss if this is easy or difficult  Using the sensory table create habitats for different domesticated animals i.e. gerbils, rabbits, lizards etc. explain why the children need the supplies they need to prepare the habitats and ask them to work together to create the proper habitats  Pretend to run a shelter together using stuffed animals, beds, bowls etc.; take care of the animals; pretend to help prospective owners choose animals  Dog Wash Sensory Table: fill a bin with dirt and water (basically mud) and plastic toy dogs; place another bin next to the dirty bin with warm soapy water; ask the children to wash the dogs together 

Social – Emotional (3. Participates cooperatively and constructively in group situations) Objective & Indicator Objective Based Activities 3a. Balances needs and rights of  Take turns role playing asking for permission to self and others touch a pet, using the classroom pet or stuffed Takes turns animals; remind children to use soft voices and move slowly around the “animal” so the animal Initiates the sharing of materials in the will feel more secure classroom and outdoor 3b. Solves social problems  Discuss acceptance and talk about what Suggests solutions to social problems happens when we are not accepting and how if effects those around us; talk about what we can Begins to Resolves social problems do to help each other be accepting through negotiation and compromise  Read Swimmy and discuss how the issue is resolved

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Physical Physical (4. Demonstrates traveling skills) Objective & Indicator Objective Based Activities 4. Demonstrates traveling skills  Pretend to be different favorite pets and travel across Moves purposefully from place to place the classroom i.e. dogs, cats, fish etc. with control  Play the group game: Red Light, Green Light but change the way the kids travel; once like a cat, Coordinates complex movements in another time like a turtle; one time fast, one time slow play and games etc. Physical (5. Demonstrates balancing skills) Objective & Indicator Objective Based Activities 5. Demonstrates balancing skills  Pet Yoga: Cat Pose; Downward Facing Dog; Snake Pose; Turtle Pose and so on Sustains balance during complex  Make homemade balance boards with a pool movement experiences noodle and plank; see if the children can balance on it Sustains balance during complex  Bring in bosu balls from home and see if the children movement experiences can balance themselves Physical (6. Demonstrates gross-motor manipulative skills) Objective & Indicator Objective Based Activities 6. Demonstrates gross-motor manipulative skills Manipulates balls or similar objects with a full range of motion

Play group ball games

Manipulates balls or similar objects with a full range of motion

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Physical (7. Demonstrates fine motor strength and coordination) Objective & Indicator Objective Based Activities 7a. Uses fingers and hands 

Cut pictures of their favorite pets from magazines and make a class collage; display

7b. Uses writing and drawing tools

 

Holds drawing and writing tools by using a three-point finger grip but may hold the instrument too close to one end

Write upper and lower case letters in journal Write sight words, find, make &three in their journal while correctly holding pencil Practice writing vocabulary words, word wall words, and family words Practice writing new unit words: wild, fin, fur, beak, gills

Uses refined wrist and finger movements Uses small, precise finger and hand movements

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Language Language (8. Listens to and understands increasingly complex language) Objective & Indicator Objective Based Activities 8a. Comprehends language Responds appropriately to specific vocabulary and simple statements, questions, and stories

 

Responds appropriately to complex statements, questions, vocabulary, and stories

8b. Follows directions Follows directions of two or more steps that relate to familiar objects and experiences Follows detailed, instructional, multistep directions

Create a class KWL Chart on “Pets” keep the chart displayed and add to it as the children make new discoveries Introduce new words: domesticated, nocturnal, unpredictable, docile, shelter Print out various pictures of animals that are either domesticated or wild; place to hula hoops on the ground, just slightly overlapping in order to create a Venn diagram; ask the children to place the pictures into one of three categories 1. Animals that are usually pets 2. Animals that are rarely pets 3. Animals that are sometimes pets; once the photos are all places asked the children to discuss the characteristics the pets in each group share

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Language (9. Uses language to express thoughts and needs) Objective & Indicator Objective Based Activities 9a. Uses an expanding and  Create a list of all the types of pets your students expressive vocabulary can think of i.e. dogs, cats, birds, rabbits, turtles, Describes and tells the use of many chickens etc. perhaps let the children write the list familiar objects  Create a vocab list and ask the children to write Begins to Incorporates new, less familiar the words out on sentence strips to display in the or technical words in everyday room; use the words as the children learn them conversations

9b. Speaks clearly Is understood by most people; may mispronounce new, long, or unusual words

 

Begins to Pronounces multisyllabic or unusual words correctly

Discuss what pets eat and create a list i.e. kibble, seeds, hay, pellets etc. Ask the children to describe what kind of animals make good pets; how are these animals different from other animals?

9c. Uses conventional grammar Uses complete, four-to-six word sentences Begins to Uses long, complex sentences and follows most grammatical rules

9d. Tells about another time or place Tells stories about other times and places that have a logical order and that include major details Tells elaborate stories that refer to other times and places

 

Discuss the jobs that are related to pets: groomer, veterinarian, trainer etc.

Ask the children to talk about a time when they helped take care of a pet. What did they do? Who were they helping? What kind of pet was it? Ask the children to describe an interesting pet they’ve seen

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Language (10. Uses appropriate conversational and other communication skills) Objective & Indicator Objective Based Activities 10a. Engages in conversations  Ask the children to describe their homes; point Engages in conversations of at least out that most homes share the same features i.e. three exchanges place to sleep, eat, things to play with etc. record responses; now explain a pet’s habitat and ask Begins to Engages in complex, lengthy the children what they notice about a certain conversations (five or more exchanges) habitat; record observations 10b. Uses social rules of language Uses acceptable language and social rules while communicating with others; may need reminders Begins to Uses acceptable language and social rules during communication with others



Ask the children to take turn describing ways of taking care of pets i.e. grooming, protecting, petting, feeding etc.

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Cognitive Cognitive (11. Demonstrates positive approaches to learning) Objective & Indicator Objective Based Activities 11a. Attends and engages Sustains work on age appropriate, interesting tasks; can ignore most distractions and interruptions

Discuss how animals groom themselves; Wash stuffed animals in the sensory bin; have warm soapy water; rags; squirt bottles; towels and brushes to dry and groom

Feed the Baby Bird: fill the sensory table with shredded paper representing grass, pipe cleaners (the pipe cleaners represent worms), clothespins (to represent the mama birds beak) and small cups; ask the children to use the clothespins to capture the worms for their baby birds; place the captured “worms” in the cups for their babies

 

Create pets out of the pattern blocks Place levels in block corner; ask the children to practice making creations balanced by checking the level Stack blocks and keep them balanced; count how many blocks you can stack until the stack falls over; challenge the children to make it higher each time

Begins to Sustains attention to tasks or projects over time (days to weeks); can return to activities after interruptions

11b. Persists Plans and pursues a variety of appropriately challenging tasks

11c. Solves problems Solves problems without having to try every possibility

Begins to Thinks problems through, considering several possibilities and analyzing results

11d. Shows curiosity and motivation

Discuss birds; Place out a variety of materials and ask the children to use the materials to create bird feeders; give them recycled plastic bottles; pine cones; string; bird seed etc.

11e. Shows flexibility and inventiveness in thinking

Changes plans if a better idea is thought of or proposed

Come up with a list of names for pets based on the type of pet; keep a chart Construct a dog house or cat condo in block corner; ask the children to draw their “blueprint” first then use their drawings to create their house/condo; take pictures of their finished products and create a class book

Shows eagerness to learn about a variety of topics and ideas Begins to Uses a variety of resources to find answers to questions

Begins to Thinks through possible longterm solutions and takes on more abstract challenges

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Cognitive (12. Remembers and connects experiences) Objective & Indicator Objective Based Activities 12a. Recognizes and recalls Tells about experiences in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view

 

Begins to Uses a few deliberate strategies to remember information

Ask the children to recall any pets they saw on their way to school Ask the children to recall going to an amusement park and getting on rides; were they fast or slow?

12b. Makes connections Draws on everyday experiences and applies this knowledge to a similar situation Begins to Generates a rule, strategy, or idea from one learning experience and applies it in a new context

Cognitive (13. Uses classification skills) Objective & Indicator 13. Uses classification skills Places objects in two or more groups  based on differences in a single  characteristic, e.g., color, size or shape   Groups objects by one characteristic;  then regroups them using a different

Discuss the balance scales found in groceries stores when mom/dad goes shopping for produce; ask the children to recreate this practice in dramatic play with scales and fruit/veggies

Objective Based Activities Classify pets by what they eat Classify pets by where they live Classify pets by their characteristics i.e. scales, fur etc. Classify wild and domesticated animals Sort dog bones by small, medium and large

characteristic and indicates the reason

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Cognitive (14. Thinks symbolically) Objective & Indicator 14a. Thinks symbolically



Draws or constructs, and then identifies what it is Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas

Objective Based Activities Ask the children to create an imaginary pet; to put together all their favorite things from different pets into one pet; after they draw this have them take turns sharing their imaginary pet to the class; ask them to explain why they chose certain attributes

14b. Engages in sociodramatic play Acts out familiar or imaginary scenarios; may use props to stand for something else Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 mins



Create a pet ER in dramatic play; place doctor lab coats; clipboards; stethoscopes, bandages, stuffed pets; x-rays of pets

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Literacy Literacy (15. Demonstrates phonological awareness) Objective & Indicator Objective Based Activities 15a. Notices and discriminates  Using our word families –up and –ot ask children to rhyme come up with words within those families that rhyme; use flash cards for assistance Fills in the missing rhyming word;  “The Parts of the Dog” (sung to the tune of Wheels generates rhyming words spontaneously on the Bus) “The tail on the dog goes wag, wag, wag Decides whether two words rhyme Wag, wag, wag Wag, wag wag, (put hand together as if in prayer and move back and forth) The tail on the dog goes wag, wag, wag Dog starts with D The nose on the dog goes sniff, sniff, sniff Sniff, sniff, sniff Sniff, sniff, sniff, (sniff with nose) The nose on the dog goes sniff, sniff, sniff Dog starts with D The ears on the dog go flop, flop, flop Flop, flop, flop Flop, flop, flop (hold the backs of your ears with your hands and flop them) The ears on the dog go flop, flop, flop Dog starts with D” 15b. Notices and discriminates alliteration Shows awareness that some words  Think of words that start with D like Dog; C like Cat; begin the same way F like fish etc. Matches beginning sounds of some words

15c. Notices and discriminates smaller and smaller units of sound Hears and shows awareness of separate words in sentences Hears and shows awareness of separate syllables in words

• Clap, stomp, wiggle the syllables in pet names

Begins to Verbally separates and blends onset and rime

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Literacy (16. Demonstrates knowledge of the alphabet) Objective & Indicator Objective Based Activities 16a. Identifies and names letters Recognizes and names a few letters in own name Recognizes as many as 10 letters, especially those in own name

   

Identify site words Identify unit related vocabulary words Identify word wall and word family words Discuss beginning letters for familiar pets i.e. D for Dog; F for Fish and so on

Using the word families –up and –ot; make as many words as you can from these endings; ask the children to sound out the letters as they form the words i.e. C-up; P-up; B-up they may make errors, this is okay; they are putting sounds together and creating words

Begins to Identifies and names 11-20 upper- and 11-20 lowercase letters when presented in random order

16b. Uses letter-sound knowledge Identifies the sounds of a few letters Produces the correct sounds for 10-20 letters Shows understanding that a sequence of letters represents a sequence of spoken sounds

Literacy (17. Demonstrates knowledge of print and its uses) Objective & Indicator Objective Based Activities 17a. Uses and appreciates books Orients book correctly; turns pages from the front of the book to the back; recognizes familiar books by their covers Knows some features of a book (title, author, illustrator); connects specific books to authors

      

Amazing X-Rays: Pets by David Gordon I Want to Be a Vet by Betty Birney May I Pet Your Dog? by Stephanie Calmenson Pet Rabbits by Julia Barnes Emma’s Turtle by Eve Bunting Harry and the Dirty Dog by Gene Zion A House for Hermit Crab by Eric Carle

Ask the children to take turns reading a book to the class Discuss the parts of a sentence; point out the spaces between words; the capitalized word to begin the sentence; the punctuation at the end

Begins to Uses various types of books for their intended purposes

17b. Uses print concepts Indicates where to start reading and the direction to follow Shows awareness of various features of print: letters, words, spaces, upper-and lowercase letters, some punctuation

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Literacy (18. Comprehends and responds to books and other texts) Objective & Indicator Objective Based Activities 18a. Interacts during read-alouds and book conversations  Amazing X-Rays: Pets by David Gordon  I Want to Be a Vet by Betty Birney Asks and answers questions about the  May I Pet Your Dog? by Stephanie Calmenson text; refers to pictures  Pet Rabbits by Julia Barnes  Emma’s Turtle by Eve Bunting Identifies story-related problems, events,  Harry and the Dirty Dog by Gene Zion and resolutions during conversations  A House for Hermit Crab by Eric Carle with an adult 18b. Uses emergent reading skills Pretends to read, using some of the language from the text; describes the action across pages, using pictures to order the events; may need prompts from adult Pretends to read, reciting language that closely matches the text on each page and using reading-like intonation

  

Give each child the opportunity to “read” to the class; pay attention to how they present the book, hold the book, turn the pages, point to the pictures etc. Keep lists of observations, discoveries, and new vocabulary related to the study Discuss the parts of a sentence when reading; bring attention to the capital letter that begins the sentence and the punctuation at the end Discuss punctuation; periods; questions marks and exclamation points; exaggerate these when reading

18c. Retells stories Retells some events from a familiar story with close adult prompting Retells familiar stories, using pictures of props as prompts Retells a familiar story in proper sequence, including major events and characters

Ask the children to research their favorite pet; where do they live? What do they look like? Do they have legs? How may? What do they eat? Then have them teach the class about their favorite pet; perhaps take it a step further and have them draw their pet and write a few of their favorite details; display the projects on the wall in the hallway; make this into a class book after you’ve displayed it for a week or so

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Literacy (19. Demonstrates emergent writing skills) Objective & Indicator Objective Based Activities 19a. Writes name  Ask that the children “sign in” everyday when they arrive in the morning Mock letters or letter-like forms  Have the children trace their name in bird seed; Letter strings use the seed later to fill homemade bird feeders 19b. Writes to convey meaning

 

Mock letters or letter-like forms Letter strings

 

Write site words in journal Set up weekly “Arrival Questions” by placing a large piece of paper on the wall Create sentence strips words to place around the classroom of words learned this month Display pet names in the writing center i.e. fish, bird, dog, cat etc; ask the children to write these words in their journal or on sentence strips and display around the room

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Mathematics Mathematics (20. Uses number concepts and operations) Objective & Indicator Objective Based Activities 20a. Uses number concepts and operations  Count to 20 while sitting in meditation  Count how many dog bones long your body is; Verbally counts to 20; counts 10-20 make a graph for the whole class objects accurately; knows the last  Count out goldfish for snack by 10s number states how many in all; tells  Count to 100 by 10s while waiting in line to go to what number (1-10) comes next in order the playground by counting 20b. Quantifies Recognizes and names the number of items in a small set (up to five) instantly; combines and separates up to five objects and describes the parts

Write the numbers 1-10 along the bottom of a piece of paper; ask the children to count out that number of goldfish i.e. 1 goldfish above the number 1; 2 above the number 2 etc.; eat the goldfish for snack!

Hand out cards with a numeral (1-5) on it; the number on the card represents the number of scoops of pet food they need to scoop into the pet dish Bird Number Tray: fill a try with bird seed; prop up a number and ask the children to write that number in the seeds using their finger and then to place the same number of either plastic counter birds (if you have them) or print outs (and laminated) pictures of birds that corresponds to the number you have displayed

Makes sets of 6-10 objects then describes the parts; identifies which part has more, less, or the same (equal); counts all or counts on to find out how many

20c. Connects numerals with their quantities Identifies numerals to 5 by name and connects each to counted objects Identifies numerals to 10 by name and connects each to counted objects

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Mathematics (21. Explores and describes spatial relationships and shapes) Objective & Indicator Objective Based Activities 21a. Understands spatial relationships Uses and responds appropriately to positional words indicating location, direction, and distance

 

Create a map of a pet store Create a map of their neighborhood in order to walk their dog or a neighbor’s dog

Discuss the 3-D shapes and varieties of cages

Begins to Uses and makes simple sketches, models, or pictorial maps to locate objects

21b. Understands shapes Describes basic two-and threedimensional shapes by using own words; recognizes basic shapes when they are presented in a new orientation

Mathematics (22. Compares and measures) Objective & Indicator 22. Compares and measures Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers Uses multiple of the same unit to measure; uses numbers to compare; knows the purpose of standard measuring tools

  

Objective Based Activities

Compare and contrast various dog breeds by weight; create a graph Compare and contrast various domesticated animals by size i.e. bird, gerbil, hamster, fish, turtle, cat, dog etc. Discuss the measurement of “Gallon” in relation to filling an aquarium for fish

Begins to Uses measurement words and some standard measurement tools accurately; uses ordinal numbers from first to tenth

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Mathematics (23. Demonstrates knowledge of patterns ) Objective & Indicator Objective Based Activities 23. Demonstrates knowledge of patterns • Hold up pictures of various animal patterns; ask the children to name the animal that belongs to that Copies simple repeating patterns pattern Extends and creates simple repeating patterns

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Science and Technology Science and Technology Objective & Indicator 24. Uses scientific inquiry skills

Science and Technology Objective & Indicator 25. Demonstrates knowledge of the characteristics of living things

 

Science and Technology Objective & Indicator 26. Demonstrates knowledge of the physical properties of objects and materials

Objective Based Activities Take a walk around your school; before going out ask the children to predict the animals they may see on their walk; chart their responses; discuss how some animals are nocturnal and may only be seen at night; provide clipboards so the children can make tally marks to record their observations; after the walk ask the children to share which pets they saw; count the animals seen in the predicted area; review the characteristics of the pets you saw on your walk Explore pets and the x-rays of their mouths; discuss which pets have teeth and which do not; hypothesize how the animals with no teeth eat; look at the difference between carnivore and herbivores teeth structure Objective Based Activities Define Carnivore, Omnivore and Herbivore; create a chart that places certain pets in each category Match animals to their homes/habitats

Science and Technology Objective & Indicator 27. Demonstrates knowledge of Earth’s environment

Objective Based Activities Invite children to explore materials related to pets i.e. leash, chew toy, pet bed, collar, brush, food bowls squeak toys and share their observations; ask them to share what they know about supplies Create a homemade scales by using the rounded blocks and long rectangular blocks from block corner; allow the children to experiment with different blocks to make the balance equal

Objective Based Activities • Discuss various pet habitats i.e. nests, oceans, jungle, deserts etc.

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Science and Technology Objective & Indicator 28. Uses tools and other technology to perform tasks

  

Objective Based Activities Watch videos of the Westminster Dog Show Watch silly cat videos (preview to make sure these videos are completely kid friendly) Hypothesize the weight of objects in relation to other objects for example ask the children, “Which do you think is heavier, 5 pennies or 5 feathers?” Dictate or graph or chart their answers and conduct the experiment with a balance or digital scale on the information from a weather website Use the internet to discover the names of flowers

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Social Studies Social Studies Objective & Indicator 29. Demonstrates knowledge about self Social Studies Objective & Indicator 30. Shows basic understanding of people and how they live

Social Studies Objective & Indicator 31. Explores change related to familiar people or places

Objective Based Activities Discuss how pets make you feel i.e. cozy, happy, warm, safe etc.

  

Objective Based Activities Discuss veterinarians Discuss dog trainers Discuss service pets and how they help people feel safe

Social Studies Objective & Indicator 32. Demonstrates simple geographic knowledge

Objective Based Activities Discuss the changes from a Puppy to full adult dog; discuss body changes and the different needs as puppies grow up; specifically how puppies are fast and adult dogs are much slower; this can be duplicated for cats; hamsters; etc.

Objective Based Activities

Explore the geographical regions that certain pets come from

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The Arts The Arts Objective & Indicator 33. Explores the visual arts

   

The Arts Objective & Indicator 34. Explores musical concepts and expression

 

The Arts Objective & Indicator 35. Explores dance and movement concepts The Arts Objective & Indicator 36. Explores drama through actions and language

Objective Based Activities Prop up pictures of zoomed in various animal patterns; ask the children to paint the patterns Create pet rocks Paint with feathers Paint fast and/or slow with cars Objective Based Activities Discuss fast and slow music; ask the children to discuss how the music makes them feel Play musical chairs with fast and slow music Objective Based Activities Play fast and slow music and ask the children to dance to each type and interpret the music through movement Objective Based Activities

 

Pretend to be different animals Go on a “Bear Hunt”

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June curriculum resource guide  
June curriculum resource guide  
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